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Planning Envionments

Open Homework Posted by: jwilson1228 Posted on: 15/09/2020 Deadline: 10 Days

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Introduction

This article discusses planning learning environments.

The Assignment

Summarize the article by answering the three questions listed below. Each question should have an answer that has a minimum of 7 sentences. Please make sure you read the statement on Plagiarism. Also, do not copy and paste the article - that is plagiarism.  Title must be included

NAEYC Young Children, November 2013  Planning_Environments _1_.pdf Planning_Environments _1_.pdf - Alternative Formats

(If you have difficulty accessing this pdf, contact your instructor for assistance)

After reading the article, answer the following questions:

1. What is the main focus of the article? What did you learn about planning appropriate environments?

2. What are three principles for planning environments and choosing materials?

3. Using the strategies/ideas from question two, how would you use them in your classroom? 

Grading Criteria

Maximum points are given when length of 3 paragraphs,minimum of 7 sentences in each, is met and content summarizes key strategies to use with young children and families. Title must be included

20 points – Three paragraphs are included, each paragraph has a minimum of seven sentences

20 points – First paragraph summarizes the main focus of the article

30 points – Second paragraph summarizes three strategies from the article 

30 points – Third paragraph gives specific strategies/ideas you will use when working with young children.

Points are deducted for errors in grammar and spelling.  Also noted is clarity of the summary and students comprehension of the content.

Resources

NAEYC Young Children, November 2013  Planning_Environments _1_.pdf Planning_Environments _1_.pdf - Alternative Formats

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Attachment 1


Environments That Engage and Inspire Young Learners

Deb Curtis, Kasondra L. Brown, Lorrie Baird, and Anne Marie Coughlin

Toddlers

Planning Environments and Materials That Respond to Young Children’s Lively Minds

A study guide for this article is available online at www.naeyc.org/ memberlogin.

Photos courtesy of the authors.

D tuieanedsrag uHic npchaargerto rvoofsereu sossr,stf aimRyononeadusan oncl yuoga l cryclcteehieavaisglir dtauisrsee eswsson tooc,o frtigfaekeetareitcn-hsh gee rar s (www.ecetrainers.com), we have come to admire toddlers’ avid curiosity, determination, bigheart edness, and delight in engaging with people and the world around them. From our review of current research about the learning capacities of children under age 3, we realize that the eager ness toddlers have for almost every encounter is no accident, and we took it upon ourselves to study more about them. Research confirms that during the toddler years children experience one of the most sig nificant periods of development and learning. Children under age 3 have exceptionally flexible

Some materials limit exploration

brains that allow them to hear more, see more, and experience more than adults. Their enhanced learning abilities reflect special features in their brains that make them more conscious than adults. They also innately approach learning in the same way scientists do, using the scientific method to experiment and analyze the results of what they discover. When toddlers use their brains well, through focused, sustained activity, their potential is enormous (Gopnik 2009).

Many times, the environments and materi als offered to toddlers emphasize health and safety. While health and safety are important, an overemphasis on these features can limit the possibilities for richer experiences of explora tion, collaboration, and learning. Some commonly

used materials provide few opportunities that engage chil dren in the complex ways their lively minds deserve. Most toys chosen for use in child care settings have hard, plastic, unyielding surfaces that adults can easily sanitize. Toddler toys frequently teach simple concepts like color and shape or have a cause-and-effect component, such as a button or knob that beeps or lights up. Children might accidentally discover this feature or adults show them what it does. Once children figure out the minimal uses for these ob jects, there is not much else to challenge their lively minds. Implied in the use of such materials may be the view of some educators that toddlers have limited capabilities or inner resources and require overstimulating experiences to stay interested in an activity or toy. Instead, what if we rec ognize and provide for toddlers’ dynamic brains and their capacity for seeing and using materials in boundless ways? What if, rather than thinking of materials as a way to teach or entertain toddlers, we are eager to see the extraordinary discoveries they make?

