Designing and Planning Learning Environment - Coursework Example

Running head: Designing and Planning learning Environment. Student’s name Institution Course Professor Date Introduction The outlook of designing any given environment for children can be unapproachable to many people, as most people are not sure where to begin or how to handle such an issue (Lally, 1995). A vital role for educators is to create a learning setting that give all children, including those with special needs, openings to learn from lively participation. Adding a diversity of happenings and physical spaces within a room, as well as a variety of sensory detail, adds richness to an environment (Ruopp, 1979). These things should be added in a way that they are able to change recurrently to ensure the environment maintains persistent interest for the kids across time. A child's advancement is directly linked to its capability to interact with its environment (Graffin, 1995). Design of a classroom Any chosen classroom design might have a significant effect on the academic progress of the children. Helping youngsters build literacy skills is reinforced by a well-designed and inviting learning room (Anderson, 1993). Learning room plan, and efficacy, plays a major part in assisting the children or the youngsters achieve the most from their time spent studying in a given learning room. Arranging a learning room in a proper way, comprising the precise areas appropriate for learning and providing an inviting and fascinating atmosphere, can be advantageous in aiding students achieve understanding across numerous subjects (Suransky, 1982). To endorse and cultivate literacy in kids, using the factual mix of strategies and decorations will definitely aid in facilitating a natural learning desire of the child. Features of an indoor learning environment Natural light- It is advisable to ensure a learning room receives enough natural light. Natural light should be flowing in from more than one direction. It is important to design a room which is both dimly-lit and well-lit in a given learning room (Weissbourd, 1995). This can be achieved by using screens, bookcases, plants, and other equipment. Children are not the same, some learn best in areas with bright light, but others might prefer to study in areas with low light. Bright light has the ability to make some pupils restive and hyperactive. Students should be allowed to choose where they can sit comfortably, or let the fidgety children to sit in low-light areas of the classroom and listless kids in brighter areas.A classroom with perfect designs must also have a high quality electric lighting (Torelli, 1989). Design features- Research has shown that for the students to have a smooth progress in learning, the chosen design features should allow them to feel a sense of possession towards their learning room (Eyer, 1989). The feeling a lone helps the students in developing high level of concentration and participation in class. Comfortable desk and chairs- This is one other very important factor that plays a very important role in the learning progress of the students (Stewart, 1990). Students can also benefit a lot from a series of activity sectors within a single learning classroom. This is because it allows different kinds of learning to progress at the same time, (Suransky, 1982). Noise and temperature- These are the other effects that might have such unfavorable effect in the learning progress of the pupils. Students should be assisted to become concerned of their own temperature preferences and the best thing to do is to inspire them to dress appropriately. Temperature preferences tend to differ intensely, and most pupils fail to concentrate when temperatures are too warm or too cool. Sense of order- Though children love exciting spaces, it is important to have some ordered spaces, with some amount of attentiveness for them able to learn. Children should also be allowed to have some opportunity to move around the learning environment and around the special learning room areas (Graffin, 1995). Most people believe that kids study best when they are sat still, but research has shown that kids need wide-ranging mobility while studying. It has been seen that youngsters tend to grasp a lot of information as they move from one area to another within a given learning environment. Outdoor environment design The very first stage in making changes is to recognize the role of the outdoor environment in youngster’s lives (Day, 1990). The surroundings that youngsters experience when they are growing up are responsible in the sense that they are the basis in creation of their understanding of many perceptions, giving them spatial consciousness, nourishing their curiosity, educating their senses, and inspiring their communication or interaction. However, for some kids with exceptional needs this course or development does not occur so spontaneously (Olds, 1979). In such a case, the educator needs to be focused on their skill level and likings in order to put together events and sensory information in a manner that will lure them to interrelate with their environs. The physical environment is suitable, safe and provides a rich and assorted range of experiences which encourage youngster’s learning and progress. A thoughtfully design of an outdoor studying setting should integrate each and every facet of youngster’s holistic growth.There are various elements that can be incorporated in landscape and design of an outdoor learning environment. Fundamentals within an outdoor studying environment overlap and combine to support kid’s holistic progress. Planning an open-air learning environment Coming up with a master strategy design begins with one’s dreams and ends with a draft or a rough sketch of the real plan (Ruopp, 1979). Assimilating the landscape components into a plan for an open-air learning atmosphere considers the setting as a whole. It is