chapter 1 Understanding the Importance of the Environment
第 1 章 了解 環境的重要性

Close your eyes and visualize an environment from your childhood that evoked positive emotions. Remember how you felt when you spent time there. Think of the sounds, smells, and experiences in this place. Now sketch this special space, compose a brief poem depicting this place, or write a list of descriptive words that capture the essence of this environment.
閉上眼睛 ，想像你童年時喚起積極情緒的環境。 記得 你在那裡度過的時光時的感受。 想想 這個地方的聲音、氣味和體驗。 現在勾勒出這個特殊的空間，寫一首簡短的詩來描述 這個地方，或者寫一個 描述性詞語的清單，以捕捉這個環境的精髓。

Over the past years, I have asked hundreds of students to engage in this exercise. There are common
在過去的幾年裡，我 要求數百名學生 參與 這項練習。 有 常見的

threads in the students' descriptions of their favorite places. These special places typically include exploration, rich sensory experiences often involving nature, and freedom to choose activities. This place was a refuge that the student had in some way personalized or made his own. Is this true of your special environment? Do the children you know or work with today have environments that meet these needs? This book will explore ways that we can create rich environments that become the kinds of places that children will remember as their favorites, places of rich sensory experiences, exploration, choice, freedom--a personalized, pleasant refuge.
在學生們對他們最喜歡的地方的描述中。 這些特殊的地方通常包括探索、通常涉及大自然的豐富感官體驗以及自由選擇活動。這個地方是學生以 某種 方式個人化或打造自己的避難所 。 您的特殊環境 是這樣嗎？您今天認識或一起工作的孩子是否擁有滿足這些需求的環境？這本書將探討我們如何創造豐富的環境，這些環境成為 孩子們會記住他們最喜歡的地方， 豐富感官體驗、探索、選擇、自由的地方——一個個人化、愉快的避難所。

Why Is the Environment Important for Children's Learning?
為什麼環境對孩子的學習很重要？

The environment we are in affects our moods, ability to form relationships, effectiveness in work or play even our health. In addition, the early childhood group environment has a very crucial role in children's learning and development for two important reasons.
我們所處的環境 會影響我們的情緒、建立人際關係的能力、工作或娛樂的效率，甚至影響我們的健康。此外， 幼兒群體環境對兒童的學習和 發展起著非常重要的作用，有兩個重要原因。

First, young children are in the process of rapid brain development. In the early years, the brain develops more synapses or connections than it can possibly use. Those that are used by the child form strong connections, while the synapses that are not used are pruned away. Children's experiences help to make this determination. The National Scientific Council of the Developing Child compares the development of the brain to constructing a house stating, "Just as a lack of the right materials can result in blueprints that change, the lack of appropriate experiences can lead to alterations in genetic plans." They further state, "Building more advanced cognitive, social, and emotional skills on a weak initial foundation of brain architecture is far more difficult and less effective than getting things right from the beginning" (2007, p. 1). Because children's experiences are limited by their surroundings, the environment we provide for them has a crucial impact on the way the child's brain develops (Strong-Wilson & Ellis, 2007, p. 43)
首先，幼兒處於大腦快速發育的過程中。在早期，大腦發育出的突觸或連接比它可能使用的要多。子代使用的突觸形成強連接，而未使用的突觸被修剪掉。兒童的經歷有助於做出這個決定。國家發展兒童科學委員會將大腦的發育比作建造房屋，指出：“正如缺乏正確的材料會導致藍圖發生變化一樣，缺乏適當的經驗會導致遺傳計劃的改變。”他們進一步指出，“在大腦結構的薄弱初始基礎上建立更高級的認知、社交和情感技能，比把事情做好要困難得多，效果也差得多從一開始“（2007 年，第 1 頁）。因為孩子們的經驗受到周圍環境的限制，我們為他們提供的環境對孩子的大腦發展方式產生了關鍵影響（Strong-Wilson & Ellis，2007年，第43頁）.

The second reason that the early childhood group environment has such a strong role in children's development is because of the amount of time children spend in these environments. Many children spend a large portion of their wakeful hours in early childhood group settings. For example, a baby beginning child care will spend up to 12,000 hours in the program. This is more time than he will spend in both elementary and secondary school (Greenman, 2005a, p. 1). Children will typically spend another 4,000 hours in kindergarten through third grade classrooms
幼兒群體環境對兒童發展如此重要作用的第二個原因是兒童在這些環境中花費的時間量。許多孩子將大部分清醒時間花在幼兒團體環境中。例如，開始託兒服務的嬰兒將在該計劃中花費長達 12,000 小時。這比他在小學和中學花費的時間都多（Greenman，2005a，第 1 頁）。孩子們通常會在幼稚園到三年級的教室里再度過 4,000 小時.

