Block centers can be found in most preschool classrooms. Block play has numerous benefits for children. Blocks offer opportunities for children to test hypotheses and build scientific reasoning, work together to create something amazing, learn to take turns and share materials, be creative, and problem solve as they use blocks to bring their ideas to life (Koralek, 2015). Unfortunately, blocks are often stacked on a shelving unit in an out-of-the-way corner making them unappealing and uninviting to children. As a result, many children seldom play with blocks. Teachers need to intentionally plan their block program so as to support children’s language, science, mathematics, and social development (Hobenshield Tepylo, Moss, & Stephenson, 2015). …show more content…
The block area needs to be located where the children have a large floor space to freely build. It should be orderly with attention given to showcase size, scale, and levels of the various blocks with similar materials grouped together (Curtis & Carter, 2008). Blocks can be arranged on open shelves so children have easy access and can see what is available. Block shape labels placed on shelves help keep the block area organized and direct children where blocks go when they are finished playing. Different sized and textured baskets and bins are also wonderful for holding blocks and make for easy clean up. Providing blocks that vary in size and placing them at different levels such on top of the shelf, on the floor, or on a platform can give students new perspectives (Curtis & Carter, 2008). In order to spark new interest in blocks throughout the year, the block area can be relocated to a different location in the classroom or can be rearranged and placed next to items or areas they have never been used with before. For example, I once placed the block area next to dramatic play and the children built structures such as a puppet theatre and put on their own puppet
Leong was featured in the May 2003 issue of the NAEYC’s Young Children. The article explores the conflict between children's play and meeting academic standards; more frequently, teachers are forced to limit playtime in order to teach essential skills to students; however because of limited imaginary play, increased academic demands of young children, and more realistic toys, children are almost unable to imagine. Although play has been proven to benefit children’s cognitive and social development, administrators do not consider it to be an important aspect of young children’s education. Because of this, preschool and kindergarten teachers are put in a challenging predicament; in order to compensate for children’s lack of play, teachers would need to prioritize play development at the level in which they prioritize phonics awareness and fine motor skills development. Although it is difficult to do, it is not impossible to incorporate play into the curriculum. Teachers can facilitate mature play by providing multi purpose props, encouraging children to create their own props, and allowing time for children to plan their roles and scenarios for dramatic play. In addition to play helping children develop foundational skills and concepts necessary to master math and reading, it has been shown to increase classroom cooperation, the effectiveness of instructional time, and the number of friendships developed in the
Children can greatly benefit from having chances to create connections to the real world in their play space, waiting for the fruit on the fruit trees to ripen or continuously checking to see if their seeds have sprouted all provide both connections to the real world ,as well as expanding developmental skills and knowledge. An ideal learning environment for children does not necessarily need to cost a lot of money to establish and maintain, using items found out the natural environment can often spark creativity and connections with children. Children don't need to always be surrounded by the newest and fanciest plastic toys, natural ideas such as wood blocks can but used instead of lego pieces or rocks for painting on, items such as those can be cheap easily found and yet still provide children with the same if not more developmental skills and learning. From young age children need to be presented with opportunities to take safe risks in order for them to grow and
The observation took place at the Triton College, Child Development Center, on Wednesday, March 15, 2017, from 9:30 am-10:30 am. Children being observed range from ages 3-5 years old. The classroom is led in a child center program promoting education through art and play.
Sometimes, as educators, we think that we are doing a great job with the environment we are putting children in, but it is important that we take things from the child’s perspective as well. Children need a space that conforms to their needs and can be adjusted at any time. They need to understand how to make adjustments themselves, like pulling a curtain across to create a quiet space. Educators need to put materials that have multiple uses and different areas as well. This will help their imagination to think outside the box. Keeping creativity alive will also boost child’s development. When they are given time and a space to work quietly with others, with the help of a room divider, children are learning cooperating skills that benefit everyone. But I believe the most important point in this article is to keep educators thinking about children when they design a child’s environment. Don’t forget that the most important thing that can be done to help foster the child is not set unbendable restrictions on their environment. The more flexible and adjustable an educators views may be will provide a more positive environment for the children
What I learned during the observation is that have a good layout and a good environment setting children are more willing learn and play with the children around them. They need to feel that they are apart of the classroom. That is part of Maslow’s Hierarchy of Need. You environment the classroom need to make children feel safe because if they don’t feel safe they are always going to be on high alert and not pay attached to what going on they are also not going to play or do anything in the classroom. Having the right environment makes it easy for children to explore and learn everything they need have those center or station is not just their for children to have fun and play that because while they are playing and have fun they are learning.
