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how to create an inclusive learning environment
how to create an inclusive learning environment
how to create an inclusive learning environment
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Children laugh and run as the sun beats down on them. Parents push their kids on the swings, and children take turns on the slide. One child falls down and runs crying to his mother. A typical day at most any playground, but this is no ordinary playground. This is the Kristi Yamaguchi Always Dream Play Park, a playground "for children of all abilities that allows for physical as well as mental development" (Always Dream Play Park). Kristi Yamaguchi was born with a club foot, which inspired her to start the Always Dream Foundation in 1996. She and the foundation funds projects, such as this park, to make sure all children's dreams come true. The park contains charming and colorful structures that are easy for any child to use. There is a long, concrete ramp to the short, beige slide. A row of swings includes two blue chair swings equipped with seatbelts. The ground around all the equipment is squishy and blue. Misters are casually disguised as yellow umbrellas on the hill, and the sandbox is equipped with a water spout for some dirty fun. The blue merry-go-round is not an ordinary merry-go-round but rather a two-level jungle gym with space for children to climb inside and spin around.
The park seems small, but even on a busy day, no one waits in line. There is plenty of seating for parents at tables and benches and in a small amphitheater that could become space for an impromptu performance. At first, the parks seems placed in an odd location right up against a busy parking lot, but on second thought it is the best spot for easy access. The playground's large structures and brightly colored umbrellas beckon to those traveling down Stevenson Boulevard.
The playground opened in Fremont on January 16, 2010 after four years of ...
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... a blonde, big-boned mother in exercise clothes is watching her 5-year-old son on the slide with her mom, Cindy. When I ask them what they like about this playground, Danielle says right away, "It's not ghetto." They both chuckle. "Really, I mean it," she says. "It's very colorful and clean. I can't get my son to leave." They don't know that the playground was built for disabled children.
"It doesn't matter," says Sherry, a skinny Asian mom who has been to the park three times in the past two weeks with her 6-year-old son. They live close to the park. "It is good for them to blend in."
The goal of the Kristi Yamaguchi Always Dream Play Park is to provide a playground for children of all abilities. Most of the people here don't know that the park is designed for disabled children. People may not notice them, but it doesn't seem to matter. Everyone has fun.
Promoting fun, learning and the wonder of childhood by showcasing the natural connection of playing and learning in programs, events and environments and influencing community development, business practices and educational systems
Vincent Van Gogh stated, "As we advance in life it becomes more and more difficult, but in fighting the difficulties the inmost strength of the heart is developed." Indeed, we often find ourselves in hard circumstances, where our strength can be challenged and tested its limits on an array of unusual activities. After accomplishing all given difficulties, we would get new thrills like being the winner, overcoming fears of height, conquering the opponents, or just winning in new tough games. Children also need this thing to grow physical as well as mental health. Therefore, John Tierney wrote the article “Can a Playground Be Too Safe?” which was published on New York Times on July 18, 2011 to show a common issue in our society. The author wondered
Ever wonder why people have fears of height? People have been pondering this question for who knows how long, maybe since man was able to climb. The author John Tierney has a genuine way of looking at it. He even has an article about it called “Can a Playground Be Too Safe?” It explains that it has been scientifically proven that children who take healthy risks early in life are not as fearful as those who don't.Lake Stevens should build a risky playground because children can overcome fears.
Exhilarated screams and contagious laughter pierce the air. The squeaking and screeching of the rusty old gate travel throughout the playground, as I tower towards it. Sprinting down the crumbly old path, leading to the sand court. There are crowds and clusters of children everywhere. The wind twisting and gusting throughout the awkward side bangs and awful bob haircuts. Recess was by far the most exciting and adventurous part of my second-grade life. Spotting my best friend, Lydia, out of the mass of children, I frantically run up to her and ask her to play Newcomb with me. Newcomb was the best recess game to me, simply because it always had the cutest boys. Lydia immediately replies with complete agreement.
The Gazebo was once white, but after many battles with the weather, had turned into a light shade of tan. During the summer the surrounding mulberry trees would be laden with ripe, succulent fruit. The sweet juice from the berries stained everything a deep indigo, from hands of children to the young, dewy grass carpeting the ground beneath the trees. Their sepia branches stretched upwards trying to reach the clouds as the sea of leaves whispered in the gentle breeze. Children climbed the trees as if they were a natural jungle gym, easily swinging from one thick branch to another, while below these broad limbs, adults watched their children vigilantly, making sure if one fell they would not hurt themselves on the unforgiving ground only a few
Early childhood teachers often say that “play is a child’s work” while some parents ask ‘Did my child just play all day?’” (Rice 1). Many people do not realise how important play is and what role it plays in the development of their children. Teachers provide opportunities for children to have spontaneous, unstructured child-initiated play experiences by providing stimulating materials to “enhance and entice children into play” (Rice 2). These materials include loose parts and are open-ended and spark creativity by providing children opportunities to think, plan, and carry out their play (Rice 2). Limited learning may take place if teachers do not make play easier and maximize the benefits (Rice 2). Teacher support is also a necessary component
Now, play-time meant dreaming of flight, super strength, and saving the day. The possibilities were endless! With so many new abilities and stories, children all over the world started asking questions.
There is now an entrance of structured recess that is based on games and activities that are structured. When these are done by a trained adult this kind of recess does have benefits, but doesn't quite give the same support that recess would in s...
Recess holds great potential for promoting positive playground and school experiences among children. According to Pellegrini and Glickman, “Recess is one of
Risky play is an important part of children’s play and children have shown a natural desire of outdoor risky play in the early years of ages (Brussoni, Olsen, Pike & Sleet, 2012). Risky play refers to play that allows children to feel excited and may lead to physical injury (Sandseter, 2007). In the video Adventurous play-Developing a culture of risky play, the interviewer Neville had discussed risky play with five educators. By consulting from this video, this report will provide rationales which are for creating opportunities for risky play in the child care centres, explain how to achieve the outcomes of the Early Years Learning Framework through planning for risky play. It then attempts to analyse the observational learning in Bandura’s
Play supports children’s physical development as when they are playing they are being active and exercising their body. It is important that children develop strength and stamina from a young age and through
I remember how I felt on the first day when I entered my placement. It was not the first time I had associate with young children but somehow it felt different. I always thought children were the easiest beings to communicate and that I can easily understand them just by looking at how they act. Unfortunately, I had so many things I did not know about them and I was perplexed just by handling one crying child. This booklet is created for early year’s practitioners that are just starting and it is aimed to provide practitioners about children, early year’s documents and play.
Children develop normally when they are exposed to different types of play that allow them to express themselves while using their imaginations and being physically active. According to the Center for Health Education, Training and Nutrition Awareness, “Play is child’s work”; this is true because it is a child’s job to learn and develop in their first few years of life, in order for them to do this, they play. Not only is playing a child’s full time job, the United Nations High Commission for Human Rights listed play as a right of every child. Through their full time job of play, the children develop emotionally, socially, physically, and creatively. Children need to participate in child-led play in order to facilitate healthy development of their minds, body, and creativity.
Glenn, Stacia. "Youths Push for New Park." Student Research Center. N.p., 22 Aug. 2006. Web. 6 Dec. 2013.
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.