The early childhood environment that this baby enters will reflect the teacher's philosophy, values, and beliefs about children and learning through either deliberate design or lack- adaisical overlook. It provides messages to all those who enter-children, parents, and staff. Is this a place where I am welcomed and where my physical, social, and intellectual needs will be met? Is this an environment where I am seen as worthwhile and competent? Do I passively receive information in this environment, or am I actively engaging in the construction of knowledge? Does someone think I am special enough to provide a beautiful environment for my benefit? Anita Rui Olds, a well-known environmental designer, believes that we should design our early childhood environments for miracles, not minimums. She states
這個嬰兒進入的幼兒環境將反映教師對兒童的哲學、價值觀和信念，並通過深思熟慮的設計或缺乏 的忽視來學習。它向所有進入的人提供資訊，包括孩子、父母和工作人員。這是一個歡迎我的地方，我的身體、社交和智力需求得到滿足嗎？這是一個讓我被視為有價值和有能力的環境嗎？我是在這種環境下被動接收資訊，還是在積極地參與知識的建構？有人認為我足夠特別，可以為我提供一個美麗的環境嗎？著名環境設計師 Anita Rui Olds 認為，我們應該為奇跡而設計我們的幼兒環境，而不是最低限度。她說:

Children are miracles. Believing that every child is a miracle can transform the way we design for children's care. When we invite a miracle into our lives, we prepare ourselves and the environment around us. We may set out flowers or special offerings. We may cleanse ourselves, the space, or our thoughts of everything but the love inside us. We make it our job to create, with reverence and gratitude, a space that is worthy of a miracle! Action follows through. We can choose to change. We can choose to design spaces for miracles, not minimums. (2001, p. 13)
孩子是奇跡。 相信每個孩子都是一個奇跡可以改變我們為兒童護理設計的方式。 當我們將奇跡帶入我們的生活時，我們會為自己和 周圍的環境做好準備。 我們可能會擺放鮮花或特別供品。我們可能會凈化自己、空間或我們的想法，除了我們內心的愛。 我們以崇敬和感激之情創造一個值得 miracle 的空間作為我們的工作！行動貫穿始終。 我們可以選擇改變。 我們可以選擇為奇跡設計空間，而不是最低限度。 （2001 年，第 13）

chapter 1 Understanding the Importance of the Environment
第 1 章 了解環境的重要性

In this chapter we will examine the environment with regard to developmentally ap- propriate practice, discuss how environments reduce behavioral issues, review environments through the eyes of theorists, examine early childhood approaches that emphasize the environment, and finally examine the teacher's role in the environment. This chapter builds the foundation for the remaining chapters in the book, helping us on our quest to design environments for miracles
在本章中，我們將研究與發展適當的實踐相關的環境，討論環境如何減少行為問題，通過理論家的眼睛審查環境，研究強調環境的幼兒方法，最後研究教師在環境中的作用。本章為本書的其餘部分奠定了基礎，幫助我們探索為奇跡設計環境.

The Environment and Developmentally Appropriate Practice
環境和適宜發展的做法

Drawing upon a variety of theorists, the National Association for the Education of Young Children (NAEYC), the largest early childhood association in the world, wrote a position. statement titled, Developmentally Appropriate Practice (DAP) in Early Childhood Pro- grams (Bredekamp & Copple, 1997; Copple & Bredekamp, 2009). They state, “A broad- based review of the literature on early childhood education generates a set of principles to inform early childhood practice" (Bredekamp & Copple, 1997, p. 9). Several principles set forth in the DAP position statement (Bredekamp & Copple, 1997; Copple & Bredekamp, 2009) relate to the environment. We will explore these principles and relationships.
世界上最大的幼兒協會全國幼兒教育 協會 （NAEYC） 借鑒了各種 理論家，撰寫了一份立場。 標題為「幼兒計劃中適合發展的實踐（DAP） 的聲明（Bredekamp & Copple，1997年;Copple & Bredekamp，2009 年）。他們指出，“對幼兒教育文獻的廣泛審查產生了 一套原則來為幼兒實踐提供資訊”（Bredekamp & Copple，1997年，第9頁）。在行動黨立場聲明中提出的幾個原則（Bredekamp & Copple，1997; Copple & Bredekamp， 2009）與環境有關。 我們將探討這些原則和關係。

As you read this section, you will note that each description of how the environment supports the DAP principles discusses the "well-designed environment." This is because the environment can either provide support or act as a hindrance to meeting the principles of developmentally appropriate practices. When the environment is well designed, it supports DAP principles
在閱讀本節時，您將注意到，有關環境如何支援 DAP 原則的每項描述都討論了“設計良好的環境”。這是因為環境可以提供支援，也可以阻礙滿足適合發展的實踐原則。當環境設計得當時，它支援 DAP 原則.

