Learning Environments and Developmental Domains

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Ashford University *

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Feb 20, 2024

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Running head: LEARNING ENVIRONMENTS 1 Learning Environments and Developmental Domains Anna Leebeck ECE 101: Introduction to Early Childhood Education Rex Krueder September 19, 2022

LEARNING ENVIRONMENTS 2 Learning Environments and Developmental Domains Creating an environment conducive to early learning needs to be well thought out. Planning for physical, cognitive, and affective domains should be thoroughly considered and developed to encourage age-appropriate growth. A pre-kindergarten class serving two- to five- year-old students is achieved by having areas for gross motor, fine motor, cognitive and affective development. Well-defined areas benefit teacher-led observation of natural affective development opportunities within the classroom community. The environment designed here is part of the Early Childhood Special Education classrooms within my school division and was created, from memory, after assisting in the room set up over the summer months for the two classes housed in my building. This room setup allows for multiple learning and developmental theories to be employed at any given time during the school day based on the needs of the

LEARNING ENVIRONMENTS 3 students. Physical Domain

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LEARNING ENVIRONMENTS 4 The classroom environment design pictured is used within the Early Childhood Special Education (ECSE) classes in the school where I am an employee. The varied areas allow for many gross and fine motor development opportunities. The art area invites students to refine fine motor skills by drawing or creating artwork with mixed-size pieces of materials. The dress-up site also allows for the exploration of textures while learning to dress oneself in various costumes, furthering not only gross motor but also “perceptual motor skills are involved in many facets of everyday life such as eating and dressing” (Estes & Krogh, 2012). In addition to the perceptual motor skills, it also helps to encourage manual dexterity as the students navigate the putting on and taking off of clothing items that may include zippers and buttons. Cognitive Domain While all areas of this classroom design in some way encourage cognitive domain growth, the site dedicated to circle time invites more opportunities for cognitive domain growth. Whole group discussions occur here, from discussing the day's letters or numbers, singing the alphabet song, and reviewing shapes and colors. Often, circle time can be used to identify objects from various areas around the room that are a specific color, shape, or texture. (Band, 2022). Memory development is encouraged and included in all aspects of the room design; however, the coat area is the most important. This is where the routine memory begins and ends daily in the classroom as the student learns the routines of coming in and “unpacking” for the day. While this particular classroom would have or has students of varying ages and abilities, it is essential to note that all students and the teacher do the modeling of this routine, thus creating the memory, and the student learns the practice. It becomes second nature to come in and perform it unassisted. This also assists students still learning spatial relationships as their bag goes in their cubby when they come in but comes out when it is time to go home.

LEARNING ENVIRONMENTS 5 Affective Domain Affective Domain growth is facilitated throughout the room. By having multiple opportunities to interact with classmates, students can have options for emotional, social, and moral development. Playing with others during free choice in the kitchen area may provide an opportunity to learn moral reasoning if two students want to use the same toy kitchen implement and must work out how to share it. This also leads to the opportunity for relationship building with classmates. Sharing toys and spaces also create the environment for learning social competence in a safe and controlled environment monitored by adults without direct intervention unless required. Sharing toys and playing in a communal space invites students to learn how to self-regulate feelings when play is not happening the way they should and moral reasoning when needing to share toys and or not grab them simply because one wants them and feels it should be theirs. Developmental Theories The use of more than one developmental theory has been suggested throughout this course as the optimal teaching method so as not to assume a “one size fits all” approach to child development. Throughout the room, with many opportunities to play and interact with varied items, students are experiencing multiple developmental theories: Constructivism with being allowed the freedom to play throughout the day, Socio-Cultural theory as the interaction between students is encouraged; however, the daily lessons about shapes, letters or numbers may be scaffolded to meet each student's zone of proximal development (Estes & Krogh, 2012). Including multiple theories of action, it allows for a more significant impact on learning for each student, ensuring that each student is exposed to new and previously learned information and

LEARNING ENVIRONMENTS 6 stimuli daily in new ways and from unknown sources in the form of coming from either the teacher, the environment, or fellow students. Including multiple early childhood development learning theories in one room increases the likelihood of the students' learning experiences being meaningful. Social interaction and play are encouraged throughout the room design I have chosen to use, and it best facilitates the most significant opportunities for student growth in the ECSE setting. Allowing the opportunities for physical, cognitive, and affective domain growth in every area of the room ensures that students are afforded every opportunity to grow in these areas. The overlapping of multiple developmental theories also ensures that students of all abilities and learning styles are given the same opportunities to grow and learn despite any differences they may or may not have. Setting the room up to employ multiple learning and developmental theories also allows the teacher to modify the environment and the approach used at any given time to maximize student learning. Thus, creating the most conducive yet consistent learning environment for young learners.

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LEARNING ENVIRONMENTS 7 References Band, S. (2022, March 30). The Importance of Observation in Early Childhood Education. Retrieved September 15, 2022, from https://www.himama.com/blog/assessing-toddler-development-through- observation/ Estes, L., & Krogh, S. (2012). Pathways to Teaching Young Children: An Introduction to Early Childhood Education [eBook]. San Diego, CA: Bridgepoint Education, Inc. https://doi.org/https://content.uagc.edu/books/AUECE101.12.2/sections/sec3.1 Estes, L., & Krogh, S. (2012). Pathways to Teaching Young Children: An Introduction to Early Childhood Education [eBook]. San Diego, CA: Bridgepoint Education, Inc. https://content.uagc.edu/books/AUECE101.12.2/sections/sec6.2

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