ED 367 Lesson #9 Beautiful, Simple, Powerful Structure

Chapter 9: Guiding Childrens Social Development & Learning

[With reference to Chapter 15 & Appendix A: NAEYC Code of Ethical Conduct]
Actions Speak Louder Than Words, Chapter 7, pages 95-110: Supporting Learning
Environments
Instructors Notes:
It might be more effective [and easier] to move the childs desk away from the pencil sharpener
than to insist that he to pay attention to his seatwork. If Id known you were coming or needed
that, I would have been ready and prepared. Do statements such as this sound familiar?Have
you shared such thoughts with colleagues as you pursue your work with children?
Please read Chapter 9 in Guiding Childrens Social Development & Learning and complete the
following activities:
(5 pts.) 1. Who else knows your daily schedule? Why is it important that they have this
information?
It is essential that the administration and the parents know the daily schedule. The
administration needs to know in case there is an emergency. The parents need to know the
schedule for their own peace of mind. I appreciate knowing where my child will be during
various times of the day. It is also good to know if parents want to schedule dr. appointments
around times where there may be non-core classes being taught.
( 5 pts.) 2. What is structure? What is structuring? Write the three reasons childcare providers
and teachers structure the physical environment? Are there others that you consider when
deciding what is the best way to structure the environment?
Structuring is the management of time, space, and materials to provide an environment
conducive to learning for the children. Teachers try to anticipate what the children will do and
make the environment fitting for that behavior. The teacher wants to allow for children to play
together and learn in a social environment that lets children feel like they belong there. I
personally want the children to feel as if they are welcome in the classroom and that I set it up
for them.
(15 pts.) 3. There may be many ways for you to use your time, space, and materials more
effectively to increase a child/childrens social competence. Think about one child in your
classroom. Write a brief overview describing this child and his need to engage with his
environment in order to participate in learning. Develop an action plan to enhance
the development of this childs competence by focusing on your management of: Time, Space,
and Materials. In this exercise, you are asked to engage in at least one for each.
For example: The child is a 4 year old boy who desires to be in a classroom where he can play,
be with peers, and learn by being in an environment that is safe and nurturing.
Time: I willprovide a daily schedule that is
Child social competence outcome will be that
followed.
the child learns consistency.
Child social competence outcome will be the
Space: I willprovide an environment that is
child is able to be comfortable in his learning
welcoming to the child.
place.
Materials: I willprovide a variety of materials Child social competence outcome the boy will
that allow the child to learn in a variety of ways. be able to learn effectively in a variety of ways.
(5 pts.) 4. Think in general terms and consider your class as a whole. From the exercise in
3. and your experience. How does time affect a childs social competence?
Time is a tool that will affect the child the rest of his life. He learns what to expect next
and can anticipate what will occur next.
(5 pts.) 5. Think in general terms and consider your class as a whole. From the exercise in
3. and your experience. How does space affect a childs social competence? The child is more

likely to learn in a place that makes him feel safe and secure. He must feel comfortable in the
space he is in and he will be more willing to try his best.
(5 pts.) 6. Think in general terms and consider your class as a whole. From the exercise in
3. and your experience. How do materials affect a childs social competence?
The materials in the classroom are the tools the child will use to learn. The children will
use them daily to learn skills needed for life.
(20 pts.) 7. Identify a child in each of the following age ranges [3 6], [5 9], [7 12], and [8
15]. Ask each child what their goals are.(Simple terms, e.g. What do you think will
happen.? What do you want to accomplish today? For each of these 4 children, help them
develop a plan, a timeline, and standards for their plan. There will be 4 plans.
Child/Ag
How will you know when youre
Goal?
Whats the plan? By when?
e
successful?

3
5
9
12

Be Handy
Manny
I want to
read.
Make
AllStars
Make
Honor Roll

Use tools

Yesterday

He was not sure how to answer

this question.

Asking for help. Tomorrow I will be in 2nd grade.

Play baseball
Work hard in
my classes.

Baseball
If I am chosen for AllStars.
season.
This entire I will look at my grades and
year.
know.

