CHAPTER 7 – CREATING AN EFFECTIVE LEARNING ENVIRONMENT
CHAPTER 7 – CREATING AN EFFECTIVE LEARNING ENVIRONMENT
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Learning Objectives Understand various program types, delivery systems, quality standards, licensing and regulation structures in early childhood settings. Define and describe the difference between the physical, social, and temporal environments of an early learning program. Describe why a well-designed physical, social and temporal environment benefits young children. |
NAEYC STANDARDS
The following NAEYC Standard for Early Childhood Professional Preparation addressed in this chapter:
Standard 1: Promoting child development and learning
Standard 4: Using Developmentally Effective Approaches with Children and Families
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
PENNSYLVANIA EARLY CHILDHOOD EDUCATOR COMPETENCIES
The following competencies are addressed in this chapter:
Child Growth and Development
Families, Schools and and Community Collaboration and Partnerships
Health, Safety, and Nutrition
Curriculum and Learning Experiences
Assessment
Communication
NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN CODE (NAEYC) OF ETHICAL CONDUCT (MAY 2011)
The following elements of the code are touched upon in this chapter:
Section I: Ethical Responsibilities to Children
Ideals: – I-1.1, I-1.2, I-1.5, I-1.8, I-1.11
Principles: P-1.1, P-1.2, P-1.7, P-1.11
Section II: Ethical Responsibilities to Families Principles: P-2.1, P-2.2
Section IV: Ethical Responsibilities to Community and Society Ideals: I-4.1 (individual), I-4.6
PREVIEW
As we have learned in previous chapters, developing relationships, as well as understanding the developmental stages and individual interests and skills of children is crucial to effective teaching. This is accomplished through interactions and both informal and formal observations with the children in our care. This information will form the cornerstone of what is called “curriculum,” which includes both the planned and unplanned experiences that occur throughout the day.
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Quotable “A great classroom environment comes from the heart, not the wallet. It’s built on love, laughter, and a feeling that everyone belongs.” -venspired.com |
THE CLASSROOM ENVIRONMENT AS THE THIRD TEACHER
The environment affects every aspect of how children develop and learn and how teachers teach. In the article Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments, Mary Ann Biermeier summarizes Loris Malaguzzi’s concept of the third teacher:
“…the environment plays a central role in the process of making learning meaningful. So important was this notion, that Malaguzzi defined the environment as the third teacher (Gandini 2011). Malaguzzi’s third teacher is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art is an environment that reflects the values we want to communicate to children. Moreover, the