My Learning Environment Paper

* Physical development – Gross motor skills (using muscles such as arms and legs), Fine motor skills (Use of muscles such as hands, fingers and toes).

I feel my room design that I created myself, offers the most learning with the given space. Learning centers are set up around the perimeter of the room with an open floor plan for the center of the room. This allows for free movement of the children. The learning centers offer independent play, creativity, imagination, cause and effect play, independent learning, open ended toys in a safe, clean environment that also offers lots of exploring options. I believe children learn best when the childcare space is well organized, offers lots of different options for the children, with clear rules and boundaries set. My program is play based so I believe children need lots of play in their day; child and adult lead

The block/dramatic play area will be located in the corner of the room by the window to let natural light in the play area, as the children run around with each other carpet will be used to reduce the noise level. The Manipulatives area will be in the corner located by the wall art display this area of the classroom will also be located by the window for natural light to shine in and the student’s artwork to stand out. Easy accessible materials, supplies and miscellaneous items will be saved in a storage cabinet such as smocks, paintbrushes, watercolors, paper plates, tissues, pencils, first aid kits this will all be within the child’s reach to encourage independence. I will have an accessible wall of the students wall art to be displayed. The students will be able to hang up their own artwork at a reachable

When preparing environments for children, it is important to consider their age and stage of development. I also need to ensure that the experiences and play opportunities offered cover the areas of development outlined in the EYFS. I also need to consider whether the environment meets the needs of individual children as they are all different and develop at different rates. Some children need more challenging activities while others may need a different type of activity or different resources. Bu observing individual children to see how the engage with the environment and each other will help me to plan appropriately.

It is important that an environment where children are going to be is a safe and friendly environment, and consists of everything that a child needs to be able grow and develop to the best of their ability. This includes challenging exercises and things that are able learn at their own pace. Whichever age group you a person is working with, it is important to ensure that the planning is done according to each child’s individual needs to ensure that that the development of each child is met. This is vital as every child is different and therefore activities that are put out should be able to be adapted so that every child feels as if they are able to have a go at doing it. A positive environment also includes the way that a room looks and if

We know that a rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces.

From her earliest years, Kateri Tekakwitha had a very hard life. Kateri was born in 1656. At the age of four, smallpox devastated her home and killed her entire family. She survived but her face was scarred and her eyesight was damaged permanently. She was raised by her uncle. Because she couldn’t see very well, she had to feel to navigate herself around.

Another aspect of creating an enabling environment is the indoor environment. Rich indoor environments have a positive impact on the children's learning and development. An enabling indoor environment is a place where children who spend their time their feel comfortable, interests them and is appropriate for the children's age. It is important that practitioners plan the indoor environment carefully so that it is flexible and accommodates the children's interest and their needs. Also practitioners should make sure that the resources that they are providing are interesting, attractive and to a high quality standard. Practitioners should also make sure that all resources such as building blocks, colouring pens and pencils, dressing up clothes,

In this short video, there is a toddler about two years old (as stated by the original poster of the video in a comment below). She is playing with a kitchen set, pretending and using her imagination (ex. pretending there is ketchup in the play ketchup bottle when she puts it on her toy’s food). She is demonstrating imitation, by copying behavior that she has seen before. We can assume that this is from a parent/guardian working in the kitchen and serving food. Children learn most from observation of important people in their lives as well as their surrounding environment. This role play has her cooking and serving her stuffed animal and doll seated at the table. She is talking to herself and her toys, babbling nonsense, as she makes the food

Through play our learning and development extends. We discover new ways to achieve a goal such as, fitting differently shaped cubes into their correct holes. By twisting and turning the cubes children begin to understand that the shapes correspond to the holes on the ball.

Sabari, J. (2008). Optimizing motor skill using task-related training. In C. A. Trombly Latham & M. V. Radomski (Eds.). Occupational Therapy for Physical Dysfunction (6th ed., pp. 618-641). Philadelphia: Lippincott Williams & Wilkins.

Imitation and observational learning are important in aiding the attainment and portrayal of new behaviours, beginning as early as infancy (Meltzoff, 1993, p. 467). Deferred imitation and mental representations were concepts by developmental psychologist Jean Piaget in his theory of infant cognitive development. Deferred imitation refers to a child’s ability to imitate the actions that they have seen others perform, following a delay, (Slater, Lewis, Anzures & Lee, 2011). Piaget proposed that the emergence of deferred imitation during the sensorimotor period, is a sign of mental representation, (Jones & Herbert, 2009, para. 14). His proposal of the formation of this ability has been accredited by several studies that document the presence of deferred imitation in infants from as early as birth to 24 months of age and beyond (Barr, Dowden, & Hayne, 1996; Heimann & Meltzoff, 1996). A study by Heimann and Schaller (1985) used infants between 14-21 days old, (p.33). The mother was told to either protrude her tongue or open her mouth while the infant was engaged and observing during the exposure sessions, (p. 33). Two observers scored each infant on the number of times they opened their mouth or protruded their tongue, depending on the groups they were assigned to within the 60 second response period, (p.33). The results showed that the total number of tongue protrusions or mouth openings were highest when the behaviours were modelled to the infant, (p. 36). To reproduce the

Ron Hoffart (2013) speaks about the impact of 21st Century Learning on the design of educational environments at on video for TEDx (Technology, Entertainment, Design, x= independent). He especially focuses on the learning space for different learning styles and multiple intelligences so spaces in the classroom need to be differentiated. Therefore, this is something teachers need to seriously consider: Kinesthetic learners need plenty of room to move around; some students need background music and others do not; and other students need soft furniture with soft lighting. Hoffart claims we need spaces that is a little more noise tolerant and other areas need to be sedate, but the spaces all need to be flexible to accommodate changes in activities.

Mindsets are not only transmitted through people. Educational spaces give out silent information that can either augment or hinder learning. Objects, layout, and décor can influence performance and communicate to students who can be successful and who belongs.

“Learning environment” refers to a place or space, school, library: social, physical, psychological ad pedagogical context in which learning takes place and inversely affects student outcomes (Afari 2013). Furthermore, in reality 21st century learning takes place in physical environment like these, it envisions a place where students are involved in self-directed and co-operative learning activities (Lippman 2010). Although this review will cover various themes related to new learning environments, this review will focus on some major themes which emerge ( SKIP INTRO WRITE IN THE LAST, REFER ONLINE)