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Living in the Real World: "Learning Environments for the 1990s - Part Two"

by Jim Greenman
July/August 1989
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Article Link: http://exchangepress.com/article/living-in-the-real-world-learning-environments-for-the-1990s-part-two/5006823/

Teaching environments depend on skilled teachers to daily design and implement activities and experiences that work for each child. Teachers "teach" and most or all of the planning goes into the teaching time, usually small and large group times. Curriculum depends on the teacher's presence.

In a learning environment, teachers plan for children to explore independently, to discover, and to learn through developmentally appropriate play. A playground, a museum, a Montessori or open classroom, or a park are learning environments where adults are facilitators, not instructors.

Good learning environments are individualized because they are rich with experiences children can access that fit their interests and developmental needs. How can you tell a good learning environment? Walk into the setting when teachers are not present and you should see learning built in or easily accessible to the children.

A good learning environment empowers children to become confident learners. The fundamental premise is that children are active learners who learn best from activities they plan and carry out themselves. Children are recognized as little scientists and builders, acrobats and artisans, who need active experience with the world of people and things, who need opportunities to plan and set goals ...

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