Expert answer:Can anyone edit and revise a learning environment
Answer & Explanation:I had a previous tutor complete this assignment but when I submitted it, my teacher said it was over 40% plagiarized and she is giving an opportunity to do it over. This hurt my heart because I got cheated out of my money and received bad work. Below is the learning environment map and reflection that the previous tutor did. I need it completely edited and revised or done over. I need all sources cited in the reflection and in the references and most importantlyI NEED PLAGIARISM FREE WORK AND GRAMMAR FREE WORK!!!!!Learning Environment Map and Reflection- Needs Revising.docx
learning_environment_map_and_reflection__needs_revising.docx
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Running head: Learning Environment
1
Shante Scott
November 3, 2015
EDEC3371
Learning Environments
Early childhood classrooms assists as the natural environment for young children for most of
their awakening period. Even if it is imperative for classrooms to be eye-catching, it is equal, if
not more essential, that they purpose effectively. Child upkeep environment impacts how your
atmosphere to yourself and your occupation, and how you as an early childhood expert re-count
to the kids in your care. The children in your care association the environment tortuously through
collaborations with you and directly over their knowledge of the personal background.
Conditions play an essential part in early childhood development as it exposes to some stuff.
Starting from home and classroom design, play units, building blocks, dramatic play props, trikes
and other childhood classics, this helps in social growth and cognitive development of children
from infants and toddlers through pre-K.
Elizabeth Prescott and Sybil Kritchevsky (1969) research that Play units and behavior have a
significant influence on the children relating to the study of variety, complexity and amount to
do. Complexity and variety measure interest and helps the teacher to obtain current time needed
by the child to play. Weather condition of a region enable the children behavior in the classroom
and thus work they do during that time. David and Weinstein expressed the interaction of built
environment by children would improve children settings. Complicated buildings in school
enable the child to achieve a sharp memory in order not to forget the class supposed to enter. For
Running head: Learning Environment
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example, when the child is sent to the office by the teacher and he/she has ever gone once, he/she
will try to figure the route to take to reach the place. As explained by Sybil and Prescott; during
free time, games period and the returning from school they can interact with other friends that
will build courage of the child to talk to others and ready to help each other. David and
Weinstein examined that weather condition of a region will enable the child to be conversant, for
instance during winter seasons the child is advised to wear warm clothes and during summer
they wear light clothes; next time the child will just do definitely without being reminded.
Influence of the environment on the children is supported by several features of the learning
environments that should be considered. Some of the appropriate characteristics learning include;
•
Well, organized space- when space is well oriented, and pathways that lead to appropriate
activities and offer sufficient to do helps the children to manage on their own. Children
will be able to move freely from one point to another thus giving quiet time teachers to
serve children accordingly to their needs. Space that is not well organized creates some
issues. Teachers will be the one to guide the children to every step they need to do thus
leading to less attendance to other matters and fewer opportunities to free play. Also, this
will result in failure of some set goals of the teacher for the children in their care. For
instance, after a change in environments such as the addition of a multiple or great play
unit, children may involve in extra free play, demonstration greater self-reliance, or
develop longer consideration spans.
•
Teacher involvement- the setting can lead to teacher adopting inappropriate goals. For
instance, teacher behavior can be selected by children by learning pay attention because
the environment is preventing to be self-reliant. For example arraignment of class with
Running head: Learning Environment
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openly available activities that holds children interest, children will proceed without any
assistance.
•
Professional working- during building period a notable architect is called to understand
the goals, operation and center’s philosophy. Classroom spaces and orientation is
determined by several concept to be considered that is the philosophy of education and
how they are related to space, developmental needs of the children, observe effects of
changes. Classroom design that meets the eye will provide the child with the ambient
environment for a full participant of children curriculum.
•
Classroom layout- physical environment influence what is learned in the curriculum
studies. On early childhood setting; the link between classroom design and activities on
curriculum reflects education philosophy. Physical arrangements are designed to enhance
children sense of freedom and mobility, and all materials are readily accessible.
