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UsingthePhysicalEnvironmentto HelpTeachPreschoolChildren

SusanHegland HumanDevelopment&FamilyStudies IowaStateUniversity GetReadyIowa! June14,2012 IowaCity,Iowa


Early Development, Care, & Education 1

Outcomes:
IdentifykeyenvironmentalfeaturesofIowa evidence andresearchbasedpreschool curricula. Describetheorybasedcomponentsof environmentalsupportsforlearningin preschool. Summarizeresearchfindingsdemonstratingthe impactofpreschoolenvironmentonchildrens learning.
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Teaching1620preschoolersatone timeischallenging.
Preschoolershavelimited: Experiences Patience Vocabulary Motorskills Selfregulation Understandingofothers Literacyskills Sotheyneed: Lotsofhandsonexperiences Shortwaittimes Labelsfortheiractions Nonfrustratingmotoractivities Visualandverbalreminders Coachingonsocialskills Pictorialreminders

Early Development, Care, & Education

Evidence andresearchbased curriculaandprogramsthatusethe physicalenvironmenttohelpteach:


CreativeCurriculum(TeachingStrategies,Inc.) FrankPorterGrahamChildDevelopmentInstitute (EarlyChildhoodEnvironmentRatingScaleRevised) HeadStartclassrooms HighScopeCurriculum(HighScopeFoundation) ToolsoftheMindCurriculum(Bodrova &Leong,2006) ISUChildDevelopmentLaboratorySchoolclassrooms UNILaboratorySchoolpreschoolclassrooms
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PyramidModel ForSupportingSocial andEmotional Competencein YoungChildren

PositiveBehavioral Intervention&Support (PBIS)

CSEFEL CenterfortheSocialand EmotionalFoundationsof Learning Early Development, Care, & Education

EffectivePreschoolPhysical Environmentis*
Wellorganizedintowelldefinedlearningcenters thatattractandengagechildren Severallearningcenters,eachwithavarietyof learningmaterialsthatarebothavailableand accessibletochildren Promoteseachchildsactivelearning throughinteractionswith
peers, teachers,& physicalmaterials
*CreativeCurriculum(TeachingStrategies)
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Thepreschoolteacherarrangesthe physicalenvironmentto*
Guidechildrenintolearningactivitiesappropriatefortheir developmentallevel. Provide25%moreplayspacesthanchildrentomatch interestsanddevelopmentalneedsofchildren. Structurethedailyandweeklyroutinesothatchildren knowwhatactivitiestoexpectandwhatisexpectedin eachactivity. Developaclassroomcommunitythathelpschildrenlearn torespectandtointeractappropriatelywithotherchildren.

*CreativeCurriculum(TeachingStrategies)
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Thepreschoolteacherusesthe environmenttoteachchildren*to
Chooseactivitiesandmaterialsthatwillbuild theirskillsandunderstandings. Usematerialspurposefully. Planandimplementactivitiesthatinvolvetheir sustainedattentionovermultiplesteps. Workcollaborativelywithpeerstocreateand build. Recognizetheirownskillsthroughdisplaying theirworkattheireyelevel
*CreativeCurriculum(TeachingStrategies) Early Development, Care, & Education 8

Theteacheradaptsthephysical environment
Sothatallchildren,includingthosewith disabilities,canparticipateinclassroom activitiesasfullyaspossible.* Toadjusttochildrenschanginginterests& abilities.

*CreativeCurriculum(TeachingStrategies) Early Development, Care, & Education 9

Whenthechildenterstheclassroom,s/heseesan environmentthatsays Thisisaplace...


1. Whereyoubelong. 2. Thatyoucantrust becauseitissafeand predictable. 3. Wherethereareplaceswhereyoucanbeby yourself. 4. Whereyoucandomanythingsonyourown. 5. Whereitissafetoexploreandtotryoutyourown ideas.
*CreativeCurriculum(TeachingStrategies)
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Theteacher
1. Setsupinterestcenterswithlearning materialsforsmallgroupsofchildren. 2. Separatesactiveandquiet interestcenters 3. Separatesdryareas(e.g.,library,blocks) fromwetareas(e.g.,houseplay,art)with accesstowatersource. 4. Providesabalancebetweenadultinitiated andchildinitiatedactivities.
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Theteachersetsuptheenvironmentby
Storingmaterialsthatareusedtogetherin thesameplace Usingsmalldishpanstoholdmaterialswith smallpieces Labelingcontainersandshelvestofacilitate sortingandcleanup Displayinglearningmaterials onlowshelves accessibletochildren
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Theteacherputsintheenvironment
Real,familiarmaterialstostimulate childrensmemoriesandplanning* Interesting,challengingmaterialstopromote childrensproblemsolvinganddiscovery*

*CreativeCurriculum(TeachingStrategies)
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ResearchonPreschoolEnvironment
Preschoolenvironment(physicaland social)predictedsocial&academicscores throughsecondgrade(PeisnerFeinberg, etal.,2001) Physicalenvironmentmoderatedthe relationshipbetweenfamilyincomeand academicscores(Mashburn,2008)
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Early Development, Care, & Education

Researchontheimpactofthe physicalenvironmentonexecutive functioning,academic,&socialskills


TheToolsoftheMind Bodrova &Leong(2006) Barnettetal.2008;Diamondetal.2007 BasedonVygotskys theory

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ToolsoftheMind (Bodrova &Leong,2006)


Aresearchbasedpreschoolcurriculum Teachingselfregulation:
social, emotional,and cognitive

Isasimportantasteachingacademicskills Embeddingselfregulationlearning inallaspectsoftheschoolday.


