creating environments for learning assignment #3-1

docx

School

Ashworth College *

*We aren’t endorsed by this school

Course

E06V

Subject

Accounting

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by wendyharrs

Wendy Harris AC2110514 Creating Learning Environments EC440 Assignment #3 September 26, 2023

Part A: Preschool Daily Schedule 8:00 - Arrival The teacher signs in the children. Share information with parents about their child, the teacher listens to information that parents want to share. Children wash their hands in the restroom. While waiting for breakfast to arrive, the children engage in manipulatives (Legos, bristle blocks, and Magna-tiles) at the table or on the large carpet and we talk about the structures they have created. 8:30 - Breakfast Children wash their hands, and then the children and teachers eat family-style dining with pleasant conversation, social skills, and self- help skills are stressed. The children are encouraged to help set the tables and pour their own milk. After breakfast, they are to clean their face and hands retrieve a book from the library center and sit on a bubble on the carpet. 9:00 Journal Time Children go to the Writing Center to get their journals and go to the table where there are crayons, markers, pencils, or colored pencils to write or draw in their journals 9:15 Morning Meet The teacher and children sing the good morning song and go over the calendar, weather, shapes, colors, alphabet, and numbers. The teacher goes over the activities for the day. We fill our Responsibility Chart each morning during Morning Meet, Children are released from Morning Meeting after they choose a Learning center and tiptoe to that center 9:30 Learning Centers Large group activity (teacher-initiated), Exploring our Learning Centers (Dramatic Play, Blocks, Writing, Math, Manipulative, Art, Library, Science and Music, Sensory Bin, some teacher-directed, small group activities 10:15 Transition to Outdoor Children clean up (singing the clean-up song), use the restroom, wash hands, then meet on the carpet to wait for their names to be called, then they hop to get in line 10:30 Outdoors Structured Activity (teacher-initiated) for 10 – 15 minutes, Child’s Choice of outdoor activities (sliding, riding tricycles, sand, hula hoops, and balls) 11:00 Transition to Indoors Children clean up (Singing clean-up song), March to the carpet after their names have been called, wash their hands, prepare for setting tables for lunch 11:15 Music and Movement/Exercise Children will engage in music and movement or exercise 11:30 Lunch Children and Teachers eat family style hold pleasant conversations, have social skills, and stress self-help skills 12:00 Transition to Naptime Clean up, use the restroom, wash hands, then go to the carpet with a book while waiting for everyone to finish with lunch 12:15 Storytime Children engage in listening to the story for the day, then we discuss

the book, Cots are put down for naptime 12:30 – 2:30 Naptime/Quiet Time Children go to cubbies, retrieve their bedding, and make their beds for naptime. Lie down resting with soft music playing in the background. The children who do not sleep are offered a quiet activity from the Early Riser/Non-sleeper Activity Box 2:30 – 2:50 Wake up! Children wake up a few a time and are called to put their bedding away, bring cots to be cleaned, restroom, wash hands, go to the carpet, and participate in Partner or Individual reading while waiting for a snack. 2:50 Transition to Snack Clean up, put their books on the bookcase, wash hands, then go to their table 3:00 – 3:30 Snack Children and teachers eat snacks family style with pleasant conversations, and social skills, and self-help skills are encouraged, as children finish with a snack, they clean up, wash their hands, and go to the carpet 3:30 – 3:45 Small Group Activity Children are invited to participate in small group teacher-initiated activity 3:45 – 4:15 Transition to Learning Centers Children will explore the Learning Centers (Math, Science, Music, Art, Writing, Blocks, Manipulatives, Dramatic Play, Music, Sensory Bin) 4:15 Transition to Outdoors Children will clean up (singing cleanup song), restroom, and sing songs while sitting on the carpet waiting for names to be called 4:30 Outdoors Children choice of outdoor activities (climbing wall, tricycles, basketball, boogie boards) or participating in structured activity 4:50 Transition to indoors Clean up while singing the countdown song march inside to the carpet, wash their hands, and go to a table to engage with manipulatives (people connectors) or art (coloring with crayons). 5:00 Departure Waiting for parents to arrive, Manipulatives, children clean up as parent arrives, the teacher signs children out and gives parents a report of their child’s day Part B The schedule reflects the early childhood philosophy that stresses how teachers allow children to learn a play-based experiential process, and to make choices from a variety of activities while engaging in an integrated in-depth curriculum (Copple & Bredekamp, 2009). In a setting that is developmentally appropriate, the children will use learning centers and participate in separate projects to learn various topics of study (Jullie Bullard, 2017). Although we have a schedule, it is flexible to meet the interests and needs of the children. I will alter the schedule if I

