Reflection 2
In the classroom setting there was a lot of natural lighting, and some fairy lights in the fairy garden and on the hanging mobiles. Natural lighting is effective in a learning environment as it reduces how much electricity is used, improves how the area looks, and increases children’s performance in that area (Biddle et al, 2014). In the classroom there was also a light table with added provocations every few days to keep the children engaged.
The classroom had neutral colours such as wooden furniture and beige walls. There was also a lot of sand and green grass outdoors, with bright colours scattered throughout the indoor and outdoor setting. Curtis and Carter (2015) state that when neutral colours are used on furniture, walls, …show more content…
These elements extend the children’s understanding in relation to travel and transport. Once again, by allowing the children to be directly involved in the process of creating the aeroplane, the educators are facilitating the children’s agency. When children are involved in the process they feel as though they are respected and treasured and are more likely to use the materials in a respectful way (Curtis and Carter, 2015). There was a vegetable and herb garden in the outdoor area that the children helped to care for and used the herbs in the playdough area to add another sensory element to the playdough. Having a vegetable and herb garden in the outdoor environment allows educators to facilitate children’s understanding of sustainability and respect for natural environments (Kearns, 2014). Bell and Dyment (2008) state that children who are involved in growing their own vegetables are more likely to eat …show more content…
Having natural materials even as decoration or as a simple provocation for an activity or learning centre can provoke further investigation and inquiry (Curtis and Carter, 2015). The educators could add logs or rocks to the block play area, or use shells or leaves to create imprints in the playdough. The outdoor area could have more natural elements added, such as plants and trees, as this develops children’s understanding of how nature changes through the seasons, sustainability, and respect for the environment (Curtis and Carter, 2015). There were sinks in the outdoor area but the taps did not work. For a more effective creative environment, the educators could add working taps or hoses as allowing the children to participate in water play is essential for their development of the fine and gross motor skills, which will in turn help with the development of writing and other daily activities (National Childcare Accreditation Council, 2008). The educators could add more items to the block area to help the children to explore and extend their schema’s, such as cars, trucks, and ramps – rotation schema; fabrics – enveloping schema; objects to house things in – enveloping schema; and tunnels – enclosing schema (Curtis and Carter,
In the classroom setting there was a lot of natural lighting, and some fairy lights in the fairy garden and on the hanging mobiles. Natural lighting is effective in a learning environment as it reduces how much electricity is used, improves how the area looks, and increases children’s performance in that area (Biddle et al, 2014). In the classroom there was also a light table with added provocations every few days to keep the children engaged.
The classroom had neutral colours such as wooden furniture and beige walls. There was also a lot of sand and green grass outdoors, with bright colours scattered throughout the indoor and outdoor setting. Curtis and Carter (2015) state that when neutral colours are used on furniture, walls, …show more content…
These elements extend the children’s understanding in relation to travel and transport. Once again, by allowing the children to be directly involved in the process of creating the aeroplane, the educators are facilitating the children’s agency. When children are involved in the process they feel as though they are respected and treasured and are more likely to use the materials in a respectful way (Curtis and Carter, 2015). There was a vegetable and herb garden in the outdoor area that the children helped to care for and used the herbs in the playdough area to add another sensory element to the playdough. Having a vegetable and herb garden in the outdoor environment allows educators to facilitate children’s understanding of sustainability and respect for natural environments (Kearns, 2014). Bell and Dyment (2008) state that children who are involved in growing their own vegetables are more likely to eat …show more content…
Having natural materials even as decoration or as a simple provocation for an activity or learning centre can provoke further investigation and inquiry (Curtis and Carter, 2015). The educators could add logs or rocks to the block play area, or use shells or leaves to create imprints in the playdough. The outdoor area could have more natural elements added, such as plants and trees, as this develops children’s understanding of how nature changes through the seasons, sustainability, and respect for the environment (Curtis and Carter, 2015). There were sinks in the outdoor area but the taps did not work. For a more effective creative environment, the educators could add working taps or hoses as allowing the children to participate in water play is essential for their development of the fine and gross motor skills, which will in turn help with the development of writing and other daily activities (National Childcare Accreditation Council, 2008). The educators could add more items to the block area to help the children to explore and extend their schema’s, such as cars, trucks, and ramps – rotation schema; fabrics – enveloping schema; objects to house things in – enveloping schema; and tunnels – enclosing schema (Curtis and Carter,