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TOPIC 7 SETTING UP THE LEARNING ENVIRONMENT 
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(d) Labelling
Every storage, equipment and materials should be labelled clearly. Labelling helps students to understand the value of being neat and organised, as well as understand that there are things that are belongings which are personal and shared, as well as items that belong to the centre. Labelling can be done using either words or pictures.
(e) Display
Items such as artwork and portfolios need to be displayed to all learners, educators and parents so that they send a powerful message to children that the centre, especially the educators, value their work and efforts. This helps inculcate self-esteem among children and motivate them to put in effort for learning. Children will also understand that their progress is appreciated and monitored by the educators. Display areas can be designated at places such as the corridors and at the back of classrooms. Displays are a celebration of the studentsÊ work and depict a picture of a dynamic, lively learning centre.
Paintings, photographs and artworks should be displayed. Depending on the item, some may be mounted on the walls with captions and titles. Usage of artefacts, drapes or plants enhances the display. Using boxes, stands and other devices to make parts of the display three-dimensional enhances the display.
7.3.2 Dos and Don’ts of Room Arrangement and Space
According to Nutbrown and Clough (2014), some of the dos and donÊts of room arrangements and space include:
(a) Room arrangement must promote childrenÊs sense of belonging to the learning centre;
(b) The use of space such as displays creates and stimulates curiosity and discussion among the child learners;
(c) Storage should be accessible to the target audience;
(d) „Over display‰ is bad;
(e) „Loud‰ display can be confusing;
(f) Allow children to contribute ideas to room arrangement and use of space;
(g) Window areas and ledges should overall remain uncluttered and not be a shelf be used as a shelf for storage;
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