advisable to consider which regions of the outdoor surrounding will match each other in a plan (Suransky, 1982). A central, sandy zone contained by logs, or an open green or grassy area with a hill, would do perfectly for a gathering place for kids, where there will be a chance for teamwork and play. A calm region or area with a bench or a seat within a natural orchard in a corner somewhere may serve as a comfortable area for talk between two or more youngsters, or a zone for solitude or quiet. An alleyway of varying textures (stone, wood, gravel) winding around the boundary of the outside yard, through groves or plantations of shrubs and plants, allows the children to feel part of the nature and this will lead to discovering how they can relate and learn from nature. A central pathway is always very important in the sense that it can allow for wheeled automobiles and ramps. An easel or tripod secured to a fence, or a retaining wall to decorate, will make kids be active in creativity. Outdoor learning environments must be design in such a way that they are inclusive of all youngsters in the program (Malka, 1996). When planning to design an outdoor learning setting, one should consider abilities and ages of children, and ensure that all kids registered for the program are benefiting from the open-air learning environment. What to consider: Gentle slopes for infants and toddlers, and soft alleyways for balancing, crawling, and walking. Multiple-sensory occasions: flowers of various fineness and bright plants, zones for music, trickling water Conduits with plenty of space to accommodate kids of all abilities. A small gathering of dwarf plants is totally enough to give kids the impression of being in a forest and dribble of water through an engraved log is a creek. The use of natural plants is one of the things that must be considered when designing an outdoor learning environment. Educators should know that an open-air learning atmosphere will change as the times or seasons shift, and a well-designed or planned learning outdoor atmosphere will provide new time to time or seasonal experiences (Greenman, 1988). Below is an example of such a setting: A gazebo that provides a shade during summer time will provide shelter during winter times A grassy or green hill with a slide will become a hill for sledding during winter A green shrub during summer time catches snow and frost for discovery during winter season. Natural plants and seeds/birdfeeders attract birds, insects, and butterflies according to time of the year or seas Toddlers learning room design When carrying out a responsibility of a major design or remodeling of a new child care or learning facility, one has the chance to design a room and building blueprints that will improve, rather than deteriorate a developmentally planned program (Mark, 1991). A well-designed program offers a set of standards pertaining to group size, age groups, adult and child activity areas, room sizes, ratios (Eheart, 1985). Perfect design might include: Lofts- A properly planned loft can be a delightful addition to a toddler/infant learning room. Define Space- The construction of low walls, usually 24-30 inches high and a covered or carpeted podium zone, usually 5 inches along the periphery of an infant learning room creates various different environments. Low partitions will allow toddlers/infants to feel that they are in an isolated region. Region for movement- Movement is one factor which is very essential in kid’s emotional and physical development. Risers- Covered risers are crucial piece of equipment. They can do perfectly in creating safe zones for young infants while the older infants are moving or crawling about. Other Equipment- Additional materials and equipment might include pillows that attractive and are washable, fish, hanging plants, natural wood toy shelves which should be 24 inch high and secured to the wall (Hughes, 1991). References Day, C. (1990). Places of the soul. London: Thorsons. Haas &Malka, (1996). Children In The Junkyard, Childhood Education. Wheaton, MD: Association for Childhood Education International. Francis & Mark, (1991). Children of Nature. California: University of California. Hughes & Fergus P. (1991). Children Play & Development. Massachusetts: Allyn & Bacon. Olds, A.R, (1979). Designing developmentally optimal classrooms for children with special needs. Baltimore: University Park Press. Olds, A.R, (1989). Psychological and physiological harmony in child care centre design. Children's Environments Quarterly. Baltimore: University Park Press Piaget, J. (1951). Play, dreams and imagination in childhood. London: Heinemann. Lally, J.R., Griffin, A., Fenichel, E., Segal, M., Szanton, E., &Weissbourd, B. (1995).Caring for Infants and Toddlers in Groups. Arlington, VA: Zero to Three Ruopp, R., Travers, T., Glantz, F., &Coelen.C (1979). Children at the Center. Cambridge, MA: Abt Associates Suransky, V. R. (1982). The Erosion of Childhood. Chicago: University of Chicago Press. Anderson, G.L. (1993). Removing Barriers to Child Care Facilities Development. California: University of California Gonzalez-Mena, J., &Eyer, D. W. (1989). Infants, Toddlers, and Caregivers. Mountain View, CA: Mayfield. Greenman, J. (1988) Caring Spaces, Learning Places: Children's Environments that Work. Redmond, WA: Exchange Press, Inc. Lally, J.R. & Stewart, J. (1990). Infant/toddler Caregiving: A Guide to Setting up Environments. Sacramento, CA: California State Department of Education. Leavitt, R.L. &Eheart, B.K. (1985).Toddler Daycare: A Guide to Responsive Caregiving. Lexington, MA: D.C. Heath and Co. Torelli, L. (1989).The Developmentally Designed Group Care Setting: A Supportive Environment for Infants, Toddlers, and Caregivers. Zero to Three. Torelli, L. &Durrett, C. (1994).Landscapes for Learning: Designing Group Care Environments for Infants, Toddlers and Two-Year-Olds. Berkeley, CA: In Press Read More