BGSU CDC Practicum & Research

Learning Areas

We know that children learn through play. Below are listed the areas of our room where child initiated play takes place and A FEW of the things that children gain from playing there.

Art

properties of art materials
creativity
fine motor skills
critical thinking
planning and evaluation
copying
altering
representing
visual discrimination
texture, color, line, space , shape
using tools to acquire desired effect

We provide the time, space, materials and atmosphere needed to create the wonderful works of art that only children can create. In valuing a child's first artistic attempts we should appreciate the beauty of the color and design rather than worry about the finished product. Real art for children is personal, spontaneous, inventive, imaginative, unique, therapeutic and FUN.

Blocks

symbolic representation
patterns
symmetry
planning
balance
size relations
trial and error
problem solving
interaction of forces
pre-math concepts-more, less, number, etc.
visual perception
hand/eye coordination
classification
cooperation
self-esteem
completion

In construction activities, children create models that represent their internal vision of an object or event. This is the concrete way in which children symbolize the world; and it is a highly creative process. When children build out of real materials the models that originate in their minds, they must draw on other abilities as well, such as creativity, imagination, aesthetic appreciation, fine and gross motor and perceptual skills, planning, language and often social interaction techniques. As children construct something out of paper and paste, clay or blocks, they coordinate all aspects of the self. It is this synthesizing characteristic that explains the importance of construction within our program.

Books

creativity
imagination
visual discrimination
language skills
left to right tracking
top to bottom progression
sequencing
picture /word association
exposure to many concepts beyond immediate environment

Children learn to read by being read to. Research shows that early and good readers come from homes and schools where reading is valued and experienced regularly. The desire to read starts with the early enjoyment of being held in a lap and cuddled as a story is read. Setting aside a time for stories at home and at school demonstrates parents' and teachers' commitment to the value of reading and books. The quiet, comfortable atmosphere of the reading area at school gives children a pleasant place to escape from the noisy, vibrant classroom. This is a place for kids to rest and to have some time alone. Children have the opportunity to slowly leaf thorough good books , familiar or unfamiliar, enjoy the artwork, retell a favorite story or make up a new one.

Computer

small motor shills
hand/eye coordination
introduction to technology
cause and effect
alphabet, numbers, shapes, colors, etc.
storytelling and listening
self-concept
working with others

We believe that computers are a valuable asset to our program but only because our approach to computer use is geared to the way young children learn and develop. For example, we know that young children are developing social skills during these years, so two chairs are at the computer to allow for collaborative problem solving and and sharing of ideas. Children have the opportunity to feel competent because the software we use has verbal cues or picture menus that allow children to work with little adult intervention. Young children learn by doing and our software allows children to explore concepts, determine the pace and direction of the experience and use their creativity.

Dramatic Play

symbolic play
planning play episodes
taking and assigning roles
problem solving
lengthened attention span
cooperative interaction
taking turns
sharing
experiencing social expectations and attitudes of others

The ability to pretend is very important to a child's future success. To pretend, children must be able to recall and picture experiences in their minds, and then recreate them. These first dramatic experiences often focus on familiar home experiences. Kids pretend to cook, and care for younger children which is why our dramatic play area has props and equipment that represent the home setting. We also have Prop Boxes, each holding items that pertain to a perticular theme such as beach, styling salon, or grocery store, to extend pretend play to familiar situations beyond the home. Children like to try on different roles, to act out experiences, recall past events, and work out anxieties. They develop interpersonal skills, particularly cooperation and conflict resolution and improve their language and problem-solving abilities. Research indicates that children who have many opportunities to participate in dramatic play use more sophisticated language and become better readers and writers.

