Unit 3 Exploration Forum
The Exploration Forum is a chance to discuss any topics related to this unit or the course. It is an opportunity to think about how the concepts we cover relate to you and your work as an early childhood practitioner. It allows you to express your thoughts, expand your thinking, gain knowledge and perspective, share and view resources, and gather ideas about approaching the course assignments. Think of this as “practice time,” where you ponder, apply, and make connections while earning points based solely on participation.
There are no assigned topics or questions to answer and no length requirement. While you should use proper grammar, spelling, and punctuation, your grade will be based solely on participation.
- 25 points for three (or more) relevant posts
- 15 points for two relevant posts
- 10 points for one relevant post
- 0 points for no relevant post
Please represent yourself honorably. Your posts need to express your thoughts and your words. However, if you paraphrase (summarize or reword) or include a quote, you must cite (identity) your source. Provide the web link when referencing an online source.
the reading
1.
Tamarra Thomas
RE: Unit 3 Exploration Forum
Hello All,
I enjoyed reading this week’s chapter, Creating a Context for Learning, because it talked about the importance of creating a curriculum for children, that it should be developmentally appropriate for children, and that it is also essential for teachers to have an inclusive environment that will include all children. This chapter also taught me that children need to be able to explore independently, and teachers should observe and take notes to see what children’s strengths and weaknesses are and build a curriculum around their strengths and weaknesses. As educators, we should also take cues from children to lead us into what they are interested in. We set up the environment, provide them with all the materials they need to build and create, and allow them to work together or independently.
2.
Deanna Marra
RE: Unit 3 Exploration Forum
Hi everyone,
I really enjoy these posts where we can all just throw our thoughts together and learn from eachother. Right now I have no specific questions. I really enjoyed the videos from last weeks assignment. I knew as an early childhood educator that teaching social emotional self help skills was important, but these videos put it into a different perspective. I think everyone should be aware of how implementing this is so important no matter what topic you are learning about.
Unit 3 Discussion: Play Based Environments
Unit 3 Discussion: Play Based Environments
After reading the NAEYC publication, “The Case of Brain Science and Guided Play: A Developing Story” from this Unit’s Reading and Resources, respond to the following questions;
- How does a playful environment with all of its materials and resources influence a child’s play?
- What are some strategies you learned about room arrangement to enhance children’s learning in an early childhood classroom?
- Think back to a time where you observed or visited a preschool classroom.
Use your own experiences and reference the readings in APA format to answer the question.
Respond to at least 2 posts made by others by Sunday.
1.
Amber Walden
RE: Unit 3 DB: What are the Benefits of Play in Education?
Hello everyone,
A child’s play is greatly influenced by a playful environment with all of its materials and resources because it offers a rich, engaging setting that promotes learning, creativity, and discovery. With a variety of tools and resources at their disposal, children can play in a variety of ways, including creative, constructive, and physical play. These kinds of play support a child’s growth in many areas, including physical, social-emotional, and cognitive (Bright Horizons, 2023).
For example, while children discuss roles and boundaries in a well-stocked pretend play environment, social-emotional skills can be developed. A block area can help children develop their cognitive abilities by experimenting with symmetry, balance, and cause-and-effect. Furthermore, how these tools and materials are arranged might affect how children play. For instance, children may plan their play, make decisions, and interact more fully in play settings that are clearly defined and well-organized.
Defining spaces for various forms of play is one way to organize a classroom in an early childhood education setting to improve students’ learning. It helps children understand where to get supplies and where to play specific games. Ensuring visibility in the room is another way to improve the learning of the children (Ruckes, 2021). To monitor and encourage children’s play, teachers should have a clear view of the entire classroom. Another way to improve children’s ability to learn in a space is to make items easily accessible (Ruckes, 2021) . Children should have access to resources that encourage decision-making and independence. Using a range of materials is another tactic. A variety of resources cater to different interests and developmental stages. Keeping the environment organized and predictable is one last strategy for the room arrangement. This can encourage children to play more by giving them a sense of security and clarity about what to expect (Ruckes, 2021).
In our classroom, we have distinct areas for pretend play, art, reading, and blocks. We can see all the areas from several places around the classroom. Children can independently choose materials from accessible shelves, and the materials offered provide various play opportunities. The room is well organized and predictable, with materials consistently stored in the exact locations. Our classroom environment supports children’s play and learning by offering various opportunities, promoting autonomy, and providing a safe and predictable space.
Question – What are some other strategies for room arrangement to enhance children’s learning in the classroom?
Amber Walden
References
Bright Horizons. (2023, January 30). Benefits of Play for Child Development. Www.brighthorizons.com. https://www.brighthorizons.com/resources/Article/benefits-play-child-development
Ruckes, V. (2021, July 19). 8 Types of Learning Spaces to Consider Including in Your Elementary Classroom. We Are Teachers. https://www.weareteachers.com/classroom-learning-spaces/
2.
Aimee Sheren
RE: Unit 3 DB: What are the Benefits of Play in Education?
The features of the environment can even determine the way kids will play. Some of the most important environmental considerations include: the size of the play space, social aspects, sensory features, familiarity of space and materials, and complexity and variety of materials. Different play environments, such as a gym, a classroom, or a playground, can affect a child’s play behavior and social development. Certain toys and play equipment can result in more independent and isolated play, whereas other play equipment may promote more social play.
Room arrangement is very important when it comes to your classroom. How your classroom is arranged can have a big effect on your ability to effectively manage your class. A well-designed learning space will also keep children engaged in appropriate play and help prevent undesirable, unsafe behaviors (for example, jumping or running). Making the learning space feel like home is another strategy to use. Making sure some of your visual displays are at the children’s eye level. By setting up a classroom with clearly delineated spaces for different activities, you help children remain focused, while maintaining a calmer atmosphere overall.
I have a lot of experience in classroom set up. 18 of my 20 years of experience in education has been in preschool. I have seen classroom set ups that aren’t done appropriately and there were tons of misbehaviors happening in that classroom. When you don’t have structure or a well planned classroom arrangement, it can lead to poor classroom management and it is very hard to gain that back. I have also seen very well thought out classroom arrangements. These classrooms were calm, and well managed.
Reference:
- Moyles, J.R. & Papatheodorou, T. (2012). Chapter Four: Young children’s perceptions of their classroom environment. In T. Papatheodorou & J. Moyles (Eds.), Cross-Cultural Perspectives on Early Childhood. Sage Publications.
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