Main Topics
	Overview Designing the Environment Technology Integration Adaptations Assessment Performance Indicators Math, Science, & Social Studies Workshop Map
	Designing the Environment
	Sub-Topics (Click on topic you wish to see) Designing the Environment Physical Environment Encouraging Social Interaction Designing the Computer Environment

Designing the Environment to Promote Math, Science, and Social Studies

The environment should be developmentally appropriate and designed to encourage children’s exploration and construction of knowledge. Centers should be arranged so that materials are accessible to all children. Tips for selecting materials and designing the environment are provided here.

Selecting Materials

Materials should be:

• sturdy, well made and constructed so that children can safely use them independently
  
• useful for more than one activity
  
• designed for acquisition of selected concepts (fit specific objectives)
  
• fit children’s level of development
  
• sequenced from concrete to abstract, three dimensional to two dimensional
  
• organized into boxes, labeled and accessible

Besides commercially available materials, there are many sources of “good junk.” Some examples are:

• Aluminum foil, pie plates and freezer food containers are good for numerous activities
  
• Film cans make smell and sound containers. Refrigerator magnetics are good for magnet experiences
  
• Oatmeal containers are good as drums. Shoe boxes are good for dioramas or for material organization
  
• 2-liter bottles make good aquariums and places to display small collections
  
• Straws, balloons, paper cups, pieces of fabric and wall paper are objects for a touch box
  
• Egg cartons are useful for sorting activities
  
• String, ribbon, and sticks can be used for measuring and comparing lengths

Arranging the Physical Environment

• Allow freedom of choice and movement from one area to another
  
• Be flexible in your use of physical space
• versatile floor covering
• movable room dividers
  
• Use furniture in flexible ways
• small tables for four children promote cooperation and interaction
• a piece of masonite on the floor can provide same type of solid surface as a table
• large wooden boxes can be used for stove and refrigerator in dramatic play area
• benches are more versatile than chairs since they also serve as shelves or table tops
  
• Make materials accessible to children to encourage self-direction
• place materials on low shelves
• think of how the materials and objects appear to the child
• provide a reasonable number of choices
• rotate materials weekly for variety and stimulation of new ideas
• vary materials as part of curriculum planning
  
• Encourage creative problem solving through reciprocity between learning areas
• encourage the use of materials across areas
• evaluate how your physical space and materials are made available to children
• expand children’s experimentation into other areas
• encourage children to extend the function of objects in new and creative ways
  
• Provide materials that are open-ended to encourage flexible thinking
• make materials available which have multiple purposes and can be used in different ways
• develop activities from found materials (“good junk”)
  
• Be practical in creating and maintaining the environment
• plan location of water and sand activities in relation to other centers
• encourage children to explore materials in new ways by placing them in close proximity to each other

Encouraging Social Interaction

• Provide materials which children can use with others
• blocks, large construction toys, and dramatic play encourage social interaction
• activities involving transporting materials from one area to another also encourage socialization
• limit the number of materials to encourage children to work together
  
• Plan the layout of the classroom to encourage interaction
  • have at least one large open area for groups of children to play together
  • a table with shared materials which is moved away from the wall encourages involvement of more than one child

Engaging Children in Social Problem Solving

• Create a reasonable environment
  • involve children in the rule making for the classroom
  • Provide guidance rather than discipline
    • give children support in solving problems
    • support them in learning how to handle disagreements
  • Provide modeling of conflict resolution

Designing the Computer Environment

View Computer Environment Workshop

Problem Solving Strategies and Teaching Techniques

Provide children opportunities to take some control of their learning by setting up environments which encourage experimentation. The educator's role changes as the child becomes a more active participant in classroom activities. You become the teaching "guide."

• Drop clues that help children gain an understanding of their effect on the activity, on or off the computer.

• Do not evaluate the child's operation of the program as being right or wrong; instead, you describe what the child has done and offer clues for guiding the child in another direction.

• Provide the child with possible strategies for solving problems and activities that involve logical and sequential thought. When you begin using this teaching technique, it takes some children a little time before they understand that answers are not going to be provided without some thought on their part.

• When a child asks you a question, respond with a divergent question that requires the child to do some thinking. For example, "How did you make this happen? How can you do that again? What did you want the computer to do instead of this? How do you think you can make it happen your way? Open-ended questions stimulate the child's thinking and the answers demonstrate the child's thinking.

Peer Interaction at the Computer

When working with children at the computer:

• Encourage children to do as much as possible for themselves. Teach them how to insert and remove the CD-ROM. Demonstrate proper CD-ROM handling techniques.

• Use the computer in small groups with software programs that encourage children to work together. Children can learn valuable social skills when encouraged to group problem solve. Research has shown that spontaneous language tends to increase through computer use.

• Encourage children to help each other. "Ask a friend before you ask me." Assign computer experts for the week. Peer teaching increases on-task behavior and facilitates the acquisition of problem solving skills, independence, and self esteem.

• Encourage children to discuss their questions with other children who have used the program. Answer questions with similar questions whenever possible to help children develop metacognition skills and provide a model to help children think through problems and sequence their responses.

Technology Integration