Importance of Play
遊戲 的重要性

"Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence" (Copple & Bredekamp, 2009, p. 14). A well- designed environment allows children to participate in in-depth play opportunities. The environment "is the backdrop to play, supplying content, context, and meaning" (Cosco & Moore, 1999, p. 2). The value of play has a long history within early childhood. In the early 1800s, Froebel, often called the father of kindergarten, stated, "Play is the highest expression of human development in childhood for it alone is the free expression of what is in the child's soul" (Froebel, 1912, p. 50). Play continues to be valued in early childhood today as exemplified by its inclusion in the DAP principles
“遊戲是發展自我調節以及促進語言、認知和社交能力的重要工具”（Copple & Bredekamp，2009年，第14頁）。精心設計的環境讓孩子們可以參與深入的遊戲機會。環境 「是遊戲的背景，提供內容、背景和意義」（Cosco & Moore，1999 年，第 2 頁）。遊戲的價值在兒童早期由來已久。在1800年代初期，通常被稱為幼稚園之父的福祿貝爾說：「遊戲是人類在童年時期發展的最高表現，因為它是兒童靈魂的自由表達」（福祿貝爾，1912年，第50頁）。今天，遊戲在幼兒時期仍然受到重視，它被納入 DAP 原則就是例證.

Play has been recognized globally as not only an Important learning tool but also an important right for children. For example, play is included in the United Nations Convention on the Rights of the Child (1989), an international, legally binding Instrument. World- wide, all children engage in play. However, the cultural context determines how play is expressed, the role of adults in the play, the type of play that is encouraged (whether individual or group), and gender roles in play (Johnson, Christie, & Wardle, 2005). Play al- lows children to practice cultural roles and to try out new roles. "During play, children not only explore and reproduce cultural roles and expectations of gender, race, and class, but also test and resist these cultural conventions as they set up and break down boundaries in their play groups" (Wohlwend, 2005, p. 78)
遊戲不僅是全球公認的重要學習工具，也是兒童的重要權利。例如，《聯合國兒童權利公約》（1989年）是一項具有法律約束力的國際文書，其中也規定了遊戲。全世界 的 兒童都參與遊戲。然而，文化背景決定了遊戲的表現方式，成年人在遊戲中的角色，鼓勵的遊戲類型（無論是個人還是團體），以及遊戲中的性別角色（Johnson， Christie， & Wardle， 2005）。讓孩子們練習文化角色並嘗試新的角色。“在遊戲中，孩子們不僅探索和再現文化角色和對性別、種族和階級的期望，而且在他們在遊戲小組中建立和打破界限時，還會測試和抵制這些文化習俗”（Wohlwend，2005 年，第 78 頁）.

Through play, children learn the rules for social interaction, build social competence, and practice self-regulation. While playing, they can adopt the persona of another, trying out their role and seeing a new perspective. Play allows children to "construct meaning from emotionally challenging experiences" (Haight, Black, Ostler, & Sheridan, 2006, p. 210). Additionally, play can help to alleviate stress
通過遊戲，孩子們學習社交互動的規則，培養社交能力，並練習自我調節。在玩遊戲時，他們可以採用另一個人的角色，嘗試自己的角色並看到新的視角。遊戲讓孩子們 “從情感上具有挑戰性的經歷中構建意義” （Haight， Black， Ostler， & Sheridan， 2006， p. 210）。此外，遊戲可以幫助緩解壓力.

