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By
Catherine M. Pruissen
Mention
a learning environment for children and a room full
of toys, books, puzzles, counting beads, and art supplies
comes to mind. Rightly so, for these are, after all,
a child's intellectual and social 'building blocks.'
What
doesn't come to mind, however, is that the first step
to creating a learning environment is to ensure all
children have adequate nutrition, health care and
stimulation. Proper meal planning with regards to
the federal food guide is essential. Parents should
take the time to review a centre's or home's weekly
menu, or talk to their provider about how well their
child is eating.
Health
care, of course, entails more than just regular visits
to the pediatrician or health clinic, though these
are paramount. It also includes a safe environment,
for example, lead free paint on all surfaces, well-constructed
toys and child care apparatus, as well as proper hygiene
practices.
The
amount of stimulation a child receives also plays
a role in a learning environment. To little stimulation
and the child learns nothing about him/herself or
the world in which he/she lives. Over stimulation,
an environment that is too busy and confusing, gives
a child little chance to absorb anything.
All
that considered, what else makes for an optimal learning
environment? Notes Deborah Lott Holmes, in her book,
The Child, An Introduction To Developmental Psychology,
"The optimal environment is one that is geared
to the child. At each stage of development, the child
should be exposed to tasks slightly beyond his or
her abilities. If the tasks are too easy, the child
will quickly loose interest in them. If they are too
complex, the child will give up and turn to easier
tasks."
Some
suggestions for infants? 'Simple' toys such as pacifiers,
rattles and teething rings for sucking and grasping,
and easy to look at objects like a rag doll with a
pleasant face are best, as is a quiet environment.
From
8 - 12 months, balls, containers, small toys, musical
instruments and simple picture books provide hours
of entertainment. The age group also enjoys interactive
games like 'peek-a-boo."
By
18 - 24 months, children need a variety of more complex
manipulative toys like puzzles, dress-up clothes and
so on, and more complex picture books to help them
mental explore their world and work out solutions
to everyday problems.
Preschool
children benefit from 'same and different' games and
books that demonstrate the idea that "one of
these items does not belong to this group." Too,
this age learns volumes from playing in sand and water
with measuring containers of various sizes.
"Children
should be given ample opportunity and encouragement
to explore their environment, use their imaginations,
and talk about their discoveries and fantasies,"
says Holmes. She suggests children be taught focal
colours and learn the concepts of numbers better if
they are taught by concrete example rather than by
memorization. Counting beads and stacking toys are
excellent for this age group.
Parents
and providers play a large role in the learning environment.
Even with the best materials, children need guidance
and adult interaction to broaden their learning experience.
A seed planted as a suggestion works wonders. For
example, while in the art centre, providers can ask
the children to paint a picture of what 'fairy land
would look like if they lived there,' or, in the reading
centre, they could ask the children what they liked
best about a certain book, how they felt about a character,
if they ever have the same feelings the character
has.
And,
of course, children need free play, a time undisturbed
by adult interaction, questions or pressures to complete
a project in a short period of time. It is when a
child is dreaming and creating that he or she is utilizing
the learning environment to its fullest.
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