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Child centred learning environment TIME SPACE EQUIPMENT/MATERIALS TIME: guidelines allows time for self selection, group activities, routines and transitions balance between quiet time and group activities balance between group and individual activities TIME: guidelines

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child centred learning environment

Child centred learning environment




time guidelines
TIME: guidelines
  • allows time for self selection, group activities, routines and transitions
  • balance between quiet time and group activities
  • balance between group and individual activities
time guidelines3
TIME: guidelines
  • work time and play time both necessary
  • indoor and outdoor blocks weather permitting
  • flexible time schedule
time guidelines4
TIME: guidelines


  • Think about some examples
  • Pair with a partner
  • Share with your group


  • large cement truck is in view
  • activity time extended if very interested in new items at centres
time guidelines5
TIME: guidelines


  • if it’s rained for 3 days and today is beautiful and sunny, extend outdoor play time
  • if restless during group activity, shorten the time
  • if chickens start to hatch at story time, forget the story for now
space guidelines also handout
SPACE : guidelines(also handout)
  • small enclosed areas promote quiet activities and interaction among small groups of children
  • physical boundaries around areas reduce distraction which increases attention to activities
space guidelines also handout7
SPACE : guidelines(also handout)
  • large spaces allow for active large group activities that are more boisterous and noisy
  • clearly organized play space and clear paths results in fewer disruptions and more goal directed behaviour
equipment materials guidelines


What guidelines should influence our purchases and ordering of equipment and materials?

equipment materials guidelines9
  • Does this piece of equipment support the program’s needs and philosophy?
  • Is the equipment appropriately sized?
  • Is it durable?
  • Is there room for it?
equipment materials guidelines10
  • Can it be constructed rather that purchased?
  • Is it aesthetically pleasing?
  • Is it easy to clean and maintain?
  • Will it accommodate everyone?
  • Is it compatible with the concept of diversity?
equipment materials guidelines for materials
EQUIPMENT/MATERIALS: guidelines for materials
  • Does it encourage fine and/or gross motor activity?
  • Does it exercise cognitive processes?
  • Can it promote language use?
  • Does it encourage socialization?
  • Does it provide outlets for emotional needs?
  • Does it invite creativity?
equipment materials guidelines for materials12
EQUIPMENT/MATERIALS: guidelines for materials
  • Is it developmentally appropriate?
  • Does it promote active exploration?
  • Does it provide for open-ended learning?
  • Is it feedback oriented?
  • Is it multipurpose?
equipment materials guidelines for computers
EQUIPMENT/MATERIALS: guidelines for computers


  • What guidelines do you already know that would be the same for JK – grade 3?
  • Are there any additional cautions you can think of?
equipment materials guidelines for computers14
EQUIPMENT/MATERIALS: guidelines for computers
  • age appropriateness>realistic expectations for children
  • child control>children decide on flow of activity
  • clear instructions> verbal or graphic
  • expanding complexity>current skill and then expands
  • independence> minimal adult supervision
equipment materials guidelines for computers15
EQUIPMENT/MATERIALS: guidelines for computers
  • process oriented>intrinsic joys of exploring and discovering
  • real world models> reliable models of the world
  • technical features>high quality
  • trial and error> allows for problem solving
  • transformations>can change objects and situations and see results.
program planning


developmentally appropriate guidelines

program planning developmentally appropriate guidelines
PROGRAM PLANNING:developmentally appropriate guidelines

Alternate active and quiet time:

  • children need to expend energy and rest
  • for example, if you plan large group activity, small group activities and snack together you’ll have restless children
  • need to plan a transition time from very active gym activity to large group circle time
  • examples?
program planning developmentally appropriate guidelines18
PROGRAM PLANNING:developmentally appropriate guidelines

Balance child initiated and teacher initiated activities

  • large blocks of time in which children can make decisions about the activities in which they will participate
  • teacher directed group activities also available

Now with new kindergarten curriculum guides children in daily programs are spending increasing amounts of time in teacher directed large and small group activities. Discuss.

program planning developmentally appropriate guidelines19
PROGRAM PLANNING:developmentally appropriate guidelines

Activity level of children:

  • most young children must have many opportunities to expend energy
  • some need more than others
  • knowing your children and being flexible allows for individual needs
program planning developmentally appropriate guidelines20
PROGRAM PLANNING:developmentally appropriate guidelines

Developmental level of children:

  • attention span increases with age
  • planning should reflect this
  • kindergarten age children can work in large group activities for up to 20 minutes
  • can spend longer if really interested
  • young students need to be actively involved in problem solving during group activities
  • Varga (1997) caution handout
program planning developmentally appropriate guidelines21
PROGRAM PLANNING:developmentally appropriate guidelines
  • Concrete Experience:
  • What is it?
  • Why do we always start with concrete experience for new concepts?
  • Young children must manipulate materials in order to learn.
  • By manipulating things, there are usually two inputs to the brain - the kinesthetic and the linguistic.
program planning developmentally appropriate guidelines22
PROGRAM PLANNING:developmentally appropriate guidelines

2. Semi concrete experience

  • What do we mean by semi concrete experience?
  • pictures or something that represents something else
  • these work best if the children manipulate them
program planning developmentally appropriate guidelines23
PROGRAM PLANNING:developmentally appropriate guidelines

3.Abstract Experiences:

  • What do we mean by abstract experience?
  • Some experiences can be “abstract” if they have had lots of previous real experience.
program planning developmentally appropriate guidelines24
PROGRAM PLANNING:developmentally appropriate guidelines
  • Go to the various learning centres around the room that have been set up to teach the initial consonant “S”.
  • Which match concrete experience, semi concrete experience and abstract experience?
  • How would you order these activities?