Early Learning Environment

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.3.d. Demonstrate innovative thinking

6.3.e. Possess critical and problem solving skills

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

168
 Course Information
Course Name Early Learning Environment Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course focuses on the planning, setting up and evaluating developmentally-appropriate and child-centered physical, interpersonal and temporal learning 2.1.1, 2.2.1,
environments in diverse early childhood settings. This course also explores early childhood organizational plans, procedures, physical facilities and surveys 2.3.1, 2.4.1,
appropriate materials and equipment. Emphasis is placed on the process of designing appropriate learning environments for young children. 2.5.1, 2.6.1

Course LOutcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge and understanding on the importance of planning, setting up and evaluating early learning environment that promote 2.2.1
fairness, respect and care to encourage learning;
B. demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and 2.3.1
hands-on activities within the available physical learning environments;
C. examine the basic components of quality and effective early learning environment that nurture and inspire leaner participation; 2.4.1
D. demonstrate knowledge of positive and non-violent discipline in the management of learner behavior; 2.6.1
E. demonstrate genuine love for children by creating a child-friendly, safe and secure learning environment; 2.1.1
F. design an ideal learning environment to cater to diverse early childhood learning environment; and 2.1.1
G. demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationship with the wider school community. 6.4.1

Early Learning Environment 169

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Review of the
service teacher (PST) can: Developmentally
Appropriate Practices
a. discuss how principles of 1.1.1, • Watching a examples of • Quiz on how principles of DAP 1.1.1,
DAP can be applied in 1.2.1, developmentally appropriate can be applied in classroom 1.2.1
classroom management. A videos management

Week 2 At the end of the week, the pre- B. Overview of the Course
service teacher (PST) can: 1. Setting-up and
Maintaining the
a. explain about setting-up a 2.1.1, Classroom • Discussing about setting-up a • Quiz on setting-up a classroom, 2.1.1,
classroom, establishing a 2.2.1, 2. Establishing a Structure classroom, establishing a structure establishing a structure for each 2.2.1,
structure for each day, and 2.3.1, for Each Day for each day, and creating a day, and creating a healthy and 2.3.1,
creating a healthy and 2.4.1, 3. Creating a Classroom healthy and happy classroom happy classroom community 2.4.1
happy classroom A, B, Community community
community. C

Week 3 At the end of the week, the pre- C. Characteristics of Successful

service teacher (PST) can: Preschool Classroom
Managers
• Observing a preschool teacher and • Observation report 4.5.1
a. describe the characteristics 1.1.1, describing how the teacher
needed by the preschool A, B manages his/her classroom
teacher to be a successful • Making a reflection paper on the • Reflection paper on the 1.5.1,
classroom manager. characteristics of a successful characteristics of a successful 7.4.1
classroom managers, focusing on classroom managers and a
what the student believes he/she scoring rubric
already has and which ones he/she
needs to work on

Weeks 4-5 At the end of these weeks, the pre- D. Temporal Environment
service teacher (PST) can: 1. Daily Routines and
Schedules
a. write an appropriate plan for 2.3.1, - children need routine • Creating a specific classroom • Plan of the classroom schedule 2.3.1,
daily routines 4.1.1, and familiar faces schedule and routines 4.1.1,
4.2.1, - planning for physical 4.2.1,
4.5.1, needs 4.5.1
- planning for social
needs

Early Learning Environment 170

 A, E, - planning for
F, emotional needs
G, J - planning for
intellectual needs
- planning a workable • Making a plan on activities with • Plan of activities with appropriate 2.1.1,
b. plan the learning 2.1.1, schedule appropriate materials addressing material addressing the social, 4.1.1,
environment to maintain 4.1.1, - planning for the social, emotional, and emotional, and intellectual needs 4.5.1
health and safety A, B, emergencies intellectual needs of the children of the children
C, • Planning and creating guidelines • Guidelines and procedures for 2.1.1,
E, F, I and procedures for emergencies emergencies and a scoring rubric 4.1.1