There is much for us to learn about translating research into practices for offering out-of-the-ordinary materials to toddlers. We strongly support the health, safety, and well-being of all children, but in this article, we want to discuss providing children with fascinating materials and supervised experiences that engage and challenge them. We have found that when teachers recognize the profound nature of toddlers’ learning abilities, they are excited to provide supervised experiences with interest ing and challenging open-ended materials. And they more willingly tackle the barriers and worries that come with health and safety standards, as well as overcome the reluctance to offer messy experiences that take extra effort to clean up. Instead they come to join in the delight and discovery with children.

Toddlers and sensory materials

Toddlers’ explorations of materials are filled with small ac tions during which they hear and see more than adults do. Because adults experience the world so differently (Gopnik 2009), seeing the significance of what toddlers are doing requires that we stop to notice the details of their actions

About the Authors

Deb Curtis, MA, a teacher of adults and children, has coau thored several books for early childhood educators, including

Designs for Living and Learning: Transforming Early Childhood Environments (Redleaf Press). [email protected]

Kasondra L. Brown, BS, is a consultant and trainer with Collaborative for Children–United Way Bright Beginnings in Houston, Texas. Kasondra serves as a coach, mentor, and col lege instructor. [email protected]

Lorrie Baird, RECE (registered early childhood educator), is the associate executive director of Kawartha Child Care Services

and try to imagine what they might be thinking. To help cultivate our ability to see children’s minds at work, we offered a collection of natural materials—including shells, wood rounds, and stones in wooden bowls—to a group of toddlers. We placed the materials on fabric and placemats to create a visual focus for the children. The materials gave the toddlers many possibilities for investigating texture, shape, color, size, weight, light, and sound. The toddlers manipulated the materials by dumping, filling, and trans porting them. We carefully planned this experience, mak ing sure we were with the toddlers for the entire activity to supervise for safety.

A lively mind at work

As we observed 19-month-old Javier, and later studied the photos of his explorations, we saw evidence of his flexible, scientific brain at work. Javier eagerly approached the materials, placing his entire hand inside a wooden bowl filled with stones, shells, and wood rounds. He carefully studied each of the objects. He touched the variety of natural objects and moved them into piles, perhaps notic ing the similarities and differences of the items. With a look of wonder, Javier closely examined the stones he held in his hands. Next he tapped two stones together. His ac tions resulted in clicking sounds. Javier began to immerse himself in the materials as he placed objects on his head. He slid the stones down his face and dropped them back into the bowl.

Next Javier put an insect specimen encased in acrylic up to his eyes. We wondered if he was exploring its trans parent and magnifying properties. Then Javier put the specimen block to his mouth and moved it around his lips, tongue, and teeth, perhaps exploring the texture, taste, and temperature that his other senses did not pick up.

Throughout this experience, Javier used all five senses

and explored the materials in ways we never would have imagined. He seemed to have a purpose or question for every action he tried. We took his smallest actions seri ously, and were impressed with his deep engagement with these objects. This motivated us to offer more possibilities for him to use his abilities to explore and learn.

in Peterborough, Ontario. She has been a teacher, program director, and college faculty member. [email protected]

Anne Marie Coughlin, ECEC (early childhood educator and certi fied), RECE, is program director for London Bridge Child Care Ser vices in London, Ontario, and provincial director for the Canadian Association for Young Children. She is an associate with Harvest Resources.

The authors would like to thank teachers Lauren Forcier and Lachana Fisher, who contributed notes about children engaged in schema play.

Calling on toddlers’ aesthetic sense

Javier’s meaningful engagement in exploring these materi als moved us to expand our definition of sensory experi ences, like water play and sand play, to include aesthetics. Webster’s Dictionary suggests that aesthetic comes from a Greek word meaning perception. Aesthetic development is a focused way of knowing and experiencing the world that involves engaging with the senses. Feelings, processes, and responses to objects and experiences are heightened, lead ing to an appreciation of the beauty found in the world and allowing us to become totally lost in the moment (Curtis & Carter 2008). This definition fit Javier’s investigations per fectly. Toddlers’ senses are highly attuned to taking in the sights, sounds, and movements that surround them. Why not take advantage of their enhanced abilities and design our environments to create more and varied opportuni ties for seeing and discovering the world? With toddlers’ aesthetic senses in mind, we now regularly add pleasing elements to our learning environments and find that the children engage with them enthusiastically.