Play in a rich environment also provides the vehicle for optimal cognitive development. During play, children actively participate in an integrated activity, often solving complex dilemmas. Because the players control the action and the play script, the play is
在豐富的環境中玩耍也為最佳認知發展提供了載體。在遊戲過程中，孩子們積极參與 綜合活動，經常解決複雜的困境。 因為玩家控制著動作和播放文稿，所以 play 是

at the child's ideal developmental level (Johnson et al., 2005). Play also encourages flexibility in thinking and risk taking (Sluss, 2005). Lev Vygotsky, a famous Russian theorist, believed that play served several additional purposes. First, play encourages abstract thought by separating meaning from an object. For example, a building block might be- come a boat, house, or phone. Second, play allows learning to be supported or scaffolded by more competent peers. Third, play encourages self-talk which leads to greater self-regulation (Johnson et al., 2005).
處於孩子的理想發展水準（Johnson et al， 2005）。 遊戲還鼓勵思考和冒險的靈活性 （Sluss， 2005）。 著名的俄羅斯理論家列夫·維果茨基 （Lev Vygotsky） 認為，遊戲還有其他幾個目的。首先，遊戲通過將意義與物件分離來鼓勵抽象思維。 例如，一個構建塊可能是 一艘船、房子或電話。其次，遊戲允許學習 得到更有能力的同齡人的支援或腳手架。第三，遊戲鼓勵自我對話，從而導致 更大的自我調節（Johnson 等人。，2005年）。

Play Characteristics. Although there are many definitions of play, the characteristics usually include the following. Play
遊戲特性。雖然 play 的定義有很多，但其特徵通常包括以下 Play:

⚫ is voluntary
⚫ 是自願的,

⚫ requires active involvement of the participants
⚫ 需要參與者的積极參與,

⚫ involves symbolic activity (pretend is involved)
⚫ 涉及符號活動（涉及假裝）,

⚫ is free from external rules; instead, rules are determined by the players
⚫ 不受外部規則的約束;相反，規則是由玩家決定的,

focuses on the process rather than the product,
專注於 過程而不是產品，

and is pleasurable (Sluss, 2005)
並且令人愉快 （Sluss， 2005）.

Piaget (1962) described three stages of play. The first stage, called practice or sensorimotor play (birth to age 2), is characterized by repetition with children practicing the same activity repeatedly. For example, you might see a toddler fill a bucket and then empty it out, only to begin the cycle again. The second stage is symbolic play (age 2 to 7). Piaget further divided this stage into constructive (creating and inventing with materials), dramatic (pretend play where one thing represents another), and sociodramatic play (pre- tend play with other children involving mutual reciprocity) (Sluss, 2005). During this stage, children use an object to stand for something else. For example, a child might pre- tend a plastic banana in the dramatic play area is a telephone. Experts stress this is often the beginning of representational thought. Stage three, games with rules (ages 7 to 11), such as tag, four-square, board games, card games, and so forth, include clearly defined roles and clear-cut rules (Sluss, 2005
Piaget （1962） 描述了遊戲的三個階段。 第一階段稱為練習或感覺運動遊戲（出生至 2 歲），其特徵是兒童 重複練習 相同的活動。例如，您可能會看到一個蹣跚學步的孩子裝滿了一個桶， 然後將其清空 ，然後又開始了這個迴圈。第二階段是象徵性遊戲（2 至 7 歲）。 皮亞傑進一步將這個階段分為建設性（用材料創造和發明 ）、戲劇性（假裝遊戲，一個事物代表另一個事物）和社會戲劇遊戲（假裝與其他孩子玩耍，涉及相互互惠）（Sluss，2005 年）。在這個階段，孩子們用一個物體來代表其他東西。例如，孩子可能會在戲劇性遊戲區假裝塑膠香蕉是電話。 專家強調，這通常是 表徵思維的開始。 第三階段，有規則的遊戲（7 至 11 歲），如標籤、四宮格棋盤遊戲、紙牌遊戲等，包括明確定義的角色和明確的規則 Sluss，2005 年).

Social Descriptions of Play. In addition to these cognitive descriptions of play, there are also social descriptions of play. Experts once considered these stages of play. However, some now believe that in addition to development, play styles, temperament, and culture affect the type of play the child engages in (Isenberg & Jalongo, 2001). The social descriptions of play as developed by Mildred Parten (1932) include the following
遊戲的社會描述。除了這些對遊戲的認知描述外，還有對遊戲的社會描述。專家們曾經考慮過這些階段的遊戲。然而，現在有些人認為，除了發展之外，遊戲風格、氣質和文化也會影響孩子參與的遊戲類型（Isenberg & Jalongo，2001）。Mildred Parten （1932） 對遊戲的社會描述包括以下內容:

• Unoccupied-uninvolved in play
• 未被佔用 - 不參與遊戲.

