Fluent Essays

Think about how you feel when you are in a room that is well-designed and organized. This video discusses the impact of room arrangements on preschool children. Notice the differences in the way the children play before and after the room makeover and the strategies used to make the environment more appropriate for learning.In your initial response, answer the following questions: As a teacher, in what ways will the organization of your classroom affect your behavior and attitude? Do you think these same factors will affect the children in your classroom? Why or why not? Describe two examples from the video that demonstrate how changes to the room arrangement affected the children’s play. In response to your peers, share additional examples of how the physical environment of a classroom can impact safety, improve function, or encourage creativity. http://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf (2014). Connecticut Office of Early Childhood. Children’s art should be acknowledged in school and at home. This site provides suggestions for painting with young children.  · Kemple, K. M., & Nissenberg, S. A. (2000). · https://postu.idm.oclc.org/login?auth=prodbb&url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=11305146&site=ehost-live&scope=site Early Childhood Education Journal, 28(1), 67-71. Isik-Ercan, Z. (2017). Culturally appropriate positive guidance with young children. Young Children, 72 Unit 4: Chapter 6. Creative Environments Learning Objectives After studying this chapter, you should be able to: · 6-1Describe an appropriate physical environment for creative activities for young children. · 6-2List five safety factors to be considered in the early childhood environment. · 6-3Discuss the main considerations involved in the arrangement of space and equipment in the early childhood classroom. · 6-4Describe the condition and organization of materials in interest centers that encourage children’s creativity and developing skills. · 6-5Discuss the decisions involved in setting up activity centers. · 6-6List six factors that are important when selecting equipment to be used in creative activities for young children. · 6-7Describe multicultural learning centers. NAEYC Program Standards · 1c Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments. · 2a Knowing about and understanding diverse family and community characteristics. DAP Criteria · 1E3 Teachers ensure that the environment is organized and the schedule follows an orderly routine that provides a stable structure within which development and learning can take place. · 2E3 Teachers organize the daily and weekly schedule to provide children with extended blocks of time in which to engage in sustained play. The setting in which a creative activity takes place is very important. Young children are very aware of negative moods and environment. A dark room or crowded space can have much more effect on them than a rainy day. The arrangement of space and the type of equipment provided have a dramatic impact on a child’s creative experiences. The impact is even greater on children with special needs. General Guidelines for Appropriate Physical Environments LO 1   The aesthetics of the early childhood environment were discussed earlier in Chapters 3 and 4. Here we will consider some basic guidelines for a physically appropriate early childhood environment. This is as important as the aesthetics of a room, because a positive physical environment is one of the keys to the success of the creative activities that take place within it. The following points are some things to consider when evaluating the physical space in early childhood programs. · Proper heat, light, and ventilation are important. Remember that children live closer to the floor (see Photo 6-1) than do adults and that warm air rises and is replaced by cooler air. It may be helpful to install a thermostat or thermometer at their level so you can be aware of the temperatures they are experiencing. However, it must also be remembered that children of all ages are more active than adults and that they may not feel cool at temperatures that may be uncomfortable for you. · Consider the source of natural light in the room. Children are likely to be more comfortable if they do not face directly into strong sunlight when they work. For children with visual difficulties or limited vision, make sure the room has plenty of light. · Chairs should be light enough for the children to handle and move without too much noise. Because the chairs are used at tables for creative activities, the kind without arms should be used. For children in wheelchairs, provide small stools for the child’s feet when placing the child at a table. · There should be some tables that accommodate from four to six children for group activities. Rectangular tables are better for art activities involving large sheets of paper. Some small tables designed to be used singly or in combinations are quite versatile. Tables with washable surfaces such as Formica are best. · Shelves should be low and open and not too deep so that children have a chance to see, touch, and choose materials independently. Shelves that are sturdy but easy to move are more flexible in room arrangement and help create interest centers. Photo 6-1 Provide sufficient floor space for young children to allow them to stretch out if they wish. Casper Holroyd Safety Factors LO 2   Special consideration should be given to safety in the physical environment. Some important safety checks follow. · Be sure that all low window areas are safe. · Beware of and remove toxic, lead-based paints and poisonous plants, particularly berry-producing plants. · All art materials must be certified nontoxic. Resist the urge to keep or use any unlabeled materials. More specific information on safe art materials is found in Chapter 12. · With all materials, ask yourself: Will the item be likely to cause splinters, pierce the skin, or cause abrasions? Will the attractive glitter stick under fingernails? Are the fumes from a spray irritating? Will a -year-old child’s tongue-test transfer color from the object to the mouth? · Avoid using scented felt-tip markers, which teach children bad habits about eating and sniffing art materials. A good rule of thumb: If the label on a marker reads “nontoxic” or does not read “permanent ink,” the ink is probably water based. Not only are water-based varieties safe to use, they are easier to remove from walls and clothes! · Try out new materials yourself before creative activities to become aware of any potential safety problems. Most young children can learn to be careful workers when they understand hazards. A teacher, when discussing how to use scissors, might ask, “How can you hide the point in your fist so that you will not hurt yourself and others when you are putting them away?” Two-and three-year-old children will usually need to have adults set rules—for example, “Clay is for modeling, not for eating.” Children  of age and older can cooperatively decide on rules and regulations for safe handling of tools, materials, and equipment. However, older children may still need verbal reminders or simple signs. · For children with visual impairments, keep the arrangement of furniture stationary until the child is familiar with the room. Be sure to warn the child when changes are made in the arrangement of the room and/or equipment. · Regularly check to see that fire exits, fire alarms, smoke detectors, and fire extinguishers are in working order and are placed appropriately in the classroom. · Familiarize yourself and the children with fire exits and fire drills. TeachSource Video Preschool: Appropriate Learning Environment and Room Arrangement Main