Materials in the Classroom
Being an early childhood educator means knowing your
children and knowing what they like and dislike. Having a classroom environment
that encourages the students to investigate and solve problems based on their
interest promotes an effective learning environment. Christina Vintimilla states
in her article that an early childhood classroom must be set up in a way that
allows for the students to explore the different materials that “must be
simple, fast, diverse and, like a cat chasing its tail, ‘developmentally appropriate’.”
(Vintimilla, 2016). At a young age, providing one simple material and allowing
the children to use and create relatively anything would allow for greater
inquiry because they have the flexibility of using the materials as they see
and feel them. For instance, a child
will more likely enjoy painting with their fingers in comparison to asking them
to pick up a paint brush and paint a flower with pink petals. Simply allowing
the students to use the material is various ways is a step to promoting inquiry
within the classroom.
Mrs. Ricca’s Kindergarten blog has activity centers with
various themes. The Halloween section of this blog has centers to math,
literacy, science and art. Using themes can allow students to be more actively
engaged in the work because it can appear to be more ‘fun’ for them. Play based
education is often misconstrued as too much fun and not enough learning because
educators are not actively involved in their teaching experiences (The
Kindergarten Program, 2016). Play-based education provides space for children
to learn through doing and exploring which is what The Kindergarten Program
Manual outlines. The materials that are chosen are have to be purposefully. The
materials will help students “express and think critically about ideas and
emotions, as they listen and speak, view and represent, and begin to read and
write” (Ministry of Education, 2016). In class, we spoke about how using
materials does not have to be for one purpose. If paper was laid out, it can be
used is various ways; after a real aloud, science lesson or even paired with
other materials (paint, charcoal, pastel).
References
Vintimilla, C.D. (2016). Encounters with a pedagogista. Contemporary
Issues in Early Childhood, 1-11.
Ricca, N. (2013, October 3). Happy October! [Web log message].
Retrieved from http://mrsriccaskindergarten.blogspot.ca/search/label/Halloween
Ministry of Education (2016). The Kindergarten Program. Ontario: Queen’s Printer
You bring up good points about children having individual likes and dislikes. I wonder about your statement that children will enjoy finger painting more than painting with a brush - what about the children who do enjoy painting with a brush more? I wonder if this demonstrates an image of the child that many educators hold, and if there are any dangers in making these generalised statements. You bring up really good points about the frequent misconceptions of play-based learning. I think your discussion of the Halloween themed learning is interesting, is this inline or with the Kindergarten Program. Do you think using using themes supports or does not support inquiry-based learning? Is there a place for both these things in our practice?
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