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RESPONSIVE ENVIRONMENT

Mahani Abdul Malik


Seminar 3
Definition of Environment:
(Vickerius & Sanberg , 2006)

The environment is defined as


the physical environment, its
surrounding and a specific
setting.
Number of Children
Children Age

Program
Activities
Goals
Physical
Environment

Infant Room Toddler Room Preschool


•A well arranged environment should enhance
children’s development through learning and play.

•The way the physical environment is designed and


configured influence how children feel , act and
behave.

•Poorly designed classrooms can actually cause


disruption and negative social interactions

•To maximise children developmental potential the


teachers need to be attentive to the environment the
child spend their day in

•An environment need to be created similar to the


comfort and supportive home environment .
Physical Space
for Play

Less than 25sq ft 30-50 sq ft


(leads to ( ideal indoor
aggression) space)

Clearly marked
Enough space area
(Indoor/Outdoor)
Why do Practitioners Plan Supportive Environment

•Encourage to take safe risk


Provide
opportunities
to initiate play, •More choice of materials
new ideas and
level of •Secure, protected space
curiosity

To cater for
multiculturalism
Providing a Communicate and special needs
secure and to each person Plan
Respond to the
comfortable in the changing
Supportive
environment needs of the
place are valued and
Environment
children
understood

Support Providing experiences


children and that complements the
Family children development
Necessary
for survival
security and
cognitive
Depend on development
the comfort
level and
Is achieved
security of
through play
the child
environment

Takes place
Adaptation to
easily when the
life is long and human body
complex ( from keep itself at
birth to psychological
adulthood) and physical
equilibrium

CHILDREN ADAPTATION TO THE


ENVIRONMENT
ADAPTATION

The primary goal of infants and children in their


development and growth process is Adaptation.

What is Adaptation?

Adapation is the ability to modify the environment or

To fit with the environment


Brain Structure

Mammals
Reptilian Brain

Humans Evolution of
the brain

Brain has 4 section : Reptilian


Somatic, Mamalian, Neo-Cortex

This development has given human the ability to experience


• Emotion
• Ability to reason
• To deal with abstraction
• Communicate verbally
• Goal oriented
To integrate the different section of the
brain, infants and young children innately
adapt to the environment outside the
uterus.

This adaptation and integration process


takes place through play and interaction
within the environment.

Each child ability to adapt to the


environment depends on the comfort and
security of the home setting and extended
settings on the child’s development level.
An
environment
that responds
to the needs
of the
children

RESPONSIVE ENVIRONMENTS
CHARACTERISTICS OF A

RESPONSIVE ENVIRONMENT
Group Task :

ANALYSE THE CHARACTERISTICS OF A RESPONSIVE


ENVIRONMENT AND EXPLAIN HOW DOES THIS HELP IN
CHILDREN LEARNING.
1. Responds to children needs

When the environment responds to the needs and development


of the children , they become socially and cognitively
competent hence they are able to exhibit longer concentration
, use more language skills and and engage in more
cooperative play.

2. Stress –Free
Stress normally occurs when there is an imbalance between
environmental demand and human resources. When children
feel a sense of acceptance, secure they are able to adapt
more easily.
In early learning and child care centre private nooks are
necessary for children to have a private time away from noise
. This helps children to distress form high level stimulation
areas.
Children can only begin to learn when they are stress
free.

Prolonged stress in young children can slow — or


even stop — both brain development and physical
growth. Prolonged exposure to cortisol released
during the stress response can cause long-term
damage to the developing brain, and can negatively
affect the immune system.
3. Exposing children to natural light

Research suggest that children’s language , social, emotional


and physical development progress more rapidly in outdoor
spaces more than indoor due to freedom to play, access to
natural light and increase in body movement.

4.Happy ,active children increases healthy interaction amongst


peers and adults

5.Influence on Children behaviour


Aggressive and negative behaviour decrease when children feel
good about the environment. Learning can only occur when
misbehaviour do not occur in the classroom.
6. Organization and freedom in play . Oganizational structure is
important as it supports children needs for order and predictability
. Order and predictability allows the children to feel secure and
confident which is vital for learning to occur.

7.Experience –based learning with a flexible schedule


The freedom to chose experience based learning and to engage
in short /long period of play actually supports children in their
creativity and give children the opportunity to expand their play
and learn in a stress free environment.

8.Individual differences need to be catered to allow children to be


calm and comfortable in an environment
9.A responsive environment need to be beautiful
and exciting as this will encourage children to
explore and be creative.
Building a track Outdoor Kitchen Outdoor Musical Area
10. Attentive to Physical Space : attention to
the architectural features, placement of
equipments and flow of play are essential as
it provides children with the natural flow of
one play area to another and in diversifying
their play.
Design Features of A Responsive Outside Space

Quiet Noisy Flex Small Large


Green Space
Area Area Zone Group Group
Feature
Green Space Trees, grass , plants and
flowers to provide visual
relief

Quiet space Cozy space for quiet time


Noisy Areas Support sociability of play
Flex Zone Multipurpose Area is
changeable for
dramatic/discovery/ wet
Small Group& Large Grp Activities
Grp
Circulation Pattern So that children can move
from one experience to
another
Pathways To separate experience -
centers
Natural Light Affect mood and biological
rhythm.
Risk taking

•It is important for children to want to take risks in order to explore


their limits, venture into new experiences and for their development.

