Seminar on Effect of Learning Corners on Preschool Learning Outcomes in Early Childhood Education
Chapter One
Purpose of the Study
The purpose of the study is to examine effect of learning corners on the preschoolers’ learning outcome in early childhood education. Basically the study will look into:
- The relationship between learning corners and preschoolers’ learning outcome
- The relationship between learning corners and preschoolers’ academic performance in early childhood education.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
concept of learning corner
Learning Corners is a special learning activity for K2 and K3 Prep children which strongly promotes Independence and Love of Learning. Basically, it involves all the children playing and working on various tasks in the same classroom, under the supervision of 3 or more teachers.
How to make learning corner
- Step 1 – Select a place. Select a cozy, comfortable, well lit and ventilated space in your house.
- Step 2 – Remove Distractions. Make sure the space is distraction-free, yes, this includes all the digital gadgets.
- Step 3 – Decorate
- Step 4 – Have some greens
The Use of Learning Centers in the Kindergarten Classroom
Every teacher’s goal is to provide the best learning environment for their students. For the early childhood classroom, learning centers is the best developmentally appropriate practice (McLennan, 2011). Learning centers are designated areas where children enrich their learning. They work on academic skills by doing different activities during the school day that let them use items provided to create, explore, and to discover new ideas. Children choose which learning center they would like to participate in and use the materials that are provided for them (Pyle & Danniels, 2017). Learning takes place when children are engaged and being active participates (McLennan, 2011). Learning centers lets children have hands-on opportunities. There are many reasons that The National Association for the Education of Young Children (1995) promotes the use of learning centers in the early childhood curriculum. Children learn how to work together cooperatively. They learn how to respect others and the materials in the learning center. They learn to problem solve by working with others. All children can learn since learning centers promote differential instruction (Gullo & Hughes, 2011). While children are at learning centers the teacher is able to observe and record the state standards that they are mastering. In this paper the literature review will show how centers and play-based learning can be used in the kindergarten curriculum and still meet the state standards. Administrators and parents are very concerned on how children can learn in a play-centered environment. Academic goals can be reached for every child when they are motived, engaged, and active participants during the school day. State standards can be meet by having children participate in learning centers. Educators are able to assess their student’s progress not just by taking a test but also by observing what the child is doing. They will be able to show others by using photographs that have been taken, recordings of a child, and the authentic work that the student completes. There are many benefits and challenges when dealing with learning centers in education. Brain research shows how important it is for younger children to incorporate play into their daily routine especially at school (Stegelin, 2005). Many children no longer get any type of playtime since it is thought of as a waste of time (Bautista, Habib, Eng, & Bull, 2019). Basic learning games that were once played together as a family does not happen anymore. Children have missed out on learning opportunities that have mathematical and literacy skills. This is why children need to have these learning experiences in school while attending a learning center. Learning centers are a necessity in the kindergarten classroom (Bottini & Grossman, 2005)
Play-Based Learning in Kindergarten
Play-based learning is identified as a teaching approach that is playful, child-directed, that has some adult guidance and learning objectives for children to follow (Pyle & Danniels, 2017a). According to Pyle and Danniels (2017a), this type of learning in the early years shows that it is the most effective and has positively affected math and reading scores. When children are given learning materials within a play center they will become engaged with them. According to Pyle, DeLuca, and Danniels (2017b), cognitive development, social-emotional development, and development of self-regulation are beneficial for play in kindergarten. Cognitive development includes having children being able to problem solve, use critical thinking skills, concept knowledge, and forming concepts with the materials used (Pyle et al., 2017b). In the study by Pyle et al. (2017b), children who have hands-on learning opportunities construct knowledge while participating in learning centers. Child-directed centers let students use their imagination to use objects to represent different things then what they were designed for to develop abstract thinking. Using blocks and other construction type of toys helps children with spatial relations, abstract thinking, and critical thinking skills. Advantages of having play-based learning in the classroom helps with social-emotional development (Pyle et al., 2017b). Social-emotional development refers to cooperative skills, social behaviors, peer relationships, and social skills such as how to deal with rules while playing (Pyle et al., 2017b). Letting children have the opportunity to play while learning builds a positive and supportive classroom. Teachers who use play in the classroom have children who learn about cooperating, helping, sharing, and respecting others (Pyle et al., 2017b). When students are asked to retell a story they often will act it out. If a student makes a mistake or does something wrong while sharing the other students know how to respond since they have been in a play-based classroom where they have built positive relations with their peers (Pyle et al., 2017b).
