Effective Practices for Developmentally Appropriate ECD Classroom Environment
Creating a developmentally appropriate Early Childhood Development (ECD) classroom environment involves understanding child development, individual learners' needs, and their social and cultural backgrounds. This process includes structuring the classroom, planning activities based on each learner's interests, and fostering a stimulating and flexible environment. A balanced approach that combines learner-initiated activities, group activities, and teacher-directed activities is essential. The physical design and social-emotional climate of the classroom play crucial roles in promoting learning through exploration and discovery. It is also important to ensure that resources are accessible to learners and encourage their involvement in managing classroom tasks and duties.
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ECD L4 TOPIC 3 MALUTI TVET BETHLEHEM Mrs C Schnetler
Effective practice SUITABLE ENVIRONMENT (DEVELOPMENTALLY APPROPRIATE) THE PROCESS OF SETTING A POSITIVE AND SUITABLE LEARNING ENVIRONMENT CONSISTS OF THREE BASIC PRINCIPLES: THE ECD PRACTITIONER S UNDERSTANDING OF CHILD DEVELOPMENT AND LEARNING. THE ECD PRACTITIONER S KNOWLEDGE OF THE STRENGTHS AND NEEDS OF EACH INDIVIDUAL LEARNER IN THE CLASS. THE ECD PRACTITIONER S KNOWLEDGE OF THE SOCIAL, CULTURAL, TRADITIONAL ARELIGIOUS BACKGROUND OF THE LEARNERS IN THE CLASS.
Effective practice A DEVELOPMENTALLY APPROPRIATE ECD CLASSROOM IS: HIGHLY STRUCTURED AND ORGANISED THE NEEDS, INTERESTS AND DEVELOPMENT OF INDIVIDUAL LEARNERS NEED TO BE TAKEN IN CONSIDERATION ACTIVITIES ARE PLANNED ACCORDING TO THE NEEDS, INTERESTS AND DEVELOPMENT OF EACH INDIVIDUAL LEARNER CLASSROOM IS FLEXIBLE AND STIMULATING, WITH DEFINITE STRUCTURES MEANINGFUL DIRECT INSTRUCTION MUST TAKE PLACE.
Effective practice DEVELOPMENTALLY APPROPRIATE PRACTICE IS: A PROCESS OF DETERMINING WHAT IS APPROPRIATE (SUITABLE, RIGHT) FOR ECD, NOT A SET CURRICULUM OR METHOD AN APPROACH THAT SUPPORTS DEVELOPMENT OF THE LEARNER, NOT A STANDARD (SAME FOR EVERY LEARNER) APPROACH WHERE THE EDUCATOR TAKES AN ACTIVE PART AS OBSERVER, FACILITATOR, INSTRUCTOR, DIRECTOR AND PLANNER. (SEE DEFINITIONS PREVIOUS PAGE) A BALANCED APPROACH BETWEEN ACTIVITIES INITIATED (STARTED) BY THE LEARNER, GROUP ACTIVITIES AND DIRECTED (TEACHER DIRECTS, GUIDES) ACTIVITIES. AN ECD PRACTITIONER MUST UNDERSTAND WHAT IS APPROPRIATE FOR EACH CHILD S DEVELOPMENT.
Effective practice THE CLASSROOM ENVIRONMENT CONSISTS OF TWO PARTS: PHYSICAL DESIGN (ENVIRONMENT) SOCIAL-EMOTIONAL CLIMATE PHYSICAL DESIGN (THE CLASSROOM, INDOOR SPACE, OUTDOOR SPACE, RESOURCES) THE PHYSICAL ENVIRONMENT MUST PROVIDE OPPORTUNITIES FOR LEARNING THROUGH DISCOVERY AND EXPLORING. THERE MUST BE DIFFERENT LEARNING AREAS. THE ARRANGEMENT (HOW EVERYTHING IS ARRANGED/ORGANISED) OF THE ROOM MUST SUPPORT THE DIVISION INTO LEARNING AREAS.