Manipulatives

matching
small motor skills
hand/eye coordination
visual discrimination
completion
classifying
sequencing
number concepts
directionality
reading readiness skills

Puzzles help develop hand-eye coordination; learning to control hands and fingers according to information received from sight is a coordination skill that aids children in early attempts at reading and writing. Figuring out which piece goes where, trying a piece here, turning it, trying it again there, and seeing completion is a sequence children enjoy again and again due to the rewarding nature of the process. Development and coordination of wrist and finger muscles-necessary for handwriting later-come slowly and require lots of practice. Activities such as legos and other building sets, playdough, puzzles, pegboards, beads and other table toys are great motivaters. Such engrossing activities are better than tasks at which the child may "fail" or those that are very repetitive. Though these fun, natural activities, children improve their cognitive and fine motor skills without frustration or boredom.

Music & Movement

pitch
rhythm
sound discrimination
creativity
diversity in music
large motor
group participation
recognize that music and dance express moods and feelings
learn words and concepts through songs and movement
perceptual motor skills

Fingerplays and action songs are a fun way to learn. They are also a great way to pass a few minutes of transition time-while you are waiting in the car or in line at the grocery store. Children love repeating familiar rhymes, so feel free to come back to the same songs often enough for your child to learn the words of the rhyme as well as the movements that accompany the words. Perhaps you have a song or fingerplay from your childhood that you could share with us.

Outdoors

large motor skills
small motor skills
hand-eye coordination
balance
spatial awareness
persistence and endurance
social skills
nature awareness
cause and effect
stress reducing

The outdoor environment is an extension of the classroom and usually the children's favorite period. Running and shouting are allowed, they can get dirty, take healthy risks, climb, throw, ride fast, and play actively. We often bring classroom equipment outside and messy activities like drippy painting or goop are much easier to manage. Some children prefer to engage in dramatic play possibilities not available inside or to simply sit quietly under a tree. Children are fascinated by nature and the outdoors, and these can supply an endless source of wonder, even in a city. You don't need countryside to investigate weather, birds, ants or grass growing through the cracks in the sidewalk.

Science

properties of materials
observing
experimentation
predicting
inquiry/investigation
problem solving
cause and effect
critical thinking
process of living things
creativity

Children learn scientific concepts through real experiences, it is a natural and spontaneous process. Teachers and parents can enhance children's understanding of science by allowing kids to "mess around" in the physical world. Our program promotes the development of the processes that are integral to science, observing, classifying, communicating, measuring, inferring, and predicting. A young child's natural curiosity and willingness to explore new things make the preschool years the perfect time for beginning the science curriculum.

Snack &
Cooking

sequencing
self-help skills
pouring, serving
estimating
properties of foods
intro to new foods
measuring
mixing
manners
social skills
language skills

Cooking is an important part of our curriculum. Children have the opportunity not only to learn about food but to be creative, take care of their own needs, and engage in meaningful activities and conversation with adults and peers. Lots of discoveries take place during cooking activities. When children see dough rise, they learn about sciene; when they measure flour, they learn about math; when they peel carrots, they develop small motor skills; when they follow picture cards, they learn sequencing and when they make multicultural dishes, they learn about other people and cultures. One of the most appealing aspects of cooking for children is that they are doing what grown-ups do, not just pretending. The eating-your-work aspect is a definite plus also.

Water Table

relaxation
conversation
sensory experience
manipulation
experimentation
imagination
problem solving
investigating materials
pre-math skills
pre-science skills

Children, like adults, have a natural attraction to sand and water which makes them perfect for the early childhood classroom. Children's exploration with sand and water naturally help build various skills. By sifting sand and scooping water, children improve their physical dexterity. By joining others in blowing bubbles or making a sand castle, they develop social skills. At the same time, they enhance their cognitive skills as they explore why certain objects sink in water and others float.

Woodworking

hand/eye coordination
small motor skills
creativity
planning
critical thinking
visual discrimination
problem solving
safety
self esteem

Children delight in having "real "tools that actually cut wood, drive nails and make holes. Activities with tools and wood can be as sophisticated as working at a workbench with tools, lumber and glue or as simple as banging nails into a large tree stump. Younger children are satisfied to operate the tools and see the changes, while more experienced children start to have ideas about what they want to make and how to put it together.