Chapter Three
Research methodology
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from selected nursery and primary schools in Uyo in order to determine effect of learning corner on preschool learning outcomes in early childhood education. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) staffs of selected nursery and primary schools in Uyo
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 75 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effect of learning corners on preschool learning outcomes in early childhood education. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of learning corners on preschool learning outcomes in early childhood education
Summary
This study was on effect of learning corners on preschool learning outcomes in early childhood education. Three objectives were raised which included: The relationship between learning corners and preschoolers’ learning outcome and the relationship between learning corners and preschoolers’ academic performance in early childhood education. The total population for the study is 75 staffs of selected nursery and primary schools in Uyo. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
From the evidence provided, it is in the best interest for kindergarten children to keep learning centers in the kindergarten curriculum. It is using best practices by being developmentally appropriate. Learning centers promote play-based learning that is student centered and promotes independence. It helps with language, social, emotional, and cognitive skills. Kindergarten should be seen as a foundation where children are able to take prior knowledge, their needs and interests to expand their learning (Graue, 2009). There are many reasons why learning centers are used in the kindergarten curriculum. Children are learning academics, developing social skills, and are active learners. Play-based learning is engaging and gets children excited, if learning is not then it is a waste of time (Graue, 2009). Children are able to explore and investigate the activities in each center to learn new skills and concepts at their pace in a stress-free environment. When children attend learning centers classroom management is not a problem since children are being active learners. Many children no longer get play-time in the school setting since it is felt that it is a waste of time especially when state standards need to be met. Teachers who use learning centers meet the standards while children are engaged with hands-on activities instead of worksheets. It is believed that children who do not get to play will not develop skills needed in the 21st century (Ziegelstein, 2018). Play engages all students and motivates them to learn
Recommendation
Early childhood educators need to be advocates when addressing play-based learning. Kindergarten children depend on this so administrators and principals do not take learning centers away. Play-based learning in kindergarten is developmentally appropriate practice and more people need to understand how young children learn. It is not done with worksheets or tests but by being curious about the world around them.
References
- Anderson, G. T., Spainhower, A. R., & Sharp, A. C. (2014). “Where do the bears go?” the value of child-directed play. Young Children, 69(2), 8-14.
- Bautista, A., Habib, M., Eng. A., & Bull, R. (2019). Purposeful play during learning centre time: From curriculum to practice. Journal of Curriculum Studies, 51(5), 715-736. doi:10.1080/00220272.2019.1611928
- Bottini, M., & Grossman, S. (2005). Center-based teaching and children’s learning: The effects of learning centers on young children’s growth and development. Childhood Education, 81(5), 274-277.
- Blessing, A. D. (2019). Assessment in kindergarten: Meeting children where they are. Young Children, 74(3), 6-12.
- Cavanaugh, D. M., Clemence, K. J., Teale, M. M., Rule, A. C., & Montgomery, S. E. (2017). Kindergarten scores, storytelling, executive function, and motivation improved through literacy-rich guided play. Early Childhood Education Journal, 45(6), 831-843.
- Costantino-Lane, T. (2019). Kindergarten then and now: Perceptions of ten long term teachers. Early Childhood Education Journal, 47(5), 585-595.
- Cress, S. W. (2004). Assessing standards in the real kindergarten classroom. Early Childhood Education Journal, 32(2), 95-99. doi:10.1007/s10643-004-1075-7