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Posted on Aug 23, 2014 in Other subjects

Educational spaces are organized to encourage and stimulate learning result.

Space planning is the task of the educational team.

The child needs physical, emotional, intellectual and social impact on the organization of space.

THE ORGANIZATION OF SPACE

The architectural installations follow the laws of the Autonomous Community. The minimum EI centers of 1 cycle in C. Valencia Decree 2 / 2009, January 9.

Within the interior spaces enter classrooms, garden …

Organization of the environment are security, amount, aesthetics and functionality.

Size, location, orientation, lighting, acoustics, ventilation, heating, safety, health, distribution of spaces …

INTERIOR COMMON AREAS

  • Corridors and galleries. They are capable of conveying information. Can be harnessed to provide a utility to expand the educational and classroom space.
  • Lobby. Should be glad, cozy and warm. It is an information panel for families. There should be benches or chairs.
  • Multipurpose room. To be used for movement and motor skills. There are media. Parent meetings are held and cloisters.
  • Space and space for parent educators. Depends on the CCAA. Has a management office and a secretary. There is a toilet for educators and wardrobe. Banks in the lobby for parents.
  • Toilets. The classrooms of 0-1 and 1-2 years, will have a table of changes. In the classrooms of 1-2 years will have small toilets, urinals. In 2-3 years, toilets with access to toilet paper. Adapted taps, access to soap, personal towels and mirrors.
  • Kitchen and dining room. Security. Aesthetics. Functionality and quantity.

THE GARDEN

  • Experiences:
  • Motor Act: The space should offer the possibility of moving. The soil should be soft areas and hilly areas.
  • Sensory Act through the manipulation of sand and water.
  • Fantasy games, cottages, cabins, routes, trucks …
  • Natural experiences: observing natural phenomena related to climate and seasonal changes.
  • Criteria:
  • Security: easy access from the classrooms, space in the sun and shade areas covered
  • Aesthetics: natural area.
  • Feature: Soil varied places to store objects, suitable furniture.
  • Quantity: ample room for different ages.

CLASSROOMS

Is the reference room of a group and will transmit to Niñ @ the assurance of belonging to that group.

  • Security. Personal autonomy. Accessible and orderly, adapted furniture.
  • Aesthetics. Affectivity. Elements warm, soft colors, designs and plants.
  • Functionality. Flexibility. Tailored to your needs. Learning. Manipulation and exploration areas.
  • Quantity. Amplitude. Ability to travel.

TYPES OF ROOMS

  • Baby classroom. Area of activity. Cribs. A space for food preparation. Area food. Zone changes and hygiene.
  • Classroom 1 -2 years. Quiet designed to listen, speak … Area movement with a broad and ramp. Area Health (diaper changes, urinals and toilets) Zone to eat.
  • Classroom of 2-3 years. Area Meeting Area tables. Construction zone, the corners of the game. Reading area. Nap area.

CRITERIA FOR THE SPACES IN NO FORMAL EDUCATION

  • Security. Safe Spaces. Age appropriateness.
  • Functionality. Autonomy.
  • Aesthetic. Attractions
  • Quantity. Amplitude.

FURNITURE

Criteria to select and place

  • Safety, Aesthetics, Functionality, No.

ELEMENTS

  • Carpet, glass, mattresses, bookcases, cabinets, tables, chairs, coat racks, library, trunks, racks

TEACHING MATERIALS

KNOWLEDGE OF SELF AND PERSONAL AUTONOMY

  • Personal identity. Objects own, mirrors, pictures and items to be characterized.
  • Personal wellness. Items related to routines, toys, play items …
  • Body schema. Jointed wooden dolls, rattles, silhouettes …
  • Movement. Shapes, hoops, ropes, balls, moving structures …
  • Sensory development. Móviles, treasure basket, games fit.

ENVIRONMENTAL AWARENESS

  • Physical environment. Natural objects, artificial and construction sets.
  • Social environment. Symbolic play materials, images, photographs, books …
  • Logical-mathematical development. Logical blocks, strips, Montessori materials.

LANGUAGES: COMMUNICATION AND REPRESENTATION

  • Verbal communication, written language and literature. Collections of images with or without words, imitation phones …
  • Artistic expression. Consumables and instruments.
  • Musical expression. Player, CDs, percussion instruments …
  • Body language. Container fabrics of different colors and shapes, costumes …

MATERIALS AVAILABLE

Accessibility and visibility. Classification and labeling. Decentralized distribution.

CRITERIA FOR THE ACQUISITION OF MATERIALS

  • Security. Durable, hygienic and durable.
  • Aesthetics. Appealing to children.
  • Functionality. Simple, standalone use, versatile, value for money and beyond repair
  • Quantity. Allow space for movement and allow for proper sequence.

PERSONAL RESOURCES.

GROUPING OF PUPILS

  • Value of heterogeneity.
  • S them children learn a lot from each other.
  • Moments must be established between s obesity activity of various ages.
  • Small groups.
  • Especially in the early ages.
  • Important individualization.
  • Diversity in all groups.
  • The division into groups should be balanced in number, any special needs or learning disabilities.
  • Stability with children.
  • The figure of tutor has a great weight.
  • Stability of a single teacher for the same group.
  • Coordinated.
  • Among educators of the various groups, other professionals and families.
  • Work in small groups.
  • General benefits for students.
  • Need for a greater number of educators.

CALENDAR

  • Set by the educational authorities.
  • Fixing the holidays, celebrations, meetings, special activities.
  • Set the period of adaptation.
  • Visit the center of them children s with families.
  • Contact teacher @ s families.
  • Step input.
  • Reduced hours the first day.
  • Relaxation in efforts to promote awareness of people and spaces.
  • Observation of each child @
  • Tolerance to traditional objects.

SCHEDULE

SCHEDULE OF CHILDREN

  • Extended hours ago
  • General Schedule
  • Hours later expanded

SCHEDULE educators.

  • Working hours are governed by the collective agreement and under the administration or private companies.
  • Stability criterion educators with groups.
  • 40h maximum. weekly and cover these areas.
  • Dedication to children
  • Dedication to the families.
  • Work personnel, equipment and training.