Effective practice THE FOLLOWING IS IMPORTANT IN A CLASSROOM: ALL RESOURCES MUST BE ACCESSIBLE TO LEARNERS: STORED ON LOW SHELVES WHERE LEARNERS CAN ACCESS IT. INFORMATION, LEARNERS WORK AND INTERESTING TIMES CAN BE DISPLAYED ON NOTICE BOARDS, WALLS AND HORIZONTAL SURFACES. CHILDREN SHOULD BE ENCOURAGED TO HELP MANAGE THE CLASSROOM SPACE TASKS AND DUTIES FOR LEARNERS, E.G. TIDY UP, LAYING THE TABLE.
Effective practice OUTDOOR SPACE MUST: ALLOW FOR ENOUGH SPACE (2 SQUARED METRES PER LEARNER) TO PLAY AND INTERACT SOCIALLY . A VARIETY OF EQUIPMENT MUST BE PROVIDED FOR A RANGE OF PHYSICAL DEVELOPMENT, E.G. CLIMBING, RUNNING, DIGGING, SWINGING, JUMPING. INDOOR SPACE MUST: PROVIDE 1,5 SQUARED METRES PER LEARNER
Effective practice SOCIAL-EMOTIONAL CLIMATE INCLUDES THE PARTICULAR CHARACTERISTICS OF THE LEARNERS IN THE PARTICULAR CLASSROOM, E.G. POVERTY, HUNGER, CRIME. THE ECD PRACTITIONER TO LEARNER RATIO WILL ALSO INFLUENCE THE SOCIAL- EMOTIONAL CLIMATE OF A CLASSROOM. (IF THERE ARE FEWER LEARNERS FOR EACH PRACTITIONER, THE PRACTITIONER CAN GIVE MORE INDIVIDUAL ATTENTION TO EACH LEARNER AND WILL KNOW THE INDIVIDUAL NEEDS OF EACH LEARNER) THE ATMOSPHERE IN CLASS MUST BE WARM AND ACCEPTING, WITHOUT FEAR OF RIDICULE OF THE PRACTITIONER OR PEERS.
Effective practice APPROPRIATE GROUPING ECD PRACTITIONERS CAN USE GROUPINGS TO FACILITATE LEARNING. GROUPINGS CAN BE SMALL GROUP (3 4 LEARNERS) WHOLE CLASS GROUP (TEACHER WORKS WITH CLASS AS A WHOLE) INDIVIDUAL GROUPING (TEACHER WORKS WITH ONE LEARNER AT A TIME).
Effective practice MIXED AGE GROUPING CAN ALSO BE APPROPRIATE FOR YOUNG CHILDREN. THIS IS ONE OF THE UNDERLYING FOUNDATIONS OF THE MONTESSORI APPROACH TO EDUCATION (ALSO ADVANTAGES OF FAMILY GROUPING). LEARNERS CAN BE GROUPED TOGETHER DURING INDOOR AND OUTDOOR PLAY IN AGE GROUPS FROM 3 6 YEARS OF AGE. CHILDREN CAN PLAY ALONE, WITH OTHER CHILDREN OR IN SMALL INFORMAL GROUPS. THIS IS CALLED FAMILY GROUPING AS THIS WOULD BE HOW CHILDREN WOULD PLAY WITH THEIR SIBLINGS (BROTHERS AND SISTERS). FAMILY GROUPINGS EXPOSE LEARNERS TO SITUATIONS WHERE THERE ARE CHILDREN OF DIFFERENT AGES. YOUNGER CHILDREN WILL OBSERVE AND LEARN FROM OLDER CHILDREN.