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

see that the children are not interested and allow them to choose another activity. Some children’s attention span is not very long; therefore, they may need to transition to other activities to keep their attention. Some children’s attention span is long and want to stay in one area until they feel like they have accomplished a goal that they set for themselves. There is no time limit to how long a child can stay in one center, but I encourage the children to take turns and explore every learning center in the class as time permits. The daily schedule allows for child-initiated play as well as teacher-initiated play. I discuss what is going to be happening in our class for the day with the children in Morning Meet or Circle Time. The children choose a center of their choice that is interesting and relevant to them as well as developmentally appropriate. Our activity schedule provides small and large group activities every day, which allows the teachers in the classroom to interact with the children. This interaction takes place while the children are exploring the learning centers asking open-ended questions, answering questions, observing, and playing with the children. The schedule also allows children to have that individual time with the teacher for them to be observed and make assessments for the child(ren) to accomplish a set goal. Transitions take place between moving from one activity to another activity with small groups being included in center time. We make transitioning fun, by having the children hop, gallop, tiptoe, or some other movement) to line up for outside time, use the restroom, and wash their hands for lunch. Naptime, storytime, or lunchtime are quiet activities because they have very little physical movement. My schedule alternates quiet and active activities, where the children do not sit down for long periods of time. In my class, the children freely flow from learning center to learning center exploring a lot of child-initiated activities. The teachers move freely throughout the classroom, watching, listening, asking open-ended questions, answering questions, and

waiting to be invited to their play, especially in the Dramatic Play Center. The children become accustomed to a routine because we discuss it (toileting, clean-up time, resting) during our Morning Meet. This is a learning experience for the children when they know the routine of the classroom. I will say, “What time is it?” and the children will tell me what part of the schedule we are on (It’s circle time!). It is important for me to consider the needs of the parents in my program when I develop the schedule. I use arrival and departure times to interact with my parents. This is a time to listen to what the parent wants to share with me about their child (early pickup, doctor's appointment) as well as me sharing with them about the wonderful and amazing things that their children are learning and exploring (colors, writing letters, counting). Departure time with the parents is when I ask them about their day, and then give them a report of the child’s day. We use SproutAbout where I work, so messages, pictures, and praise reports go out throughout the day to our parents. Teachers and children sit together to have a family-style meal, where the children serve themselves (self-help skills) as we have a pleasant meaningful conversation. When the children come in they wash their hands, go to the table, and serve themselves some breakfast. The children are not forced to eat but are encouraged to try new foods and to pour their own milk. A minimum of one hour in the learning centers allows for deep involvement in play. The children and I sing our good morning song and it talks about how we come to work and play. Our work time consists of self-selection, free choice, or project time which is an opportunity for children to participate in small group learning or individual learning. The children are allowed to choose from many learning centers available. The learning centers include dramatic play, blocks, art, music, writing, math, science, manipulative, and the sensory bin where there are teacher and

child-initiated activities. Small group activities are often included during this time, such as food projects (making applesauce), and special art activities. Daily time outdoors is very important because the children can run, be loud, and engage in large motor activities. Outside time improves academic skills, concentration, attitudes and behavior, social skills, and relationships, as well as physical skills. Playing outside also gives the children the opportunity to be involved hands-on with nature and experience the many aspects of the weather. I plan a structured activity, like a kickball game for the children to participate in, but we do not force them. Those children who choose not to participate are able to choose other outside activities (riding tricycles, climbing walls, sliding, etc.). We go outside twice a day, once in the morning and then again in the afternoon. One thing that as teachers, we should remember is that schedules are not set in stone but made to be changed. They are necessary to provide consistency and stability so that children will know what to expect. This alleviates the children's feeling of anxiety. Effective schedules are a proactive discipline technique. Children feel competent, build self-control, and learn emotional and behavioral regulation when they can predict what comes next. When you are developing a schedule base it on the early childhood philosophy that dictates that children have extended blocks of time to engage in active time to explore (Copple & Bredekamp, 2009).

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

References Bullard, Julie. (2017). Creating Environments for Learning, Birth to Age Eight. Third Edition. One Lake Street, Upper Saddle Rive, NJ 07458. Pearson Education