Creating the Block Center This post is part 2 of a series of posts about learning centers.
Creating the Block Center This post is part 2 of a series of posts about learning centers. This post will focus on the block center. I have repeated the general guidelines for setting up centers from the initial post. If you would like to read about creating an art center, then click here.
Setting up Learning Centers Organizing, developing, and carrying out centers is an extremely complex task and one made of up many layers. When the work is put in up front and centers are well thought out and planned for, they can run smoothly and offer great academic, social-emotional, and developmental value to an early childhood classroom.
These are a few of the resources I have used over the years to assist me in implementing learning centers with young children. General Guidelines for Learning Centers Organize Using Appropriate and Engaging Materials Every learning center should contain materials that are displayed in a neat organized and attractive manner.
Materials should be on display on low, open shelves that are within reach of the child. Materials, activities, and equipment should be stored in their own containers. Label each storage container with both a picture and words written in the correct mix of capital and lowercase letters.
Designate a special place on the shelf for each individual container with a corresponding label. Supervising All Centers When setting up your room for learning centers, consider whether you will be able to visually manage activities in all of the centers from wherever you are in the room.
Look at the way centers are arranged in relationship to one another. Your students need to be able to moved freely from one center to another without disrupting the work of other children.
Define Clear Center Boundaries Clearly define the space in each center using small area rugs, colored tape lines on the floor, or by arranging shelves and other pieces of furniture to create and define center boundaries. Using Signs Label each center clearly with center signs that include words and pictures that define that particular learning center.
Block Center When young children build with blocks, they learn about mathematical concepts such as quantity, size, shape, and number. They become mindful of scientific principles such as the force of gravity and the operation of simple machines such as levers and inclined planes.
They learn to think, plan, and problem solve as they work with others and their structures take shape.
Block play gives children opportunities to create, cooperate, and communicate with others. It supports social learning through children working together to share materials, space, and ideas. It supports literacy development when children "write" signs and "read" task cards.
Hand-eye coordination and visual discrimination are strengthened when students group blocks that are the same size and shape at clean-up time. Almost anything skill you might want to teach a young child can be taught through block play. Ideally, the blocks center should be in an out-of-the-way corner of the room where there is little foot traffic.
This will prevent problems that occur when children passing by bump into structures that have been built with time and care. Essential Materials -rug a rug can define the space as well as provide a comfortable surface of sitting, kneeling, and crawling while students construct -shelves, rather than bins the problem with keeping blocks in bins is that children have to "dig" through them to find the shapes and sizes they are looking for, this can be frustrating as well as it creates an unnecessary amount of noise and disarray Block building is encouraged when children can quickly see the shapes and sizes of blocks that are available for building.
When blocks are in a bin it sends children the message that the space lacks a sense of order and that things can just be dumped out without order or purpose.
You can also use a copy machine to scan and make a copy of each block shape and size. Use clear packing tape to attach the outlines to the shelves. After awhile, children will begin to build structures.
They might first lay the blocks out so that they are end to end and flat on the carpet. Later on, they are likely to begin building upward by stacking blocks on top of each other.
Eventually, they will build more elaborate structures such as enclosures, bridges, tunnels, etc. Talk with Children about their Structures and Play Take a minute to stop and talk with children about what they have created or what they are working on.
Ask questions and make statements such as: Children in the earliest stages of writing can dictate their ideas to you. When students are going to leave their structures standing overnight, encourage them to create signs that have their name on them or say "Do not knock down.Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.
Using anchor charts in your classroom is a great way to help kids learn, understand and remember by visualization.
Here are 23 of our favorite 3rd grade anchor charts. These multiplication strategies will help students struggling with multiplying to visualize the different ways to multiply according.
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Each pack provides a depth of . If you are like me, then you have listened to sessions and read books and articles about phonological awareness for years and you know it represents a critical step in helping young children understand that letters or groups of letters can represent phonemes or sounds, but have you really thought about what that means?
Port Manteaux churns out silly new words when you feed it an idea or two. Enter a word (or two) above and you'll get back a bunch of portmanteaux created by jamming together words that are conceptually related to your inputs..
For example, enter "giraffe" and you'll get .