Effective practice IT PROVIDES THE OPPORTUNITY FOR CHILDREN TO DEVELOP AT THEIR OWN PACE (A 3-YEAR OLD WHO IS VERY ADVANCED DEVELOPMENTALLY AND A 5-YEAR OLD WHO IS DEVELOPMENTALLY SLOWER, MAY PLAY TOGETHER AND ENGAGE IN SIMILAR ACTIVITIES). FAMILY GROUPINGS HELP WITH RESOURCE MANAGEMENT. THERE CAN BE A CENTRAL AREA WHERE BLOCKS CAN BE SHARED, INSTEAD OF DIVIDING THE BLOCKS BETWEEN CLASSES. WHEN THERE ARE ORGANISED GROUP ACTIVITIES LIKE STORY TELLING OR CREATIVE ACTIVITIES, LEARNERS COULD THEN BE DIVIDED INTO GROUPS ACCORDING TO THEIR RESPECTIVE AGES. FAMILY GROUPINGS ARE MOST SUITABLE FOR LEARNERS 3 6 YEARS OF AGE. LEARNERS YOUNGER THAN 3 YEARS OF AGE WILL HOWEVER NOT BE ABLE TO COPE SOCIALLY WITH OLDER LEARNERS AND WILL NEED MORE SPECIALISED ATTENTION AND INTERACTION. 2-YEAR OLDS HAVE SHORTER ATTENTION SPANS AND WILL TIRE EASILY. THEY NEED SHORTER PLAY TIME AND MORE INDIVIDUAL ATTENTION WITH A SMALLER GROUP OF CHILDREN.
Effective practice CONSISTENT DAILY SCHEDULE (ALSO ADVANTAGES OF A CONSISTENT DAILY SCHEDULE) CHILDREN FEEL SECURE WHEN THEY KNOW WHAT THE SCHEDULE IS FOR THE DAY. CHILDREN LIKE TO KNOW WHAT ACTIVITY COMES NEXT AND HOW THEY WILL BE EXPECTED TO PARTICIPATE (KNOW WHAT THEY MUST DO). CHILDREN START TO DEVELOP A SENSE OF TIME AND ROUTINE. THEY WILL FEEL THEY HAVE SOME CONTROL OVER THEIR ENVIRONMENT. IT HELPS THEM TO BUILD TRUSTING RELATIONSHIPS.
Effective practice PARENT/CAREGIVER INVOLVEMENT A COMBINED INPUT FROM PARENTS, CAREGIVERS, THE COMMUNITY AND THE ECD PRACTITIONERS IS NECESSARY. EFFECTIVE COMMUNICATION AND INTERACTION BETWEEN PARENTS, CAREGIVERS AND THE ECD CENTRE WILL IMPROVE THE LEARNING EXPERIENCE FOR THE CHILD. IT GIVES LEARNERS A SENSE OF SECURITY WHEN THEIR PARENTS ARE INVOLVED IN THEIR EDUCATION. IF THERE IS PARENT/CAREGIVER INVOLVEMENT THE CHILD WILL: BE MORE MOTIVATED TO LEARN HAVE A GOOD ATTITUDE TOWARDS THE SCHOOL AND STAFF HAVE A BETTER SELF IMAGE AND HAVE SELF MOTIVATION HAVE BETTER BEHAVIOUR AND ATTENDANCE
Effective practice POSSIBLE QUESTIONS: DEFINE AND DISCUSS EACH OF THE FOLLOWING: 1. SUITABLE ENVIRONMENT (DEVELOPMENTALLY APPROPRIATE) 2. DEVELOPMENTALLY APPROPRIATE ECD CLASSROOM 3. DEVELOPMENTALLY APPROPRIATE PRACTICE 4. THE CLASSROOM ENVIRONMENT: PHYSICAL DESIGN AND SOCIAL-EMOTIONAL CLIMATE 5. APPROPRIATE GROUPING 6. FAMILY GROUPING 7. CONSISTENT DAILY SCHEDULE 8. PARENT/CAREGIVER INVOLVEMENT.