Considerations in the Arrangement of Space and Equipment LO 3   Teachers must consider many things when arranging space in an early childhood program, including the following factors. Children’s Age and Developmental Levels The age and developmental levels of the children using a room dictate how that room should be arranged. A group of - and -year-old children, for example, would do quite nicely in a simple, small, enclosed space. At this age, children may be overwhelmed by too large a space or too much equipment in it. Yet as their large-motor skills are developing rapidly, the space should be big enough for active, large-motor activities. Here is where balance is very important. Also, because coordination is not well developed yet in - and -year-olds, the space should be as uncluttered as possible. In contrast, a -year-old child has better coordination because of a more centralized center of gravity and doesn’t fall as frequently as a - or -year-old child. More equipment in a room will not present a space or safety problem for the -year-old. However, the space needs to be large enough to allow children of this age to run, jump, climb, and pretend. In organizing space for young children, then, there should be enough open space for the children to move around safely and comfortably at their level of physical coordination and to work together cooperatively and freely. Adequate room also needs to be available and easily accessible for children in wheelchairs and with walkers. Approximately – per preschool child is recommended. Middle-and upper-level elementary students can and need to work in a much larger area than younger children. A larger working space allows for their larger physical size and provides room for various student groupings that naturally arise out of project work, which is an appropriate instructional method for this age group. 6-3bSupervision Another consideration in arranging for young children is the supervision of that space. Open play spaces should not be so large that it becomes difficult to supervise the children properly. A common technique is to divide the space up into interest centers or activity areas with limited numbers allowed at each center. (Interest or activity centers are discussed later in this chapter.) When breaking up the space in such a way as to facilitate supervision, using low, movable barriers, such as child-level bulletin boards, bookshelves, or room dividers, provides a clear view of the area and permits a more flexible use of the space itself. In supervising a group that includes children with special needs, the teacher needs to be aware of the specific limitations of these children and to check throughout the day that their needs are being met. For example, in working with children in wheelchairs, the teacher should ensure that they are not in the same position for long periods (more than ). The teacher should also be aware of when to move children who use wheelchairs to the proximity of ongoing activities. Flexibility Space should be kept as open and flexible as possible so it can be adjusted as children grow, develop, and change in their needs. Your early childhood program certainly should not look the same on the last day of the year as it did on the first day of the year! The early childhood environment must reflect the young children in it—changing and developing along with them (see Photo 6-2). In response to children’s growing ability to deal with more concepts, the room should now incorporate additional equipment, supplies, and interest centers. Conversely, materials, equipment, and even whole centers need to be removed to storage when children have outgrown them. This same idea holds true for older children in middle-and upper-elementary grades. The classroom that never changes is boring and a less-than-stimulating learning environment for these children. In a flexible environment, space can easily be rearranged to fit these new centers without major renovations. Photo 6-2 Choose materials that are simple in design and versatile. Casper Holroyd This same flexibility holds true when working with children with special needs. For example, at the beginning of the school year, children who are visually impaired need to be in a room where there is assigned seating. This will aid in helping them learn their classmates’ voices and names. The reason for assigned seating needs to be clearly explained to the class so they can understand the importance of the seating arrangement. Another helpful suggestion is to make sure children understand that they should identify themselves before speaking. 6-3dTraffic Flow Even when increasing activity options in a room, space should be as free as possible to allow the traffic to flow between activities (see Photo 6-3). For example, the  traffic flow  should not interfere with activities that require concentration. A language arts center is more likely to be used by children if it is away from the noise of people coming and going. The block corner, too, will be used more often if it is planned for a space that is free from interruption and traffic. Photo 6-3 Space should be as free as possible to allow easy movement between activities. Casper Holroyd Older children will enjoy an arts center that is situated in an area where they can concentrate and work without a lot of interruptions (that is, away from the door or other heavy-traffic areas). (See Photo 6-4.) Photo 6-4 Older children need more room for special projects. Casper Holroyd Involve children in arranging the space. Sometimes children as young as , as well as older children, may help determine where particular centers should be located and the reasons for such decisions. For example, a kindergarten teacher, introducing the woodworking bench, held a discussion with the children about where it should be placed. They wisely considered safety and noise factors in making their decision. Older children can actually help move desks, tables, and other equipment to carry out their own space reorganization plan. You may even tape arrows to the floor to teach the children traffic patterns for moving about the room. 6-3ePersonal Space In the early childhood years, children are growing physically and intellectually and developing their sense of self. For this reason, it is very important to plan space in such a way that each child has a place of her or his own (see Photo 6-5). Having a place of one’s own to keep personal belongings, extra clothes, artwork, and notes to take home helps encourage a child’s developing sense of self. A snapshot of the child used to label the  personal space  is a good way, too, of assisting the growth of a sense of self. A snapshot removes all doubt that the place is private property even before a child has learned to recognize his or her name. Each child needs to be able to count on having a place belonging only to him or her. Photo 6-5 Each child needs a personal space in the early childhood program. Casper Holroyd It is only by firmly establishing an understanding of ownership that a young child learns about sharing. Having a cubby of one’s own helps the child learn about possession and care of self, which are both basic to a growing sense of independence. If there is not enough space for individual cubbies, labeled dishpans, clear plastic shoeboxes, large round ice cream containers, or even plastic milk crates can be used. Making personal space important recognizes each child’s personal needs. This says to the child, “You are important.” In developing a positive self-concept, young children also need privacy. Besides respecting a child’s private cubby, the space should be arranged so that there are quiet places to be alone. Especially as children grow intellectually, they