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Creating environments for learning : birth to age eight

Author: Julie Bullard
Publisher: Boston : Pearson, [2014]
Edition/Format:   Print book : English : Second editonView all editions and formats
Summary:
"This invaluable resource presents a balance of theory and application to help novices and practicing early childhood professionals understand why and how to design, arrange, and make changes to early childhood learning environments that help children achieve national and state standards through a play-based curriculum. Vivid contemporary photos of indoor and outdoor centers make reading this resource an enriching  Read more...
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Document Type: Book
All Authors / Contributors: Julie Bullard
ISBN: 9780132867542 0132867540
OCLC Number: 810273563
Description: xxv, 456 pages ; 28 cm
Contents: Machine generated contents note: ch. 1 Understanding the Importance of the Environment --
Why Is the Environment Important for Children's Learning? --
The Environment and Developmentally Appropriate Practice --
Importance of Play --
Active Learning Is Important --
Domains Are Related and Influence Each Other --
Learning Follows Well-Documented Sequences, Becoming More Complex Over Time --
Development Is Variable --
Social and Cultural Contexts Influence Learning --
Biological Maturation and the Environment Interact --
Practice Advances Development --
Development Occurs in the Context of Secure, Consistent Relationships --
Experiences Shape Future Dispositions and Behaviors --
Early Experiences Are Critical --
Reducing Behavioral Issues Through Environmental Design --
Theorists and Approaches Supporting the Importance of the Environment --
Montessori --
Piaget --
Vygotsky --
Malaguzzi and the Reggio Emilia Approach --
Guidelines for Creating Effective Learning Environments: Role of the Teacher --
Prerequisites for Establishing a Rich Environment --
Designing the Environment --
Interacting with Children in the Environment --
Enhancing and Extending the Learning Beyond the Learning Center Time --
Enriching and Changing Centers as Needed --
Helping Families Understand the Learning Center Approach --
Sample Application Activities --
ch. 2 Establishing an Emotionally Supportive and Equitable Environment --
Importance of Supportive Relationships --
Circle of Courage: Defining an Emotionally Supportive, Equitable Environment --
Circle of Courage Foundations --
Attachment --
Self-Regulation --
Social Skills --
The Teacher's Role in Supporting the Circle of Courage --
Creating a Spirit of Belonging --
Helping Children Achieve Mastery --
Assisting Children to Become Independent --
Assisting Children to Display Generosity --
How the Physical Environment Supports the Circle of Courage --
Sample Application Activities --
ch. 3 Establishing a Context for Learning --
Designing Schedules, Transitions, and Routines --
Designing Effective Schedules --
Tips for Planning Effective Schedules --
Sample Daily Schedules --
Designing Effective Transitions --
Tips for Effective Transition Times --
Helpful Hints for Different Types of Transitions --
Designing Effective Routines --
Types of Routines --
Using Interaction and Learning Routines --
Teaching Routines to Children --
Sharing Routines with Families --
Sample Application Activities --
ch. 4 Planning a Play-Based Curriculum --
What Is Curriculum? --
Why a Written Curriculum? --
Steps in Long-Term Curriculum Planning --
1. Develop long-term curriculum outcomes --
2. Assess children in relationship to outcomes --
3. Develop long-term goals targeted for the group and for individual children --
4. Determine curriculum approach --
5. Develop a context for learning --
6. Develop and implement plans for learning --
7. Administer post-assessments --
8. Review, reflect, and adjust outcomes --
Sample Application Activities --
ch. 5 Arranging an Effective Environment --
Guidelines for Creating a Room with Learning Centers --
Clearly Establish Goals Based on Children's Backgrounds, Interests, Development, and State and National Standards --
Supply the Center with an Abundance of Interesting, Interactive Materials --
Assure Materials Are Safe and Healthy --
Ensure Materials Are Developmentally Appropriate and Culturally Relevant --
Display Materials in an Inviting and Aesthetically Pleasing Way --
Design the Center for Independent Use --
Guidelines for Developing Effective Room Arrangements and Floor Plans --
Develop Effective Entry Spaces --
Provide Well-Established Boundaries Between Centers --
Plan Coherent Circulation or Traffic Paths --
Provide a Variety of Learning Centers --
Strategically Group the Centers --
Provide Places to Gather as a Group --
Develop Retreat Areas or Places to Be Alone --
