ECE 101 Introduction to Early Childhood Education WEEK 2 Assignment march 19 2015
LEARNING ENVIRONMENTS and DEVELOPMENTAL DOMAINS
ECE101 Introduction to Early Childhood Education
September 19, 2014
Introduction
A teacher’s classroom environment is an ultimate concern in the beginning of each school year. This is in addition to designing an effective learning environment for reading, science and art projects among many subjects. Another important concern is arranging a generous amount of physical space with learning goals, while ensuring that each student adapts to all instructional requirements and needs. The first step to a well-equipped classroom setting providing sufficient reading and writing materials promoting an ultimate learning environment. This paper will provide a classroom designed for preschoolers between the ages of two to five years old in a daycare center. “Paraphrasing Loris Malaguzzi, founder of Reggio Emilia, it all starts with the environment – the entrance, the space, the walls (Edwards, Gandini, & Forman, 1998)” (Roskos, K., Neuman, S. (2011).
Not only learning will occur, social interactions, friendships and other encounters among the teacher and students will transpire daily. The classroom environment also maps out emotions, thinking, behaviors, and qualities which will effect these preschooler’s lives forever. The classroom can either be a negative or positive environment. This all relies on the teacher’s shoulders.
Physical Domain
The classroom learning environment design supports the children’s physical development such as growth motor skills, perpetual motor skills as well as brain development. The skills included are small fingers, feet, toes, face, and mouth muscles. These muscles are also known as the fine motor skills.
Cognitive Domain
Other areas of development include self-help skills such as eating, dressing, combing hair, and bathing. As these skills are mastered; a child learns to independently perform these tasks. Since children are still increasing their vocabulary and how to hold a
ECE101 Introduction to Early Childhood Education
September 19, 2014
Introduction
A teacher’s classroom environment is an ultimate concern in the beginning of each school year. This is in addition to designing an effective learning environment for reading, science and art projects among many subjects. Another important concern is arranging a generous amount of physical space with learning goals, while ensuring that each student adapts to all instructional requirements and needs. The first step to a well-equipped classroom setting providing sufficient reading and writing materials promoting an ultimate learning environment. This paper will provide a classroom designed for preschoolers between the ages of two to five years old in a daycare center. “Paraphrasing Loris Malaguzzi, founder of Reggio Emilia, it all starts with the environment – the entrance, the space, the walls (Edwards, Gandini, & Forman, 1998)” (Roskos, K., Neuman, S. (2011).
Not only learning will occur, social interactions, friendships and other encounters among the teacher and students will transpire daily. The classroom environment also maps out emotions, thinking, behaviors, and qualities which will effect these preschooler’s lives forever. The classroom can either be a negative or positive environment. This all relies on the teacher’s shoulders.
Physical Domain
The classroom learning environment design supports the children’s physical development such as growth motor skills, perpetual motor skills as well as brain development. The skills included are small fingers, feet, toes, face, and mouth muscles. These muscles are also known as the fine motor skills.
Cognitive Domain
Other areas of development include self-help skills such as eating, dressing, combing hair, and bathing. As these skills are mastered; a child learns to independently perform these tasks. Since children are still increasing their vocabulary and how to hold a
References: Roskos, K., Neuman, S. (2011). The Classroom Environment, First Last and Always. Retrieved from: http://eds.a.ebscohost.com.proxy-library.ashford.edu/eds Estes, L.S., & Krogh, S. L. (2012). Pathways to teaching young children: An introduction to early childhood education. San Diego, CA: Bridgepoint Education, Inc. Retrieved from: Constellation™ course digital materials (CDM) title. Atkinson, D. (2012). Cognitivism, adaptive intelligence, and second language acquisition. Applied Linguistics Review, 3(2), 211-232. doi:10.1515/applirev-2012-0010 Retrieved from: EBSCOHOST Zaur, J., Irwin, J., & Phillips, J. (2014). ECE101 theorist gallery tour [Interactivity]. Ashford University, College of Education, San Diego, CA. Retrieved from: https://bridgepoint.equella.ecollege.com/curriculum/file Naeyc (2011). Code of Ethical Conduct and Statement of Commitment Retrieved from: http://vizedhtmlcontent.next.ecollege.com/pub/content/