A large part of developing good habits in a child is providing that child with environmentally and age appropriate learning tools in each learning station. If the learning station is too easy, the child will grow bored and lose interest. Loosing interest in learning might lead to the child destroying the tools or cause them to engage in other negative behavior. Similarly, if the learning station is too difficult, the child might get discouraged and also lose interest.
Teachers that fail to understand this simple fact or lack the resources to provide the appropriate learning tools must often deal with many discipline problems in their classroom. In many schools, the children's misbehavior is seldom interpreted reason to revisit the class curriculum and course tools. Children often suffer at the hands of well meaning but frustrated educators who are themselves victims of a system that forces the students to fit the curriculum rather than provide a curriculum that fits the students. It is, therefore important that the Flood Garden teacher understands the learning process and has the skills to create learning materials to fit that process.
The Flood Garden is therefore a place where children can learn from knowledgeable teachers who thoughtfully provide students’ minds with thought provoking and age appropriate experiences. Our goal is to is to stimulate the students’ curiosity and encourage them to be active learners now and life long learners in the future. Because we do not know what the future holds, our aim is to provide the children with minds that are open and flexible as well as with the ability to problem solve and view challenges from many angles.
Preschool students are fascinating. Almost everything in life interest them and they spend much of their time asking why or questioning their surroundings. This is why we must use things in their environment to teach the children and allow them to manipulate that environment so they can find the answers for themselves. Children love to explore with their hands and their senses and teachers must be the facilitators of this natural learning process
A good teacher will spend much time observing the behavior of her students and planning lessons and activities that make the connection between what the students are interested in and the focus of her lessons.
Although the Flood Garden model encourages the teacher to allow students to develop at their own pace, the teacher must also be equipped with a simple developmental rubric that will serve as milestones to a child’s progress. These charts should never be used to punish or pressure a child’s progress but a way to establish developmentally appropriate lessons and activities.
The following information is meant to serve as a guide for the teacher to create his own developmental chart specially customized to reflect what his students will need to succeed in their community. For example, a child that lives in a community where there is a system of rules and laws to help a child get from home to school safely (eg. school busses, road crossing guards, parent patrols, etc...) will be prepared differently by his teacher than children from communities that do not have similar accommodations.
This section will cover the cognitive, language, social/emotional and motor development.
The Learning Development of 2-3 year olds.
The Cognitive Development
The Cognitive Development is the growth of a person’s ability to think, understand and reason.
A cognitive development observation chart can help understand the development of the learning structures and systems in the brain that begins at birth and continues through adulthood. These include the formation of thought processes such as memory, problem solving, exploration of objects, the ability to understand concept, etc.