Early Years Bulletin
Spring 2016 vol 3 no 3
Focus on Pre-K and K editors: Jennifer Baumgartner & Cynthia DiCarlo
Creating a Learner-Centered Classroom by Heather Reames and Cynthia F. DiCarlo, Louisiana State University
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n order for effective teaching and learning to occur in a classroom, teachers must first design an effective classroom environment. The environment sets the tone for children’s social interactions, encounters, and relationships with peers and adults, as well as the learning that will occur in the classroom. The classroom environment, which affects the feelings and behavior of students and teachers alike, is made up of the physical environment, the classroom structure, and the classroom community. Leaders in the early childhood field suggest that it is the teacher’s responsibility to create a classroom environment that prioritizes children’s needs. Attending to the physical environment, classroom structure, and classroom community can help create an effective learner-centered classroom that attends to the knowledge, skills, attitudes, and beliefs that learners bring to the educational setting. Physical Environment Upon entering any classroom, the physical environment is the primary focus of one’s attention. It takes intentional planning by a teacher to ensure that the classroom’s physical environment is developmentally appropriate and supports children’s learning and growth. An effective and developmentally appropriate classroom will communicate a sense of order, allow children to make choices independently, and provide opportunities for children to interact with peers and materials. These components are of equal importance and should be considered in early childhood classrooms. Sense of Order. First and foremost, children must be physically safe in their environment. Organization of materials, effective traffic patterns in the classroom, and allowing children space for personal belongings all contribute to children’s sense of personal safety and help teachers observe and monitor all activities being conducted in the classroom. If children know what materials are in the classroom, they can more effectively utilize those materials. When a classroom has
Contents p. 4 Children’s Books p. 8 Activities in the Classroom p. 10 Infants, Toddlers and Math p. 15 Books About Autism p. 20 Tips for Parents About Sleeping
an established sense of order, children are aware of the different functions of the classroom materials. They are able to use materials and return them to their proper space when finished. The traffic patterns of a classroom can also indicate a sense of order. Furniture should be arranged in an aesthetically pleasing way, and should allow children enough room to pass/move with ease without allowing room for disruptive behavior or running. Individual children should also have their own protected places to keep their personal work, as it is extremely important to them. They take pride in the things they create, which can foster a sense of positive self-esteem. Mrs. Mary’s kindergarten classroom had a fantastic sense of order. The physical classroom was clean and organized. All materials had a place; labels with pictures and words were used to indicate where materials belonged. Children knew what materials were available to them and where they could locate these materials in the classroom, without needing assistance from the teacher. The furniture in the classroom continued on page 2