This study was conducted in order to help children utilize all learning centers in the classroom which in turn help them to gain new skills. To be able to gather the necessary data, the quantitative research method was applied. This method was chosen because this study involves a large number of subjects and numerical data that is analyzed by using mathematical methods. It concentrates on the numbers and must be impartial and be statistically valid. This chapter will look at the setting, research method and design, the participants, procedures, instrumentation, and the conclusion.:
1. How does interest centers promote skill building?
2. What is the teacher’s role in supporting center base learning?
3. Which centers are students typically …show more content…
One issue that the teachers have struggled with, is being unable to encourage students to make use of all interest centers instead of gravitating towards certain centers. The policy at my school is free choice. That means, we cannot tell a student which center to use as this is their personal choice. Therefore, many of the same students always plays in the same interest areas every day. There have been many incidences in my classroom where a student ended up in tears because their “favorite” center was at its maximum for students and was unable to accommodate them. It has also gotten to the point where a student will throw themselves to the floor, crying hysterically because they were not able to be in the block or art center. During those times, I will ask the student whether they would like to use one of the low preference interest centers and the answer is always an undignified “No”. This is particularly difficult for students with disabilities who find it challenging to try new experiences or to do anything that might disrupt their daily routine in any …show more content…
Di Carlo and Vagianos also explain that teachers should identify preferred sensory properties and low-interest centers is a first step in attracting children who are sensory seeking to explore materials with added sensory properties in low-interest centers of the classroom. It is imperative to recognize that how the children play with these toys is what is more likely to lead to skill development (Di Carlo and Vagianos,
1. How does interest centers promote skill building?
2. What is the teacher’s role in supporting center base learning?
3. Which centers are students typically …show more content…
One issue that the teachers have struggled with, is being unable to encourage students to make use of all interest centers instead of gravitating towards certain centers. The policy at my school is free choice. That means, we cannot tell a student which center to use as this is their personal choice. Therefore, many of the same students always plays in the same interest areas every day. There have been many incidences in my classroom where a student ended up in tears because their “favorite” center was at its maximum for students and was unable to accommodate them. It has also gotten to the point where a student will throw themselves to the floor, crying hysterically because they were not able to be in the block or art center. During those times, I will ask the student whether they would like to use one of the low preference interest centers and the answer is always an undignified “No”. This is particularly difficult for students with disabilities who find it challenging to try new experiences or to do anything that might disrupt their daily routine in any …show more content…
Di Carlo and Vagianos also explain that teachers should identify preferred sensory properties and low-interest centers is a first step in attracting children who are sensory seeking to explore materials with added sensory properties in low-interest centers of the classroom. It is imperative to recognize that how the children play with these toys is what is more likely to lead to skill development (Di Carlo and Vagianos,