The Primary Classroom

1. The Primary Classroom Child Centered Learning -materials/equipment -time -space -programming

2. MATERIALS/TOYS/EQUIPMENT • List 10 criteria for choosing toys and materials for a JK/SK/Primary classroom.

3. EQUIPMENT/MATERIALS: guidelines • Does this piece of equipment support the program’s needs and philosophy? • Is the equipment appropriately sized? • Is it durable? • Is there room for it? • Can it be constructed rather that purchased? • Is it aesthetically pleasing? • Is it easy to clean and maintain

4. EQUIPMENT/MATERIALS: guidelines • Will it accommodate everyone? • Is it compatible with the concept of diversity? • Does it encourage fine and/or gross motor activity? • Does it exercise cognitive processes? • Can it promote language use? • Does it encourage socialization? • Does it provide outlets for emotional needs? • Does it invite creativity

5. EQUIPMENT/MATERIALS: guidelines for materials • Is it developmentally appropriate? • Does it promote active exploration? • Does it provide for open-ended learning? • Is it feedback oriented? • Is it multipurpose? • ?? Are there any other considerations for upper primary years??

6. COMPUTER PROGRAMS • List 10 criteria for choosing computer software for a primary classroom.

7. EQUIPMENT/MATERIALS: guidelines for computers • age appropriateness>realistic expectations for children • child control>children decide on flow of activity • clear instructions> verbal or graphic • expanding complexity>current skill and then expands • independence> minimal adult supervision

8. EQUIPMENT/MATERIALS: guidelines for computers • process oriented>intrinsic joys of exploring and discovering • real world models> reliable models of the world • technical features>high quality • trial and error> allows for problem solving • transformations>can change objects and situations and see results.

9. TIME • List the criteria you would use when making decisions about time in a primary classroom.

10. TIME: guidelines • allows time for self selection, group activities, routines and transitions • balance between quiet time and group activities • balance between group and individual activities • work time and play time both necessary • indoor and outdoor blocks weather permitting • flexible time schedule

11. TIME: guidelines FLEXIBILITY: • Think about some examples • Pair with a partner • Share with your group Examples? • large cement truck is in view • activity time extended if very interested in new items at centres

12. TIME: guidelines FLEXIBILITY: Examples? • if it’s rained for 3 days and today is beautiful and sunny, extend outdoor play time • if restless during group activity, shorten the time • if chickens start to hatch at story time, forget the story for now

13. SPACE • List the criteria you would use when making decisions about space in a primary classroom.

14. SPACE : guidelines • small enclosed areas promote quiet activities and interaction among small groups of children • physical boundaries around areas reduce distraction which increases attention to activities

15. SPACE : guidelines • large spaces allow for active large group activities that are more boisterous and noisy • clearly organized play space and clear paths results in fewer disruptions and more goal directed behaviour

16. PROGRAM PLANNING Developmentally Appropriate Guidelines - Some Considerations

17. PROGRAM PLANNING: Alternate active and quiet time: • children need to expend energy and rest • for example, if you plan large group activity, small group activities and snack together you’ll have restless children • need to plan a transition time from very active gym activity to large group circle time • examples?

18. PROGRAM PLANNING: Balance child initiated and teacher initiated activities • large blocks of time in which children can make decisions about the activities in which they will participate • teacher directed group activities also available

19. PROGRAM PLANNING • Now with new kindergarten curriculum guides children in daily programs are spending increasing amounts of time in teacher directed large and small group activities. Discuss.

20. PROGRAM PLANNING Activity level of children: • most young children must have many opportunities to expend energy • some need more than others • knowing your children and being flexible allows for individual needs

21. PROGRAM PLANNING Developmental level of children: • attention span increases with age • planning should reflect this • kindergarten age children can work in large group activities for up to 20 minutes • can spend longer if really interested • young students need to be actively involved in problem solving during group activities

22. PROGRAM PLANNING • Concrete Experience: • What is it? • Why do we always start with concrete experience for new concepts? • Young children must manipulate materials in order to learn. • By manipulating things, there are usually two inputs to the brain - the kinesthetic and the linguistic. • EXAMPLES?

23. PROGRAM PLANNING Semi concrete experience • What do we mean by semi concrete experience? • pictures or something that represents something else • these work best if the children manipulate them • EXAMPLES?

24. PROGRAM PLANNING 3.Abstract Experiences: • What do we mean by abstract experience? • Some experiences can be “abstract” if they have had lots of previous real experience. • EXAMPLES?