need space and time to reflect and think. Quiet places to be alone encourage this reflection where children can enjoy their own thoughts and mental perceptions of the world. Older children have no less need for privacy and personal space. The classroom needs to have a designated space where a student’s need to be alone is respected. Children with attention deficit disorders (ADD) have a more intense need for concentration in a designated personal space. They tend to be most successful when they have their own materials and space in which to work. Even a cardboard box on a table can function as a study carrel for children with ADD. 6-3fPlanning for and Displaying Children’s Artwork The way you plan for and display children’s artwork tells children a lot about how much you value their work. Here are some suggestions on how to manage children’s artwork in a way that shows children you value their work. · Plan your artwork exhibits so they reflect children’s ideas and experiences. Ask children to help select the items to be displayed. They may want to (or have you) write down why this particular work is meaningful to them. For instance, they like the medium, color, or subject. · Enliven students’ artwork by providing interesting backgrounds. Use gift-wrapping, colored paper, maps, sheet music, foreign newspapers, and wallpaper samples to encourage children’s creativity. · Make interesting groupings of children’s artwork. Feature a specific theme, stress a particular color, or highlight a special medium. · Display artwork outside as well as inside the classroom. Use the hallway and stairwell walls and other flat surfaces, such as doors, for your gallery. A sheet of butcher paper or bulletin board paper can be attached to a wall to define a display area and unify the works of art. · Exhibit artwork in various stages. Include photos of the work in progress for documentation so others can enjoy the process, too. · Place artwork at children’s eye level. Label the displays with large, easy-to-read letters, and make up simple but catchy titles. Older children can make up these titles as well as cut out or write them out for the display. · Handle work respectfully. Let the children know that you appreciate and value their skills and creativity. Frame or mount their work attractively. (Use backgrounds with contrasting colors and interesting textures, such as burlap or corrugated cardboard.) Encourage the young artists to sign their own names. Be sure not to write on their work without permission. Take dictation on a separate strip of paper. Older children may want to write a short statement to accompany their work. · Mobiles and kites are best displayed from the ceiling. Make certain that all materials are well attached and that the items hung from the ceiling are secure so they do not fall or set off sensor alarms. As with all displays, it is important to know your school’s policies about the types of adhesives allowed. Hot glue has a tendency to peel paint, low-temperature glue guns may not work on some surfaces, and double-sided tape can leave a residue. Humidity and the wall’s surface both affect what will and will not work. Reusable tacky putty sticks to most surfaces and leaves few marks. · Showcase work in exciting ways. Instead of stapling work to bulletin boards, hang pictures with clothespins from clotheslines. You can also use tree branches to display mobiles. Create a free-standing kiosk with four display sides from a cardboard refrigerator carton. A cardboard, folding, pattern-cutting board can be used to display art on both sides. · Two-dimensional works of art can be mounted on larger contrasting or neutral-toned paper. The top and sides are usually of equal width with the bottom larger, unless the work is square, in which case all four sides are equal in width. When matting art, a - to  mat is standard, with the bottom being an inch wider than the top and sides. The mat acts as a resting place, so when arranging mounted or matted art, the works should not overlap. · Arrange special areas for fragile or three-dimensional work. Supply stable shelves or low tables to display wire and clay sculptures or woodwork. Use cardboard “shadow boxes” for added emphasis and protection. Arranging sturdy boxes of varying heights and covering them with complementary cloths allow sculptures to be equally viewed. If sculptures are of varying sizes, the largest should always be placed toward the back and the small works in front. Arranging works in odd numbers creates interest as well. · Provide individual display space. Have each child choose his or her own small area of a bulletin board that has been divided into sections. Let him or her select and change dated samples to document growth. · Organize a space where parents can collect artwork. Designate the top compartment of the child’s cubby as the “art shelf” or create an art “mailbox” from a large, partitioned, cardboard beverage carton turned on its side. Use cardboard mailing tubes to send home rolled-up artwork to prevent folding, creases, and tears. Did You Get It? · At a local preschool, the three-year-olds’ classroom has a large, uncluttered space, while the kindergarten classroom’s play space is full of play equipment. What is the most likely reason for this difference in classroom arrangement? 1. The kindergarteners have learned how to use equipment appropriately. 2. The increased coordination of the kindergarteners calls for less empty space. 3. The lack of equipment in the three-year-olds’ classroom fosters creative play. 4. The increased social sophistication of the kindergarteners calls for use of equipment in cooperative play. Activity/Interest Centers that Encourage Children’s Creativity LO 4   One approach to fostering creative activities and use of materials is to provide as part of the environment  activity centers  or  interest centers  and to identify activities and materials for each, based on the group of children in the class. An activity or interest center is a defined space where materials are organized in such a way that children learn without the teacher’s constant presence and direction (see Photo 6-6). It is a place where children interact with materials and other children to develop certain skills and knowledge. Activities in each activity center are planned by the teacher according to the developmental needs of the children (Kostelnik & Grady, 2009). Photo 6-6 Art materials need to be organized to provide easy access for children. Casper Holroyd Learning centers are places where children learn through direct interaction with other children and their environment. In centers, children learn through doing in an environment carefully prepared for their personal and active exploration. An early childhood program organized around activity centers encourages creativity by giving children many opportunities to play, experiment, and discover as they engage in activities that help them with problem solving, learning basic skills, and understanding new concepts. In activity centers, young children can manipulate objects, engage in conversation and role playing, and learn at their own levels and paces. Materials in the interest centers also allow the children to experience various cultural and ethnic groups represented in their world. Figure 6-1 presents the basic interest centers found in most early childhood programs. Figure 6-2 shows how interest centers can be arranged in a classroom. Again, this arrangement is a suggestion, to be adjusted to the needs of the children. Figure 6-1 Basic Interest Centers in Early Childhood Programs. ART AREA: This is a place for painting, collage making, cutting, pasting, and chalking. It should be located near water and light and