The Early Childhood Learning Environment

How do you create an appropriate environment?

The most important aspect of a classroom is how it encourages the health and safety of the children and adults who use the space.  Covering electrical outlets, keeping materials in good repair, locking up cleaning products, and maintaining good hygiene are just a few components to classroom safety.

The space also must accommodate for a variety of learning experiences.  Work spaces for art, dramatics, writing, math, blocks, and reading should be incorporated into the space.  Room arrangement impacts learning and social interactions.  Placing quiet centers near each other and nosier centers together reduces conflict.  Cooperation among children is supported by arranging furniture to create small spaces for a few children.  Large group areas help develop a sense of community.  It is also critical to have a space where children can go to be alone. 

It is important that the classroom has a rhythm to the day.  Creating a daily schedule that meets the developmental needs of the children is essential.  Children find comfort and security in predictable routines.  The key to an effective schedule is balance; balance quiet and active times, balance group and individual times, and balance indoor and outdoor times.  The timing of snack, lunch, and rest should reflect the developmental needs of the age group.  When children have their physical needs met, they are then able to explore and learn.  The educator must remain flexible in the daily schedule and recognize when a change is needed. www.trinitysfc.org

The Early Childhood Learning Environment

Why is the learning environment important for early childhood development?

The learning environment is comprised of the physical space, the objects in that space, and the organization of time.  Wherever the space is located, be it a home, a school classroom, a center, or outdoors, these elements are a powerful force.  The environment shapes the behavior and feelings of the people who live and work in it. 

Children learn through interacting with the people and things around them.  Interaction and learning are promoted by creating an environment that simultaneously supports and challenges children.  Room arrangement can facilitate cleaning up and encourage social interaction. 

The classroom environment speaks to the educator’s philosophy and curriculum.  Displaying children’s art work communicates respect.  Parent message boards welcome families into the space.  How a classroom is cared for indicates an educator’s pride, understanding, and commitment to the children and families in their care. www.trinitysfc.org

An Example of the Developmental Interaction Approach In Action

The 4/5’s class had time in the day for story reading.  The teacher asks the children to choose a book they would like her to read to them.  They chose a book on the human eye.

They read a portion of the story that discussed how the eye dilates and the amount of light that filters through the eye. The children began looking at each other’s eyes and asked many questions such as “what happens in the dark?”; “Do cats’ eyes do the same thing?”; “How many different colored eyes are there?”  After the story reading was over the children went back to work.  As the teacher moved around the room, the children were continuing to talk to each other about “the eye”.  This was a signal to the teacher that further study on this subject was necessary.

With the teacher as facilitator, a study was developed around the human body and the five senses.  The children drove the conversation and participated in the planning.  The teacher prepared the classroom with books and materials that would support the study.

After much conversation and collaboration, the study began with a discussion about skin.  The teacher listening to children’s conversations heard the topic of germs come up frequently.  They read books about germs and discussed the illustrations showing the germs being blasted by toxins from the white blood cells.  The teacher explained to the children that “germs are like the bad guys.” They get into our bodies and want to eat up all our energy. The white blood cells are the good guys. They protect our bodies so we don’t get so sick. When the bad guys (germs) get into our bodies, the good guys (white blood cells) rush over to fight them away.” 

The Teaching Approach to Education of Young Children

Our philosophy empowers the creativity of the teacher to organize the physical classroom and implement instruction in order to reach children at all learning levels with an integration of auditory, kinesthetic and visual techniques.  Because the development of well-rounded individuality is paramount for young children, a child’s individuality is effectively nurtured and reinforced by communicating ideas so that all children can understand and apply concepts.

Our Early Childhood program’s main focus is preparing the children to become active learners and responsible citizens beginning within the classroom.  The classroom dynamic created serves as preparation for the development of the good citizen who is able to interact in the world as leaders.

The program creates a curriculum that coincides with the capacities and the needs of children at various stages of development, providing opportunities for interaction with the environment – materials and people – that are so important for learning and growth.  An integrated curriculum with social studies (encompassing the world in which they live) as its core, develops a rich study in emergent literacy, mathematics, science, art, music and physical education.

How We Execute Placement of Children in the Early Childhood Program

When parents shows interest in enrolling their child in Trinity School for Children’s Early Childhood Program one of the first steps we take is an in classroom observation from our youngest child.

We begin with the child’s chronological age and gender then observe their stage of development, present social skills, attention span, level of frustration, leadership tendencies, self –confidence to list a few.  We use all of the above information to determine placement in a particular class. Considering all of the above in determining placement makes for a balanced class of children that will be challenged, nurtured and supported throughout the year.

The Brigance Developmental Inventory Assessment is one measuring tool that we use to chart progress.

Our Children Need Us

Looking at a newborn reminds me just how much our children rely on us for everything from basic physical needs to more complex emotional support.  As parents, we spend so much time the first year making sure our newborn, infant, and young toddler is comforted either by nourishment, rest, or TLC.  Mothers and fathers often sacrifice their own well-being (mainly in the form of rest!) in order to meet the unique and ever changing needs of their baby. 

Parents of young children don’t see the fruits of their labor for years to come, leaving them feeling frustrated or inadequate.  However, child development gurus such as Piaget and Maslow, have proven the early years are learning years.  All those sleepless nights spent rocking and soothing your crying baby are teaching your child about love, safety, and security.  In the realm of early childhood development, feeling safe, secure, and loved are top priority.  

Emergent Literacy in Early Childhood

Language development builds the foundation for many social and cognitive skills.  Our early childhood  classrooms are designed to support language development.  They are rich in language experiences from listening and speaking to reading and writing.  Children are encouraged to share their ideas and feelings.  Whole group discussions allow them opportunity to engage in dialogue. 

We focus on developing a child’s ability to communicate about a variety of topics.  Young children are typically quite egocentric so we encourage them to appreciate other points of view.  Reading stories aloud, writing messages, creating stories, singing, labeling, and a print rich environment all contribute to emergent literacy development.