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64  TOPIC 4 PHYSICAL ENVIRONMENT FOR PRESCHOOLERS ACTIVITY 4.2
1. Science experiments can be both exciting and dangerous. Suggest an experiment that is both exciting yet safe for children.
2. Children must be taught to love books. Discuss how teachers can inculcate the value of maintaining the books in good order.
3. Review the games you have already organised (for example, „What is the time, Mr. Wolf?‰). How can you adapt this to incorporate art and craft activity among the preschoolers? Ask the children to imagine the characters and use clay to describe the characters.
4.3 CREATING A CONTEXT THAT SUPPORTS CURIOSITY, EXPLORATION AND PLAY
Creating a learning environment that is conducive for learning is not an easy task nor is it an overnight plan. ChildrenÊs sense of curiosity, exploration and play are important factors to be considered. When designing the context, teachers must strike a balance between indoor and outdoor activities. Teachers must also take into account the use of natural, recycled or commercial materials to enhance indoor and outdoor setting. This can be done through the manipulation of smells, colours, sound and textures.
4.3.1 EnvironmentandMaterial
The learning environment for children should be attractive and conducive where they can play and interact confidently.
Indoor vs Outdoor
(Adapted from http://earlyyearsmatters.co.uk/index.php/eyfs/enabling- environments/indoor-and-outdoor-environment/)
The term rich indoor environment means a comfortable, interesting, attractive and appropriate space for children who use it. The learning space has an immediate effect on the quality of childrenÊs learning and development. For a majority of children, these spaces become their corner for eating and sleeping. When planning for indoor space, resources such as blocks for building with, felt pens, chalks or pencils for mark-making, clothes for dressing up in, and small items such as cars, dolls and jigsaws should be accessible by children themselves.
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