1. Child Centered Learning -materials/equipment -time -space -programming
The Primary Classroom
Child Centered Learning
-materials/equipment
-time
-space
-programming

2. MATERIALS/TOYS/EQUIPMENT
List 10 criteria for choosing toys and materials for a JK/SK/Primary classroom.

3. EQUIPMENT/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

4. EQUIPMENT/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

5. 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?
?? Are there any other considerations for upper primary years??

6. COMPUTER PROGRAMS
List 10 criteria for choosing computer software for a primary classroom.

7. 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

8. 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.

9. TIME
List the criteria you would use when making decisions about time in a primary classroom.

10. 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
work time and play time both necessary
indoor and outdoor blocks weather permitting
flexible time schedule

11. TIME: guidelines FLEXIBILITY: Think about some examples
Pair with a partner
Share with your group
Examples?
large cement truck is in view
activity time extended if very interested in new items at centres

12. TIME: guidelines FLEXIBILITY: Examples?
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

13. SPACE
List the criteria you would use when making decisions about space in a primary classroom.

14. SPACE : guidelines
small enclosed areas promote quiet activities and interaction among small groups of children
physical boundaries around areas reduce distraction which increases attention to activities

15. SPACE : guidelines
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

16. PROGRAM PLANNING Developmentally Appropriate Guidelines
- Some Considerations

17. PROGRAM PLANNING: children need to expend energy and rest
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?

18. PROGRAM PLANNING:
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

19. PROGRAM PLANNING
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.

20. PROGRAM PLANNING 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

21. PROGRAM PLANNING attention span increases with age
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

22. PROGRAM 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?

23. PROGRAM PLANNING What do we mean by semi concrete experience?
pictures or something that represents something else
these work best if the children manipulate them
EXAMPLES?

24. PROGRAM 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?