Learning Materials
Materials for pre-K should support their developing social skills and interest in adult roles,
growing imaginations, increasing motor skills, and rapidly expanding vocabularies. Assess of
current materials and determine the importance of having developmentally appropriate teaching
aids and resources to maximize the learning experiences and nurture learners to their optimum
development. Teaching and learning materials, whether purchased or donated, should be selected
and accessed in ways that ensure them:
• Are directly connected to a pre-K policy and database, based on the branch’s framework of
principles and answerability, and includes how its sustenance for the entertaining needs of
children.
Running head: Learning Environment
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• Provision a comprehensive curriculum, thus helping children to improvement and realization
of our diverse society and the standing of respectful relatives with others.
• Hearten understanding of the numerous necessary assistances made to our ordinary people from
varied cultural and verbal groups, persons with incapacities and minority groups.
• Motivate children, students and educators to inspect their arrogances and behavior and to
understand their duties, errands, and privileges as inhabitants in our society.
• Are appropriate for the age of the children for whom are nominated and for their emotional,
gifted, communal and national expansion. This comprises the declaration that children will not
be visible to unhelpful materials. Constituents that describe, portray, otherwise deal with
problems of nudity, sexual activity, addiction, crime, cruelty, abhorrent phenomena in a method
that a sensible adult would normally regard as inappropriate for minors of the phase of the
exceptional children and students.
• Provide occasions for children to find, use, evaluate and present information and to develop
the critical capacities to make careful choices so that they are organized for training their
independence of access, with perception, with knowledgeable and able adults.
The criteria for selection; for example:
– Enlightening value within the background of the learning suite.
– Uniformity of department procedures and strategies.
– Uniformity with other infantile.
Running head: Learning Environment
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– Relevance for the children.
– Notch to which factual is likely to be debatable.
– Physical quality and correctness of materials.
– Phases related to the high medium (print, film, online access).
➢ Picture books- this will provide the child with the skeleton part of an object and enable
visualizing thus able to understand quickly
➢ Games- Socially interactive games with children, such as What If; corresponding and lotto
games grounded on tints and pictures, such as picture bingo or dominoes; games of casual
with a few pieces that necessitate no reading, such as Cataracts and Ladders. Which refresh
the child memory and become active
➢ Active play- Push and pull toys; ride-on toys; balls of all kinds; indoor slide and climber;
rocking the boat. Making the children not to be idle and help in exercising the body
➢ Outdoor Climbers- rope ladders, balls of all sizes; old tires, sand and water materials for
enjoyment thus improving the moods of the child and understand quickly in class.
➢ Fine motor- Dressing frames; toys to put composed and take apart; cookie cutters, stamp and
printing tools, finger paint, exhibiting dough, small objects to sort and classify helps in
boosting the creativity.
➢ Puzzles and form boards- Fit in or framed puzzles (for 3-year-olds: from 4-20 fragments, for
4-year-olds: from 15-30 pieces, for 5-year-olds: from 15-50 bits); large, simple jigsaws;
number/letter/clock puzzles. Helps in the practical session
➢ Investigative- Toys, globe flashlight, magnets, lock boxes, weather forecasting equipment,
scales, balances, stethoscopes.
➢ Building sets- Small and large unit blocks; large hollow blocks; from age 4, interlocking
plastic blocks with pieces of all sizes.
➢ Carpentry- Workbench, hammer. Help ineffective part of the lesson to understand the
working of each tool
➢ Dolls and soft toys- Real dolls and accessories; play settings and represent people (e.g., farm,
hospital) help in mood management of the children.
➢ Dramatic play- Dress-up clothes, practical tools, toy camera, telephone, household furniture.
➢ Sensory- Tactile boxes; auditory and musical materials such as smelling and sturdy boxes;
cooking experiences.