Sample Room Arrangements --
Infants --
Toddlers --
Preschool --
K-3 Classrooms --
Bathrooms, Diaper-Changing Stations, and Sleeping Areas --
Healthy, Aesthetically Pleasing Bathrooms --
Healthy, Aesthetic Diaper-Changing Stations --
Healthy Napping and Sleeping Areas --
Furniture and Dividers --
Provide for Learning Opportunities --
Ensure Furniture Is Ergonomic and Comfortable for All Who Inhabit the Space --
Make Certain Furniture Is Safe --
Ensure Furniture Is Aesthetically Pleasing --
Storage --
Types of Storage --
Planning for Storage --
Sample Application Activities --
ch. 6 Design Considerations --
Desired Design Outcomes --
Homelike Environment --
Aesthetically Pleasing Design --
Design Elements --
Natural Items --
Softness --
Texture --
Color --
Lighting --
Focal Points --
Design Palettes --
Ceilings --
Walls --
Floors and Different Surface Levels --
Finding Inspiration for Design --
Special Design Considerations --
Improving Air Quality --
Reducing Pesticides --
Decreasing Crowding or Density --
Limiting Noise --
Sample Application Activities --
ch. 7 Developing Dramatic Play Centers --
Development of Dramatic Play --
How the Dramatic Play Center Enhances Children's Development --
Literacy Development --
Self-Regulation and Cognitive Development --
Social Development --
Emotional Development --
Creative Development --
Designing an Effective Dramatic Play Center --
Teresa's Home Living Center --
Special Considerations for Different Ages --
Infants and Toddlers --
School Age (K-3rd) Grade Children --
Changes to the Dramatic Play Center --
Dramatic Play Center Possibilities --
Prop Boxes --
Teachers' Facilitation of Learning in the Dramatic Play Center --
Provide Rich, Shared Experiences --
Plan Centers That Encourage Active Engagement --
Build Excitement --
Keep Interest Alive Through Providing a Dynamic Center --
Provide Adequate Time for Dramatic Play --
Introduce Materials and Teach Mini Lessons as Needed --
Extend Play --
Assist Individual Children to Join Play --
Assist Individual Children to Sustain Dramatic Play Episodes --
Enrich the Dramatic Play by Incorporating Materials from Other Centers --
Facilitate Children Acting Out Their Fears --
Meet the Needs of All Learners --
Observe and Document Individual Children's Learning --
Manage Challenges in the Dramatic Play Center: Superhero and War Play --
Outdoor Dramatic Play Centers --
Sample Application Activities --
ch. 8 Developing Manipulative and Sensory Centers --
The Manipulative Center --
Stages of Fine Motor Development --
How the Manipulative Center Enhances Children's Development --
Designing an Effective Manipulative Center --
Appropriate Materials for the Manipulative Area --
Materials to Develop the Pincer Grasp --
Materials to Strengthen Grasping and Squeezing --
Materials to Strengthen Bilateral Coordination --
Materials to Strengthen Eye-Hand Coordination --
Materials to Enhance Wrist Rotation --
Materials to Enhance Wrist Stability --
Materials to Enhance Finger Dexterity or Moving Individual Fingers in Isolation --
Materials to Develop the Arches of the Hand (General Hand Development) --
Materials to Enhance Cutting --
Special Considerations for Infants and Toddlers --
Special Considerations for Older Children --
Teachers' Facilitation of Learning in the Manipulative Center --
Introduce New Materials --
Keep the Center Interesting --
Provide Encouragement and Recognition --
Provide Challenges --
Teach Children the Correct Way to Use Tools --
Provide Assistance to Children Who Are Struggling --
Scaffold Children's Learning --
Assist the Child with Proper Positioning --
Encourage the Child to Cross the Midline --
Be Aware of the Effects of Object Size --
Participate in Conversations with Children --
Meet the Needs of All Learners --
Observe and Document Children's Learning --
The Sensory Center --
Designing an Effective Sensory Center --
Appropriate Materials for the Sensory Center --
Water --
Sand --
Sand and Water --
Teachers' Facilitation of Learning in the Sensory Center --
Develop Goals for the Center --
Extend Children's Learning --
Create New Puzzlements --
Promote New Vocabulary Acquisition --
Ask Open-Ended Questions --
Create Challenges --
Facilitate Pro-Social Play --
Create Limits and Simple Rules --
Meet the Needs of All Learners --
Observe and Document Individual Children's Learning --
Manage Special Challenges in the Sensory Center --
Outdoor Manipulative and Sensory Play --
Sample Application Activities --
ch. 9 Developing Block and Building Centers --
History and Stages of Block Building --
How the Block Center Enhances Children's Development --
Mathematical Skills Developed in the Block Area --
Symbolic Representation in the Block Area --
Science Skills Developed in the Block Area --
