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Effective Learning Environment for Young Children

Shanae Hampton

Cal Baptist University

ECH 395

Figure 1: My floor plan for a daycare for kids with disabilities

Young children are brought up in different learning environments hence resulting in different skills acquired. The design for these environments is vital and differs from one place to the other. For my case, designed classroom facilitate knowledge to daycare unit. Daycare for kids with disabilities need good and well-designed classroom to foster their learning abilities. Good learning environments for these young kids improves their ability for learning. Since young learner tend to imitate what the environment depicts and learning from it, good environment will be the choice for the teacher. The size of classroom determines the number of young learners to be accommodated.

Young learners are well equipped with structured setting when attended daycare classrooms. The design will encompass the daycare learners whose ages range from 0 to 14 years. The main reason for this case being learners involved are disabled. Design allows learners to develop good skills that will take them to their next level of education. Major elements depicted on learning environment include the teachers, that classroom atmosphere and design, discipline and social emotional development and safety. Young children need good conducive atmosphere and well-designed geographical area. Teachers reinforces learners’ ability to ensure they are ready for the next education level.

Discipline and social emotional development for the Daycare unit entails equipping facilities that will ensure that learners are comfortable while carrying out their activities. Learners gain much attention when they are molded within required emotional aspect. Learning environment which is secure will foster learners with learning abilities to figure out their hard work strength. Daycare unit helps learner with disability reinforces their aspect of learning in a certain specified environment. The number of learners escalates depending on the environment they are in. Learners passes through different environmental phases before send to the community. For instance, learner centered phase helps the learner gain knowledge based on their cultural virtues.

A learner can obtain cultural behaviors as a mode of learning progress. Knowledge-centered approach comes in to aid the learner-centered, it is not necessarily helpful for young children to base first approach only. The second aspect is necessary for enabling young children with ability to think and solve problems in systematic ways. Furthermore, assessment-centered, young children build opportunities for feedback and correction in context with their learning objectives. Young children are accountable for the assessment from any learning activities held. For lighting, dimly lit regions make perusing or reading trying for youthful students. Keeping regions that are assigned for play or learning sufficiently bright supports positive acquiring abilities and propensities. Light hardship influences learning as well as lead to wretchedness in youngsters.

Incorporating music in the instructive climate or home supports remembrance abilities just as makes agreeable and charming environmental factors. Alongside paying attention to music, remembering melodic guidance or instruments for a learning climate offers the youngster the chance to investigate the association among math and music, alongside self-articulation and feeling. The ideas that incorporated design is rational that young children with disability normally are found challenging to handle in the community. Their well-being and education need too many considerations as far as their future living standards is concerned. As a matter of fact, young disabled children are very challenging and hence sophisticated teachers need to be chosen to equip the learners with good knowledge on how to handle themselves correctly. Learners living with disability need to have well established learning classrooms.

As seen in the picture provided, good furniture arrangement reinforces learner mode of inception. Their ability to acquire knowledge is different from non-disabled learners, hence considering how they are assigned classrooms will absolutely differ. So, designing their environment employs a few ways to do that. The design will encompass good communicating and eloquent teachers to improve how they will perceive the knowledge. Designed learning environment with sufficient space focusses on improving the student performance on the special education. Because it is a specialized education being offered here, all the obligations needed for these young children need to be specialized i.e., teachers need to undergo specialized training to meet the students’ requirements.

Depending on their degree of disability, categorizing these young children is essential to get their classes. Disability comes in different classes: Autism will be fit to be determined on time-based degree. Learners who are autistic gets unusual responses to sensory experiences.

Deaf blindness is associated hearing and poor vision on young children. Mostly of them are not detected as earlier as possible since the students cannot realize on time, as the time goes by, it becomes more serious and will eventually result in an impairment of their bodies.

Deafness signifies a conference debilitation that is extreme to such an extent that the kid is weakened in handling phonetic data through hearing, with or without enhancement, that antagonistically influences a youngster's instructive exhibition.

Hearing weakness is a disturbing hindrance in hearing, regardless of whether long-lasting or fluctuating, that unfavorably influences a kid's instructive presentation however that is excluded under the meaning of deafness in this segment.

Mental impediment signifies essentially sub average general scholarly working existing simultaneously with shortfalls in versatile conduct and showed during the formative time frame that antagonistically influences a kid's instructive presentation.

Teacher comment

The written narrative needs significant work. I would suggest looking at the rubric for the critical assignment. You can find this in the week 8 learning activities. Based on this rubric, there is a lot that you need to add to your narrative including references to a specific learning theory that was discussed in the course as well as a comprehensive discussion about what items and learning activities your classroom will contain. Go back through the textbook or the discussion board for ideas of what is expected within the learning environment. Additionally, I would strongly suggest using Grammarly before submitting your final draft. There are significant grammar issues with your written narrative.