➢ Art/music- All rhythm gadgets, music boxes; large crayons, paint, paste, glue, chalkboard,
and chalk, sewing kits, collection materials, markers, molding dough, blunt scissors.
Running head: Learning Environment
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➢ Sand and water- Sandbox tools, bubbles, and water toys helps in the creativity of the child by
defining models.
➢ Experimental tools-Old clocks, radios, cameras, telephones; phone books; mirrors; doctor
kits; typewriter; magazines; fabric scraps; cash register and receipts; gauging cups and
muffin tins.
➢ Furniture- comfortable desk and chair, teacher’s chalkboard, teacher’s chair, and table.
➢ Recreation point- it helps students to learn swimming that they might apply when in need.
➢ Store- for storing of tools and equipment used or created by the children for future reference.
➢ Graphics resources- this includes pictures, posters, maps that will provide the real part of the
theory.
➢ Electronic resources- computer software, audio and data Compact-Disk-ROM. Shows the
areas of the theory and familiarize with the equipment.
Learning Environmental MAP
Cupboard
Black Board
Leisure Area
Pupils Desks
Refuse
Bin
Playing Area
Chairs
Cupboard
Door
Running head: Learning Environment
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Early childhood specialists use their child expansion knowledge, their information of
developmentally good practices, and their gratified knowledge to project implement, and assess
involvements that endorse optimal development and learning for all children from birth – eight
(0-8) years
The learning environment is a chief and valuable coaching tool. Much of the early childhood
teaching are done before children arrive. Learning environment is set up with the information of
how kids acquire and mature it can support learning and knowledge. Children behavior can be
controlled by valuing the classroom organization, materials in each learning epicenter, and the
program. In the format above the teacher can supervise the work done by the children as they all
appear in the front.
The orientation of the learning materials are developmentally appropriate as the arrangement of
the elements enable the children to work correctly without disturbance from others. For instance,
the arts and picture charts are closely related as the pupil would like to draw what is in the graph.
Teaching and learning with active children is an intricate process implanted in relationships.
These teaching and learning relations provide the framework for jointly building meanings about
self and the world. Also, their use of explanations is grounded in a detailed understanding of
children’s relationships, values, and communities. Early childhood professionals reassure young
children’s problematic solving, critical intellectual, and academic and collective competence in a
Running head: Learning Environment
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supportive and inspiring learning atmosphere. These stimulating teaching and knowledge
experience shape children’s confidence in themselves as experienced apprentices.
Reference
Isbell, R. T., & Exelby, B. (2001). Early learning environments that work. Beltsville, MD:
Gryphon House.
Wellhousen, K., & Crowther, I. (2004). Creating effective learning environments.
Scarborough, Ontario [u.a.: Nelson Thomsen, Delmar Learning.
Unesco., International Development Research Centre (Canada), UNICEF., & Unesco.
(1988). The Learning environments of early childhood in Asia: Research
perspectives and changing programmes. Bangkok, Thailand: Unesco Principal
Regional Office for Asia and the Pacific.
Moore, K., Lippman, L., & Brown, B. (2004). Indicators of child well-being: The promise
of positive youth development. Annals of the American Academy of Political and
Social Science, 591, 125-145.
Narvaez, D. (2006). Integrative ethical education. In M. Killen & J. Smetana (Eds.),
Handbook of moral development (703-728). Mahwah, NJ: Erlbaum. Retrieved
http://www.nd.edu/~alfac/narvaez/Narvaez%20HMD%2009.14.pdf
National Commission on Excellence in Education, The. (1983). A nation at risk: The
imperative for educational reform. Washington, DC: U.S. Department of
Education. Retrieved from http://www2.ed.gov/pubs/NatAtRisk/index.html
Running head: Learning Environment
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National Education Summit. (1996, March). Policy statement. Washington, DC: Author.
Novick, B., Kress, J., & Elias, M. J. (2002). Building learning communities with character:
How to integrate academic, social and emotional learning. Alexandria, Virginia.
Association for Supervision and Curriculum Development.
…
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