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TOPIC 4 PHYSICAL ENVIRONMENT FOR PRESCHOOLERS  57 4.1 COMPONENTS OF LEARNING
ENVIRONMENT
Preschoolers are active learners who often engage themselves independently in both indoor and outdoor activities. The use of organised games involving natural areas, gardens and even pets can be effective stimulants for preschoolers to experience fun and effective learning. The childrenÊs social being are reflective of the richness and quality of their playground. Teaching techniques that stress on student-centred modalities of learning are utilised to enhance positive effects and retention. Constant encouragement and continuous adult monitoring will avoid meaningless space and time for preschoolers during play time and learning period. The quality of the environment will determine the level of involvement of the children and their interactions with their teachers.
4.1.1 Characteristics of the Environment
It is imperative that you evaluate the environment that is available around you before you set up the learning environment for your young learners. The following characteristics are crucial in setting up a conducive learning environment:
(a) Softness and hardness: Children at this very tender age are always inclined to touch the surfaces that they see. Hence, it is always a good idea to consider both the hard and soft surfaces surrounding them. Although hard surfaces can be harmful to children and adults, there must still be a balance of both hard and soft surfaces in the classes.
(b) Open and closed: Children can manipulate an open environment and materials however they want. This creates creativity and a sense of independence. Nonetheless, accidents can easily occur when there are uncontrollable movements within the classrooms. Materials such as puzzles for example, should be used in a controlled manner although there is enough supply for everyone in the class. Teachers can manipulate the use of this kind of material where students will learn interactively through sharing among them. This can create a more focused and less noisy environment.
(c) Intrusion and seclusion: Individual work can be fostered through a conducive learning area. It should also promote peer interaction.
(d) Risk and safety: A good learning environment should create a sense of confidence among the students to try out new tasks that can be tricky for them but always under the watchful eye of their teachers.
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