Weeks 6-9 At the end of these weeks, the pre- E. Physical Environment
service teacher (PST) can: 1. Blocks Area
2. Dramatic Play Area • Discussing about how each area • Quiz on how each area promotes 1.1.1
a. describe how each area 1.1.1, 3. Math Area promotes development and what development and what children
promotes development; A, B, 4. Art Area children can learn from each area can learn from each area
C 5. Library Area / Book Corner • Researching and compiling • Compilation of pictures and 1.2.1,
b. explain what children can 1.1.1, 6. Discovery Area pictures of ideal learning areas report and what materials should 4.5.1
learn from each area; A, B, 7. Sand and Water Area with descriptions of appropriate be present in each area
C 8. Music and Movement materials that should be present in
Area each area
9. Cooking Area
10. Computer Area
• Identifying and enumerating the • List of teacher’s role and 1.1.1,
c. explain the teacher’s role in 1.1.1, teacher’s role and responsibilities responsibilities in the physical 2.3.1
the physical learning 2.3.1, in the physical learning learning environment
environment; and A, B, environment
C, E • Observing an early childhood • Observation and interview report 1.5.1,
classroom with learning centers 4.4.1,
and interviewing the teacher
about his/her role and
responsibilities
• Creating an environment for each • Performance-based assessment 2.1.1,
d. create an environment for 2.1.1, area with the necessary materials and rubric 2.2.1,
each area. 2.2.1, and introducing what the area is 2.3.1,
2.3.1, and what children can learn in that 2.4.1,
2.4.1, area. 2.5.1,
2.5.1, 4.5.1,
4.5.1, 5.1.1

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 A, B,
C,
E, F, I

Week 10 At the end of the week, the pre- 11. Environmental Issues
service teacher (PST) can: - setting up an
interesting and • Drawing an ideal classroom set up • Classroom set up drawing and a 2.1.1,
a. arrange physical 2.1.1, attractive classroom • Arranging the physical scoring rubric 2.2.1,
environment that meets 2.2.1, - conducting successful environment that will meet both • Arranged classroom and a 2.3.1,
both the adult and children’s 2.3.1, circle times the adult and children’s needs scoring rubric 2.4.1,
needs (room arrangement, 2.4.1, - planning for meals 2.5.1,
activity areas, storage, 2.5.1, - organizing centers 4.5.1
display areas, cubby holes) 4.5.1,
A, B,
C,
E, F, I

Week 11 At the end of the week, the pre- F. Interpersonal Environment

service teacher (PST) can: 1. General Principles
- catching preschoolers
a. employ effective classroom 2.6.1, being good • Conducting simulation activities • Performance-based assessment 2.6.1,
management techniques B, C, - ignoring negative about the general principles 5.1.1
that develop personal and D, E behavior • Researching and collecting • Research report and compilation 1.2.1,
social competence in classroom management of classroom management 2.6.1
children; techniques for young children techniques for young children
2.1.1, • Making a classroom rules chart for • Accomplished classroom rules 2.1.1,
b. facilitate formulation of 2.2.1, display in the classroom and a scoring rubric 2.2.1,
positively stated classroom 2.6.1, 2.6.1,
rules with the children B, C, 5.1.1
D,
E, J

Weeks 12- At the end of these weeks, the pre- 2. Building Caring
13 service teacher (PST) can: Communities
- Teaching negotiation
a. demonstrate ability to teach 2.6.1, skills • Conducting a role-playing/ • Performance-based assessment on 2.6.1,
children social skills that 6.1.1, - Learning turn-taking simulation of the following: the following: 5.1.1,
build caring communities. B, C, - Learning to make - negotiation skills - negotiation skills 6.1.1
D, E, decisions - turn taking - turn taking
- making decisions - making decisions

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 G, H, - Understanding others’ - being part of a play-setting - being part of a play-setting
J viewpoints - tattling - tattling
- Learning to be part of - stealing - stealing
the play setting - telling a lie - telling a lie
- Interpersonal
problem-solving skills
- Handling
disappointments
- Handling tattling
- Handling children
who use foul
language
- When children lie
- Working with children
who steal
- Teaching altruism

Week 14 At the end of the week, the pre- 3. Parent Partnerships

service teacher (PST) can: - Honoring diversity
- Parenting styles
a. explain the parenting styles; 1.1.1, - Collaborative • Discussing about the parenting • Quiz on the parenting styles, 1.1.1
and B, J relationships styles provide scenarios to identify what
- Communicating with parenting styles are described
parents

b. demonstrate skills in 1.1.1, • Observing one’s parents or • Observation report 1.5.1

communicating effectively 5.4.1, guardians and identifying their
with parents. 6.2.1, parenting styles
C, E, • Creating a set of parent-teacher • Set of parent-teacher meeting 1.1.1,
G meeting guidelines and guidelines and procedures 5.4.1,
procedures 6.2.1
• Conducting a role-playing/ • Performance-based assessment 1.1.1,
simulation of a parent-teacher 5.4.1,
conference 6.2.1
Week 15 At the end of the week, the pre- 4. Analyzing problem
service teacher (PST) can: behavior
2.6.1, - Events in the child’s
a. analyze the cause of 3.1.1, life • Analyzing case studies involving • Analysis report on case studies 1.5.1,
children’s problem behaviors 3.2.1, - Triggers children’s problem behavior on children’s problem behavior 2.6.1,
in the classroom; and 3.3.1, - Consequences for 3.1.1,
behavior

Early Learning Environment 173

 3.4.1, - Some common child 3.2.1,
3.5.1, needs 3.3.1,
A, B, - Dealing with problem 3.4.1,
C, H, J behaviors 3.5.1

b. choose the most effective 2.6.1,

strategies in dealing with 3.1.1,
problem behaviors. D, E,
F,
H, J
Weeks At the end of these weeks, the pre- 5. Teaching Alternative ‘
16-17 service teacher (PST) can: Behavior
- Alternative ways of
behaving • Conducting role-play/ simulation • Performance-based assessment 2.6.1,
• demonstrate alternative 2.6.1, - Social scripts and situations where appropriate social 3.1.1,
behaviors that can be taught to 3.1.1, general principles scripts are used 5.1.1
children; and D, E, - Using “time-out”
F, properly
H, J

• demonstrate how to teach social 2.6.1,

scripts to children. D, E, J

Week 18 At the end of the week, the pre- 6. Communication Skills

service teacher (PST) can: - Communication and
behavior • Conducting role-play/ simulation • Performance-based assessment 2.6.1,
• demonstrate how to teach social 2.6.1, - General principles in social communication between 5.1.1
communication to children. D, E, J teaching social teachers and the children and
communication among children themselves
- Non-verbal
communication

Suggested References
Printed:
Algozzine, Bob (2010) Preventing Problem Behavior: School Wide: Programs and Classroom Practices. 2nd ed. Thousand Oaks, CA: Corwin.

Beaty, Janice J. (2014) Preschool Appropriate Practices: Environment, Curriculum, and Development. 4th ed. Belmont, CA: Wadsworth Cengage.

Bredekamp, Sue (2011) Effective Practices in Early Childhood Education: Building a Foundation. Boston: Pearson.

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Brewer, J. (1995) Introduction to Early Childhood Education: Preschool through Primary Grades. 2nd Ed. Allyn and Bacon.

Crowther, Ingrid (2011) Creating Effective Learning Environments. 3rd ed. Toronto: Nelson Education.

Dañocup, O. B. (2010) Classroom Management: Preparing Special Education Teachers. Quezon City: Lorimar Pub. Inc.

Evertson, Carolyn M. (2013) Classroom Management for Elementary Teachers. 9th ed. Boston: Pearson.

Eipstein, A. S. (2014) The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. Revised Edition. NAEYC, USA.

Essa, E. L. (2014) Introduction to Early Childhood Education. Wadsworth, Cengage Learning

Hearron, P. F., & Hildebrand, V. (2011) Management of Child Development Centers (7th Ed.) Upper Saddle River, New Jersey: Pearson, Education Inc.

James, M.K., et. al (2011) Managing Classroom Behavior; A Reflective Case-Based Approach 5th Edition. Pearson

Jones, Vern F. (2010) Comprehensive Classroom Management: Creating Communities of Support and Solving Problems. 9th ed. Upper Saddle River, N.J.: Pearson/Merrill.

Kersey, K. C., & Masterson, M. L. (2013) 101 Principles for Positive Guidance with Young Children: Creating Responsive Teachers. Pearson Education

Marilou, H. (2008) Enthusiastic and Engaged Learners: Approaches to Learning in the Early Childhood Classroom USA: Teacher’s College Press.

Patron, Ida-Yap (2013) Effective Classroom Management and Making the First Days of Classes Significant to the Learners. Quezon City: Great Books Pub.

Warner, L., & Lync, S. A. (2004) Preschool Classroom Management. USA: Gryphon House Inc.

Weinstein, Carol S. (2011) Elementary Classroom Management: Lessons from Research and Practice. 5th ed. New York: McGraw-Hill.

Zirpoli, Thomas J. (2012) Behavior Management: Positive Applications for Teachers. 6th ed. Boston: Pearson Education.

Electronic:
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