away from large-motor areas. HOUSEKEEPING/DRAMATIC PLAY CENTER. This is a place for acting out familiar home scenes with pots, pans, and dishes and to “try out” social roles, real-life dialogues, and grown-up jobs. It includes props that are specific to a wide variety of ethnic and cultural groups represented in the class. BLOCK-BUILDING AREA. Here children can create with both large and small blocks, Tinker Toys®, logs, Legos®, etc. MANIPULATIVE AREA. Activity in this center enhances motor skills, eye–hand coordination, and mental, language, and social skills through the use of play materials such as puzzles, pegboards, and games. SCIENCE/DISCOVERY CENTER. Here children can learn about nature and science. They can display what they find at home or on nature walks. It is a place to discover, explore, and ask questions. MUSIC CENTER. This center provides a place for children to listen to CDs or iPods, to sing, to express themselves creatively in dance, and to play musical instruments. Music from many cultures and ethnic groups is included. LANGUAGE ARTS CENTER. In this center, children can be alone with their thoughts as they explore the world of books. Books in languages other than English for bilingual and ELL/ELS students as well as books representing a multicultural approach are included. SAND AND WATER PLAY AREA. This is a place children learn through sensory experiences with sand and water. THE SOCIAL STUDIES CENTER; PEOPLE AND PLACES. This is a special area where children can study about families, different cultures, ethnic groups, community awareness, specific occupations, and lifestyles. WOODWORKING CENTER. This center provides children the opportunity to develop their large and small muscles by sanding, gluing, fastening, drilling, and sawing wood. OUTDOOR PLAY AREA. This center provides a natural learning environment where activities from indoor learning areas can be extended. Decisions Involved in Setting up Activity Centers LO 5  Before setting up activity centers, you have to make a number of decisions about which centers to use, when to use them, and where they can best be placed in the classroom. Some of the questions to be addressed include the following. · Will centers be offered all day, every day; part of the day; or only some days of the week? The ideal choice is to offer activity centers for a large block or blocks of time every day at approximately the same time. This lets children plan ahead, make choices, and get involved in activities. It allows teachers initially to structure learning centers throughout the room and gradually add, remove, or modify centers during the year. · What room features offer potential settings for centers? You can make creative use of walls, floor, chalkboards, tables, and nooks and crannies. · Should there be limits on the number of children using any specific center? If so, how will this be determined, and how will children know what the limits are? Activity centers need to be planned so children can work individually or in small groups of various numbers. The size of a small group of children at any center is determined by the amount of materials available, the purpose of the center, physical space considerations, and the need to avoid overstimulating confusion. Signs with stick figures and numbers can indicate the number of children who can use a specific center. For some children with ADD who may wander from center to center, make a photo display of the centers so the child can select from the photos to make an individual schedule of what she plans to do. · What kinds of centers will provide a workable balance in terms of content? This will depend on the characteristics of the children and staff. · How free should movement in and out of the centers be? Ideally, children should move at their own paces, guided by the teacher. This allows for more individualization within the program. · How will children know what to do in each center? Some centers will require more direction than others. You may want to use pictures or symbols for routine directions (hands with a faucet of running water to remind children to wash; aprons on pegs to facilitate art and cooking cleanup without having to mention it). Be sure your centers have the appropriate equipment for children with special needs. For example, children with physical disabilities may need to use art materials in different ways, such as lying on the floor over a bolster pillow to draw. For children who are auditorily impaired, be sure to provide in your centers many activities that use senses other than hearing. For the child who uses a wheelchair, which places him at a different height than the other children, it may be possible to use a beanbag chair for floor-time activities. For a child who does not have the strength to stand for long periods, a tabletop easel will let the child sit in a chair while painting. · As we learned in the previous chapter, young children have many ways of learning. You can incorporate what you’ve learned about these multiple intelligences by including appropriate materials and equipment in your activity centers that appeal to multiple intelligences. Figure 6-3 presents a list of suggested materials and activities for preschool and kindergarten children. Figure 6-4 has the same information for grades 1 through 5. You don’t need to include all of these items in each center, but it is important to have a variety of materials for the multiple intelligences of children in your group. · For elementary students, is there a place for storing ongoing projects? Milk crates or storage containers can be used for this purpose. Figure 6-3 Materials for Multiple Intelligences—Preschool to Kindergarten. WORD SMART · Books · Maps · Magazines · Pipe cleaner letters · Chalkboard · Dry-erase board · Rice/sand/shaving cream/finger paints · Texture letters · Construction paper · Laminator · Pencils/pens/markers · Overhead projector · Letter puzzles LOGIC SMART · Manipulatives · Counters · Abacus · Legos®/blocks · Geo boards · String art · Cuisenaire rods · Blocks · Play money · Puzzles · Marbles/beans · Geometric shapes · Straws/string/clay · Pattern blocks PICTURE SMART · Legos®/blocks · Colored pencils/markers/crayons/paint · Puppet theater · Tongue depressors · Glitter · Manipulatives · Clay · Posters · Puzzles · Sand/water MUSIC SMART · iPod · Musical instruments · Headphones · Cassette/record/CD player · Keyboard · Music books · Video camera · Kitchen utensils for making sound effects · Recordings of nature sounds · Toy microphones · Posters of composers · Tape recorders/blank tapes BODY SMART · Audiocassette tapes · CDs and CD player · Beanbags · Large-motor equipment · Dress-up clothes and other props for dramatic play · Manipulatives SELF SMART · Books · Puzzles · Art supplies · Cassettes/cassette players · Computer · Microscope · Reference materials · Writing materials · Clay · Musical instruments · Tape recorder PERSON SMART · Art supplies · Sports equipment · Musical instruments · Puppet theatre · Books · Video recorders · Seeds/gardening tools · Computer · Cooking supplies NATURE SMART · Terrarium · Microscope · Ant farm · Seeds · Soil · Bird feeders · Bird guides · Gardening tools · Magnifying glass TeachSource Digital Download Download from CourseMate. © Cengage Learning Figure 6-4 Materials for Multiple Intelligences—Grades 1 to 5. WORD SMART · Reference books · Glue · Encyclopedias · Scissors · Computer · Desktop publishing software · Bulletin board · Thesaurus · Dictionary · Letter stencils · Sentence strips · Variety of paper · Newspapers · Notebooks · Magazines · Bookmaking materials · Student-made books · Writing utensils · Books on tape LOGIC SMART · Pattern blocks · Protractors · Unifix cubes · Balance scales · Tape measures · Puzzles · Rulers · Strategy games · Construction sets · Objects to serve as counters · Dice · Cuisenaire rods · Collections for sorting/classifying · Science equipment PICTURE SMART · Markers · Art prints · Crayons · Video equipment · Collage materials · Videotapes · Pastels · Charts · Graphic software · Colored pencils · Computer · Stencils · Puzzles · Rubber stamps · Graphs · Drafting supplies · Posters · Architectural supplies · Paints · Clay · Variety of drawing paper · Lego® sets MUSIC SMART · iPod · Tape recorder · Recording equipment · Headphones · Musical software · Tapes/CDs · Keyboard with headphone · Homemade instruments · Books on musicians and music · Instruments SELF SMART · Private, quiet place · Personal collections · Journals · Bulletin board/small chalkboard · Writing materials · Posters/pictures of individuals strong in this intelligence · Stories, books, and articles dealing with character development · Self-checking materials · Independent projects BODY SMART · Costumes · Puzzles · Miscellaneous props · Sand · Hats and scarves · Craft supplies · Construction sets · Tools · Stacking blocks · Building materials · Puppets · Sports books and magazines · Tactile learning materials · Scissors PERSON SMART · Large table for students to sit around · Group games and puzzles · Autobiography and biography books · Conflict resolution materials and posters · Tutoring activities · Group projects · Board games · Comfortable chairs/rugs · Writing paper TeachSource Digital Download Download from CourseMate. © Cengage Learning Think about It Activity Settings and Daily Routines in Preschool Classrooms of Low-Income Children Children from low-income families attend a variety of early learning programs prior to kindergarten. Some programs are specifically designed to provide prekindergarten readiness development opportunities. Others are primarily concerned with meeting the child-care needs of working parents. Many programs focus on both of these goals. As a result, early learning settings may vary greatly with respect to the services provided, the structure and size of the program, and the setting itself (home-based or center-based). Past research has shown that participation in early learning programs can help to alleviate socioeconomic disparities in school achievement by increasing children’s academic and social readiness for formal schooling (Howes et al., 2008) The purpose of this study was to examine activity settings and daily classroom routines experienced by - and -year-old low-income children in public center-based preschool programs, private center-based programs, and family child-care homes. This study involved a variety of early childhood education programs serving low-income children in Los Angeles County, California, representing a range of diverse learning settings available to low-income children. The study analyzed  classroom settings over a  period. Two daily routine profiles were identified using a time-sampling coding procedure: · (1) a High Free-Choice pattern in which children spent a majority of their day engaged in childdirected, free-choice activity settings combined with relatively low amounts of teacher-directed activity, and · (2) a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in childdirected, free-choice activity settings and teacher-directed small and whole-group activities. For each early learning program, highly trained research staff conducted observations to measure global quality of the interactions and academic experiences provided. All programs, whether publicly or privately funded centers or family childcare homes, were observed using the same set of tools. These observational tools were selected to measure a wide variety of instructional practices and features of the childcare environment for the purpose of providing rich but quantitative documentation of children’s daily experiences. Children in Structured-Balanced classrooms had more opportunities to engage in language, literacy, and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Children in Structured-Balanced classrooms experienced significantly more scaffolded interactions with their teachers than children in classrooms that fit the High Free-Choice routine profile. Children in Structured-Balanced classrooms had higher vocabulary scores than children in High Free-Choice classrooms. Yet, there was no significant effect of daily routine profile on math reasoning despite the fact that children in Structured-Balanced classrooms engage in more math-related activities than children in High Free-Choice classrooms. Children’s social–emotional behaviors also did not differ as a function of daily routine profile, which suggests that neither routine is more likely to support or suppress children’s development in the social–emotional domain. The researchers found that the Structured-Balanced profile was most common for all program types. This finding challenges the commonly held belief that family childcare programs are always less structured than center-based programs. Among the three program types sampled, public programs had the highest proportion of classrooms that fit the Structured-Balanced profile; however, private center-based programs were equally likely to have either activity profile (Fuligni et al., 2012). 6-5aCondition and Organization of Materials in Activity Centers Activity centers with materials that are in good condition, arranged and placed far apart on open shelves, tell a child that materials are valued and important enough to be well cared for. What kind of message does a child get from crowded, open shelves with a mixture of materials and broken or missing pieces? What kind of message does he or she get from torn books? Young children work best in a predictable environment where materials are organized and can be found repeatedly in the same place. Organizing materials can help children develop self-help skills and self-control, as well as help them learn to respect materials and use them well. For example, cutouts of tools or other equipment help children learn to identify materials and return them to the proper place. Organizing open storage shelves by labeling them clearly with pictures and words makes it possible for children to find materials they want to work with. When shelves are clearly labeled with few objects on them at a time, putting things back in place becomes an easier task for young children. Labeling, too, can be done in the block area by cutting out the shapes of the blocks in colored Con-Tact® paper and pasting them on the back and shelves. Clear labeling of shelves helps even very young children become independent in the use and maintenance of their environment. For children who are visually impaired, cut out tactile shapes and attach them to shelves to assist them in finding and replacing blocks in the manipulative area. One of the challenges for the visually impaired student is maneuvering the materials. Work trays are one way for keeping track of art materials and managing and keeping materials accessible. Nonskid rubberized shelf liner is handy for keeping items from slipping away and preventing spills. A cafeteria tray with rubber shelf liner attached to the bottom provides a controllable boundary for the student’s materials. For Braille readers, labels may be helpful. Ask the students what they prefer. 