Seeing schemas

As we continued to observe the details of children’s inves tigations with interesting materials, we saw more evidence of their active brains at work and we identified examples of actions related to other learning theories. The following observation is an example of children exploring schemas as identified by child psychologist Jean Piaget. A schema is a line of thought that is demonstrated by repeated actions and patterns in children’s play. These repeated actions suggest that this play is a reflection of inner and specifically di rected thoughts. When children explore schemas, they are building on their understanding of abstract ideas, patterns, and concepts (van Wijk 2008). Here are some of the sche mas Piaget identified as applied to a toddler (Piaget 1969): n Transporting—Picks things up, moves things, puts

things down, or dumps.

n Transforming—Uses materials to explore changes in

shape, color, consistency, and such.

n Trajectory—Explores the horizontal, vertical, and di

n Rotation and circulation—Experiments with things

n Enclosing and enveloping—Surrounds objects with

other things. Moves himself inside a defined area, like a ring of blocks or a box. Hides, covers, or wraps himself and other things.

n Connecting—Joins things together and ties things up. n Disconnecting—Takes things apart, scatters pieces and

parts (van Wijk 2008). We offered the children a variety of materials, including

agonal movement of things and herself. Makes things fly through the air, moves her own body in these ways.

that turn, such as wheels and balls; explores curved lines and circles.

balls, ramps, trays, and containers, to invite their investiga tion of schemas. The materials, although common, were not something we had offered to them before in this combina tion. Would the children be interested in these items? Would the small objects be safe for the children to use? Would the children throw the balls around wildly? Our concerns were

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quickly put to rest when we witnessed the competence and focus the children brought to this experience.

The children walked into the room with confidence and quickly made their way to the carpet where we had set up the materials for play. Without directions or ideas from the adults, they discovered a multitude of possibilities the simple materials offered. For nearly an hour the children explored in the following ways:

n Noticed and repeated the many ways they could make

sounds with the materials

n Negotiated various ways to fill and dump the containers

and tubes

n Used the ramps and tubes to transport balls and other

objects to various places in the room and to send them to a friend or a teacher

n Balanced the balls to move them back and forth between the tubes

n Rolled the balls rapidly down the ramps, concentrating on balancing them to keep them from flying off the ramps

n Manipulated the balls so they were spinning around and around on the trays

n Observed each other’s ideas and actions and imitated what they saw one another doing n Tested new ideas as they observed other children’s ac tions, which caused their explorations to evolve, change, and grow more complicated

We were surprised when we realized that an hour had passed and the children remained immersed in the play. Our role was to observe their actions, narrate what we saw, and help them see each other’s actions. We were also there to supervise safe use of the materials, but we were surprised to note that none of us had to intervene in this way.

While watching the toddlers play, we realized that their actions—including some we previously prohibited—had a significance we had never noticed before. For example, be cause we understood that making things move and fly is the trajectory schema, we found ways to support the children’s work with the concept. When toddlers use their adaptable brains to explore, they are learning unlimited possibilities for how the world can be. They consider and act on count less unconventional ideas that can alarm or delight us. This is the gift young children bring to the world and to us. As they grow older they will put all they have discovered to use—to invent what has yet to be imagined or perhaps to solve the serious problems of our time (Gopnik 2009).

Principles for planning environments and choosing materials

Through our observations, we developed principles that we turn to again and again as we strive to ensure our practices engage children’s capabilities (Curtis & Carter 2003).

Offer materials in careful combinations and collec

tions. Find open-ended and unusual materials at unusual

sources, such as garden stores, garage sales, or thrift stores. Here are some items to combine: n Wooden trays, bowls, mas hair curlers, paper towel tubes, and candle holders n Natural items, such as sea shells, pinecones, rocks, gourds, dried flowers, twigs, and pods n Coaster sets, napkin rings, n Light-reflecting and colorful objects (flashlights, color n Faux fur and fabric pieces sage balls, spools n Tubes, balls, and contain with different colors and textures (soft, shaggy, sheer, shiny) ers with lids

paddles, prisms, and other translucent, shiny objects)

Explore materials for their possibilities before

offering them to children. This will help you see what the children may find engaging.

on a particular rug or mat to create a visual focus and to signify a time for play.