• Onlooker-the child watches others play and may ask questions
• 旁觀者 - 孩子看著別人玩耍，可能會提出問題.

• Solitary-the child plays alone not interacting with others
• 獨處 - 孩子獨自玩耍，不與他人互動.

• Parallel-the child plays near others. She may mirror the play of the other child but typically does not engage in conversation
• 平行 - 孩子在他人附近玩耍。她可能會模仿另一個孩子的遊戲，但通常不會參與對話.

• Associative the child begins to play with other children
• 聯想孩子開始與其他孩子玩耍.

• Cooperative-the child plays in a group. This play is characterized by shared, de- fined goals
• 合作 - 孩子在一個小組中玩耍。這齣戲的特點是共同的、明確的目標.

Observing the type of play the child participates in can assist the teacher in establishing an environment that supports their play. For example, if children are engaging in parallel play the teacher would make sure there were duplicate or similar items for mirroring the play of another
觀察孩子參與的遊戲類型可以幫助教師建立一個支持他們遊戲的環境。例如，如果孩子們在進行平行遊戲，老師會確保有重複或類似的物品來鏡像另一個孩子的遊戲.

Worldwide there is concern about the opportunity for children to participate in play. Poverty, violence, an over-reliance on media entertainment, inadequate space, and an overemphasis on academics affect children's ability and time for play (Sluss, 2005). In addition, time for play is also reduced by changing cultural values including valuing arranged, structured activities over free play. The International Play Association (1989), in response to these alarming trends, has developed a declaration of the child's right to play. They stress that play is critical for children's physical health, mental health, and education and that we must ensure that children have the opportunity to play in educational, family, and community settings
全世界都對兒童參與遊戲的機會感到擔憂。貧困、暴力、過度依賴媒體娛樂、空間不足和過分強調學術都會影響兒童的玩耍能力和時間（Sluss，2005 年）。此外，改變文化價值觀也減少了遊戲時間，包括重視安排好的、有組織的活動而不是自由遊戲。國際遊戲協會 （1989） 為了應對這些令人擔憂的趨勢，制定了一項關於兒童遊戲權的宣言。他們強調，遊戲對兒童的身體健康、心理健康和教育至關重要，我們必須確保兒童有機會在教育、家庭和社區環境中玩耍.

Play, engaged in by children throughout the world, is a very important vehicle for children's development. A rich environment can support children's play, providing social, emotional, physical, and cognitive benefits
世界各地的兒童都參與遊戲，是兒童發展的一個非常重要的工具。豐富的環境可以支援兒童的遊戲，提供社交、情感、身體和認知方面的好處.

Active Learning Is Important
主動學習很重要

"Always mentally active in seeking to understand the world around them, children learn in a variety of ways; a wide range of teaching strategies and interactions are effective in supporting all these kinds of learning" (Copple & Bredekamp, 2009, p. 14). Children in the early years often need to have concrete experiences to learn. As stated by Bredekamp and Copple (1997), "Children need to form their own hypotheses and keep trying them out through social interaction, physical manipulation, and their own thought processes— observing what happens, reflecting on their findings, asking questions, and formulating answers" (p. 13). A well-designed environment provides children with multiple opportunities to construct their knowledge through first-hand experiences. In addition, the well- designed environment allows multiple forms of interaction (peer to peer, child and teacher, small group) and provides many opportunities for the teacher to scaffold children's learning using a variety of different techniques such as modeling, demonstrating, questioning, and providing direct instruction
“孩子們總是在精神上活躍，尋求了解周圍的世界，以各種方式學習;廣泛的教學策略和互動在支援所有這些類型的學習中都是有效的“（Copple & Bredekamp，2009年，第14頁）。早期的孩子通常需要有具體的經驗來學習。正如 Bredekamp 和 Copple （1997） 所說，「孩子們需要形成自己的假設，並通過社交互動、身體操作和他們自己的思維過程不斷嘗試這些假設——觀察發生的事情，反思他們的發現，提出問題，並制定答案」。（第 13 頁）。精心設計的環境為孩子們提供了多種機會，讓他們通過第一手經驗來構建他們的知識。此外，精心設計的環境允許多種形式的互動（點對點、孩子和老師、小組），併為教師提供了許多機會，可以使用各種不同的技術來支援孩子的學習，如建模、演示、提問和提供直接指導.

