ERIC ED344675: Learning Centers for Child-Centered Classrooms. NEA Early Childhood Education Series.

172 Pages·1992·2.2 MB·English

by  ERIC

DOCUMENT RESUME
ED 344 675
PS 020 488
AUTHOR
Pattillo, Janice; Vaughan, Elizabeth
TITLE
Learning Centers for Child-Centered Classrooms. NEA
Early Childhood Education Series.
INSTITUTION
National Education Association, Washington, D.C.
REPORT NO
ISBN-0-8106-0357-8
PUB DATE
92
NOTE
193p.
AVAILABLE FROM
NEA Professional Library, P.O. Box 509, West Haven,
CT 06516 (Stock No. 0357-8-00, $15.95).
PUB TYPE
Guides - Non-Classroom Use (055)
EDRS PRICE
MF01 Plus Postage. PC Not Available from EDRS.
DESCRIPTORS
Basic Skills; *Class Activities; *Classroom Design;
*Classroom Techniques; Early Childhood Education;
Elementary School Teachers; Kindergarten; *Learning
Centers (Classroom); Preschool Teachers; Skill
Development; *Teacher Role
ABSTRACT
A learning center is a defined space where materials
are organized in such a way that children learn without the teacher's
constant direction. This book offers guidelines that will help
preprimary and primary school teachers organize and manage learning
centers in the classroom. Chapter 1 describes the advantages of using
learning centers and explains what a learning center classroom looks
like. Chapter 2 focuses on organizational and management concerns,
such as arranging the room, scheduling the day, previewing and
reviewing activities, limiting the number of children working in the
centers, and monitcring their choices. Chapter 3 considers the role
of the teacher in assessment, the planning and setting up of learning
centers, interaction, and arbitration. In chapters 4 and 5, types of
learning centers appropriate ior preprimary and primary education are
discussed in terms of the rationale for the center, the integration
of developmental skills qito iearning in the center, organizational
suggestions, and sample activities. Chapter 4 discusses preprimary
centers for art, table games, discovery, dramatic play, blocks,
music, and construction, and library and gross motor centers. Chapter
5 looks at learning centers appropriate for primary grades, including
centers for creative writing, reading, spelling, handwriting, social
studies, science, and mathematics, library centers, and "active
primary centers," which function as extensions of the centers
discussed in chapter 4. A list of resource books is included in both
chapters 4 and 5. Chapter 6 suggests first steps for the teacher
considering the conversion to a learning center classroom. (AC)
***********************************************************************
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EARLY CHILDHOOD
EDUCATION SERIES
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2
The Authors
Janice Patti llo is Professor of Early Childhood and Elementary
Education at Stephen F. Austin State University, Nacogdoches,
Elizabeth Vaughan is Associate Professor of Early Childhood/
Elementary Education at Stephen F. Austin State University,
Nacogdoches, Texas.
The Advisory Panel
Janet 0. Cass, Kindergarten Teacher, Destin Elementary School,
Florida
Judith A. Cook, Teacher of Neurologically Impaired/Emotion-
ally Disturbed/Elementary Children, Somerville, New Jersey
Sandra L. Gordon, Professor of Elementary and Early Childhood
Education, Moorhead State University, Minnesota
Dolores Hattox,
First Grade Teacher,
Fletcher Elementary
School, Beaumont Independent School District, Texas
Evelyn K. Hill, Third Grade Teacher, Auburn, Massachusetts
Laura Schmink, Kindergarten Teacher, St. Louis Public Schools,
Missouri
3
NEA
EARLY CHILDHOOD
EDUCATION SERIES
Learning
Centers for
Chikkentered
Classrooms
Janice Patti llo
Elizabeth Vaughan
Copyright © 1992
National Education Association of the United States
Printing History
First Printing:
Es:bruary 1992
Note
The opinions expressed in this publication should
not be construed as
representing the policy or position of the National Education Association.
Materials published by the NEA Professional 1.ibrary
are intended to be
discussion documents for educators who
are concerned with specialiLed
interests of the profession.
Library of Congress Cataloging-in-Publication Data
Pattillo, Janice.
learning Centers for child-centered classrooms / Janice Pattillo.
Elizabeth Vaughan.
cm.,--(NEA early childhood education series)
P.
Includes bibliographical references.
ISM 0-8106-0357-8
1. Classroom learning centersUnited States---Planning.
2. Activity programs in educationA Iandbooks, manuals,
etc.
3. "leaching---Aids and devicesI landboo.ei, rnanuals,
etc.
I. Vaughan, Ilizabeth.
II. Tide.
III. Series: brly childhood
education series (Washington,
I.Ii3044.82.P38
1992
372.13'078--dc20
91-19538
CIP
CONTENTS
Chapter 1. Introduction
11
What Are the Advantages of Using
Uarning
Centers?
12
What Are Learning Centers?
13
What Does
a Learning Center Classroom
Look Like?
14
Chapter 2. Organization and
Management
17
Arranging the Room
17
Scheduling the Day
23
Previewing and Reviewing Activities
25
Limiting Center Numbers
26
Monitoring Center Choices
29
Chapter 3. Teacher Roles
33
Assessment
33
Planning
37
Set-Up
37
In teraction
45
Arbitration
47
Chapter 4. Preprimary Learhin.,
Centers
49
Library Center
49
Art Center
54
Table Games Center
62
Discovery Center
67
Dramatic Play Center
73
79
Blocks Center
84
Music Center
89
Construction Center
Gross Motor Center
93
98
Resource Books
Chapter 5. Primary Learning Centers
103
Creative Writing Center
103
Reading Center
112
Spelling Center
124
Handwriting Center
136
Library Center
144
Social Studies Center
148
Science Center
1C3
Mathematics Center
159
Active Primary Centers
162
Resource Boo lo
167
Chapter 6. Where to Start
171
Bibliography
175
7
Dedicated to
the past and
present teachers of the
Early
ldhood I.aboratory
at Stephen F. Austin State University,
who have continuously developed
and
refined this learning
center approach.
Special thanks
go to Melanie Partin,
illustrator, and
Margie Blount, typist. Their untiring
assistance and professional
skill hdped make this effort possible.

Chapter 1
INTRODUCTION
An old Chinese proverb
suitt!s:
I
I forget,
I sle, and I remember,
I do, and I understand.
Learning centers provide
a classroom organization that
facilitates doing and understanding.
The National Association for the
Education of Young
Children (NAEYC), in its position
statement on developmen-
tally
appropriate practices
early childhood,
in
calls
for
a
curriculum of active learning organized
around learning
centers
for four- to eight-year-olds. For four-
and five-year-olds, teaching
strategies include the following:
Children select many of their
own activities from among a
variety of learning areas the teacher
prepares, including
dramatic play, blocks, science,
math, games and puzzles,
books, recordings, art, and music.
Children are expected to be physically
and mentally active.
Children choose from
among activities the teacher has set
up or the children spontaneously initiate.
Children work individually
or in small, informal groups most
of the time.
Children are provided concrete
learning activities with
materials and people relevant
to their own life experiences.
(1, p. 54)*
*Numbers in parentheses appearing in the
text refer to ti.; Bibliography
beginning on
page 175.
11