6-5bColor Coding in Activity Centers A tried-and-true method for helping children function independently and successfully with activity centers is the systematic use of colors and symbols. Children can quickly learn a color-coding system even if they do not yet know how to read. Colors and symbols can be used to identity activity centers, to manage children’s movement in and out of centers, and to let children independently find and replace assigned materials. Special symbol and color codes help children identify and locate each center. The symbol identifies what is learned in the center. The color code helps children easily locate the center in the classroom. For example, the art center’s symbol might be a paintbrush, and its color code might be red. A card would be hung at the entrance to each center with its corresponding symbol and color code. To manage traffic in and out of the centers, the card at the center’s entrance would also indicate the number of children allowed in the center at one time. It could be a number of stick people or the actual numeral, depending on the children’s knowledge of written numbers. That corresponding number of color-coded clothespins would be attached to the bottom of the card. For example, the art center might allow  children and thus have  red clothespins. The clothespins are children’s “tickets” to the centers. Children must pin on the clothespin when they enter the center, wear it while using the center, and replace it on the card when they leave. When no clothespins are on the card, the center is full, and children must choose another activity until a clothespin is available. Did You Get It? · The teacher in a preschool classroom has asked all children to tell her about any torn books so they can be repaired. From a developmental perspective why has she made the children aware of this issue? 1. to teach the children to respect items. 2. to avoid blaming students for having torn books. 3. to foster a love of reading in the students. 4. to help the children develop self-control and self-help skills. Selecting Equipment for Creative Activities LO 6   The kinds of equipment available to young children can either promote or discourage creative expression. If equipment is to encourage creative activities, it should have certain characteristics. · Simple in design. Too much detail destroys children’s freedom to express themselves. Crayons, blocks, clay, sand, paints, and even empty cardboard boxes are examples of simple but useful equipment for young children. · Versatile. Equipment should be usable by both girls and boys at their developmental level for many kinds of activities. · Stimulating. Equipment should be the kind that allows children to do things that motivate them. If adults must supervise children every minute they are using the equipment, this may hinder creativity. Long explanations on how to use the equipment should not be necessary. · Large and easy to use. Because of the growth of muscles during this time, very small equipment can cause young children to become anxious. Big trucks and wagons are just right. Large, hollow blocks are better than small, solid ones. · Durable. Breakable equipment is soon broken by - to -year-old children. Equipment made of hard wood such as maple is less likely to splinter than equipment made of soft wood such as pine. Rubber-wheeled riding toys are preferred to those with wooden wheels. For older children as well, durability of equipment is important. For example, a higher-quality brayer will last far longer through vigorous printing use by this age group. · In proper working order. Nothing impedes creativity more than things that don’t work. Do a daily quick checkup on equipment to see that it’s in good working order. Older students can help with this inventory and write down a to-do list of specific repairs needed. Even better, select materials that are the best quality you can afford. It’s cheaper in the long run. · Available in proper amounts. Too many toys or too much equipment can decrease the effectiveness of those materials. Too many blocks can overwhelm children, and they may never start to build. Equally frustrating is too few blocks to complete a creation. Work for a balance in amount of equipment. · Designed to encourage children to play together. Many pieces of equipment are designed for one child to use alone. However, children need to work together and find out what others are thinking and doing. Therefore, equipment designed to get children together should also be provided. · Safe. Safety is a key consideration in selecting equipment for young children. Among the safety factors to consider are whether the equipment is developmentally appropriate (for in-stance, you would not select for -month-olds toys that are small enough to be swallowed easily), whether nontoxic and nonflammable materials were used in the manufacture of the equipment, whether the materials have any sharp edges or rough areas that could cause injury, and whether the physical environment allows for the safe use of the equipment. (Appendix F provides more complete information on appropriate toys and equipment for early childhood programs.) This One’s for You! Hints for a Smoother Daily Program If you, like most teachers, are always looking for ways to improve the daily operation of your program, you may want to think about using some of the following general hints. · Store small books easily and neatly in plastic napkin holders. These can be found at discount stores and even at garage sales. · When odd parts of toys and games turn up around the room during the day, forget trying to return them to their proper place each time they are found. Instead, make a special container just for toy and game parts. A zipper-type plastic bag works well for this purpose. Not only will this save time during the day, but you will also always know where to look if a part is missing. · To preserve posters, pictures, and other items you want to last from year to year, cover them with clear Con-Tact® paper. The items will be easier for children to handle, and dirt and finger marks can be wiped off easily. · Spray new puzzles and game boards with clear varnish (outdoors and away from the children, of course). You’ll find they last much longer. · Empty food boxes used in the housekeeping corner and for other learning games will be sturdier if you stuff them with newspaper and then tape them shut. Be sure to brush all crumbs out first. · When sanitizing furniture and fixtures with bleach and water, put the mixture into an empty spray bottle that has been thoroughly washed and dried. The spray bottle is easy to use, and it will protect your hands from the harsh bleach. · Instead of using tape to hang paper shapes on a wall with a hard finish, try sticking them on with dabs of toothpaste. The toothpaste can be washed off the wall when you change decorations. · When a child paints a picture that you want to display on a wall, attach the paper to the tabletop with masking tape. The tape keeps the paper from sliding during painting, and when the child has finished, you can unpeel the ends of the tape from the table and use them to retape the painting to the wall. 6-6aOther Considerations In selecting equipment and materials for creative activities, keep these additional considerations in mind. · Do not choose a material or piece of equipment because it looks “cute” to you. Instead, select each item with some developmental purpose in mind (see Photo 6-7). For example, ask yourself, “What contribution will the item make to the growth of small-or large-motor skills of the children? How will it help a child’s intellectual growth? Self-esteem? Will it encourage the growth of social skills?” · Resist the temptation to buy inexpensive merchandise as a matter of course. Select equipment that is sturdy and durably constructed because it will get hard use. In the long run, a high-quality, durable item will last longer and be more cost effective over time than one that is less expensive but poorly constructed. · Consider each new item of equipment in