Literacy Skills Developed in the Block Area --
Social-Emotional Skills Developed in the Block Area --
Development of Aesthetic Awareness in the Block Area --
Geography Skills Developed in the Block Area --
Designing an Effective Block Center --
Appropriate Materials for the Block Center --
Block Play Accessories --
Motivational Materials to Provide Ideas and Information About Structures --
Writing Materials --
Special Considerations for Infants and Young Toddlers --
Teachers' Facilitation of Learning in the Block Center --
Provide Experiences --
Acknowledge Block Builders --
Establish Rules That Are Conducive to Building --
Interact with Individual or Small Groups of Children as They Build --
Implement Group Block Talks --
Introduce Block Challenges and Provocations --
Meet the Needs of All Learners. Note continued: Assess and Make Changes to the Area as Needed --
Manage Special Challenges in the Block Center --
Observe and Document Individual Children's Learning --
Outdoor Block and Building Centers --
Sample Application Activities --
ch. 10 Developing Literacy Centers --
Stages of Literacy Development --
How the Literacy Center Enhances Children's Development --
Writing Skills --
Oral Language --
Listening Skills --
Print Awareness --
Phonological Awareness --
Alphabet Principle and Phonemic Awareness --
Positive Attitude Toward Reading --
Enhancement of Other Curricular Areas --
Designing an Effective Literacy Center --
Designing an Effective Reading Area --
Including Literacy Manipulatives --
Designing an Effective Writing Area --
Designing an Effective Listening Area --
Special Considerations for Infants and Toddlers --
Comfortable, Cozy Place to Read --
Books Within Reach of Children --
A Variety of High Quality Books --
Additional Literacy Materials --
Rich, Abundant Language --
Teachers' Facilitation of Learning in the Literacy Center --
Provide Opportunities for Children to Gain Background Knowledge --
Expand Children's Language --
Intentionally Use Rich Language and New Vocabulary Words --
Model Active Listening --
Ask Appropriate, Open-Ended Questions --
Support Peer Interactions and Discussions --
Read Books to Children --
Develop Interest in Books --
Convert Words to Text --
Model the Use of Reading, Writing, and Storytelling Props --
Offer Individual and Group Instruction for Reading and Writing --
Meet the Needs of All Learners --
Observe and Document Individual Children's Learning --
Literacy in the Outdoors --
Sample Application Activities --
ch. 11 Developing Science Centers --
Children's Development of Scientific Concepts --
How the Science Center Enhances Children's Development --
Designing an Effective Science Center --
Purpose of the Science Center --
Types of Science Centers --
Setting Up the Science Center --
Choosing Materials and Activities for the Science Center --
Meeting Standards Through Science Center Activities --
Using Science Tools --
Physical Science Standards --
Physical Science Learning Center Activities --
Life Science Standards --
Life Science Learning Center Activities --
Earth and Space Science Standards --
Earth and Space Science Learning Center Activities --
Engineering Standards --
Engineering Learning Center Activities --
Special Considerations for Infants and Toddlers --
Teachers' Facilitation of Learning in the Science Center --
Determine Concepts to Be Taught --
Choose Developmentally Appropriate Concepts and Activities --
Determine Children's Current Knowledge and Theories --
Introduce Materials and Develop Interest --
Assist Children to Develop a Mental Structure --
Teach Children Scientific Vocabulary --
Provide Background Knowledge --
Ask Open-Ended Questions --
Encourage Children to Reflect Upon Their Learning --
Encourage and Model Curiosity, Inquiry, and Enjoyment of Science --
Implement Formal Science Talks for Preschool and Elementary-Age Children --
Meet the Needs of All Learners --
Observe and Document Individual Children's Learning --
Outdoor Science Centers --
Sample Application Activities --
ch. 12 Developing Math Centers --
How Children Learn Math --
How the Math Center Enhances Children's Development --
Math Processes --
Other Curriculum Areas --
Designing an Effective Math Center --
Setting Up an Effective Math Center --
Choosing Appropriate Activities and Materials for the Math Center --
Meeting Standards Through Math Center Materials and Activities --
Materials and Activities to Support the Numbers and Operations Standard --
Materials and Activities to Support the Geometry and Spatial Awareness Standard --
Materials and Activities to Support the Measurement Standard --
Materials and Activities to Support the Patterns and Algebra Standard --
Materials and Activities to Support the Data Analysis Standard --
Special Considerations and Materials for Infants and Toddlers --
