The Impact of a Learning Environment to EARLY Childhood Development

The Impact of a Learning environment To the Development of a Child

The above design is the layout of a preschool centre meant to teach children between the ages of 4 to 5 years. The floor plan is designed to accommodate up to 18 children at one time. The room provides ample space for different activities. In addition to these, it provides and allowance for areas which are normally excluded such as built-in sinks.  This layout accommodates routine areas like meals and snacks as well as naps and rest.  Furthermore, the design provides various interest centers which include: art, science, fine motor, math, literacy, computers, writing and listening. All these offer a wide variety of not only learning but also play opportunities. It has also been outfitted with basic equipments and furniture.

The physical development is a very important domain in the overall growth of a child. For this reason, it is imperative that a learning environment should include it in its design and layout.  This domain involves mastering balance, movement and gross and fine motor skills. It also involves other basic activities such as throwing and catching a ball, building towers, using safety scissors and drawing crosses and circle (Rathus & Rathus, 2011). The above learning environment includes a student table for fine motor. A number of  activities such as building towers will be undertaken by the children at the table. In addition to this, the round table meant for art will provide the children with an opportunity to draw various shapes such as circles which will build on their physical development.

Cognitive development involves skills that pertain to learning and thinking. Children develop the ability of sorting objects and organizing materials by color and size during early childhood.  Their attention span increases as they seek information by asking questions. At the end of early childhood, a child is able to count to 10, read his name and identify different colors (Oakley, 2004).  The center’s math table will allow the children a chance to practice counting by using various paraphernalia such as counting cards. Cognitive development will also be aided by the writing and listening area. A young child will be able to read his names as well as gain knowledge of the world he live in through the different story books present in the shelves.

The Affective domain comprises of objectives that describe changes in values and attitudes, interests, and development of adequate adjustment and appreciation. It includes five levels namely: receiving, valuing, responding, characterization and organization (Feldman, Coopersmith & California Univ, 1971). The writing and listening section of the layout will enhance the development of this domain in children since listening is part of receiving. Responding is being committed to an idea, phenomena, or materials, making one to actively respond to them. The layout includes different interesting centers. By complying to be at a certain station at a specific time, the children develop their affective domain through responding to the caregiver’s instructions.

Vygotsky: Sociocultural Theory of Development comes out very clearly in the above design. This is because the room has activities that a child can carry out on his own, with the help from the caregiver and those that he cannot do at all (Rathus & Rathus, 2011). For instance, children at the math table will require the aid of the caregiver in counting. However, when it comes to the art section, the children will be able to draw what they like without any help.

The learning environment has a huge impact in the development of a child. This is because for healthy development and growth, the learning environment must help the child in achieving his/her full potential. This is only possible when the layout of the learning environment is all inclusive to cater for the three main development domains namely: physical, cognitive and affective domains. The above design satisfies all three domains and in addition to these, the layout also supports The Sociocultural Theory of Development. Such surrounding will lead to a child’s holistic growth by achieving all the various milestone sin these domains.

References

Feldman, R., Coopersmith, S., & California Univ., D. (1971). A Resource and Reference   Bibliography in Early Childhood Education and Developmental Psychology: The     Affective Domain.

Oakley, L. (2004). Cognitive development. London: Routledge.  

Rathus, S. A., & Rathus, S. A. (2011). Childhood: Voyages in development. Belmont, CA:            Wadsworth Cengage Learning.