•Although injury can be distressing for children and those who care
for them, but the experience of minor injuries is a universal part of
childhood and has a positive role in child development.

•Teachers can help children and families to feel safe enough to take
risks in all kinds of environment.

•It is important for children to test the limits of their physical,


intellectual and emotional capacities

•Children should be given the freedom to take risk in their play,


while balancing the needs for children to be safe.
Outdoor play that is open-ended, dynamic with varied
opportunities are unpredictable and risky.

However the risk and challengers provide rich


opportunities for learning, problem –solving and
developing social competence.

Example how to allow children to take calculated risk;


Creating mounds, alcoves, tunnels, tree house that are
safe enough for children to take simple risk.
Outdoor Activities & Children Self -
Efficacy

Self-efficacy means the child’s judgment of what


he or she can do with whatever skill possessed.

Self-efficacy is a personal characteristic of self-


judgment that parents and educators should plan
to recognize, preserve, and support in young
children.
Adults do To Encourage Self –Efficacy.

We can avoid damaging children self-efficacy by allowing them to try


things that interest them and by seeing that they do not get
themselves hurt, rather than limiting their opportunity to explore by
being overly cautious.

Play yard should be made reasonably safe for the ages of children
using them.

Adults should have the interest and time to stay nearby while
children try their skill. An adult should stop a behavior when it is
potentially dangerous. Adults play a significant role in children’s
practice of motor skills.
Managing learning Science & Maths

Mahani Binti Abdul Malik


Importance of Learning Science

There are three dimensions of science that


are important :

1. Content Science/ Science Knowledge


2. Science processes
3. Scientific Attitude.

.
The science process skills form the
foundation for scientific methods. There are
six basic science process skills:

• Observation
• Communication
• Classification
• Measurement
• Inference
• Prediction
These basic skills are integrated together when scientists design and
carry out experiments or in everyday life when we all carry out fair
test experiments.
Scientific attitude

•is a respect for the methods and values of


science,
•These scientific methods and values include
seeking to answer questions using some kind of
evidence, recognizing the importance of
rechecking data; and
•understanding that scientific knowledge and
theories change over time as more information is
gathered.
Ten Ways to Foster Scientific and
mathematical Thinking
1. Plan a variety of activities 6. Encourage use of blocks
that challenge children
observation, thinking and
generalization

2.Help children learn 7.Encourage water play


problem-solving techniques

3.Experience with real 8.Create opportunities to


objects Compare quantities and look
for patterns
4. Develop investigation of 9.Plan field Trips
natural phenomena

5. Plan cooking experiences 10Encourage questions and


help find answers
Three cognitive theorists who have been highly
influential in understanding the process of human
learning are Jean Piaget, David Ausubel, and Lev
Vygotsky .

For Piaget, children and adults use mental patterns


(schemes) to guide behavior or cognition, and interpret
new experiences or material in relation to existing
schemes.

However, for new material to be assimilated, it must first


fit an existing scheme. Very similarly, for Ausubel,
meaningful information is stored in networks of
connected facts or concepts referred to as schemata. New
information, which fits into an existing schema, is more
easily understood, learned, and retained than information
that does not fit into an existing schema (Slavin, 1988).
MISCONCEPTIONS:

Preconceived notion or a conceptual misunderstanding.


These are cases in which something a person knows and
believes does not match what is known to be scientifically
correct.
When teachers do not correct misconceptions children can
make further misconceptions

Discuss :

What were some of your misconceptions before ? How did it


come about ? Did your science teacher manage to change
your misconceptions

As preschool teachers how do we actually correct these


misconceptions?
How can we as teachers encourage children
to solve problems until successful

1.Find interesting problems that


interest children.

2. Refrain from rushing in to solve


the problem

3. Choose phenomena that makes


sense to children

4.Allow children to use their senses


CORRECTING MISCONCEPTION

• Might be surprise that children cannot grasp


fundamental concepts in class.
• Research shows : A new concepts cannot be learned if
alternative models that explain a phenomenon
already exist in the learner's mind.
• Before embracing the concepts held to be correct by
the scientific community, students must confront their
own beliefs along with their associated limitations and
then attempt to reconstruct the knowledge necessary
to understand the scientific model being presented.
IDENTIFY WHICH ARE
MISCONCEPTIONS VS TRUE FACTS
• There is a dark side of the moon.

• Wrong

• The moon actually is spinning quite slowly,


completing a rotation in about the amount of time it
takes it to make a revolution around Earth. While one
side (more or less) is forever shielded from Earth, that
has nothing to do with the amount of sunlight it
receives.
• Lightning never strikes the same place twice.

• Wrong . Lightning always find the fastest route a tall tree


can be strike many times.
• Sugar makes children hyperactive.

False there is no proven evidence to show that

• Heavy objects sink

• False, dense object sinks

• Antibiotics kill viruses.

• False, antibiotic kill bacteria not virus.


CORRECTING MISCONCEPTION

• Find out what are students misconceptions


• Help student overcome their misconception
• Test their conceptual framework
• Reassess their conceptual understanding
3 OR 5 E APPROACH

• Involves inquiry-orientated teaching and learning


• Based on constructive Theory
• Students use their prior knowledge and literacies to
develop explanations for their hands-on experiences of
scientific phenomena.
• Students have opportunities to represent and re-
represent their developing understanding.
• They are engaged actively in the learning process.
Students develop investigations skills and an
understanding of the nature of science.
3 E APPROACH

Enhance

Extend

Empower
THE END

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