Child Education

Assignment 1: Daily schedule remembering: understanding, applying and analyzing

1. Why is it important to have consistent daily schedules in early childhood classrooms?

Consistent daily schedules in early childhood are important because they help children to understand what they are supposed to do at a given a time (Miles & Kathryn, 2016). These schedules are also important because they help children to do things on their own which simplifies teacher’s coordination of activities.

2. Why do teachers need to identify transition times in their classrooms?

Transition times need to be identified in all classrooms because that is the time a child is able to refresh the brain from one activity to the other. Thus it helps in overloading children with activities if it was to be done continuously (Miles & Kathryn, 2016). Transitions help teachers to create and maintain a conducive learning environment hence avoiding chaotic environments.

3. What are 2 things a teacher can do before a transition to make it flow smooth?

Before a transition, a teacher should develop a strategy of how to end the ongoing activity and this strategy should keep children aware of what is happening to help them when shifting to another activity (Miles & Kathryn, 2016). The teacher may also ask children what they have learnt from the ongoing activity before ending it.

4. What are 2 things a teacher can do during the transition to make it flow smooth?

During the transition a teacher can do the following to ensure that it flows smoothly. Children can be allowed to move from one classroom to another, arrange their personal items in order, and gather materials necessary for the next activity (Miles & Kathryn, 2016). During transition, teachers may also have an open interaction with the children and share matters affecting them which makes them to conveniently shift to another activity.

5. What are 2 things a teacher can do after the transition to make it flow smooth?

After a transition a teacher is required to do certain things to initiate the next activity. A teacher may set strategies and make them familiar to children to make them aware that a new activity is being initiated. This will help them to enter into that activity prepared (Miles & Kathryn, 2016). After a transition, it means that teacher is shifting to a new activity therefore he or she is required to ensure that all materials required for the next activity are ready and available.

6. Discuss in detail why an infant schedule and a preschool age group schedule need to be different?

Due to differences in the age, infant and those at preschool age groups need to have different schedules. Infants need a lot of attention as compared to those at preschool stage (Clare, 2012).  With infants the care giver is supposed to do everything for the child like feeding them by themselves, wash them, and help them to sleep which may not be the case with preschool children (Willis, (2009). The two kinds of children have different feeding habits for example an infant is expected to eat frequently and wake up at least three times in the night to eat which may not be the case with the preschool children. The schedule for infants rotates within feeding and sleeping whereas preschool children are engaged in classroom activities that they can do by themselves (Willis, (2009). The young infants require the caregiver to do everything for them and by this, there care givers are expected to understand them very well whereas with preschool children, they can be communicated to and told what to do. Preschool children can speak out their needs and the teacher can design the schedule basing on the needs of the children which is not the case with the young infants whose needs are determined by their care givers (Clare, 2012). With young infants, the care givers are supposed to be fully together with the children since they cannot do things on their own whereas with preschool children, the teacher can assign them some activities to do by themselves.

Assignment 2: creating environment: evaluating and creating

How to design a dramatic play for preschool children

To create a good environment for dramatic play, it is necessary to establish a location that large enough depending on the number of children that are supposed to take part and the number of learning centers required in the space (Willis, (2009). It is necessary to incorporate themes and make children be used of those themes. The teacher is also required to select dramatic play themes for the children. By choosing the themes for the play, teachers can select furniture and materials necessary for those specific themes. The dramatic play area should contain all the necessary materials suitable for the play. Children should be assigned roles to play which helps them learn how to imitate (Willis, (2009). Materials to be used for dramatic play may not be real but imitational materials. Children should be also supplied with and be encouraged to read story books to help them come develop their dramatic skills.

