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	Introduction Communication Technology Integration Dramatic Play Adaptations/Customization Environment/Materials Center Structuring Activities Expressive Arts Performance Indicators Site Map
	Environment/Materials Center -- Structuring Activities
	Sub-Topics (Click on topic you wish to see) Structuring the Art Environment Structuring Time Structuring Space Structuring Materials Structuring Activities

Structuring Activities

Activities can be planned, selected, and implemented in the curriculum to be used differently by different children. Depending on specific needs, the images each child produces will differ according to the child’s experience with materials and his or her developmental level.

If the children are drawing with crayons, the child with physical disabilities might use a crayon with a large or extended handle grip device, or computer graphics software with alternative input.

If children are creating collages with construction paper pieces and glue, the child with physical disabilities might place the construction paper pieces on a sticky board.

• Structuring activities may mean using rebus charts, graphics, and/or written or audiotape directions to provide a sequence of steps, rather than teacher-directed.
  
• It might also mean providing the child with opportunities to observe other children making art so the activity becomes more child-directed.
  
• Structuring activities may also refer to having children follow instruction icons drawn on a poster or card to operate a software program.
  
• Children might use a computer graphics program such as Kid Pix with a touch pad that simulates broad strokes of color. The image can be printed in different sizes and in color with a color printer.
  
• The teacher can help the child capture an image from other programs using Flash-It or PICTifywhich can be enlarged in AppleWorks and then printed. Laminate these images to assure sturdiness, and use them as props, costumes, or characters for an impromptu dramatic play or puppet show.
  
• If children’s work is collected to make a class book, the printed copy can be included.

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	View Kid Pix Web Site http://www.kidpix.com

Many music and movement ideas are appropriate for the early childhood classroom.

Children naturally respond to music by moving, but movement activities can also take place without music. Through movement, children learn about abstract concepts such as space, time, energy, and shape.

Movement activities provide a creative outlet for many children, as well as a way for them to become familiar with their bodies and the movements made through repeated activities. The teacher should acknowledge and value all responses, keeping a close eye on safety factors. A large floor area is needed to provide children with enough space to explore their movements. More space is needed to accommodate walkers or wheelchairs.

For more information, view the Computer Environment Workshop.

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Expressive Arts Performance Indicators