Children, Teachers, Creative Activities and Environments

1. Children, Teachers, Creative Activities and Environments Chapters 5 and 6 I never teach my pupils; I only attempt to provide the conditions in which they can learn. Albert Einstein, 1879–1955, German physicist

2. Differentiated Instruction • Is child centered; teacher coordinates and promotes independence • Respect and acceptance for similarities and differences • Lessons are student paced • Students have choices on topics and ways to work • The teacher uses more than one way to teach • Multiple assessments are used • Assessments guide instruction

3. Multiple Intelligences • Linguistic - word smart • Logical/Mathematical – logic smart • Visual/ Spatial - picture smart • Musical - music smart • Bodily/Kinesthetic - body smart • Interpersonal - person smart • Intrapersonal - self smart • Naturalistic - nature smart

4. Children with Special Needs • Start at child’s current level and help them advance to the next level • Tailor the environment • Interact on their level of problem solving and thinking • Continually Challenge the student • Adjust the lesson material, the presentation of the material and lesson time accordingly

5. Attention Span of Students • Remember that your students do not have the attention span of an adult. • Especially the younger the student, the shorter the attention span. • Plan activities accordingly to best capture your students attention • When students begin to lose interest and the lesson is not over, make sure to have something planned every 5- 15 minutes or so depending on the level of the students in your class to change up the pace.

6. Physical Environment • Positive physical environment is key to the success of the creative activities • Careful attention must be given to safety, amount and organization of space, light, sound, & furniture • Floors should be easily cleaned and have sufficient space • Consider the source of natural light (children with visual difficulties , those with limited vision) Make sure the room has enough light • Running water and sinks • Low and sturdy shelves • Tables with washable surfaces and accessible to children in wheelchairs

7. Arrangement of Space and Equipment • Arrangement of space in early childhood program has effect on safety and success of creative activities • Open play spaces should not be to large that it becomes difficult to supervise children properly • Divide space into interest centers or activity areas • Space should be kept as open and flexible as possible to adjust to growth, development, and change in needs • Arrange a space for each child (cubby, shoebox, etc.)

8. Activities and Interest Centers • Activity or interest center is defined space with materials that the student can use to learn without the teacher’s constant presence • Experts recommend the following centers for young children: Art Area, Housekeeping/dramatic play center, Block-building area, manipulative area, science/discovery center, music center, language arts center, sand and water play area, social studies center (people and places)woodworking center, outdoor play area

9. Selection of Equipment for Creative Activities • Simple in design (use crayons, blocks, clay, sand, paint, and empty cardboard boxes) • Stimulating (Should be equipment that allows children to do things that motivate them) • Large and easy to use (Big trucks, large hollow blocks) • Durable • Available in proper amounts • Designed to encourage children to play together • Safe • Variety of materials for the multiple intelligences of children in the group

10. What will you have in your classroom? • Materials: • Manipulative: • Other Learning objects or Equipment: