Chapter 7

An optimal learning environment

In this chapter we consider

 the notion of a curriculum and how it informs the learning process
 what a Grade R learning environment is
 how to create an interactive play-based Grade R environment
 how to ensure a safe and secure learning environment
 planning and structuring the physical indoor learning environment
 the temporal environment
 planning and structuring the physical outdoor learning environment
 planning for diversity and inclusion
 appropriate resourcing of the learning environment
 the role of the teacher in managing the environment and ensuring optimal
learning and teaching opportunities.
INTRODUCTION: THE GRADE R LEARNING ENVIRONMENT
We have already discussed who the Grade R child is and how best this child learns.
How learning is planned and what happens in the learning environment is
determined by the curricular approach. Curricular approaches differ and tend to be
based on our philosophy (what we know and believe) about children and how they
learn. In this book we have adopted a more informal play-based approach to the
implementation of the Grade R year. Though this approach is open to critique, it is an
approach which has gained wide acceptance and is also the approach endorsed by
the National Curriculum Statement and the CAPS documents (DBE, 2011).
THE PURPOSE OF THE CURRICULUM
The curriculum answers questions about what to teach and how to teach by
providing an overall guideline based on assumptions on how children develop and
learn. The curriculum informs decisions about how to organise the learning
environment, how to choose appropriate content and how to implement the learning
and teaching day. The curriculum is related to the overall quality of the programme.

Find out more : What is a curriculum?

It is an organised framework that sets out what children are to learn (content, skills,
attitudes and values) the process through which children achieve these learning
goals or outcomes, what teachers do to help children achieve these goals, and the
context in which teaching and learning occurs. The curriculum has also been
described as everything that happens in the school day (Gordon & Browne, 2008) in
addition, a teacher needs to consider educational theories, approaches and models
which inform the curriculum development and implementation
A curriculum is made up of many aspects:
 It is everything that happens in the school day.
 It is what is planned and what is not planned.
 It is what is prepared and what is not prepared
 It is all the learning that takes place.
 It is what is visible and what is not visible, for example your inclusion or not in
your daily programme of the children's different cultural contexts.
It’s in other words, the what, the why and the how that frames all a child's learning
experiences in Grade R. Bear in mind that what you teach may not be what all the
children learn. Children are not miniature adults, and their understandings may differ
from yours.

Something to consider
In order to ensure appropriate leaming experiences for children, the teacher
implements a developmentally appropriate and culturally responsive programme that
takes into account each child's sociocultural context. A developmentally appropriate
and culturally responsive programme considers the following:
the children ages and stages of development
their interests experiences and need: Are there known leaming problems? What their
home language? is it different from the language of learning and teaching?
what experiences they have already had
what knowledge and skills they already have (consider their holistic development, for
example physical, cognitive, emotional social creative)
Cultural values, diversity issues
what parents/caregivers want, and their concerns

Find out more - Planning an appropriate learning environment

A safe, dynamic learning environment is an essential first step in planning to teach
and in implementing a quality Grade R programme
A learning environments made up of three parts:
1. the place: where we learn - the physical environment
2. the people: who is with us - the interpersonal environment
3. the programme: what we learn and when we leam it the temporal environments
refers to the when (how time is allocated in the daily programme).
In previous chapters we have already mentioned the people - the children, the
teachers, the parents/caregivers and a variety of other people who will be involved in
the implementation of the Grade R year. In this chapter we going to concentrate on
the place (the physical environment) and introduce the programme (which includes
what we learn as well as the temporal environment). Specific aspects of what we
learn will be the focus of other chapters. In order to explore how the day comes
together from a perspective of time, we will now consider the temporal or time
environment
THE TEMPORAL ENVIRONMENT: GETTING IT RIGHT, PLANNING FOR THE
DAY
The Grade R der comprises three aspects. These are:
1. routines - events or rituals that happen every day at more or less the same time
2 teacher-guided activities small-and-large group activities)
3 child-initiated free play (indoor and outdoor free play)
These stay aspects are realised through the daily programme
The daily programme

The daily programs are what happens in the class every slay. It provides a structure
and sequence for the events of the day. In primary school it is called the timetable.
We prefer to call it the daily programme as this suggests more informal approach
towards teaching and learning. This programme should be balanced, flexible and
varied.
An example of a daily programme
Study the example of a daily programme which follows. You will see that it includes:
 routines (beginning and ending of the day - arrival and departure tidying up
after activities toilet time snack time rest and possibly health check)
 child-initiated activities (indoor and outdoor free play with equipment and
learning support materials (LSM)
 teacher-guided activities
 small-group teaching - the teacher does an activity with a small group of
children (e.g. main creative art activity or a perceptual, language,
mathematics or life skills activity
 large-group presentation the teacher sales the whole group together (e.g.
planned rings - theme discussion, music, movement, perception, science,
dramatization, language, story mathematics, life skills)
Times have been suggested but these might have to be adapted to suit your specific
context Remember to provide a lengthy period of time for free play so that the
children's they can be a meaningful leaming experience. We have also shown how
each aspect of the daily programme can be linked to learning criteria set out in
CAPS.
From approximately 07:30 to 13:30

30 mins Arrival and free play Life Skills: MATHEMATICS (90 MIN)
Mathematics: Meeting the CAPS criteria
Language through:
15 mins Morning greeting, Display table
register Number songs and music
30 mins Teacher guided Finger rhymes
activity – for Counting rhymes
example morning Stories
discussion ring, Perceptual activities
science perception Science
etc. Weather
45 mins Creative art activity Indoor free play Sand and water play
(everyday) – main + Fantasy play Outdoor free play
3 supporting Construction Indoor free play etc.
activities+ indoor Blocks
free play Educational toys
15 mins Tidy up time Perceptual games
Puzzles
Quiet area
Book corner
30 mins Teacher guided Outdoor free play LANGUAGE (90 MIN)
activity – music, Water play Meeting the CAPS criteria
movement, show Sand play through:
and tell, etc. Role play Display table, stories
15 mins Toilet routine, snack Balls Theme poster
(Life Skills) Jungle gym Parent poster
45 mins Free play OUTSIDE Cycle track/wheel Wall charts, discussion
Toys Show and tell, news
Tyres Dramatization
Swings Poems/rhymes/songs
Music/movement ring
Perceptual activities
Indoor/outdoor play

30 mins Tidy up (outside) LIFE SKILLS (70 MIN)

Toilet time (Life Meeting the CAPS criteria
Skills) through:
30 mins Teacher-guided Display table
activity – story Stories
(every day) Poems and rhymes
15 mins Rest / departure Music
Movement activities
Routines (toilet, snack)
Indoor free play
Outdoor free play etc.
Find out more - Routines
Routines can be thought of as rituals that provide the chid with a sense of
predictability and give a child a serve of belonging.
They are a constant – certain events are repeated, which provides a structure to the
day
They give children a sense of safety, security and emotional well-being because they
know what is going to happen next
They encourage a certain amount of independence
They foster a sense of responsibility in children
They reinforce good health and social habits

Teacher-guided activities
These are periods of time when the teacher mediates learning, usually with the
whole class. In South Africa we usually call this ring time. Another name is circle
time. Rings should usually last between 20 and 25 minutes as the Grade R child do
not have a longer concentration spam. These activities will be described in more
detail in Chapters 11, 12, 13, 14.
Individual child-initiated activities
In general a large amount of time is given to fire play We know that children learn
best through an interactive, play-based approach toward teaching and learning.
Important questions therefore become the following
 How do we set up a learning environment that promotes free choice activities!
 What is the teacher's role in mediating these learning experiences for the
children in other words, can play that is free still include a pole for the teacher!
If so, what is that role? See Chapter 10.
 How can the teacher identify teachable moments and use these to enhance
learning?
 What is the learning value of individual activities?
To answer these questions, we should consider the physical learning environment or
place.
The remainder of this chapter will be spent on exploring how best to establish quality
Grade R physical learning environment.

THE PHYSICAL LEARNING ENVIRONMENT: THE PLACE

The physical environment comprises both the indoor and outdoor environment.
However, children will not be able to learn constructively if these environments are
not safe and hygienic. We have already discussed the child-friendly school (see
Chapter 6), and we remind you of the two important characteristics of such a school
which relate directly to the physical environment:
1. a safe, protective and supportive school
2. health-promoting and health-seeking school.
It is essential to meet the criteria set out by these two characteristics before
considering the other factors necessary for establishing and maintaining a quality
learning environment. Why? In Chapter 2 we discussed how children learn best. We
said, for example that children are curious, and that they are concrete interactive
learners. For children to explore an environment constructively and safely, certain
elements need to be in place:
 They feel safe and can trust the teacher.
 The learning environment is stimulating and challenging.
 The environment is secure for example with age-appropriate equipment
 There is adequate adult supervision at all times.
In relation to health, children are active learners, therefore they should be healthy in
order to maximise their learning opportunities. Ill and/or hungry children do not have
sufficient energy or motivation to engage meaningfully with learning activities or to
listen attentively to a teacher (see Chapter 14).
Something to consider
How do you ensure a health-promoting safe and protective school!
A school that meets the above criteria will have a clear health policy. The principal,
teachers, parents/caregivers and appropriate community personnel will help draw up
this policy which should be filet in the office and be available to all parents/caregivers
and other interested people. The policy should consider the following:
 the maintenance of s safe and healthy school environment rough cleanliness
of the classrooms, offices, ablution blocks (toilets), school kitchen, or cooking
and the prevention of the spread of infectious diseases, maintaining a safe
indoor and outdoor learning environment
 the provision of emergency care, for example first-aid procedures
 the provision of health screening for example the weight and height of
children, visual (eye) screening, auditory (hearing) screening

 procedures for the referral of children when necessary to relevant support

service
  the management of ill children in the school in relation to communication and
chronic illnesses or those children who become ill during the school day
 adequate nutrition of children for example the provision of a feeding scheme
or advice to parents/caregivers where children bring their own food to school
 Appropriate emergency evacuation procedures, for example in the event of a
fire
 the promotion of health education for children, staff and parents/caregivers.
Parents/caregivers are included because what is taught in the school should
be followed through in the home. Parents at the primary educators and they
ought to know what their children are being taught with regard to health-
related matters. Contextual integrity in this regard is important.
A classroom should also have set procedures in relation to rules. Appropriate rules
will have been negotiated with all parties - staff, parents anal children. Rules are
taught to children and displayed on the classroom wall. These rules should be
 simple and easy for children to understand and follow
 illustrated as well as written - remember Grade R children do not read
 worded in a positive way for example 'No running in the classroom instead of
"We only run outdoors'
 few in number - no one can remember too many rules
 consistently reinforced. Remind children from time to time. If children break
rules there should be an appropriate consequence.

The indoor learning environment

The environment consists of many different areas. The classroom should be
arranged in such a way that there are opportunities for large-group work, Individual
work as well as small-group work. Large-group work usually happens on a carpet – a
large area where children can sit down, sometimes on mats of cushions. Such areas
would usually be used for teacher-guided activities (see Chapters 11, 12, 13, 14),
Near to the carpeted area should be a space for a theme table which can be used as
a resource for theme discussions held on the carpet.
The remainder of the room should be covered with a floor covering such as vinyl
which is easy to keep clean. In this area there should be child-sized chairs and
tables. These tables, ideal for creative art or educational toys and games, would
normally seat four to six children.
There should be space for children to place their bags and other personal
possessions in a cubbyhole, often called a locker. These should be at the children's
height. Each child's locker should be easily identifiable by a symbol, for example 4
coloured shape placed on the locker. If there are no lockers, plastic or even
cardboard boxes can be used as lockers. Lockers are usually positioned against a
classroom wall, but if there is not sufficient space indoors, they can be placed
outside the classroom on a covered veranda or stoep.
Low shelves made, if necessary, with bricks and planks, should run along at least
one or two of the classroom walls. Much of the play equipment is placed on these
shelves so that it can be easily reached by children. Suitable posters and pictures
could be placed above these shelves. These are examples of environmental print,
and they relate to, for example, the theme, language and mathematics or whatever
currently interests the children (see Chapters 11, 12, 13).
Planning the indoor learning environment
Plan carefully and thoughtfully to maximise teaching and learning opportunities, and
to enhance the children's learning potential. There is no one right way of planning the
indoor environment. It depends on, for example, the shape and size of the classroom
and the position of the door(s) and window(s).
It also depends on available resources. The teacher should plan different
play/activity that are easily accessible to the children. There should be sufficient play
materials/toys/apparatus so that all children can be meaningfully engaged and have
their own plan space. These materials can be bought (commercial) but materials
should also be drown from natural environment (pebbles, acorns, differently shaped
leaves, sand, etc) and waste material such as empty cereal boxes, egg cartons and
cardboard tubes from toilet rolls etc. The teacher still has an active role even when
children are involved in indoor free or child-initiated play. He/she should:
 provide not less than a 45-minute uninterrupted block of time
 decide (sometimes together with the children) what equipment and play
materials will be used.
 ask the children to help with the setting out and tidying of play areas
 to mediate play where appropriate by encouraging children to play
constructively and creatively to try new ideas, solve problems, to work
together, asking a question or making a suggestion
 encourage both girl and boys to play in all the areas, for example the block,
educational toy and fantasy areas
 supervise play making sure, for instance, that all areas are visible.
In addition, the teacher must:
 help children solve any conflicts
 be continually mindful of children who are not being included in group play,
and deal with this
 assist children to have fun and to enjoy learning
 observe and record where individual children play, how they play and with
whom they play. This includes what they say when they communicate with
each other. These observations form the basis of assessment (see Chapter
9).
Setting out the different indoor play areas
There is enough space in the room, all the play areas (sometimes called comers) in
set out. If the room is too small or there are too many children, some play areas can
be set up outside or on a veranda. All the play equipment and materials should be
packed away at the end of the day. Ideally, all children should have access to the
following play areas:
 block play
 educational toys
 fantasy/make-believe/dress-up/pretend or sociodramatic play
 books
 creative art.

Other possible play areas could be:

  a science or exploratory corner
 listening of music area
 a language corner
 a mathematics corner

The block play area

When a child plays with blocks, various aspects of holistic development are
encouraged (physical, perceptual motor, cognitive, language, emotional
moral/spiritual and creative) Block play also promotes learning in the three subjects
in the Foundation Phase CAPS documents: Language. Mathematics and Life Skills.
Why? It deals with concepts such as “bigger than" and "less than” and behaviours
such as cooperation.
Ideas for the block area:
 It should be large enough to accommodate several children and enable them
to build a big block construction without being disturbed by others walking in
this space. The floor should be smooth and level so that the blocks do not fall
over easily
 It needs to be away from the quieter areas such as the book or education toy
area because playing with blocks can be very noisy at times.
 It can be near the fantasy area to encourage play between these two areas.
 It requires specific rules so that safety is promoted, for example: "We pass
blocks to each other, we only throw balls.” Can you add some more rules?
Blocks are stored in a large container or on storage shelves. Draw the outline of the
shapes of the different blocks on the shelves or on paper and then paste the paper
on the shelves. This guides the children to pack the blocks away in the correct place
(it is also a visual matching activity).
Encourage creative play by adding new items or toys to the block area. Some ideas
are as follows:
-small boxes -toy people or superheroes
-plastic or clay animals -shells, sticks, pebbles
-toy food or other shopping items -short pieces of hosepipe or rubber tubas
-toy houses -building tools, e.g. small spades

The educational toy area

The educational toy area is the area in the classroom where the educational toys,
the puzzles and games are kept, usually on low shelves. Like blocks, educational
toys help the children to develop and learn a number of different skills and concepts.
You will need to consider the specific learning value of each different toy or game.
Educational toys can be bought or homemade. Even pebbles, twigs and leaves,
plastic bottles, bottle tops, magazine pictures or a pack of playing cards can be used
as educational toys and games. For example, children can sort, group or match
bottle caps according to specific criteria including some suggested by the children.
Educational toys and games should have few rules and not too many or parts so that
children can play with them on their own. The games should also be well made and
durable. Other considerations are that they must be safe, for sample not covered in
lead-based paint or have sharp edges, be easy to clean; and preferably be
multipurpose so that children can play with them in any number of different ways.

Educational toys include:

 concept toys and games such as What's in a Square? memory games,
dominoes, Lotto etc. These help children explore concepts such as colour,
size, shape and number while developing skills such as sorting, matching,
classifying, serrating and sequencing
 construction toys such as Duplo, Lego, Junior Engineer, Mechano, Constructo
Straws and Unifix blocks, etc. Construction toys have pieces which the
children connect or fit together to make different 'constructions' Sometimes
the construction may be a specific thing like a car or a house, but sometimes
the children just enjoy fitting pieces together without making something
specific Homemade construction toys include clothes pegs, tops of aerosol
(spray) cans and pipes of different sizes.
 manipulative toys, which are toys with pieces that can be manipulated o
moved by the children. These include threading and lacing toys and cards,
beads, stacking rings, sorting trays and pickup sticks.
 Puzzles could be put with either the construction or the manipulative toys as
they develop similar skills and concepts. Puzzles tend, however, to be placed
in their own space. They can be of different sizes and have a different number
of pieces and even shapes. A rough guide is that by age sis most children will
be able to complete at least a 20-piece puzzle, but again contextual factors
will affect them. Different types of puzzles include inset puzzles where the
pieces fit into holes and jigsaw puzzle where pieces fit together

The fantasy play area

Young children like to take part in make believe or fantasy play (which is sometimes
also called dramatic play) and it is an integral part of early leaning. In fact, according
to Vygotsky fantasy and dramatic socio play is the lead activity for children between
the ages of 3 and 6 so the notion that fantasy playing is not appropriate for Grade R
children is incorrect.
Children like to pretend to be adult - mothers, fathers, grandparent, firemen doctors,
nurses, hairdressers, office workers, taxi drivers, shopkeepers, etc. They also like to
adopt other roles such as babies or superheroes such as Spider Man, etc. According
to Erikson (see Chapter 2), it is through fantasy play that children start making sense
of the complex adult world.
Children will use real objects such an spoons, cups and plates in their games, but
these objects can also become symbols (represent something else) where children
pretend that objects such as blocks are cars, food, cell phones, etc (see Chapter 10).
All Gende R children should have access to a fantasy play area. This could be in
their classroom, a common space used by all children or even, if appropriate, be set
up outside. To expose children to a variety of experiencers, change the fantasy area
regularly. Introduce different props so that different types of imaginary play are
consistently encouraged. Where possible, the fantasy area could be an extension of
the theme.
The fantasy area does not have to comprise expensive equipment. Many everyday
items can be used for fantasy play. If there is not enough storage space, make use
of large boxes, crates or old suitcases to store the equipment enjoyed during fantasy
play. Dressing-up clothes could also be displayed on a homemade washing line
using candy poles and a length of rope. Some suggested themes which lend
themselves to fantasy play are as follows:
Table 7.1 Themes and props for fantasy play
THEMES/ EQUIPMENT AND CLOTHES (ADD TO THIS YOURSELF)
TOPICS

Who am I? Mirrors, clothes, toys etc.

My family
The kitchen Dress up as various family members add jewellery, ties,
handbags. Dishcloth washing up bowl cloth, pots, pans, radio,
clock, ironing board, toaster, broom, dustpan etc.
My school Lunchbox appropriate food, pencils, paper, easel with board
chalk, scrap paper stapled to make books, crayons, uniform
The clinic/hospital Doctor's while coat or old white school shirt, nurses apron,
stethoscope, bandages, cotton wool, torch, ambulance,
syringes without needles
The office Desk, old computer, paper, pens punch, stamps, telephone
 directory, telephone
The fire station Fire engine (make with bow/wagon/chairs) bell, rope, small
ladder hose or piece of hosepipe , buckets gumboots, gloves
first aid kit, map, telephone, walkie talker cel phones

The spaza Different items that could be sold there, money /cash register
shop/shopping shelves, bookcase or empty bows in which to place the tins or
packets
Building Hard hats, buckets, rope, shovel/spades, tools, pieces of
wood, bricks

If possible, teachers should also promote creative dramatic play by providing the
children with enjoyable experiences. If possible, children should be taken on outings
or visits, such as to a park or a shop. Teachers could invite interesting people, such
as a fireman, to visit the class and talk about their work. Reading and telling stories,
showing pictures or short DVDs on, for example, dancing, and planning interesting
theme discussions help to stimulate children's imaginations and can thus enrich
fantasy play, Children can also make items to add to the fantasy ser during creative
art activities, for example making fruit and vegetables out of salt dough, or drawing
pictures of food on a paper plate for the 'restaurant' or home.

The book corner

Interacting with books is an important way to promote emergent literacy in young
children. There must be a book area in every Grade R classroom, even if only a
small area
Planning this area:
 Set up the book area in a quiet part of the room where the children can sit and
read (look at) the books and pictures without being disturbed.
 Display books on low bookshelves which can be used as a room divider and
easily accessed by the children. If there are no bookshelves, think of an
alternative way to display the books. Do not place too many books on one
shelf
 Make the book area an inviting one. Place carpet, mats or carpet samples in
the book area. Add cushions if possible, for colour and comfort.
 Select appropriate books for display in the book area. Books should be
provided in the language of instruction used at the school as well as other
home languages. If possible, choose some books that are associated with the
theme as it encourages the children to learn about the topic. The children can
also make their own books to add to the book area. Remember, sometimes
 you can get books from your local libraries. Find out what facilities are
available in your community.

Find out more

Your role to teach children to lock after the books and to encourage them to enjoy
reading them, teach the children how to tum the pages, how to look at them
respectfully and how to leam from them. The teacher is the role model. See
Chapters 11 and 12 for more information
REMEMBER A book area or corner is NOT the same as story time. And teaching
need to happen children how to use books is NOT the same as reading or telling a
story.

Other areas/corners
If you have sufficient space in your classroom, you can set up a special area or a
corner that links to your theme/topic.

The following table sets out some of these skills and suggests some activities that
could enhance these skills. Children can do these activities on their own, either in
pairs or in small groups.

Table 7.2 Activities to enhance perceptual motor skills

PERCEPTUAL MOTOR SKILL SUGGESTED ACTIVITY

Auditory memory Children can listen to CDs and then

describe what they have heard.
Children must be able to recall what
Reading a story onto a
they have heard.
DVD/CD/cassette and allowing children
to listen to it and then describe what
they have heard.
Auditory discrimination They can play with shakers which make
different sounds and then identify them.
Children can identify differences
between the sounds.
Auditory matching Make six shakers with lids, for example
tins, plastic bottles or boxes. In two
Children can identify sounds that are
containers place the same number of
the same.
pebbles; in another two pour the same
amount of rice; in the last two pour the
same amount of sugar: Mix up the
containers. The children shake each
 container and listen to the sound it
makes. They then put the two
containers that make the same sound
together.
Auditory sequencing Encourage children to sequence sounds
- listening to and repeating the sounds
Present sound in a specific order or
in the order they were presented. For
pattern.
example, one child makes sounds with
two to three different items without the
other child seeing what is happening.
The second child waits until the child
making the sounds has finished and
then says which was the first sound,
which was the second and which was
the third sound heard.
Auditory association Give each child a handful of bottle tops
and a card with pictures of things that
Children learn to match or associate
make a different sound, for example a
a sound with the correct
cat, cow, telephone, tractor, car. One
representation of what/who makes
child is chosen to be the 'sound maker'.
the sound.
He/she makes one of the sounds
represented and the other children
place a bottle top on the correct picture.
The game continues until each picture
on the card is covered with a bottle top
(this is sometimes called 'sound bingo').
Auditory closure Children hear the incomplete word
'cater...' and they complete the word:
When pieces of a spoken word are
caterpillar.
missing and children are able to fill
in the missing sound.

A music area/corner
Although music rings are teacher-guided activities, the teacher can plan a special
music area (corner) for a day, a week or a longer period of time. Use tapes or CDs
and teach the children how to use the player correctly. Even a radio playing music
can be used sometimes for the children to listen and move to music in the music
area (corner). Musical instruments can be placed on shelves or hung on hooks in the
music area. These can be natural items (e.g. seed pods), homemade instruments
(e.g. shakers made from empty shampoo bottles, or metal bottle tops threaded on a
piece of wire), bought instruments or toys that make sounds. Rules might have to be
negotiated to control noise levels (see Chapter 14).

A discovery area/corner
A discovery area/corner is where the children are given apparatus which is placed on
a low table to explore by themselves. Listening and music areas/corners are also
'discovery' areas where the children make discoveries about sound and music. In
other discovery areas, the children learn about the environment, nature, science,
mathematics, etc.
By exploring the objects, children can experience hands-on learning. Pictures or
books on their own do not make it a discovery area. The children need objects and
apparatus that they can see, touch, hear, smell and taste. They learn about the world
around them through all their senses. Some ideas for a discovery table include the
following:
 Nature: Seeds, rocks, stones, soil, plants, insects, animal hides, hard and soft
in nature, rough and smooth in nature, etc
 Science: Magnets, machines, things that float and sink, things that are used
for tying (fastening), things with lids, things with holes, heavy and light things,
etc
 Mathematics: Beads, pebbles, counters (think of acorns, the ties that keep
bread bags closed, etc), sorting trays, scale, tape measure, shapes, etc.
Discovery corners/areas can feed curiosity, and lead to language-rich discussions.

