The Developing Child Chapter 22.2 Participating in Early Childhood Education

The Early Childhood Classroom Should be comfortable for children –Child-sized furniture and fixtures Promotes independence and feelings of self- sufficiency –Separate noisy areas from quiet ones –Place art center near water –Leave large, open area for large-group activities

Learning Centers Areas designed for certain types of play and learning –Allow children to make choices –Explore through hands-on experiences –Provide structure for the child’s day –See pages , example of ideal arrangement

Learning Center Guidelines Physically and Visually Separate Learning Centers –Low shelves –Colored floor coverings –Wall decorations –Storage containers Consider proximity to sink

Examples of Learning Centers: Art & Craft Music Math Science Reading/Writing Gross Motor Dramatic Play Nature (See pages )

Health & Safety Health Care Routines –Prevent the spread of illness –Policies in place for child illness –Hand washing Food Safety Routines –Prevent cases of food-related illness Inspections & Supervision –Toys & Equipment –Ratio of adults to children

Five Basic Health Routines Hand washing –Children and Adults Blowing nose Covering mouth when coughing Not sharing headwear Not sharing food or eating utensils

Hand Washing Best way to prevent spread of illness –After toilet, after blowing nose –Before cooking, eating, or playing with clay Wash thoroughly with soap and water Dry with paper towel Adults too!

Preventing Food-Borne Illness Keep eating areas clean Wash hands before preparing and serving food Store food at safe temperatures

Play Equipment Should be suitable for the age and developmental levels of the children using it –Can be hazardous if not age-appropriate Inspect regularly for possible safety hazards Provide close supervision to prevent injuries

Why should teachers plan a variety of activities for children? Children learn primarily through play. Different activities stimulate different areas of development

Play experiences should focus on… Thinking and problem-solving Movement of large and small muscles Creativity, including music, dance, art, and dramatic play Relationships with others The more involved they are, the more they learn!

Types of Play Interactions Parallel play –Side-by-side but not interacting much Working together –Sharing, cooperating, teamwork Alone play –Looking at a book Small groups –Dressing up, playing “house”

Circle Time Children share their experiences Listen to a story together Talk about the day (weather, day of the week, month, etc.) Learn to sit quietly in a group Learn to take turns Learn to listen to others

Balance the Daily Schedule Balance of active and quiet activities Balance of small and large group activities Both teacher-directed and child- selected activities Free Play: A time when children can choose any activity they want

Transitions A period through which children move from one activity to the next Finish one activity, clean up, get ready for the next activity Always provide advanced warning –Helps child mentally prepare for next activity –Encourages cooperation –Timer can also help

Sample Daily Schedule 9:00-9:10 Arrival and Free Play 9:20-9:40 Circle Time 9:40-10:00 Activity 10:00-10:15 Snack 10:15-10:35 Outdoor Play / Free Play 10:35–10:45 Regroup / Transition 10:45-11:15 Activity 11:15-11:30 Circle Time and Goodbyes

Planning Chart Based on the daily schedule Lists the activities that will take place in each learning center

Activity Plan More specific than planning chart Title of the activity Purpose of the activity Type of activity Materials needed Procedures Evaluation

Early Childhood Materials Should Be… Safe and Durable Easy to Clean Age-Appropriate Versatile Effective Hold a Child’s Interest Enjoyable

Promoting Positive Behavior Set Clear Expectations –What they CAN do, not what they can’t Use Positive Reinforcement –Be sincere, be consistent and fair Be a Good Role Model Deal with Misbehavior –Be consistent, state what child SHOULD do, offer a choice, explain purpose –“Time Out” if needed

Involve Older Children Let them come up with some of their own expectations They feel more ownership More likely to meet expectations

Time Outs A set time away from the activity or other children Continue to show the child he is cared for, but the actions are not acceptable

Chapter 22 Section 22.2 Content Vocabulary Learning center Circle time Free play Transition