In this lecture we will address the following learning objectives:

1-Describe the nature of children ages three through five, and what they do.
2-Identify needs of preschoolers to be supported by the physical environment.
3-Discuss components of an environment that can meet developmental needs for initiative, creativity, learning through play, and self-control.
7-Identify characteristics of good schedules for preschoolers.
8-Discuss components of good transitions.
9-Describe issues regarding kindergartens today.
Identify components not found in developmentally appropriate physical environments for preschoolers.

What do preschoolers do?
They are physically active
They are developing conscience
They are competent and confident
They are bursting with ideas, energy, and enthusiasm
They test limits

Preschoolers need:

A sense of initiative
Socialization to norms of behavior
A sense of identity within the social context
Support for developing self-control
Emphasis on foundations for literacy and math skills

Environments that support preschooler developmental needs include the following:

Softness/hardness
Open/closed
Simple/complex
Intrusion/seclusion
High mobility/low mobility
Risk/safety
Large group/small group

They also have environments that allow for the following:

Initiative
Creativity
Learning through play
Outdoor play
Self-control

A good schedule for preschoolers:
is predictable.
is flexible.
alternates child-initiated time-blocks with those that are teacher-initiated.
balances active and quiet, and indoor and outdoor, learning experiences.
provides a reasonable pace for children’s participation.
recognizes developmental differences in attention span.

Transitions are:

Advance notice is given that change will be forthcoming.
They are visual or auditory signals, or a combination of both, emphasize the repetition of a familiar pattern encouraging children to notice and behave according to habitual experience.
Children's understanding what to do next is improved when teachers are clear and specific in their directions.
Transitions use an adult to begin the next activity avoids empty waiting time.

Teachers should remember this as well when thinking about transitions:

Incorporating child-initiated activities can help teachers who do not have adult assistance.
When possible, break the whole group down into smaller clusters.
Assigned tasks are helpful in transition timeand beyond.
Regularly reviewing transitions can lead to fewer transitions.

When we think about kindergartens today we must think about the following:

The debate around academic programs vs. former emphasis on socialization.

That Common Core standards’ focus in reading and math instruction.

That readiness and testing excludes some children.

There are many challenges of full-day programs.

Inappropriate physical environments for preschoolers include environment that have some of the following:

Physical arrangements that suggest mostly direct teacher instruction
A schedule dominated by teacher lesson time
Worksheets, ditto sheets, flash cards, and other abstract materials
A time-out chair
Models for artwork