marketing

Promoting Independence and Responsibility Spaces for early learning are designed to encourage independence and maximize the amount of time you can devote to interacting or observing work/play in progress (Carter & Carter, 2003; Gestwicki, 2011). Carefully arranging sorted materials in open baskets or clear totes on accessible shelves helps children know where things belong and […]

Designated Activity Areas and Capacity Limits The number and size of learning centers depends on curriculum priorities as well as classroom and group size. We want to maximize childrens opportunities to make choices and work/play independently but also minimize conflicts over materials and space (Gestwicki, 2011; Swim, 2012). Each learning center should be equipped and

Which one provides clear dividing lines between activity areas? Floor Plans These two spaces represent contrasting approaches to design, one which encourages running indoors (Room A) and the other (Room B) with distinct pathways to direct children’s movements. Sensitivity to Physical Features Teachers should be aware of the major permanent features of the physical space

Variations by Age In an infant classroom, you would expect to see furniture and designated areas for diapering, feeding, sleeping, and playing with babies. A mobile might be suspended over a crib or floor mat in the childs line of sight, as infants spend some of their time lying on their backs looking up. Furniture

What General Principles Should Guide Environmental Planning? More From the Field Director Lucia Garay describes the elements of planning that result in an effective learning environment. Critical Thinking Question Lucia says, “the environment becomes the curriculum.” What does she mean by that? Early childhood space planning is guided by general principles adapted to the specific

Does Your Curriculum Dictate or Provide Direction? Given the innumerable different kinds of locations, classroom shapes, sizes, and building designs, it would be almost impossible for a curriculum to dictate exactly what a classroom or care space should look like. Curricula do, however, to varying degrees, implicitly or explicitly suggest and guide decisions about what

Creating a Physical Environment for Your Curriculum Susan Woog-Wagner / Getty Images Children use a variety of materials to explore concepts about water, including different-sized containers (in which they can pour the water back and forth) and objects that sink and float. The physical environment is a powerful messenger, and “every environment implies a set

Water Table Activities:  Prompts and Facilitation Strategies Prompts and Facilitation Strategies Materials Monday Generate and record ideas about why objects sink or float in water; examine a variety of materials for experimentation; chart childrens predictions Paper clips; marbles; recycled styrofoam packing peanuts trays and soda/water bottles; paper plates; bottle caps; wood scraps; aluminum foil; paper

Integrating Developmental Principles and Beliefs In considering our opening vignette, you may have wondered how an open-ended, comprehensive play-based curriculum could be compatible with planning and scheduling for a teacher-directed supplemental literacy program. Curricular activities may be conceptually organized by developmental domains or by academic content areas, but the planning process for any curriculum should

What would you do if you were paired with a teacher whose views about learning and curriculum differ significantly from yours? Even if you are wholly in charge of your class or group of children, you may have a coteacher or assistant, or you may be part of a bigger teaching team, which means that