02 Learning Environment 2003 7

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Learning and Community learningContextChildrens Learning Experiences Roles and Importance of Play inlearning process of children

Characteristics and types of Play

Learning EnvironmentConcept of learning environment


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School climate is the learning environmentcreated through the interaction of humanrelationships, physical setting and

psychological atmosphere.

Physical Psychosocial


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The physical environment in your classroom has a profound effect onindividual children, the group as a whole, and you.The physical environment includes

size of the room,colors of the walls,the type of flooring,

amount of light,number of windows.

While you may have limited control over many of these features, youdo have options about:how to organize furniture,

what materials to put out, and

what you can bring outdoors to make the total space available to youmore interesting.

Physical Condition in Classroom Teaching Aids and Resources Environment


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A physical setting that is safe, attractive,comfortable, and well designed helps children

engage in the activities you offer.

Such an environment can support your goals forchildren and free you to observe and interact withthem in positive ways.

A physical space divided into interest areas is an

ideal setting for children who want to explore,make things, experiment, and pursue their owninterests.


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The overall emotional climate or feeling tonethat exists in every classroom:

Pleasure - DistressIntrigue - BoredomHappiness - SadnessExcitementLove Fear


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Is intangible,All teachers are aware of it,Powerfully affects student learning, productivework & their self-conceptEffects last longer than the classrooms physicalenvironment


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~ POSITIVE ~ WarmthCaringSupportiveFriendly

PleasantSweetEncouragement

~NEGATIVE ~Cold & uncaringHarshPunitiveAloof

SarcasticThreatening


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Fear of making errorsHope they will not fail or be embarrassedPray that if they do any mistake the teacher will

not take reprisal against them

Fear has been used to motivate. But, for themost, achievement is suppressed; pleasure isnonexistent .(Charles and Senter, Eleme ntary Classroom Management, 2002 p.48)


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Classrooms Function best when: Positive, Structured, Reflective Climate full of

WarmthSupportPleasant CircumstancesLow Levels of Fear


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Human relation skillsTeacher & studentresponsibilities in humanrelationsMaintaining the psychosocialenvironment


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FriendlinessCalling others

by nameSmilingSpeaking in aconsiderateway

PositiveAttitude

Looking onthe brightside of things

Problemsolver

Ability toListen

Show genuineinterest in theother person

Ability toCompliment

GenuinelyProvideexplicit

compliments


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1) General human relations skills

2) Human relations skills withstudents3) Human relations skills with

colleagues4) Human relations skills with parents


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1) Regular Attention: speak personally witheach student everyday

2) Genuine Caring: verbal and visual3) Willingness to Help: all students4) Verbal and Behavioral Reinforcement5) Modeling Courtesy and Good Manners


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1) Supporting Others2) Sharing the Load3) Compromising4) Leading or

Following


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C.M.Charles & Gail Senter


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Teachers have theresponsibility tocommunicate andwork with the

parents of thestudents they teach .


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Creating the desired

EnvironmentSustaining theEnvironmentEnthusiasm

Importance of eachstudentSense of BelongingFairness

Responsibility

ConsistencyFriendlinessSuccessUnderstanding

HelpHumor


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LEARNContribute

ResponsibleChoicesDependability

ConsiderationSupportRelate Positively Good Manners Polite Courteous


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ModelingVerbal ReinforcementClassroom MeetingsClass Building and Team BuildingActivitiesPrivate Discussions


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direct experience

Active InvolvementFree to learn according to learning style,thinking style , interest and time


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Positive learningclimate Strategy

(Trostle & Yawkey-1981)

ExplorationFun with Play

Physical

OralObjectModification

Additionalobjects

Elaboration


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Suitable Environment

for Child Development

Active Involvement

Child Centeredindividual/Group


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Role of Teacher Facilitator Feedback to Students

Explore together Show positiveAttitudes

Prepare,Construct &Control learning

Environment

Motivate students

Maintain certain limits


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Benefits of goodlearning environment

to Children

Think positivelyTowards self

Give viewsfreely

Try new ideasHappily seeking

solutions to problemsIn lives


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Benefits of GoodLearning Environment

For teachers

ReduceDiscipline problems

Enjoy fun/joyTo have close

relationships withstudents

Values uniquenessof each Child

Help createawareness among

children


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A learning community is a group of people whoshare common values and beliefs, are activelyengaged in learning together from each other.

Student Learning is influenced by theenvironment Bronfenbrenners ecological

theory clarifies the influence of socioculturalenvironment on individual learning anddevelopment


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School/classroom is regarded as a form offamily/ group of human beings groupedtogether sharing values, beliefs and learnactively among themselves and from others

School Community has four key factors thatdefined a sense of community:

(a) membership/student/teacher(b) influence ( teacher, student)(c) fulfillment of individuals needs(d) shared events and emotional connections.


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Bronfenbrenners structure of environment


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Definition :

Theory that emphasizes on theinfluence of environment on thedevelopment of organism.

Bronfenbrenner (1970)


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MicrosystemMesosystemEcosystem

MacrosystemChronosystem


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System closest to the child & hasdirect contact. The microsystemencompasses the relationships and

interactions a child has with herimmediate surroundings (Berk, 2000).Example:Microsystem for the child is thehome and kintergarden or school.


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Provides the connection between the structuresof the childs micro system (Berk, 2000).

Examples:Children:T he connection between the childs teacher andhis parents, between neighborhoodAdult:Relationship with family, career and social life


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The larger social system in which the childdoes not function directly. The structures inthis layer impact the childs development byinteracting with some structure in her microsystemThe child may not be directly involved at thislevel, but he does feel the positive ornegative force involved with the interactionwith his own systemExample:Ecosystem of student includes parents work

place


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Involves abstract environment.Comprised of cultural values, customs,and laws

Examples :Culture, world perspective, religion, lawsystem, education system and nationalsecurity.


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this system encompasses the dimension of time as it relates to a childs environment.Within this system can be either external ,

such as the timing of a parents death, orinternal , such as the physiological changesthat occur with the aging of a child.As children get older, they may reactdifferently to environmental changes andmay be more able to determine more howthat change will influence them.


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Bronfenbrenners ecological systemstheory focuses on the quality andcontext of the childs environment.He states that as a child develops, theinteraction within these environmentsbecomes more complex.

This complexity can arise as the childsphysical and cognitive structures growand mature.


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Importance of first hand experiences andactive learning

Stimulate childrens imaginations

Involved in touching, taking apart,

tasting, and smelling things in their here-and-now world.


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Provide rich environments :- children are able to explore, touch, manipulate and

experiment with different materials

- children can ask questions, make hypothesis and form new concepts.- Children have to construct learning for themselves,

with the focus of learning on the reasoning

processes rather than on the end products.Provide time for children to engage in their explorations.


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d g

b

b

imaginative and playful activities

Learn, practice

Touch, Explore


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In groups of 3-4 persons, search theinternet for information on a traditionalgame/play. Discuss the strengths andweaknesses of the game in thedevelopment of children.Demonstrate how the game is played &how it can develop children physically,socially and cognitively.

02 Learning Environment 2003 7

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