Active Learning Environment
“The environment we are in affects our moods, the ability to form relationships and the effectiveness in work or play, even our health.” (Bullard, 2006). In effectively educating children an educator must build a foundation that has a stimulating environment which includes the inside and outside areas, classroom design and décor size. The outdoor learning area must be one that is organised in a way that promotes exploration and investigation of the elements of nature which includes planting trees and flowers, as well as nature stations where children can observe the different insects. On the other hand is the classroom design which also endorses discovery along with cooperation among peers. The centres should be spacious that enables free movement where group gathering can take place, as well as the different materials and manipulative that are easily accessible to children in the different learning areas in facilitating their knowledge. But however not only that, but as well as décor size which pertains to using child size toys, tools and furniture in the classroom that eliminates children from asking for assistance from adults, as well as allowing them to feel empowered by not requesting of their help. In providing a stimulating environment like the one that was now described would allow children to actively participate in their learning. This is so because the surroundings therefore cater for “appropriate ways in developing the vital skills, the knowledge and a positive attitude to learning in the individual needs of each child. It is based on “guiding children to observe, question, discuss, listen, manipulate, feel, investigate and develop the ability to think creatively and independently.” (Pond, 2012). This is defined as Active Learning. In discussing the importance of the active learning environment above which includes the inside and outside areas, classroom design as well as décor size that promotes active learning, this paper would now focus on one such area that is assessed in the internal environment, meaning a learning centre that needs to be enhanced, as well as strategies used for improvement to reflect my curriculum goals.
Description of the Learning Centre that needs to be Improved
While children were in the indoor setting of the classroom I took time to sit and observe what exactly was happening at each of the different centres. While monitoring I noticed that most of them were at the diverse learning areas excluding the language centre which had only about two (2) children who took a short amount of time interacting within that area. The other centres were very attraction as they had many tangible objects that children can interact with, whereas the other had old objects that were very unattractive and discoloured. Most of the materials were posters that were stuck to the wall which were there for a very long time, in turn making it appear distasteful and unappealing. In the language centre it therefore created a barrier that enabled children to further promote their language development as there were an insufficient amount of materials that catered for it. In addition, that learning centre did not cater for the children as it did not promote active learning, because as stated earlier when a centre has materials and manipulatives that are easily accessible to children it therefore facilitates their learning as it guides them to observe, engage and grasp different concepts in a simpler way. But however, there were no materials that held the attention of the children that they can become involved with; hence it developed a barricade for the active learning process to take place. When comparing the centres I have found that this is a situation that needs to be put back into working order immediately, because “language is an important skill that allows a person to communicate.” (Brannagan, 2010). It is a significant...
References: Works Cited
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