Chapter13 allen7e

©2012 Cengage Learning.
All Rights Reserved.
Chapter 13
Arranging the Learning Environment

The Inclusive Environment
• Arrange environments so that all children
can be successful.
– Avoid loud centers that could be distracting
for hearing-impaired children.
– Avoid clutter on floor that would be a hazard
for children with mobility issues.

Preventive Discipline
• Communicate to children your
expectations.
• Make it easy for children to learn.
• Avoid unnecessary errors.
• Ensure a positive climate.

Arrangements for Learning
• Set up the environment for learning to take
place.
• Materials should be at eye level and easily
organized.
• Have enough room to move, discover, and
play.
• Observe to find problem areas and
rearrange centers to stop them.

Arrangements for Learning (continued)
• Types of learning
– Self-help or independence skills
• Emphasize activities that promote independence
and self-help skills.
• Child learns to dress, eat, and ask for help.

– Toilet facilities
• Allowing space to maneuver
• A handrail to allow independence in sitting and
standing
• A footstool for feet to resist fear of falling in

– Cubby areas
• A place for each child to place personal belongings
• Kept close to the exit and toilet areas
• Allow for independence of saving materials or
getting items for nap time

– Sleeping areas
• Put in a quiet area away from distractions
• Close blinds, play soft music
• Cots should be stored where children can help with
setup and cleanup

– Teacher-structured activities
• Have a space where a teacher can work with a
small group, large group, or one-on-one.
• Lessons are taught related to skills the children
need to work on.
• After the lesson, the goal is for the children to
continue practice on their own.

– Discovery learning—free play, center time
• Children discover while engaging with materials
• Play is a form of learning through a child-directed
activity

Planning Early Learning Environments
• Safety
– Order and organization
• Arrange equipment so that everything has its
place.
• Order the environment and reset it so that each
child has the opportunity to play with it new.

(continued)
– Safe outdoor environments
• Supervision
• Age appropriate
• Safe fall zones
• Equipment and surface maintenance

(continued)
• Visibility
– Children will hide to try new things and for the
pleasure of it.
– Teachers need to see all areas of the room
and outdoors at all times.
– Find a place to stand to allow 100 percent
visibility.

(continued)
• Matching children and equipment
– Check toys for safety.
– Include all parts of the toy.
– Check for choking hazards.
– Toys need to be appropriate for the youngest
learner and yet not bore the more advanced.

(continued)
• Ease of movement
– The class needs to be set up so that the
children can move freely through the room.
– The children should not have so much
freedom that they begin to run and cause
safety issues.

(continued)
• Promoting independence
– In arranging the environment, all materials
that children are allowed to have should be
where the children can reach them.
– Children should know how to put the toys
back.
– Shelves should be labeled for ease.
– Simple directions should be used for
transitions.

(continued)
• Teachers’ availability
– If the classroom is organized effectively,
teachers can teach.
– Zone teaching is one way.
– Teachers work in a zone or area and enhance
learning while the children are in that play
area.

(continued)
• Offering choice
– Giving children options for play or snack
– Allowing children to assert their independence
– More options to learn the same material

(continued)
• Novelty versus familiarity
– Children like the familiarity of their class.
– It provides comfort.
– Novelty, though, keeps the excitement going.

(continued)
• Structured flexibility
– Well-structured environments allow flexibility
in use and design.
– The rules are consistent, but the discovery
with the materials is flexible and adaptable to
meet each child’s needs.

Scheduling
• Principles related to scheduling
– Accommodating individual differences,
lessons relate to each individual’s needs.
– Varying activity levels—vary high-movement
activities with quiet activities to allow children
to regain their energy.
– Ensuring orderly sequences—the schedule
should flow, not be choppy without
connections. Build in transitions.

Scheduling (continued)
– Giving advance notice—let children know that
one activity is ending and a new one is about
to begin.

Application of Scheduling Principles
• Every center needs to do what works for
them.
• Staff numbers and children’s ages and
ability levels need to be considered.
• Refer to the text for a sample schedule.

(continued)
• Learning goals schedule and embedded
learning opportunities
– Goals are what is taught.
– They come from the IEP or the curriculum for
that age group.
– They are taught throughout the day in a
variety of settings using a variety of materials.

(continued)
• Teacher schedules
– This documents what a teacher will be
teaching where in the classroom.
– It is done both individually and in a large
group.
– It is usually done one week at a time.

(continued)
• Transitions
– Planning for transitions will ease the pressure
of one activity ending and another starting.
– Transitions should be planned.
– It is a great time to do one-on-one activities or
reinforce a new skill.

(continued)
• Procedures
– Establishing a routine for all procedures will
enable children to be independent.
– A piece of music can be used as a cue.
– Determine procedures to be taught.
– How to teach them.
– Practice them.
– Reinforce them and review.

(continued)
• Considerations for infants and toddlers
– Use the environment to teach, everything
from the flooring to the lighting.
– Set up the environment so that the teacher
can enjoy the children exploring without
constant worry about safety.
– Aim for continuity of care, where a caregiver
stays with a child for years instead of months.

(continued)
• Consideration for early elementary years
– Children should be encouraged to be
independent.
– Children are expected to improve their literacy
skills.
– A balance of high physical activity with quiet
activity is necessary.
– Outdoor recess should be a consideration.

Chapter13 allen7e

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