2MATERIALS/TOYS/EQUIPMENT List 10 criteria for choosing toys and materials for a JK/SK/Primary classroom.
3EQUIPMENT/MATERIALS: guidelines 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?Can it be constructed rather that purchased?Is it aesthetically pleasing?Is it easy to clean and maintain
4EQUIPMENT/MATERIALS: guidelines Will it accommodate everyone?Is it compatible with the concept of diversity?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
5EQUIPMENT/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??? Are there any other considerations for upper primary years??
6COMPUTER PROGRAMSList 10 criteria for choosing computer software for a primary classroom.
7EQUIPMENT/MATERIALS: guidelines for computers age appropriateness>realistic expectations for childrenchild control>children decide on flow of activityclear instructions> verbal or graphicexpanding complexity>current skill and then expandsindependence> minimal adult supervision
8EQUIPMENT/MATERIALS: guidelines for computers process oriented>intrinsic joys of exploring and discoveringreal world models> reliable models of the worldtechnical features>high qualitytrial and error> allows for problem solvingtransformations>can change objects and situations and see results.
9TIMEList the criteria you would use when making decisions about time in a primary classroom.
10TIME: guidelinesallows time for self selection, group activities, routines and transitionsbalance between quiet time and group activitiesbalance between group and individual activitieswork time and play time both necessaryindoor and outdoor blocks weather permittingflexible time schedule
11TIME: guidelines FLEXIBILITY: Think about some examples Pair with a partnerShare with your groupExamples?large cement truck is in viewactivity time extended if very interested in new items at centres
12TIME: guidelines FLEXIBILITY: Examples? if it’s rained for 3 days and today is beautiful and sunny, extend outdoor play timeif restless during group activity, shorten the timeif chickens start to hatch at story time, forget the story for now
13SPACEList the criteria you would use when making decisions about space in a primary classroom.
14SPACE : guidelinessmall enclosed areas promote quiet activities and interaction among small groups of childrenphysical boundaries around areas reduce distraction which increases attention to activities
15SPACE : guidelineslarge spaces allow for active large group activities that are more boisterous and noisyclearly organized play space and clear paths results in fewer disruptions and more goal directed behaviour
16PROGRAM PLANNING Developmentally Appropriate Guidelines - Some Considerations
17PROGRAM PLANNING: children need to expend energy and rest Alternate active and quiet time:children need to expend energy and restfor example, if you plan large group activity, small group activities and snack together you’ll have restless childrenneed to plan a transition time from very active gym activity to large group circle timeexamples?
18PROGRAM PLANNING:Balance child initiated and teacher initiated activitieslarge blocks of time in which children can make decisions about the activities in which they will participateteacher directed group activities also available
19PROGRAM PLANNINGNow with new kindergarten curriculum guides children in daily programs are spending increasing amounts of time in teacher directed large and small group activities. Discuss.
20PROGRAM PLANNING Activity level of children: most young children must have many opportunities to expend energysome need more than othersknowing your children and being flexible allows for individual needs
21PROGRAM PLANNING attention span increases with age Developmental level of children:attention span increases with ageplanning should reflect thiskindergarten age children can work in large group activities for up to 20 minutescan spend longer if really interestedyoung students need to be actively involved in problem solving during group activities
22PROGRAM PLANNING 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.EXAMPLES?
23PROGRAM PLANNING What do we mean by semi concrete experience? pictures or something that represents something elsethese work best if the children manipulate themEXAMPLES?
24PROGRAM PLANNING 3.Abstract Experiences: What do we mean by abstract experience?Some experiences can be “abstract” if they have had lots of previous real experience.EXAMPLES?