(20 pts.) 8. Using Box 9 -1 pp 268 evaluate the environment where you work with
children. Determine the strengths and weaknesses. List the items that need improvement and
an action plan for accomplishing your goals.
The classroom I am in is a special needs classroom. There are no pictures or artwork
on the wall and there are always the same toys in the room, which should be rotated in and out
of the classroom. The teacher does rotate books and she has a lot of sensory lessons that she
uses for the children. A lot of the items that she uses have to be put up because of the level of
the children.
(20 pts.) 9. Read Chapter 7 pp 95-110 in Actions Speak Louder Than
Words:Supporting Learning Environments. Suppose you will be welcoming a child with one of
the following and consider what basic adaptations you would make in your classroom
environment to accommodate this child. What would you do before the child comes to prepare
the class, the childs parents and the child for his or her new environment?
a. A child with autism-the use of a picture schedule and an open environment
b. A child who has hearing loss-turning off the background noise, area rugs on the floor, tennis
balls on the chair legs
c. A child who has vision impairment-bigger fonts on posters, tack down rugs and use colored
Duct tape on corners of furniture.
d. A child who has a wheelchair-make sure the classroom is free from obstructions so the child
can get through easily.
Resources:
1. HYPERLINK

"http://www.communityplaythings.com/resources/articles/designingenvironments/creatingindoor.
html" Web article: Wardle, Francis. Creating Indoor Environments for young children. Community
Playthings. Retrieved January 2011.

HYPERLINK
"http://www.communityplaythings.com/resources/articles/designingenvironments/creatingindoor.
html"http://www.communityplaythings.com/resources/articles/designingenvironments/creatingindoor.html

2. PDF 9-1: Miller, Dana L.,Tichota, Kathy,& White, Joyce. (Nov 2009). Young Children Learn Through
Authentic Play in a Nature Explore Classroom.Dimensions Foundation, Lincoln, Neb. Retrieved January
2011. HYPERLINK
"http://www.dimensionsfoundation.org/research/authenticplay.pdf"http://www.dimensionsfoundation.
org/research/authenticplay.pdf
3. PDF 9-2: First School Learning Environments: Supporting Relationships. University of North Carolina,
FPG Child Development Institute, Chapel Hill ,2009. Retrieved January 2011 HYPERLINK

"http://www.childinst.org/images/stories/resource_center_docs/firstschool_learning_environment
s.pdf"http://www.childinst.org/images/stories/resource_center_docs/firstschool_learning_environments.pd
f
4. PDF 9-3: Preventing Challenging Behavior in Young Children: Effective Practices This article discusses
three strategies to reduce challenging behavior: arranging the environment, scheduling, and setting
appropriate rules and routines. Retrieved January 2011 HYPERLINK

"http://www.challengingbehavior.org/do/resources/documents/rph_preventing_challenging_beha
vior.pdf"http://www.challengingbehavior.org/do/resources/documents/
rph_preventing_challenging_behavior.pdf
PDF 9-4: Using Environmental Strategies to Promote Positive Social
Interactions This What Works Brief from the Center on the Social and Emotional Foundations for Early
Learning. (Discusses how changes and adaptations can be made to a classrooms physical environment
and schedule to encourage positive social interactions between children in the classroom). Retrieved
January 2011 HYPERLINK
"http://csefel.vanderbilt.edu/briefs/wwb6.pdf" http://csefel.vanderbilt.edu/briefs/wwb6.pdf
6. Head Start Training Module on arranging the environment: HYPERLINK
"http://www.bmcc.edu/Headstart/Trngds/Enhancing/module2.htm"http://www.bmcc.edu/Headstart/T
rngds/Enhancing/module2.htm
7. PDF 9-5: Kemple, K.M., & Ellis, S.M., (2009) Peer-related social competence in early childhood:
Supporting interaction and relationships, from eds. Eva L. Essa and Melissa M. Burnham,
eds. Informing Our Practice: Useful Research on Young Childrens Development. National Association for
the Education of Young Children, Washington, D.C. Retrieved January 2011. HYPERLINK
"http://www.naeyc.org/store/files/store/TOC/255.pdf"http://www.naeyc.org/store/files/store/TOC/255.
pdf