..., J., & Garzoli, E. (2007, November 11). The Effectiveness of a Play-Based Curriculum in Early Childhood Education. Retrieved from http://teachplaybasedlearning.com/8.html
While observing a few days, I noticed most of the students enjoyed playing in the blocks area and crafts. I helped during numerous projects and taught different concepts. While teaching, most of the child were well-behaved. Others were easily distracted with other areas in the classroom. Once the students finished the projects, the teacher hung up their creations around the room to display their hard work. This shows the students and their parents how their child is learning and developing inside the classroom (Couchenour, 161). Not only were the students art work shown towards the end, but throughout the beginning of the school year to show continuous
Results The tree of this study was chosen, and winter twig was identified using key given in lab. Initial properties of the winter twig were the brown sharp buds. It was determined to be an aspen tree by the coloration of the buds, along with the shape and texture. The twig had multiple buds along the branch and had three on the branch that was selected initially.
Thinking back on my childhood, I first remember all the times I played outside in my backyard. I would pretend to dig up dinosaur bones or create imaginary realms of ancient lands; there I would perform diplomatic services for the people in need. I was usually alone, and those are some of my fondest memories. When I first decided to become a teacher and thought about what is important to my philosophy on how children learn, I immediately knew I was a strong believer in play. Although, many decision makers such as legislators and school district leaders believe in more academic types of learning styles, my paper will discuss why play is so powerful and important to children.
Isenberg, J. P., & Jalongo, M. R. (n.d.). Why is play important? Social and emotional development, physical development, creative development. In Creative thinking and arts-based learning preschool through fourth grade (2006 ed., pp. 53-55). Retrieved from http://www.education.com/ reference/article/importance-play--social-emotional/
When building a classroom, the indoor learning environment will be influenced by the building and play area that surrounds the building. A classroom needs to have adequate space for children to play, explore and learn. Children need to have continuous access to water, bathrooms and a sink for handwashing. Although each room or center will be different they need to maintain areas that are easily and safely supervised from all areas of the classroom. The space needs to be organized into learning centers with well-defined areas. Areas such as science, art, sensory, bathrooms and eating areas need to be near a water source. Other areas such as block areas, library and housekeeping should be kept in areas with large area rugs or carpet.
The role of teachers in employing these theories in their work is to design and plan their curriculum to stimulate children’s learning and cognitive development through play. Educators are acting as the stage manager. They are required to schedule some time for children to participate in open-ended, self-initiated free play. They need to set up environments for play, planning schedules with enough space, materials and time for children to play. For instance, an early childhood teacher has decided to let children play with sand in a day. She /He needs to set up the sand center in a safe area and supervises children fully to make sure that children are playing safely. She /He needs to provide sufficient supply of tools and materials to use in sand so that every child have adequate choices to choose the tools they want. Rather than divide the tools for children, the educator make children do their own choices and therefore children can gain some sense of control. When children are playing with sand, the educator should observe each child carefully, encouraging them to solve the problems themselves and consider their feelings (Crosser, n.d.). Moreover, the educator should interactive with children responsively and positively. She /He can ask questions including “What do you think/ feel about playing with
Benefits of Blocks in Early Childhood Blocks is an open-ended manipulative that gives children limitless possibilities of exploration and variety of ways to use it. As children grows, they become creative in playing blocks that makes it a learning tool in their early years. Children may develop multiple areas of development such as cognitive, physical, social and emotional through exploration of blocks (Schreiber, Taylor 2013.
Let 's start with a picture of children play with blocks, Lego, soccer, or drawing, etc.
Children’s artistic development can be fostered by making environments effective. Teachers are designers in this situation as they need to make practical and supportive environments for the children to engage in visual arts activities. The arrangement of the classroom furniture and use of materials should be adaptable to accommodate the needs of different activities (Wright, 2003). Teachers are provisioners as they provide a variety of resources for children to use which includes papers of different