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Module 4: Curriculum and Learning Environments

A Child Centered Environment

Page 6
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A child-centered environment consists of several elements:
  • Staff working closely with children, observing them carefully, and following their lead when possible
  • Stimulating, challenging activities available throughout the day 
  •  Program scheduling, physical layout, and procedures that are best for the children in that space
  • Children choosing activities
These elements must be offered in a safe environment, one free of hazards both inside and out.  Refer to the guidebooks for specifics on keeping children safe from harm.  In general, a safe center is one that is organized with the children’s care and development in mind.  It has spaces both indoors and out where children can move and play away from potentially dangerous or hazardous substances.  The more carefully you plan the environment, the fewer times adults will have to intervene in the children’s self-initiated activity. 

Points to remember when designing curriculum and environments in your center or home:
  • Providers need to plan for individual differences when scheduling activities for groups of children.
  • Each child is on his/her own timetable for growth and development.  Each reflects their own temperament, learning style, experiences, and family background. 
  • What may be a risky temptation for one child may never even be noticed by another child. 

Additionally, children have learning preferences, just like adults.  

Some examples of learning differences are:
  • Some children learn well by listening while others need to do something or practice before they understand fully.
  • Some children can sit still for longer periods of time.  Others need to be free to move about.
  • Some children want to be able to do an activity perfectly before sharing their accomplishment.  Others are more comfortable with trial and error.
  • Some children are very outgoing and outspoken with adults.  Others are uncomfortable when an adult is speaking to them or watching them.
  • Some children do not like being told what to do.  Others need to hear exactly what is expected of them.
  • Some children play comfortably in a group.  Others prefer to play alone.
  • Some children cannot wait to crawl into your lap.  Others are uncomfortable with being touched.

Providers should also be aware that:
  • The developmental range in the same-age group may be two years or more.
  • Individual children may have unique interests or skills outside the age range of the group.
  • Children with special needs may require certain activities to be modified.

A well-planned environment encourages children to play and grow socially, emotionally, physically and intellectually.  In order to stimulate development in all areas, space should be planned with well-defined interest centers.  Interest centers are areas where materials are organized by type, and are accessible to children when they are interested in participating in particular kinds of play.  Children will be able to move around the room, make choices, and learn new things.  One child may choose a quiet spot to be alone while another might choose a more active area to play with other children.  When children change interest areas, they encounter new challenges to deal with, new children to talk to and work with, and new materials to master in their own way.

An example of some of the interest centers that could be included in an early learning space include:
  • Blocks
  • Creative art
  • Music
  • Dramatic play
  • Sensory exploration
  • Library/quiet area
  • Literacy/writing
  • Table toys/manipulatives
  • Science
  • Computer
  • Woodworking/building area
  • Outdoor/large muscle areas
    
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