Provide ample time and space for a small group

  • or 5 children) to play with the materials. Don’t hurry or
  • ffer ideas too soon. Some children may need more time to begin their investigations or to see more possibilities. It is best if children work at their own pace and learn from each other.

Sit nearby to supervise. Be sure to take an interest in what the children are doing as they work.

Offer descriptions and narrations of what you see

unfolding. What you give attention to supports children’s interests and communicates to them that their pursuits have value. Avoid dictating, controlling, or directing.

Observe children to learn their interests and points of view. Use these questions to guide your observations:

n What are the children drawn to about the materials—

textures, shapes, colors, weight, size, or combinations? n How do the materials support the children’s focus and

n How do the children manipulate the materials to learn

about them? What actions reflect the children’s flexible brains and learning capabilities?

n What possible experiments and theories are the chil

dren working on?

Display materials in an orderly, enticing way. Place them

purposeful actions so they stay with a particular investi gation for an hour or more?

Materials for Supervised Investigations

Toeux seepn ewhraihenencnce ep tsuo ardsndudile nogrffs ’te hirne cmirr eaintdesibrtiialnelc spt fiovotere canhntiidald le,r wextnee tnposl aivne approaches to learning. The following are examples of materials we offer toddlers for their supervised investigations:

n A collection of mirrors, metal containers, bracelets,

jewels, and jewelry holders gives children oppor tunities to explore enclosing and enveloping, as well as rotation and circularity (experimenting with how things turn and spin); the mirrors’ reflections and the shiny objects appeal to children’s aesthetic sense

n Textured tiles and shiny wooden wedges encour

age children to connect and disconnect the items in rows and lines, possibly using shape, color, and size as references

n Bamboo cove molding, plastic troughs, and balls,

spools, and other objects that roll invite children to explore trajectory in a focused way

n Colorful bracelets, round containers with lids, and

paper towel holders provide children with opportu nities to explore rotation and circularity

n Colored water in small containers, pipettes, and

ice cube trays invite children to explore transform ing and transporting as they change the color of the water and move it from the bowls to the pipettes and then into ice cube trays

n Gak and Flubber (homemade), along with a wire

rack, intrigue children when they discover their ability to transform these magical substances

Conclusion

References

When we offer meaningful materials to children and study the details of their actions to identify the significance they hold, we become intellectually engaged with children in their pursuits. We understand the role we play in provid ing vital materials and opportunities to explore and learn. Every day teachers witness complex learning and potential in the children they work with.

We invite you to offer a collection of unusual learning materials to toddlers. Notice the way they immerse them selves in the rich and magical world around them. Appreci ate the flexible thinking and skills children use in their ex ploration and discovery. Share in the joy of being alert and alive. If we open ourselves to it, we learn from children to see and experience the world in new and wondrous ways!

Curtis, D., & M. Carter. 2003. Designs for Living and Learning: Trans

forming Early Childhood Environments. St. Paul, MN: Redleaf.

Curtis, D., & M. Carter. 2008. Learning Together With Young Children: A Curriculum Framework for Reflective Teachers. St. Paul, MN: Redleaf.

Gopnik, A. 2009. The Philosophical Baby: What Children’s Minds Tell Us About Truth, Love, and the Meaning of Life. New York: Farrar, Straus, & Giroux.

Piaget, J., & B. Inhelder. [1969] 2000. The Psychology of the Child. New

York: Basic Books.

van Wijk, N. 2008. Getting Started With Schemas: Revealing the Wonder Full World of Children’s Play. New Lynn, Waitakere, Auckland: The New Zealand Playcentre Federation.

Copyright © 2013 by the National Association for the Education of Young Chil dren—1313 L Street NW, Suite 500, Washington, DC 20005. See Permissions and Reprints online at www.naeyc.org/yc/permissions.

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