Teachers' Facilitation of Learning in the Math Center --
Engage Children in Formal, Preplanned Math Talks or Math Workshops --
Engage Children in Informal Math Talk --
Model Mathematical Language --
Ask Questions to Assist Children in Reasoning --
Suggest Ideas for Materials --
Ask Children to Communicate Their Thinking --
Connect Children's Intuitive Math Knowledge and Formal Mathematics --
Encourage Children to Problem Solve --
Assess and Document Individual Children's Learning --
Meet the Needs of All Learners --
Outdoor Math Centers --
Sample Application Activities --
ch. 13 Developing Art Centers --
Approaches to Art --
Noninterventionist Approach --
Production-Oriented Approach --
Art as Inquiry Approach --
Stages of Art in the Early Childhood Years --
Scribble Stage --
Preschematic Stage --
Schematic Stage --
How the Art Center Enhances Children's Development --
Artistic Development --
Creative Development --
Emotional Development --
Social Development --
Cognitive Development --
Physical Development --
Designing an Effective Art Center --
Appropriate Principles, Materials, and Activities for Meeting the Goal of Creating Art --
Provide Art Materials That Can Be Transformed --
Allow Adequate Time to Explore Each New Media, Tool, or Element --
Encourage In-depth Artwork Through Revisiting --
Provide Materials and Activities for Drawing --
Provide Materials and Activities for Painting --
Provide Materials and Activities for Collage --
Provide Materials and Activities for Sculpture --
Provide Materials and Activities for Modeling --
Provide Appropriate Art Tools and Paper --
Appropriate Materials and Activities for the Goal of Appreciating Art --
Special Considerations and Materials for Infants and Toddlers --
Teachers' Facilitation of Learning in the Art Center --
Expose Children to Art --
Display Works of Art --
Discuss Art with Children --
Provide Life Experiences --
Teach Techniques --
Acknowledge Learners --
Discuss Children's Art --
Challenge Children --
Manage Special Challenges in the Art Area --
Observe and Document Children's Art Processes and Products --
Meet the Needs of All Learners --
Outdoor Art Centers --
Sample Application Activities --
ch. 14 Developing Music Centers --
Development of Music Skills --
How the Music Center Enhances Children's Development --
Music Skills and Appreciation --
Cognitive Development --
Motor Development and Rhythm --
Language Development --
Social Development --
Emotional Development --
Designing the Music Center --
Appropriate Materials and Activities to Meet Music Standards --
Music Standards --
Materials and Activities to Enhance Children's Ability to Sing and Play Instruments --
Materials and Activities to Enhance Children's Ability to Create Music --
Materials and Activities to Enhance Children's Ability to Respond to Music --
Materials and Activities to Enhance Children's Ability to Understand Music --
Special Considerations for Infants and Toddlers --
Teachers' Facilitation of Learning in the Music Center --
Provide Musical Experiences --
Include Music Throughout the Day --
Use Music to Help Children to Develop Skills in Other Curricular Areas --
Introduce New Instruments and Musical Activities --
Model Enjoyment of Music Yourself --
Interact with Children to Deepen Their Knowledge --
Discuss Music and Model Musical Vocabulary --
Acknowledge Learners --
Manage Special Challenges in the Music Center --
Observe and Document Children's Musical Skills --
Meet the Needs of All Learners --
Outdoor Music Centers --
Sample Application Activities --
ch. 15 Integrating Technology --
How the Use of Technology Can Enhance Children's Development --
Technology Skills --
Social Skills --
Cognitive Skills --
Criteria for Using Technology in the Classroom --
Design the Setting for Children's Independent Use --
Choose Appropriate Media --
Provide for Health and Safety --
Design the Setting to Encourage Social Interaction --
Provide Equal Access to the Technology --
Provide Ideas for Using the Equipment --
Supply an Adequate Number of Computers and Other Technology Devices --
Limit the Amount of Time Children Are Exposed to Media --
Use the Internet Effectively --
Technology Activities to Support the Curriculum --
Using Audio Recorders and CD Players to Support the Curriculum --
Using Video Recorders to Support the Curriculum --
Using Light Tables to Support the Curriculum --
Using Overhead Projectors to Support the Curriculum --
Using Cameras to Support the Curriculum --
Using Document Cameras to Support the Curriculum --
Using Computers and Whiteboards to Support the Curriculum --
Using Handheld Computers to Support the Curriculum --
Special Considerations for Infants and Toddlers --
Teachers' Facilitation of Learning Through Technology --