How to design a music environment for preschool children

To set up a music environment for the preschool children, I would begin with establishing a suitable size and location that fits the classroom. This can be determined by the number of children who will take part in the music activity and the number of musical materials that can be required. I would also find a storage solution for the materials in the area so as to allow children have enough space to freely and safely move around the area. The area is to be provided with various musical instruments showing diversity in culture and sound (Miles & Kathryn, 2016). These materials may include xylophones, maracas, rhythm sticks bells, etc. I would make some instruments by myself in case of insufficient funds for example filling the container with beads. I would also choose music materials and tools that can promote creativity and help children to appreciate music. Such tools may include audio visual tools and materials like CDs with children songs. Children can also be engaged in singing and dancing during appropriate time. The wall can also be designed with a number of drawings showing children dancing and singing.

How to design blocks environment for preschool children

To design blocks for preschool children, it is necessary to know the number of children and the size that can suit these children. I would make sure that all facilities are in place to promote safety and the health of the children for example a place for a confined place for eating, bathrooms and classrooms. I would emphasize no other activity takes place in the classroom a part from learning to promote health of the children (Miles & Kathryn, 2016). I would ensure that children with disabilities have their special safe place. The learning block is to be large enough to accommodate children without cases of congestion such that every child is able to enjoy the presence in the classroom without congestion. The surrounding should also be well designed to enable thorough supervision by the teachers (Miles & Kathryn, 2016). The environment should encourage interaction by the children and avoid some unnecessary activities such as playing and running while inside the classroom (Willis, 2009). Each block should be designed with pictures that fit a given purpose for example a classroom block should be designed with pictures that stimulate learning for example charts to be read by the children, mathematical charts, etc.

How to design a science environment for preschool children

The preschool science environment should be aimed to broaden children’s understanding about science concepts. The size of the area should be determined basing on the learning centers planned and importantly an indoor area is necessary (Miles & Kathryn, 2016). It is necessary to choose furniture that serves the specific purpose for example two tables with several chairs to give an appropriate workspace for children. The room should be designed with labeled storage containers to keep the place tidy (Miles & Kathryn, 2016). It should also contain various tools, collections and materials to be explored by the children for example science charts showing the human body, nutrition, sample of magnets. Since a science room involves hands on activities there should a place to wash the hands to promote health of the children.

How to design a literacy environment for preschool children

A literacy environment should be well organized with print all over. For preschool children, it should have posts for alphabet charts at least two in every class. These words should be big enough to be read by any child inside the room regardless of the distance (Miles & Kathryn, 2016). There should be item labels chart to teach the child the names of the items. I would also have a classroom library where children can be given books to read at least four books per child. I would recommend a writing center for every classroom with writing materials. I would also include the books that children have created in the reading center so as to encourage them read since they can love reading what they did by themselves

How to design a manipulative environment for preschool children

A manipulative environment is to help children broaden their understanding math concepts (Vogel, 2009). The room must be designed with a number of materials that develop manipulation skills for example pull toys where a child can pull them while counting, a bathtub where children can fill and empty cups of water while assessing the number of cups that can be required (Vogel, 2009). The room should also have posts of numerical charts, mathematical concepts like addition of numbers, and subtraction of numbers. It should also contain materials such as sticks, stones for counting.

How to design a creative arts environment for preschool environment

To design a creative arts environment I would design the room with a number of forms of creative art for example drawings, paintings, colorings, etc. the art center should have materials that engage children in the activities like drawing objects, coloring object and molding objects (Vogel, 2009). The art center should also display the objects created by the children

 

References

Miles Ann, Kathryn Williams Browne, (2016), beginnings and beyond: foundations in early childhood education. Published by Cengage Learning.

Willis, C. (2009). Creating inclusive learning environments for young children: What to do on Monday morning. Thousand Oaks, Calif: Corwin Press.

Vogel, N. (2009). Setting up the preschool classroom. Ypsilanti, Mich: HighScope Press.

Clare, A. (2012). Creating a learning environment for babies & toddlers. London: SAGE.

Miles Ann, Kathryn Williams Browne,(2016), beginnings and beyond: foundations in early childhood education.