Domains Are Related and Influence Each Other
域是相關的，並且相互影響

"All the domains of children's development and learning physical, social and emotional, and cognitive-are important, and they are closely related. Children's development and learning in one domain influence and are influenced by what takes place in other domains" (Copple & Bredekamp, 2009, p. 11). A well-designed environment can facilitate development across domains. First, it provídes experiences that integrate learning. For example, as children build with blocks, they are using both gross and fine motor skills. In addition, they practice cooperative and language skills as they build structures with other children. Further- more, cognitive skills are used as they problem solve building issues and learn about shapes, weight, and balance. Second, a well-designed environment allows children to be independent, to exercise control, and to build competence and mastery. These skills assist a child in developing a healthy self-concept ("I can do this!"). When children have a healthy self-concept, they are more likely to be successful socially and academically.
“兒童發展和學習的所有領域，包括身體、社交和情感以及認知，都很重要，而且它們密切相關 。 兒童在一個領域的發展和學習會影響並受到其他領域發生的事情的影響“（Copple & Bredekamp，2009年，第11頁）。 設計良好的環境可以促進跨領域的開發。 首先，它提供整合學習的體驗。例如，當孩子們用積木搭建時，他們同時使用粗大和精細運動技能。 此外，他們在與其他孩子建立結構時練習合作和語言技能。 此外，認知技能被用於解決建築問題並學習形狀、體重和平衡。 其次，精心設計的環境可以讓孩子獨立，發揮控制力，並建立能力和掌握能力。 這些技能有助於孩子 培養健康的自我概念（“我能做到！“）的 當孩子擁有 健康的自我概念時，他們更有可能在社交和學業上取得成功。

After a family who is Chinese Introduced the children to a tea ceremony, the teacher extended their learning with this dramatic play center.
在一個中國家庭 向孩子們介紹了茶道之後，老師通過這個戲劇性遊戲中心擴展了他們的學習。

Learning Follows Well-Documented Sequences, Becoming More Complex Over Time
學習遵循有據可查的順序，隨著時間的推移變得更加複雜

"Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities" (Copple & Bredekamp, 2009, p. 12). In addition, "many aspects of children's learning and development follow well documented sequences, with later abilities, skills, and knowledge building on those already acquired" (Copple & Bredekamp, 2009, p. 11). Within a classroom, you will have children who are at different places in the develop- mental sequence. For example, in a 4-year-old classroom, you might have a child who can count by rote to 10 but who is unable to count a set of objects, another who can count a set of objects to 20, another who is able to recognize numerals and match them to a set of ob- jects, and still another child who is performing some simple addition and subtraction. The well-designed environment provides math manipulatives at each of these levels
“發展朝著更大的複雜性、自我調節以及象徵或表徵能力發展”（Copple & Bredekamp，2009 年，第 12 頁）。此外，「兒童學習和發展的許多方面都遵循有據可查的順序，以後的能力、技能和知識建立在已經獲得的能力、技能和知識之上」。（Copple & Bredekamp，2009 年，第 11 頁）。在教室里，你會有處於 智力發展序列不同位置的孩子。例如，在一個 4 歲的教室里，你可能有一個孩子可以死記硬背到 10 但無法數一組物體，另一個孩子可以將一組物體數到 20，另一個孩子能夠識別數位並將它們與一組物體匹配，還有另一個孩子正在進行一些簡單的加法和減法。精心設計的環境在每個級別都提供了數學操作.

Development Is Variable
發展是可變的

"Development and learning proceed at varying rates from child to child, as well as at un- even rates across different areas of a child's functioning" (Copple & Bredekamp, 2009, p. 11). A well-designed environment provides a variety of materials and activities that meet the needs and interests of individual children. For example, in the manipulative center at Tiny Tots, Jamal and Isabel are both sorting. Jamal is sorting bugs by two attributes (size and type). Isabel is sorting keys by one attribute (type of key). John is completing a 12-piece dinosaur puzzle. Tyrone and Sarah are working together on a 25-piece jigsaw puzzle of a turtle. By having open-ended materials (materials that can be used a multitude of ways) such as the keys and plastic bugs, and closed-ended materials (materials that can only be used one way) such as the different levels of puzzles, all children in the center are able to choose tasks that interest them and meet their varying abilities
“發展和學習的速度因孩子而異，在兒童功能的不同領域也以不均衡的速度進行”（Copple & Bredekamp，2009 年，第 11 頁）。精心設計的環境提供各種材料和活動，以滿足每個孩子的需求和興趣。例如，在 Tiny Tots 的操縱中心，Jamal 和 Isabel 都在排序。Jamal 按兩個屬性（大小和類型）對 bug 進行排序。Isabel 按一個屬性（鍵類型）對鍵進行排序。John 正在完成一個 12 塊的恐龍拼圖。Tyrone 和 Sarah 正在一起製作一個 25 塊的拼圖。通過擁有開放式材料（可以以多種方式使用的材料），例如鑰匙和塑膠蟲，以及封閉式材料（只能以一種方式使用的材料），例如不同級別的拼圖，中心的所有孩子都能夠選擇他們感興趣的任務並滿足他們不同的能力.