THE OUTDOOR LEARNING ENVIRONMENT

Children are active learners, and outdoor play is activity focused as well as providing
opportunities for fresh air and sunlight, and to burn off excess energy. Furtherpre, it
encourages the child’s holistic development, especially physical development which
includes gross and fine motor and spatial awareness.

Outdoor equipment
Equipment should be durable and sturdy. It should offer children a multitude of
different learning experiences. Outdoor play equipment can be divided into two main
categories
 Fixed equipment – this refers to larger pieces of equipment that are fixed into
the ground
 Moveable equipment - this refers to smaller pieces of equipment that can be
moved and re-organised into different positions or shapes by the teacher for
example hula hoops.

Fixed equipment
This includes the following:
 Wooden jungle gym
Place the jungle gym on a grassy or sandy area and not on concrete or bricks. It is
important to use smooth, treated wooden poles which are planted securely onto the
ground and well attached to each other. There must be no splinters, parts, nails or
screws that can hurt children. Attach steps, ladders, ropes, rope nets to the jungle
gym to add variety and extend pin
Maintenance-look after the jungle gym by treating the wood regularly with a linseed
oil/turpentine mixture. Check all the joints regularly Make that no ropes are frayed

 Metal jungle gym

Place the metal jungle gym in the shade so that the metal does not get hot and burn
the children. The metal piping/tubing must be strong and too thin (in diameter). The
bars/rungs mint also not be too thick for children small hands. They must be able to
grasp the burs safely. There should be rough edges after welding. Have different
sized spaces between the bin/nag and have one section where children can hold on
above their head and sent and wing their whole body
Maintenance-Protect the jungle gym from rusting by painting the metal with a lead-
fire paint. Firstly apply a suitable undercoat and then use brightly coloured paint on
top. Treat any damaged areas with anti-rust and repaint afterward

 Climbing frame
Metal climbing frames are like traditional jungle gyms but are made different shapes,
for example an aeroplane, rocket, car, an A-frame tent, ex. The children enjoy
climbing on them, and metal ladders or wooden planks cant hooked onto them to
make steps to climb up or down, or platforms to it A climbing frame can also be made
into a shelter, den or "house by throw a blanket or old curtain over it. Props (items)
can be added for outdoor fantasy (dramatic) play.
 Tyres
Old car tyres can be used in many ways - as a climbing wall part of an obstacle
course, a tyre tunnel of stepping stones by sinking the tyres into the ground. A lagre
tractor of truck ty can be placed on the ground and the children’s can stand or jump
on it. Children can also roll tyres, and climb through them or over them, etc. Tyres
can also be used to create boundaries and as plantes for flowers or vegetables.
 Swings
Swings are very popular with children. They need to be placed out of the (often in a
back corner of the playing area) to prevent children from walking too close and
getting hit by them. Swings can be made with strong ropes and hung from a tree.
The seats can be made from wood or old car tyres. Rope ladders or ropes knotted at
intervals can be used for swinging as well as climbing
 Slides
Sides must be a suitable height and safe. They can be free-standing or part of a
large jungle gym. Metal slides can become very hot so they should be placed in the
shade. Wooden slides must be free of splinters and should be treated, varnished,
oiled or painted well.

 Concrete pipes
Children enjoy crawling through concrete pipes, sliding over the sides, jumping off
them and even sitting under them and chatting. The pipes that be wide enough to
allow children to crawl through and short enough for the children passing through to
be visible from both open ends. The pipes met be properly secured and, preferably,
painted in bright colour
 Logs
Walking on different-sized pieces of tree wank or lings encourages children's sense
of balance Bury the wood firmly in the ground at different levels, in groups and in
patterns. Use them as part of an obstacle course
 Old car, taxi or boat
An old car, taxi or boat can be used for creative play. Make sure there are no sharp
edges and that the equipment is rust free.