Instruct, Model, Select Appropriate Technology, and Facilitate --
Observe and Document Individual Children's Learning --
Meet the Needs of All Learners --
Sample Application Activities --
ch. 16 Special-Interest Centres --
Centres to Support Theme and Project-Based Learning --
Indoor Physical or Fitness Centre --
Establishing the Indoor Physical Activity Space --
Rough and Tumble Play --
Sample Fitness Materials and Activities: Locomotor --
Sample Movement Materials and Activities: Stability Skills --
Sample Movement Materials and Activities: Manipulative Skills --
Special Considerations for Infants and Toddlers --
Meeting the Needs of Children with Disabilities --
Teacher's Facilitation of Learning in the Fitness Centre. Note continued: Puppetry Centres --
How the Puppetry Centre Enhances Children's Development --
Designing an Effective Puppetry Centre --
Role of the Teacher in Promoting Puppetry --
Cooking and Snack Centres --
What Children Learn Through Cooking --
Appropriate Cooking Centre Activities --
Role of the Teacher in the Cooking Centre --
Woodworking and Carpentry Centres --
Designing the Woodworking Centre --
Role of the Teacher in the Woodworking Area --
Sample Application Activities --
ch. 17 Creating Outdoor Environments --
Value of Outdoor Play --
Reducing Obesity and Increasing Physical Fitness --
Enhancing Motor Development --
Enhancing Social Development --
Enhancing Cognitive Development --
Developing an Appreciation of Nature --
Protecting Children's Right to Play Outdoors --
Types of Playgrounds --
Designing an Effective Outdoor Environment --
Provide a Safe Playground --
Protect Children's Health --
Use an Effective Playground Design --
Provide a Variety of Activity Areas --
Designing Playgrounds for Specific Age Groups --
Infants and Toddlers --
Preschool --
Early Elementary --
Teachers' Facilitation of Learning in the Outdoor Environment --
Recognize the Importance and Possibilities of Outdoor Play --
Create a Rich, Challenging Environment --
Provide a Schedule That Allows Time for Play Outdoors --
Plan Special Activities for Outdoor Time --
Provide Needed Props --
Interact with Children --
Meet the Needs of All Learners --
Observe and Document Children's Learning --
Sample Application Activities --
ch. 18 Creating Spaces for Families and Teachers --
Meeting the Needs of Families --
Value of Family Involvement --
Types of Family Involvement --
Designing Effective Entries --
Establishing an Environment That Tells Families, "You Belong Here" --
Establishing an Environment That Tells Families, "You Are Valued" --
Establishing an Environment That Meets Families' Basic Needs --
Establishing an Environment That Allows the Family to Effectively Share and Receive Information About Their Child --
Establishing an Environment Where the Family Can Gain Information and Materials That Will Assist Them in Providing for Their Child's Needs --
Meeting the Needs of Staff --
Reducing Burnout --
Establishing an Environment That Tells Staff, "You Belong Here" --
Establishing an Environment That Tells Staff, "You Are Valued" --
Establishing an Environment That Meets Staff's Basic Needs --
Establishing an Environment That Allows the Staff to Share Information with Others --
Establishing an Environment Where the Staff Can Gain Information and Materials They Need to Provide for Children's Needs --
Sample Application Activities --
ch. 19 Meeting Environmental Challenges --
Creating Centres in Small Spaces --
Effectively Use All Available Space --
Increase Usable Space --
Use Vertical Space Whenever Possible --
Create the Illusion of More Space --
Free and Inexpensive Materials to Assist a Limited Budget --
Borrow Materials --
Create Materials --
Seek Donations --
Buy Secondhand Materials and Equipment --
Engage in Special Fund-Raisers and Seek Contributions and Grants --
Repair What You Have --
Establishing an Early Childhood Program in Your Home --
Meeting the Needs of Children in Care and the Provider's Family --
Meeting the Needs of a Mixed-Age Group --
The Story of Maria's Family Child-Care Home --
Sharing Learning Spaces: Afterschool Programs --
Designing the Afterschool Space --
Sample Application Activities.
Responsibility: Julie Bullard, University of Montana Western.

Abstract:

"This invaluable resource presents a balance of theory and application to help novices and practicing early childhood professionals understand why and how to design, arrange, and make changes to early childhood learning environments that help children achieve national and state standards through a play-based curriculum. Vivid contemporary photos of indoor and outdoor centers make reading this resource an enriching and aesthetically pleasing experience."--Publisher's description.

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