The Public Library Located On Learning Centre Where The Child And The Student Interact ( Burns ) Essay

Children are encouraged to communicate their needs, feelings and thoughts. They are given opportunities to choose and use reading materials.

The soft furnishing in the cozy area must allow a child to completely escape the hardness of the typical early childhood classroom. A cozy area should be away from active play equipment and have protection from active children through its placement in the room. If active play is present, staff must redirect the active play to another area.

The entire building was split into two classrooms. Based on my observation I assumed that they were split into age groups. Overall, the room and the outside area where my observations took place were nicely organized and family-friendly. The classroom was divided into two sections with different floor types; a wooden floor and a carpet floor. The wooden floor side of the room had multiple designated areas. The biggest area was an eating area which is where the children could have lunch on chairs and tables adjusted to their size. Another area was where the children could wash their hands, this part of the room consist of paper towels, soaps, mirrors, and a sink. To the left of the sink there was a first aid kit with a fire extinguisher. To the right of the sink there was the restroom door, the restroom consisted of multiple toilets next to each other. The restroom also connected to the other classroom. The wooden floor side also had backpack/jacket hangers for the kids along with

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.

Materials and manipulatives are spread along the outside walls of the classroom and children are free to choose which type of materials they would like to work with during independent work time. You do not notice any individual desks and chairs set up in the classroom, rather a few tables and chairs grouped together. The furniture is all child size and you do not see any adult sized furniture throughout the classroom.

The Eva Mitchell Child Development Center is a daycare center for employees and students of Hampton University. On October 10, 2017 I was part of the first group that attended the development center to participate in a classroom observation of students and teachers. We wanted to be able to observe both younger and older children. In order to secure good and well-rounded observations they split us into two groups. My group followed the oldest children of the two groups, around the ages of two to four years. The second group mirrored ages two and younger. After thirty minutes we were to switch classrooms and watch the succeeding group. Upon entering the room, you see colors surrounding every surface of the area. The walls are covered in the

The name of Rachel and I’s preschool was Chit Chatter Clubhouse. Our philosophy discusses how our preschool strives to educate the whole child physically, emotionally, socially, and intellectually. We also strive to provide stimulation activities that will prepare our students for the future. Based off of this philosophy we were able to choose different materials from the content areas and set up our classroom with the areas of science, math, block, art, P.E./movement, dramatic play, and reading/writing and morning meeting/circle time. We decided on materials for these areas based off of our goals as well. We found developmentally appropriate furniture such as shelves, tables, chairs, and couches. These furniture pieces were low to the ground since we are teaching 3-5 year olds. Along with these furniture pieces, we have a teacher area with shelving and a desk for us so we can create lessons or work on things to make us better teachers. We have sinks and bathrooms that help students become independent and learn healthy

One room will be permanently allocated to under 2’s with an adjoining outdoor play area. The 2-3 year olds and the 3+’s will experience activities in both their quiet room and their messy room in rotation.

Mr. Murphy reported that the first room will be for the client’s children where they can color, play and be observed. Coloring material was observed on the wooded table that was located at the front of

Imagine a freight train with its cavalcade of massive, identical rectangular cargo crates; one of those crates, with a door carved in its side, became the library building itself. Inside were books and wooden shelves strewn wanton and stacked aimlessly. A fine coat of dust, rat droppings, and asbestos draped the freight crate's interior. However, after disinfecting and restructuring everything––having organized books according to the "accursed white man"'s AR system which, ironically, the children came to love––we witnessed the transfiguration of a lost railway frigate into a lemon-scented library complete with tables and

Surrounding each home base is a cluster of resource rich activity pockets (primary activity spaces), one for each of the developmentally oriented activities for each age group in that house. Three to four activity pockets can be clustered together, each sized for 2-5 children plus a caregiver. Each activity pocket has a sense of closure, but has cross visibility and is easily visible by an adult. Each pocket has all the teaching materials, displays, and work/play surfaces necessary for that activity. Examples of the great variety necessary: block area, art studio, music corner, science corner, reading/listening area, sand/water play,

The L shaped classroom was colorful and inviting. Each room in Shining Stars is a different color, the room I was in was the yellow room, and therefore the room was painted a bright yellow color. When walking into the room, the wall to the left of the door and the next wall was lined with cubbies, each labeled with the child’s name and their job for the day. Above the cubbies was a bulletin board; each week the board becomes a different color. The children get a sticker if they bring in an object or picture that is the color of the board. The next wall was home to the art table and bathroom. The art table had two seats and crafts ranging from coloring books to glue and glitter. The bathroom had three stalls with kid-sized toilets and three

After completing this project, I have learned all the steps that are needed in order to have a bibliotherapy session. I geared this bibliotherapy session towards parents because I personally think that a child’s parent or caregiver has the biggest effect on a child. The parent or caregiver of a child has been taking care of that child since the day they were born, so they are going to be the people whom the child trusts the most. I think a bibliotherapy session is going to be most effective for a child if they have the session with the person who they trust the most. They are going to be more willing to open up and share their feelings with that person. There were a few challenges that I had throughout this project because I wanted to make

I conducted my observation on November 3, 2017. I observed a fourth-grade language arts class taught by Robin Smith. Mrs. Smith exudes a love of reading and knowledge from the very moment you meet her. Mrs. Smith’s classroom is a warm, accessible, print rich environment complete with anchor charts, a word wall, and alphabet chart. Mrs. Smith and her classroom environment inspire each one of her students to find a passion for reading and learning. Mrs. Smith demonstrates an understanding of the social-emotional environment, and its importance to the success of a child’s learning experience. Although the social-emotional environment is much harder to grasp and see it is just as important as the physical environment. Mrs. Smith’s approach for classroom management demonstrates how a positive social-emotional environment can lead to an effectively well managed classroom.

Setting up a comfortable environment when working with children is a vital component. Directed by Dinham (2011, p. 65), children learn better in well-managed, safe, and psychologically secure learning environment. Therefore, when setting up the workspace, I chose to do the activity on the table of the living room with Jenny because “she’s more comfortable working with other people around” (Scholastic, n.d.). This place also nears to the kitchen which