Moveable equipment
The type of equipment promotes social interaction, negotiation, sharing und decision
making, Because it is moveable, it has to be packed away after use to make sure it
does not get damaged, lost or stolen. Encourage children to participate in the tidy up
routine.
 Wheeled toys
Wagons (carts) and trucks encourage social play and develop physical strength. The
children push, pull and load the wagons and tracks. The child will add their own
ideas to their imaginative play using the wagons and trucks.
 Other movable equipment
These develop many different skills and encourage creative play. They can also be
used in teacher-guided activities. Some examples of these are:
 balancing boards
 water trough
 bun
 blankets
 carpet
 ball
 beanbag
 skittles
 hoops
 bottles
 ropes
Sand play
It usually happens outdoors but can take place indoors or on the veranda. Offer both
on a regular basis to children. They should be fun, enjoyable activities
For sand play, a sandpit, sand tray or sand trough can be used.
 Sandpit
- Choose a place where the sandpit will get both sun and shade, but where will
not become filled with filling leaves.
- Build it near a tap or water supply so that the sand can sometimes be made
wet
- Have a cement brick of graved area and then of the sand the noon, and
cement the sides and bottom of the sandpit to prevent soil from mixing with
the clean sand. Make sure there is proper drainage.
- Fill with clean river or specially heated sand Cover the sandpit when not in
use especially overnight, and treat the sand regularly with a solution of
disinfectant Jik or Jeyes Fluid or by digging in course salt. Uve a large fork to
turn the sand
- If the sand play takes place under shelter or on a veranda protected from the
rain, a large wooden box (without a lid can be filled with sand.

A truck type can be used to make an outdoor sanshin. If the sop ilge little this
sometimes helps to prevent anects inding under it. Check helyesenlarly for spiders
and insects, and keep it filled with clean sund

Sand trough

Lage plastic moughs or basins can be used for sand play. Put the trough on he
ground in a suitable area or place it in a securely made metal or wooden and Some
deep sand trays (troughs) are built as part of the stand and are not eparate. They are
sometimes called sand tables

Sand tray

A und tray is not as deep as a sand trough. It is often used indoors on the floor on
sheets of plastic or newspaper) or on a low table.

Water play
This can be offered indoors or outdoors near to a sink, a tap or a hosepipe. Diffirent
containers can also be used for water play such a trough, a baby bath, alage basin,
a zinc bath, or a piece of a gutter. The water should be changed drly if possible, and
water play must be supervised. Protect children's clothing with waterproof aprons
and roll up long sleeves before water play. Do not allow thiden to stay in wet clothes.
If it takes place indoors, protect the floor and furniture with heavy sheets of plastic.
Special care should be taken in winter so hat children do not become wet and cold.

buipment for sand and water play:

*Most equipment used in water and sand play must be strong and durable. Anti-ante
equipment, such as yogurt tubs often used in water play, is one exception 30 this.

All equipment must be safe for the children to use.

Chapter 7 An optimal learning environment

123

Check the spotprent regsdudy and remove any broken items Lager oppment is more
stable for a candpa small p

Some contamen socialne laundry bushers who the chukhen can carry theusehes

Touch the children to shake the wind off the equipmene before packing

Renund children in to rub their eyes with sandy hands

Keep a hard gras hrsom nearby for werping the sand from the surrounde Indgir back
into the sandpit.

Cout the floor ur table with sheen of plastic or newspaper sien sing sand was indon
Suggestions for apapouent include the following (many items could be med f both
but some a mow outed to either und or water)

Sund: rakes, wooden blocks, for cream sticko, feathers, tennis balls

Waterfume, eggs, soup ladles, spray bottles, medicine droppe Moteps, tihong, toy
bean

Bothe plastic cops and jags, spades, bowk, moulds, variety of spoons, anti-way
items ing yoghurt tabs, plastic bordes, pieces of hosepipe, plastic flower pots, uld
pun and puun, toy cars, boats, animals, measuring cups, shells, sieves and stumers,
buckers

Value of sand and water play

Mary diffent skills, ansudes and concepts can be developed through sand and muter
play. For example, a chikt can explore the idea of how much a contames holds, atud
how fat water flows through a particular type of sieve or funnel

Something to consider

What are the developmental andiearing opportunities presented in sand and water