light of what you already have. Work toward a balanced environment, one with many sources of creative expression: working alone, in pairs, or in small or large groups. In addition to equipment for large-and small-motor skills, select items that appeal to the sensorimotor explorations of young children. Equipment should be stimulating to see, interesting to touch, and satisfying to maneuver. This applies to equipment for older children as well. · Purchase all major equipment in child size rather than doll or toy size. It is also important to have real-life and adult-sized equipment where appropriate. Real hammers and screwdrivers in a smaller adult size (not toy tools) work best in construction projects. · Consider the total number of children and how many at a given time are to use the equipment. Ten - or -year-old children need a basic supply of equipment. Add several more children, and you may need more blocks, more cars and trucks, and so forth. Also consider the age of the children in the group. Because - and -year-old children spend much of their time in egocentric (solitary) play or parallel play (playing next to but not with another child), there must be enough blocks, people, animals, cars, and dishes to allow several children to engage in similar play at the same time. Yet another strategy is to have duplicate or very similar copies of favorite items on hand. Photo 6-7 Select each piece of equipment with a developmental purpose in mind. Casper Holroyd Did You Get It? · A preschool teacher has noticed that few children approach the classroom’s well-stocked block center. What change would most likely encourage interest in the center? 1. removing half of the blocks 2. adding more-colorful blocks 3. adding interesting blocks that require some adult explanation. 4. posting signs above the block center Take the full quiz on CourseMate. Interest Centers and Multicultural Learning LO 7   Multicultural education includes teaching children about their own culture—their ethnic heritage. It also means exposing children to other cultures and helping them be comfortable with and respect all the ways people are different from each other. It is teaching children how to relate to one another and how to play fair. Begin introducing  multicultural curriculum  by adding materials that reflect the culture of your children and the local community. Later, add a variety of materials and objects to represent diversity in the world and the many ways people live out their daily lives. You can also teach through the  multicultural interest center  by adding materials to each area that support the unit theme. Here are some ideas on how to incorporate multicultural materials into some specific learning centers. 6-7aArt Area In a multicultural classroom, the art materials must include colors, patterns, and textures from other cultures. Try adding origami paper for folding, rice paper for painting, and red clay for modeling. Collage materials could also be available such as magazines with picture of people from different cultures, a file of precut pictures, or fabric scraps of imported cloth. In addition, the art area should be stocked with skin-colored crayons, markers, paint, paper, collage materials, and play dough. Consider setting out hand mirrors so that children can look at themselves or other people. Include visual displays illustrating the artwork, color schemes, and visual patterns of other cultures. In our global society, we need to help children understand that there are many ways of doing things and many ways of seeing the world. Looking at art from different cultures helps children do this. Providing open-ended experiences based on well-known artwork gives children rich exposure to art as well as cultural experiences. 6-7bBlock Area Blocks adapt well to a multicultural environment because they are the most versatile piece of equipment in the early childhood classroom. If you add multicultural accessories and props to a full set of hardwood unit blocks, you will guide and expand children’s play. Such props can include a variety of transportation toys such as trains, buses, double-decker buses, planes, jets, cars, horses and carts, ferries, barges, canoes, and sleds. Multiethnic, nonsexist wooden play figures as well as small dolls and paper dolls from other countries increase the variety of people. Try adding palm leaves, coconut branches, corn husks, pine branches, bark, pine needles, stones, and straw for creating roofs, houses, and fences. (Be sure that children are not allergic to any of these materials.) Display pictures of buildings from different parts of the world such as a pagoda, tree house, adobe, thatched hut, log home, sod home, tent, earth-sheltered home, apartment building, trailer, and hotel. Rubber, plastic, wooden, cloth, and carved-bone animals representing the jungle, tropical forest, desert, and forest will also enhance children’s play. 6-7cMusic Area Build up a broad selection of both vocal and instrumental music. Ask parents to make a CD or MP3 of the music their family and children enjoy at home. Use music from different cultures as background music during free play and rest time. Teach children songs with simple words and melodies from other cultures and teach them songs that encourage differences, acceptance, and cooperation. Add instruments such as maracas, Tibetan bells, gongs, gourds, metal and bongo drums, woven jute rattles, wooden flutes, brass bells, conch shells, castanets, wooden xylophones, and guitars to the set of traditional rhythm instruments. Many cultures use drums and drumming as their main instrument. Though expensive, a good drum provides a wonderful sound that can serve as the basic background instrument for many music activities. 6-7dDramatic Play The dramatic play area, like other centers, must allow children to explore a variety of lifestyles, including family systems, economic class, and culture. In this area, children try on the roles of people of different ages, skills, and occupations. Rather than teaching a particular culture, the dramatic play props should emphasize the many ways of going about our daily lives such as kinds of food to eat, types of eating utensils, and ways of dressing. Begin with items children have in their homes and expand from there. 6-7eManipulative Area (Table Toys) This area can be enhanced with multiethnic, nonsexist puzzles available through many common toy catalogues. Sets of graduated items from other cultures such as wooden dolls or animals make fun sequencing games. Make your own activities such as sorting foreign coins, shells, bottle caps, ethnic fabric squares, and other raw materials. Make lotto, classification, and matching games such as “Which One Is Different?” “Match Ups,” and “Mothers and Babies.” Because of stereotyped packaging, make it a practice to take toys out of their original container and display them in plastic dish tubs or on trays. 6-7fScience Center Multicultural activities might include a collection of rocks and shells from different parts of the world. Terrariums and miniature indoor gardens model different types of soil, ground covering, and vegetation. The display might include a small cactus garden in sand, a planting of ferns in soil heavy with peat and sphagnum moss on the top, a bonsai display with smooth pebbles, a fish tank with plants that grow under the water, a Norfolk Island pine tree with bark chips, a dwarf citrus tree in sandy loam, a palm tree, bamboo shoots in water and marbles, or a tropical flowering ornamental such as a hibiscus or azalea. Include pictures and photographs of gardens from around the world. Grow herbs that are used in cooking ethnic foods in a sunny window. Cilantro, lemon grass, oregano, basil, mint, sage, sweet grass, and parsley are good choices. Add smells and scents from other cultures to the smelling jar kit. Create collections of different kinds of grains, beans, and soils. Examples of grains include wheat berries, rye berries, oats, millet, corn, couscous, barley, white and brown rice, red rice, and wild rice. A complete assortment of dried beans would include black-eyed peas, baby limas, black beans, pinto, kidney, great northern, soybeans, and lentils. Some teachers may choose not to use food as a teaching tool. This decision is based on personal values, and each teacher must make her or his own choice. 