I was delighted by the classroom layout and the instructors’ facilitation of the kids’ learning when I watched William Paterson University’s video, “Setting Up to Support Children’s Learning.” The children had plenty of opportunities to learn and explore since the classroom had various open-ended resources and play places. The preschool classroom’s camera observation displays a finely planned learning environment with plenty of open-ended resources and plays places. However, there is an opportunity for advancement in developmentally appropriate practices and constructing a more welcoming classroom environment. As a youngster in this classroom, I was fascinated by the many regions of the classroom and the numerous things accessible to me. This essay comprehensively analyses the classroom environment, curriculum, and developmentally appropriate practices and links to the ideas and theorists discussed in the textbook.
Environment and Materials
Children are given several chances to play, study, and explore their interests in the classroom setting. There are many play spaces, including a science center, a reading nook, a theatrical play area, and a block center. Each area is well-stocked with open-ended tools and resources that may be utilized to pique kids’ imaginations and creativity. For instance, the dramatic play area offers costumes and props that enable kids to play various roles and situations, while the block center has wooden blocks of all shapes and sizes that may be used to create buildings.
Additionally, children’s-sized furniture, well-lit walkways, and safe material storage areas are just a few of the elements included in the environment’s design to assure kids’ safety. The teachers also routinely clean and sanitize the materials to maintain hygienic standards.
Curriculum and Play
Children are encouraged to learn through exploration and discovery as part of the play-based curriculum. Through open-ended inquiries, comments, and skill modeling, the educators actively interact with the kids and support their development. Children are given plenty of options to choose their activities depending on their interests and are encouraged to work individually or in small groups.
One student from the class was seen constructing buildings and bridges out of magnetic tiles while playing with them. The youngster was learning cognitive abilities like spatial awareness, problem-solving, and mathematical ideas like symmetry and balance via this experience. Additionally, they were honing their physical abilities, such as fine motor control and hand-eye coordination.
Developmentally Appropriate Practice
Although the lessons and exercises we watched in the classroom were age-appropriate, there were a few times when the particular requirements of the kids needed to be satisfied. For instance, some kids had trouble communicating their requirements because of language challenges or impairments, and the teachers needed to provide them more help to make learning easier. Additionally, the curriculum and activities needed cultural relevancy and variety, which can cause confident kids to be excluded or marginalized.
Teachers must take a more deliberate approach to diversity and cultural competency to foster an inclusive classroom environment. They may include a variety of viewpoints and experiences in the curriculum, offering resources that represent other cultures and giving kids chances to talk about their own cultures and experiences.
Theoretical Framework
Lev Vygotsky and Jean Piaget are only two of the thinkers who influence educators’ work in the classroom. The play-based method utilized in the classroom is consistent with Piaget’s theory of cognitive development, which contends that children learn best via exploration and discovery. The educators’ strategy for establishing a cooperative learning community is mirrored in Vygotsky’s sociocultural theory, which emphasizes the contribution of social interaction and culture to children’s learning.
Skinner’s behaviorist theory, which emphasizes the significance of reward and encouraging feedback in learning, may still be used more effectively. Instructors may use more excellent positive reinforcement to promote desirable behaviors and provide a happy learning environment for children.
Conclusion
Overall, the preschool classroom video observation offered insightful information on the signs of quality in an early life setting. There is an opportunity for improvement in applying developmentally appropriate practices and building a more inclusive classroom community, even though the learning environment was thoughtfully constructed with open-ended resources and play places. Although Piaget and Vygotsky’s ideas serve as the foundation for educators’ work, Skinner’s behaviorist theory can improve educational opportunities for kids. My desire to work with young children has been piqued by this discovery, emphasizing the need to provide a supportive and inclusive learning environment for all kids.
References
William Paterson University. (2017). Setting Up to Support Children’s Learning. Retrieved April 23, 2023, from https://www.youtube.com/watch?v=blDMnUVbm8g.
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