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KeystrategiesinToolsoftheMind
Mediators
Visual Verbal Physical MediatorseeninIowapreschool:

Language SharedActivities Physicalenvironment:LearningCenters:


DramaticPlay Science Art Tabletoys(math) Blocks Literacy
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MediatorsinIowapreschools: CleanUptransitionsong
Nowsthetimetoputaway Putaway Putaway Nowsthetimetoputaway Beforeweendthissong.

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MediatorsinIowapreschools: ToothBrushingSong
Brush,brush,brushyourteeth. Brushthebacksandunderneath. Brushthefrontsandbrushthebacks. Brushawaythatnastyplaque!

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MediatorsinIowapreschools: Wheeltoyslicenseplatesmatchto signsinparkingplaces


1 2

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MediatorsinIowapreschools: Childrenfollowtherecipebylinking numeralstoicons:

2 3
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ToolsoftheMindMediators: PlayPlanning
Teachersusescaffolded writingtohelp childrendrawandwritetheirplayplans. Achildsplayplanincludeshis/herown writtendescriptionoftheplayusing estimatedspelling.

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ToolsoftheMindMediator: BuddyReading
Pairsofchildrenlookatabooktogether Mediators(picturesonsmallcardsheldinthe childshand)remindeachmemberofthepair whathis/herroleis:
Pictureoflips:Itsmyturntotellthestory. Pictureofears:Itsmyturntolistentothestory.
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Early Development, Care, & Education

ToolsoftheMindMediators: MathChecking
Pairsofchildrenengageinacountingactivity (e.g.,countingbearsonagrid) Eachchildholdsasmallcardwithapictureof his/herrole:
Pictureofanumeral:Itsmyturntocount. Pictureofacheckmark:Itsmyturntocheck.
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Early Development, Care, & Education

ToolsoftheMind: MediatorsduringDramaticPlay
Hatsanddressupclotheshelpchildrenlearn toselfregulatetostayinrole AccordingtoVygotsky,engagementin plannedroleplayisamajormechanismfor developingself regulationskillsin preschoolers(Bodrova &Leong,2006)

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ToolsoftheMind: MediationthroughRolePlaying
Inroleplay,childlearns tointernalizerulesandexpectations. Roleplayimposeslimitsonthechildsbehavior. Childhastolearntocontrolhis/herbehaviorto playbytherules. Childneedstostayintherolethechildhas chosenbyrememberingwhatrolehe/shechose. Childneedstoinhibitotherbehaviors not compatiblewiththatroleevenwhen thechildwouldliketoactdifferently.
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DiamondetalScience(2007) Barnettetal.(2008)ResearchStudies
Twogroups: DemonstrationGroup:ToolsoftheMindCurriculum ComparisonGroup:DistrictCurriculum ConductedinNewAbbottpreschools(NewJersey) Creating14newclassrooms All14classroomsincludedinthisstudy Sevenclassroomsassignedtoeachgroup Teachers,assistants,andchildren Randomlyassignedtooneoftwogroups
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Bothgroupsinvolved
Newpreschoolprograms,institutedatthesametime, withthesame Books,classroomsetup,toys,andmaterials. Amountofinclassroomcoachingsupport, Numberofprofessionaldevelopmenthours Teacherstipendsforattendingworkshops. Curricularcontent Curriculumtopics. $7000 $17000ofequipment,materials,andsupplies perclassroom(Friedman,Frede etal.2009)
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Onlydifferenceingroups:
ToolsoftheMindclassroomsalsoincluded specificactivitiesandmaterialsdesignedto helpchildrendevelop ExecutiveFunctioning: InhibitoryControl WorkingMemory CognitiveFlexibility
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Early Development, Care, & Education

Tools teachersused Vygotskian mediators


Throughouttheday&interwoveninallactivities:
Grouptimes Transitionsongs PlayPlanningbeforelearningcenters LearningCenters: Roleplaywithplanninganddressupclothes Visualcuecards(e.g.,listening,telling)
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Early Development, Care, & Education

CurriculumFidelityRatings
Targetclassroomsshowedhigherfidelityto Toolsenvironmentalrequirementsthandid comparisonclassroom Fidelityincreasedovertimeandacrossboth yearsofthestudy

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OutcomesAssessments: FarTransferTasks
Executivefunctiontaskscompletelydifferent fromanythinganyofthechildrenhadever donebefore. Toseeadifferencebyconditionhere,the childrenwouldhavetoTRANSFER executive functioningskillstoutterlynewsituations.

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Otheroutcomemeasures
Toolschildren performedbetteronexecutivefunctioning tasks Scoresonexecutivefunctioningtasks correlatedwith
Scoresonacademicperformance Ratingsbyparentsandteachersofsocialandself controlskills
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Cautions
Resultsfromdemonstrationclassrooms,such asintheBarnett&Diamondstudies, frequentlydonottransfertoclassrooms wherestudydesignershavelesscontrolover teachersandcoaches

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FrameworkforEffectivePractice:
SupportingSchoolReadinessforAllChildren
Highly Individualized Teaching&Learning Research Based Curricula& Teaching Practices

NCQTL (HeadStartBureau)

Ongoing Child Assessment

EngagingInteractionsandEnvironment
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