Social and Cultural Contexts Influence Learning
社會和文化背景影響學習

"Development and learning occur in and are influenced by multiple social and cultural contexts" (Copple & Bredekamp, 2009, p. 13). A well-designed environment assists in cultural understanding by accurately reflecting the lives of children and families in the program. Children see themselves reflected in the classroom materials chosen, in photos of themselves and their families, and in the written and spoken language used in the class- room. Multicultural books, pictures, music, art, manipulatives, and dramatic play props representing children in the classroom as well as other cultures expand the children's understanding (for an in-depth discussion of culture see Chapter 2)
“發展和學習發生在多種社會和文化背景中並受到其影響”（Copple & Bredekamp，2009 年，第 13 頁）。精心設計的環境通過準確反映計劃中兒童和家庭的生活來説明文化理解。孩子們在選擇的課堂材料、他們自己和家人的照片以及教室里使用的書面和口頭語言中看到了自己的影子。代表課堂上兒童以及其他文化的多元文化書籍、圖片、音樂、藝術、操縱和戲劇遊戲道具擴展了孩子們的理解（有關文化的深入討論，請參閱第 2 章）.

Biological Maturation and the Environment Interact
生物成熟與環境相互作用

"Development and learning result from a dynamic and continuous interaction of biological maturation and the environment" (Copple & Bredekamp, 2009, p. 12). The well-de- signed environment provides a range of challenges so that as a child successfully completes a challenge, another one awaits. For example, after the child has completed the 12-piece puzzles, she can tackle the 18-piece puzzle. The child can work with others or work alone. She controls the amount of time she spends engaged in a particular activity. This freedom allows children to be self-directed learners, learning from both the physical and social world. It also recognizes and honors the individual child's maturational level. As stated by Maxwell (2007), "Physical attributes of the environment may therefore be just as critical a part of a quality childcare program as teacher education and experience" (p. 240)
“發展和學習是生物成熟與環境動態和持續互動的結果”（Copple & Bredekamp，2009 年，第 12 頁）。精心設計的環境提供了一系列挑戰，因此當孩子成功完成一項挑戰時，另一個挑戰等待著他們。例如，孩子完成 12 塊拼圖后，她可以解決 18 塊拼圖。孩子可以與他人合作或單獨工作。她控制自己花在從事特定活動上的時間。這種自由使孩子們能夠成為自主學習者，從物理和社會世界中學習。它還認可並尊重每個孩子的成熟水準。正如 Maxwell （2007） 所說，“因此，環境的物理屬性可能與教師教育和經驗一樣重要”（第 240 頁）.

Practice Advances Development
實踐推動發展

"Development and learning advance when children are challenged to achieve at a level just above their current mastery, and also when they have many opportunities to practice newly acquired skills" (Copple & Bredekamp, 2009, p. 15). A well-designed environment allows children to practice skills in an authentic way (using skills in a real-life context rather than through drill). For example, children will use their developing writing skills in a variety of centers such as labeling their artwork, creating signs for their block buildings, and creating menus in the dramatic play restaurant. Authentic tasks are more engaging and a more effective way to learn than those same tasks performed through drill or direct instruction (Cooper, Capo, Mathes, & Gray, 2007)
“當孩子們面臨挑戰以達到他們當前掌握的水準時，以及當他們有很多機會練習新獲得的技能時，發展和學習就會進步”（Copple & Bredekamp，2009年，第15頁）。精心設計的環境可以讓孩子們以真實的方式練習技能（在現實生活中使用技能，而不是通過訓練）。例如，孩子們將在各種中心使用他們發展中的寫作技能，例如為他們的作品貼標籤、為他們的街區建築創建標誌以及在戲劇遊戲餐廳創建功能表。真實的任務比通過訓練或直接指導執行的相同任務更吸引人，也是一種更有效的學習方式（Cooper， Capo， Mathes， & Gray， 2007）.

