Chapter 7

Environmental Arrangement *Designing the learning environment*

Stimulus-control --Attractive letters, bright colors, pastel colors --Provides cues about classroom routines and rules

Social environment *Designing the Learning Environment*

How can we adapt the social environment for children with impulsive behavior, attention deficits, or behavior problems?

Auditory environment *Designing the Learning Environment*

How can we capitalize on the auditory environment for auditory learners?

Visual environment *Designing the Learning Environment*

How can we enhance the visual environment for a child with low or no vision?

Chapter Summary

It is important that both the instructional materials and the environment support children with a variety of delays and disabilities.

Recommendations for Designing Outdoor Space *Outdoor Learning Environments*

-A large, accessible, grassy area with interactive and exploratory equipment, plus traditional swings and slides -75 square feet per child -Areas under the play equipment should be lined with (12 inches) bark, pea gravel, sawdust, or sand to cushion any falls

An Accessible Environment *Designing the Learning Environment*

-Accessibility of educational contexts -Changes in communication methods -Adaptations in physical environment to foster learning, social interactions, communication, and independence

Early Primary Grades *Early Activity Areas*

-Arrange tables or flexible groupings of desks to enable children to work alone or in small groups -Provide a safe environment and age-appropriate supervision as children are gradually given more responsibility -Anticipate and prevent situations where children might be hurt, while supporting children's risk-taking behavior within safe boundaries

Key Dimensions *Organizing the Learning Environment*

-Available space and room arrangement, -Age of the children, -Population density, -Individual differences of the children, -Aesthetics and visual appeal, -Accessibility, -Safety and health, -Materials and equipment, -Organization/scheduling, budget, and -Child-adult ratios.

Five Principles of Environmental Design *Organizing the Learning Environment*

-Be organized -Be capable of creating a caring community -Have clear goals that reflect particular instructional emphasis -Protect health and safety of children -Allow all students equal access to age appropriate materials

Preschoolers *Creating Activity Areas*

-Block area, gross motor center, literacy area, music area, and a quiet area -Must be organized to encourage meaningful participation of students who have wide range of abilities -Selection of materials should be age-appropriate and individual-appropriate -Must include individual or private areas to create sense of privacy and independence

Reinforcement and Responsivity* *designing the learning Environment*

-Can serve as reinforcer for children's behavior -Can be designed to allow flexible sequencing of activities -Premacking -Responsivity: Provides learner with predictable and immediate outcomes -Self-correcting materials -Working with disabilities: Any battery-operated toy -Augmentative or Alternative Communication devices (AAC)

Classroom Safety Suggestions: *Designing the Learning Environment*

-Check environment, both inside, and outside for any hazards -Practice emergency procedures on a regular basis. -Classroom must contain fire extinguisher and staff must know how to operate it -Teachers and staff to be trained in CPR and first aid -List of children's names near exit routes

Suggestions for producing an aesthetically pleasing classroom *Organizing the Learning Environment*

-Choose soft, neutral colors -Display children's artwork -Incorporate natural objects and materials -Pay attention to storage -Avoid clutter; rotate materials -Label shelves

A Healthy Environment *Designing the Learning Environment*

-Cleanliness is the most important factor -Classrooms to be cleaned daily -Frequently used equipment to be sanitized frequently -Teach good hygiene habits to prevent spread of communicable diseases

Early Primary grades, Cont. *Creating Activity Areas*

-Foster a learning environment that encourages exploration, initiative, positive peer interaction, and cognitive growth -Various types of spaces are provided for silent or shared reading -Organize daily schedule to allow for alternating periods of physical activity and quiet time -Give advance notice of transitions -Plan curriculum to include various learning experiences

Instructional *Selecting Learning Materials*

-Is the item developmentally appropriate? -Does the item allow for versatility and flexibility of usage? -Is corrective feedback provided? -Is the item aligned with specific learning goals/objectives? -Does the item allow for individual an/or group work?

Classroom Safety Suggestions, cont *Designing the Learning Environment*

-Keep cleaning agents out of reach of children -Maintain up-to-date list of emergency phone numbers for each child -Keep number for poison control handy -Post list of children's allergies -Keep list of authorized adult for pick ups near door -Make all posed information readily available to substitute teachers

Examples *Designing the Learning Environment*

-Lowered desk tops and work tables of varying sizes and shapes -Adjustable shelves containing books, supplies, and learning materials -Adequate pathways and turn around space for students using walkers, wheelchairs, etc. -Altered restrooms

Individual children *Designing the Learning Environment*

-Make use of diverse strengths of the various people on the child's team. -Respect each child's strengths and needs.

Infants and Toddlers *Creating Activity Areas*

-Must be safe, secure, aesthetically pleasing, and stimulating -Must be designed to account for varying levels of stimulation and challenge -Remember sensorimotor stage of intellectual development -Predictable routines such as eating, sleeping, and toileting; need areas for changing, sleeping, and feeding

Young Children with special needs *Outdoor Learning Environment*

-Outdoor environment should be modified to accommodate accessibility and safety -U.S. Access Board guidelines for playgrounds: --Ground-level playground equipment --Elevated structures --Dramatic play equipment -Play tables --Water play, sand boxes, and garden areas

Chapter Summary

-The environment is critical to the learning of young children. -Teachers serve as environmental engineers as they designed both indoor and outdoor play areas for students to maximize their learning opportunities.

Selecting Learning Materials

-Think from child's view point -Ensure durability -Considerations for purchasing materials -General ---Safety, cost and durability, target population, skill level, aesthetically attractive, necessity of adult supervision, reflective of children's individual differences

A safe environment *Designing the Learning Environment*

Physical environment --How do different children use their bodies or the space around them for learning?

Learning environment consists of

its physical attributes (e.g., space, room arrangement, equipment), the human dimension (e.g., the atmosphere r environment (e.g., content, routines, goals/outcomes).

Classroom ecology

which refers to the environmental modifications and arrangements of features of classroom environments that can have an impact on learning for young children with delays or disabilities