Teacher and future success

Teach using multiple approaches
Sensitive to the ever growing divers population
Supervision and recognition
Flexible
Respect
Understanding
Attentive listening
Consistent
Curriculum give choices/ no choice situation
Self-reliant
Positive self-esteem problem solving
Self-regulation
Responsibility meet child needs maximize learning-attention span classroom environment encourage communication child centered not teacher centered is it legitimate and meaningful to child and acceptable to adults make direct sugestions for hesitant child cozy are well defined, organized, stocked interest centers fine motor art music blocks
Sand/water
Dramatic play
Nature/science
Math
Promote acceptance of diversity
Child related display
Gross motor play

Personal care routines
Greeting/departing
Meals/snacks
Nap/rest
Toileting/diapering
Health practices
Safety practices

Window of Opportunity The first three years of a child’s life are fundamentally the most crucial. A nurturing and loving environment, in which children learn while they play and explore, will develop a solid foundation for educational success. Creating an environment where children are exposed to reading singing and positive interactions with other children and adults, will encourage the healthy development of the child’s cognitive, social/emotional and physical self. Early childhood teachers are responsible for facilitating an environment that will meet the needs of all children with in the class. To create a developmentally appropriate classroom, there are many aspects involved, including: physical environment, curriculum, routines, and parent involvement.
The physical environment is the main component of a developmentally appropriate classroom. Due to the many hours children will spend in the classroom setting, in must be carefully designed to encourage the development of skills that are needed for education success. Giving children opportunities to choose to engage in active play, exploration, hands on activities, work quietly or in small groups encourage the child to expand knowledge based on their interest. Creating interest centers in the classroom is an effective way to organize and support the child’s needs. Interest centers include: books/library, math/science, dramatic play, blocks, fine motor/table toys, art, music/movement; and sand and water.
Visual aspects that are interesting and unusual, draws children to examine the environment. Learning centers that are uncluttered, enriched with age-appropriate materials that are organized on low open shelves, and labeled with pictures allow children to focus on the task, enjoying the environment. Supporting the child’s personal choices lets the child know they are respected, creating an environment that foster emotional security. There may be a time the child needs to relax, snuggle, lounge and be protected for the active play area. Creating a “cozy area” or “soft place” where they can go and feel safe is a good way to support the emotional development in children. The use of rugs, beanbags, stuffed animals and toys, in an area of the room that is away from the majority of active play areas, is perfect for meeting the needs of these children.
Giving children the opportunity to make choices in the daily routines and learning experiences does not mean they control the classroom or the environment. A child’s interests are “need to know” based. Letting a child choose, will maximize what they learn, and create a positive sense of self when they are able to complete a task successfully. Good teachers will acknowledge and encourage the child’s interest, create challenges and support to extend learning through play. The understanding of cause and effect and accepting responsibility can be taught by allowing them to make choices.
Children learn best when their physical needs are met and