6-7gSensory Table You can also integrate a multicultural approach to your sand and water table areas. Try to include textures and smells that represent not only the children in the class but other cultural groups as well. Many of the grains and dried beans listed under the science area can be purchased in large quantities to use in the sensory area as children use them to learn about comparing and measuring amounts and the characteristics of the various grains. Other dry materials for the table include whole nuts in the shell, bark, dry leaves, coffee beans, soil, raw wool, raw silk, and flax. (Be sure to be aware of any allergies children may have to any of these materials.) When exploring liquids with children, try adding a scent to the water. Small bottles of essential oils in various floral, wood, citrus, and herbal scents can be purchased at health food stores or international gift shops. The sensory table can also be used for dramatic play. The addition of small people figures, transportation toys, twigs, rocks, and miniature plastic plants to a base of sand, soil, or water allows children to create environments that are unfamiliar as well as recreate environments that are common in their everyday lives. For example, children in the coastal areas of North Carolina and South Carolina could play “beach” with wet sand, shells, and small people figures. Likewise, for children in an urban setting, a high-rise construction site could be created with a layer of dirt, a crane, trucks, small building blocks, and play figures. 6-7hLanguage Arts Centers Display books that emphasize diversity, ethnicity, different lifestyles, and cooperation. Include alphabet and counting books from other cultures. A CD player and story CDs add to the interest area. Look for stories that include ethnic background music and narration by a person from that culture. You and the children can supplement your current library with homemade books. For example, take pictures of children and create your own books. Have children make books about themselves and their families. In addition to planning for centers that reflect a multicultural curriculum, it is important to plan activities in these centers to reflect this curriculum. Rather than watering down elementary school activities and social studies lessons, try adapting proven early childhood activities. Avoid using worksheets, coloring pages, and craft projects. Go through your own activity files and curriculum books, as well as the activities in this book. Think about how they might be modified to teach multicultural concepts. For example, use the curriculum to help all students learn about each other’s families. Using the common bonds topic of “family,” you might have children interview their relatives and tell the story about how and when their family first came to the United States. Students, unless they are of Native American descent, will discover that their ancestors were all once immigrants. You might also give all parents and even other relatives of your students an opportunity to visit your classroom and tell about their family traditions. Regardless of where children are from, they have much to offer each other in sharing family and cultural backgrounds. A positive incidental effect of this activity is that you will avoid unintentionally making a new student feel singled out or on display. Did You Get It? · A fifth-grade teacher decides to introduce her students to Chinese landscape painting. What creativity fostering teaching objective is she likely to have in mind? 1. showing her students a different way in which they can paint. 2. helping her students understand alternate ways of viewing the world. 3. teaching her students how to value nature. 4. explaining the difference between pencil drawings and paintings. Take the full quiz on CourseMate. Summary · 6-1Describe an appropriate physical environment for creative activities for young children. To ensure the proper environment for creative expression in young children, careful attention must be given to safety, amount and organization of space, light, sound, and furniture. Planning the environment in the early childhood program involves knowledge of children’s needs, as well as attention to traffic flow in the room, children’s developing skills, and safety. Arrangement of personal space for each child also needs to be planned. · 6-2List five safety factors to be considered in the early childhood environment. Safety involves having the appropriate space, supervision, and developmentally appropriate equipment, materials, and activities. It is also important that equipment be stored properly so that children can reach it easily, thereby developing their self-help skills. · 6-3Discuss the main considerations involved in the arrangement of space and equipment in the early childhood center. A balance between teacher planning and children’s self-direction is necessary. Interest or activity centers help children make their own choices. The placement and organization of the various activity centers have an impact on how creative materials within them are used by children, how safe the environment is, and how children’s self-help skills are encouraged · 6-4Describe the condition and organization of materials in interest centers that encourage children’s creativity and developing skills. Interest centers that encourage children’s creativity and developing skills are organized in such a way that children learn without the teacher’s constant presence and direction. An early childhood program organized around activity centers encourages creativity by giving children many opportunities to play, experiment, and discover as they engage in activities that help them with problem solving, learning basic skills, and understanding new concepts. In activity centers, young children can manipulate objects, engage in conversation and role playing, and learn at their own developmental level and pace. · 6-5Discuss the decisions involved in setting up activity centers. Decisions must be made about when the centers will be offered; what room features offer potential settings; limits on the number of children in a center; what kinds of centers will be available; movement in and out of centers; and how children will know what to do in the centers. · 6-6List six factors that are important when selecting equipment to be used in creative activities for young children. Because creative activities are so important in promoting children’s development, careful attention must be directed toward the selection and care of creative materials and equipment. The best equipment is simple in design, versatile, easy to use, large, durable, working properly, available in needed amounts, designed for group play, and, above all, safe. · 6-7Describe multicultural learning centers. Multicultural learning centers include materials that reflect the culture of the children in the group and the local community. They also include a variety of materials and objects to represent diversity in the world and the many ways people live out their daily lives. Sorenson Squeeze Encoded by A A