1. Children, Teachers, Creative Activities and Environments I never teach my pupils; I only attempt to provide the conditions in which they can learn. Albert Einstein, 1879–1955, German physicist Chapters 5 and 6

2. Differentiated Instruction  Is child centered; teacher coordinates and promotes independence  Respect and acceptance for similarities and differences  Lessons are student paced  Students have choices on topics and ways to work  The teacher uses more than one way to teach  Multiple assessments are used  Assessments guide instruction

3. Multiple Intelligences  Linguistic - word smart  Logical/Mathematical – logic smart  Visual/ Spatial - picture smart  Musical - music smart  Bodily/Kinesthetic - body smart  Interpersonal - person smart  Intrapersonal - self smart  Naturalistic - nature smart

4. Children with Special Needs  Start at child’s current level and help them advance to the next level  Tailor the environment  Interact on their level of problem solving and thinking  Continually Challenge the student  Adjust the lesson material, the presentation of the material and lesson time accordingly

5. Attention Span of Students  Remember that your students do not have the attention span of an adult.  Especially the younger the student, the shorter the attention span.  Plan activities accordingly to best capture your students attention  When students begin to lose interest and the lesson is not over, make sure to have something planned every 5- 15 minutes or so depending on the level of the students in your class to change up the pace.

6. Physical Environment Positive physical environment is key to the success of the creative activities Careful attention must be given to safety, amount and organization of space, light, sound, & furniture Floors should be easily cleaned and have sufficient space Consider the source of natural light (children with visual difficulties, those with limited vision) Make sure the room has enough light Running water and sinks Low and sturdy shelves Tables with washable surfaces and accessible to children in wheelchairs

7. Arrangement of Space and Equipment Arrangement of space in early childhood program has effect on safety and success of creative activities Open play spaces should not be to large that it becomes difficult to supervise children properly Divide space into interest centers or activity areas Space should be kept as open and flexible as possible to adjust to growth, development, and change in needs Arrange a space for each child (cubby, shoebox, etc.)

8. Activities and Interest Centers Activity or interest center is defined space with materials that the student can use to learn without the teacher’s constant presence Experts recommend the following centers for young children: Art Area, Housekeeping/dramatic play center, Block-building area, manipulative area, science/discovery center, music center, language arts center, sand and water play area, social studies center (people and places)woodworking center, outdoor play area

9. Selection of Equipment for Creative Activities Simple in design (use crayons, blocks, clay, sand, paint, and empty cardboard boxes) Stimulating (Should be equipment that allows children to do things that motivate them) Large and easy to use (Big trucks, large hollow blocks) Durable Available in proper amounts Designed to encourage children to play together Safe Variety of materials for the multiple intelligences of children in the group

10. What will you have in your classroom? Materials: Manipulative: Other Learning objects or Equipment: