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TOPIC 4 PHYSICAL ENVIRONMENT FOR PRESCHOOLERS  65
The quality of these materials should never be compromised. Books must be carefully maintained to reflect and maintain the childrenÊs interest and fascination.
One big advantage of being outdoors is that the children are able to move around without any restriction compared with being indoors. To be outdoors in the open space allows the children to play on a bigger scale, and create a lot of creativity. They inhale clean air and use all of their senses to appreciate the colours, different noises, the sense of space and of scale. Children are more confident being in the open space as they use language five times more than indoors. They take calculated risks when engaging in physical activities and begin to develop a sense of friendship and community among themselves. Teachers can be creative and resourceful when preparing materials for outdoor activities. Old tyres, some logs and cardboard will stimulate imagination and can be used in different ways. A sheet can become a den. Flower pots and hanging baskets and a „wild area‰ give contact with the natural world. The outdoors supports active learning and when balanced with quiet areas for reflection can really enhance childrenÊs learning.
Accessibility
(Adapted from http://www.education.gov.sk.ca/Default.aspx?DN=4de38060- 953f-4922-9b9b-1d3bec94400d)
Accessibility means that the equipment used are suitable and appropriate for the childrenÊs age. It also takes into account the age factor, where equipment and learning materials must be suitable for their age group. The furniture and materials are also within their reach in the learning space provided. Children can also use them independently. The size and height of the cubbies, for example, cannot be too high for children to reach for their own belongings.
Experiential Centre
(Adapted from http://www.education.gov.sk.ca/Default.aspx?DN=c711842e- 23aa-4e82-b33d-4a530f8d4b2f)
A variety of materials and props in the learning environment should be used to encourage childrenÊs investigative and explorative behaviour. Experiential centres where intriguing props, tools, equipment or materials are attractively displayed invite children to discover, imagine, investigate, question, think about and test their ideas. The content and the application of these centres vary considerably. In a play-based programme, many of the centres will invite children to play with materials, people and equipment, either indoors or outdoors. Some learning centres choose to keep certain toys over a period of time as new items are added on. For example, the cooking area may have simple
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