Chapter 3: Involving the environment

Brown, Victoria and Clark, Julie (2016) Chapter 3: Involving the environment. In: Examining Levels of Involvement in the Early Years. Routledge, London, pp. 43-59. ISBN 9781315715735

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Abstract

This chapter embraces Bruce's idea that the environment is the mechanism by which the Early Childhood Educator brings the child and different aspects of knowledge together'. It is impossible to consider the physical learning environment as discrete or separate to the emotional environment. Each setting that values parental partnership will demonstrate their commitment. Wood cautions against basing a curriculum on children's interests as these interests may be transitory and may privilege the play of the dominant children. The environment should be considered as a whole; not just the physical environment but the social and emotional atmosphere created in the setting. A preschool pride themselves on their provision for free play. Since teachers in pre-school consciously started using involvement and well-being as guidelines for their practice. It is important to provide inclusive learning environments that embrace the diversity of the setting and local community. This can be considered with reference to Cskszentmihlyi's concept of flow.

Item Type: Book Section
Additional Information: Chapter available through the link provided
Keywords: Deep Level Learning, Infant Toddler Centres, Children’s Involvement, Leuven Involvement Scale, Individual Children’s Interests, Leuven Scales
Divisions: Education
Depositing User: Ms Kerry Kellaway
Date Deposited: 01 May 2019 10:49
Last Modified: 01 May 2019 10:49
URI: http://marjon.repository.guildhe.ac.uk/id/eprint/17398
Related URLs: http://www.rout ... k/9781138885011 (Publisher URL)

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