Constructivist Classroom Flashcards
- Allow for good traffic flow, and easy, unmonitored movement from area to area.
In the ideal classroom, the physical space allows the children to incorporate elements from one area to another. Traffic flow should not disrupt activity. Children should have freedom of choice and the ability to go places without asking. A clear wide path should not infringe on the block area. Think of the room from the child’d perspective.
- Allow for as much flexibility in the use of physical space as possible.
Whatever you have, let it be flexible and adaptable to a number of uses.
A room divider in the dramatic play area is good because it can be moved to make the room bigger or smaller depending on need and depending on the type of play.
Flexibility is enhanced when walls are minimal, floor coverings are versatile
- Allow for flexibility in the use of furniture.
Individual desks and chairs offer few options for their use. Big tables lead to individual activities. Smaller to no tables at all is the best choice. Instead of having a set kitchen set, let the children make it out of boxes, then they can use the boxes for other activities.
- Accessibility of materials encourages self-direction.
Children should have constant and free access to materials. For an activity, everything the children will need should be readily available. Low shelving is good. Rotate materials and objects.
- Reciprocity between learning areas can encourage creative problem solving.
Encourage the use of objects across areas. Reciprocity is one way of giving children more fuel for their self-directed problem solving.
- Objects and materials that can be used in multiple ways encourage children to consider the world of possibilities.
Open-ended materials can be used in many different ways. They encourage more flexible thinking processes. The majority of materials should lend themselves to multiple possibilities of use.
- Practical considerations can determine the ease of creating and maintaining a constructivist learning environment.
Having messy activities near water allows the children to clean up after themselves and act upon their ideas. There are sinks by the art and snack areas.
- Expect reasonable noise and movement.
Reasonable noise is noise that does not overly offend others and that is not mean or hurtful. The area for dramatic play should not be near the reading area. If child is yelling tell them that since they are inside they can not yell, but of they want to, to go outside.
- The activities you design or make available can influence that nature and degree of the social interaction.
The key is to provide materials and activities that children will find difficult to deal with all alone of that just aren’t as much fun that way. Sometimes the lack of materials gently forces children to work together.
- The layout of the room, as well as the size and shape of the furniture, influences the nature of the social interactions.
A narrow table with shared materials in the center and away from the wall encourages social interaction. Having one fairly large open area in you room can allow for a group of children to work together.
- Self-direction can be encouraged by clear messages from the organization of physical and social environment.
Each child should have a sense of self-direction. Children should be given the opportunity to experiment. Routines and schedules are other dimensions that are directly related to the encouragement of self-direction.
- Many elements of the classroom culture can foster children’s abilities to engage in social problem solving.
Offer the children tools for dealing with the inevitable and unpredictable social problems they will encounter. Classroom rules should be clearly explained. Active interpretation–guidance instead of discipline. The adult should model correct behavior. Group problem solving.