Development Occurs in the Context of Secure, Consistent Relationships "Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers" (Copple & Bredekamp, 2009, p. 13). The well-designed environment is a place where children and adults can find sanctuary, nurturance, comfort, compassion, and community (Greenman, 2005a). Relationships flourish as children have the opportunity to play with peers in self-chosen activities. The one-on-one time with an adult that often occurs as children interact in learning centers also facilitates positive relationships
發展發生在安全、一致的關係環境中 「當孩子們與反應靈敏的成年人建立安全、一致的關係並與同伴建立積極關係的機會時，他們的發展最好」（Copple & Bredekamp，2009年，第13頁）。精心設計的環境是兒童和成人可以找到避難所、養育、舒適、同情心和社區的地方（Greenman 2005a）。當孩子們有機會在自選活動中與同齡人一起玩耍時，人際關係會蓬勃發展。兒童在學習中心互動時經常與成人進行一對一的交流，這也促進了積極的關係.

Experiences Shape Future Dispositions and Behaviors
經驗塑造未來的性格和行為

"Children's experiences shape their motivation and approaches to learning, such as persistence, initiative, and flexibility; in turn, these dispositions and behaviors affect their learning and development” (Copple & Bredekamp, 2009, p. 15). A well-designed environment provides multiple ways of learning the same skill through different learning centers. For example, children might learn math skills as they keep time to the music in the music center, classify in the manipulative center, engage in a math activity on the computer, complete a recipe in the cooking area, or build in the block center. They might represent what they are learning through music, art, dance, or writing. This al- lows children to choose the learning modality that is most effective for them, while ex- posing them to a wide range of different learning options. Persistence and initiative are increased when children have the opportunity to learn in ways that are interesting and motivating to them
“孩子們的經歷塑造了他們的學習動機和方法，例如毅力、主動性和靈活性;反過來，這些性格和行為會影響他們的學習和發展“（Copple & Bredekamp，2009 年，第 15 頁）。精心設計的環境提供了通過不同的學習中心學習相同技能的多種方式。例如，孩子們可能會在音樂中心花時間聽音樂、在操縱中心分類、在計算機上進行數學活動、在烹飪區完成食譜或在積木中心建造時學習數學技能。他們可能代表他們通過音樂、藝術、舞蹈或寫作學到的東西。這 鼓勵孩子們選擇對他們最有效的學習方式，同時讓他們 接觸到各種不同的學習選擇。當孩子們有機會以有趣和激勵他們的方式學習時，毅力和主動性就會增加.

Early Experiences Are Critical
早期經驗至關重要

"Early experiences have profound effects, both cumulative and delayed, on a child's development and learning; and optimal periods exist for certain types of development and learning to occur" (Copple & Bredekamp, 2009, p. 12). The early years are critical for children's current and future learning. An effective environment is one way that we pro- vide the experiences that children need to develop optimally
“早期經歷對孩子的發展和學習有深遠的影響，無論是累積的還是延遲的;並且存在某些類型的發展和學習的最佳時期“ （Copple & Bredekamp，2009 年，第 12 頁）。早期教育對兒童當前和未來的學習至關重要。有效的環境是我們提供兒童最佳發展所需的體驗的一種方式.

The developmentally appropriate practices principles inform the teacher, the environmental designer. These well-designed environments then support developmentally ap- propriate practices.
適合發展的實踐原則為教師、環境設計師提供資訊。 然後，這些精心設計的環境支援適當的開發實踐。

Reducing Behavioral Issues Through Environmental Design
通過環境設計減少行為問題

In addition to helping support developmentally appropriate practices, a well-designed environment reduces behavioral issues, allowing the teachers to spend more time scaffolding learning. The environment can help prevent behavioral issues in three ways.
除了説明支援適合發展的實踐外，精心設計的環境還可以減少行為問題，讓教師有更多時間在學習上搭建腳手架。 環境可以通過三種方式説明防止行為問題。

1. Children who are actively engaged in develop- mentally appropriate, interesting activities that they choose usually display fewer behavioral is- sues. Because the well-designed environment provides children with many choices at different developmental levels, children's unique skill levels, preferred learning styles, and interests can be addressed
1. 積极參與他們選擇的適合發展的、有趣的活動的孩子通常表現出較少的行為表現。因為精心設計的環境為孩子在不同的發展水準提供了許多選擇，所以可以解決孩子獨特的技能水準、偏好的學習方式和興趣.

2. The well-planned environment provides private retreats and activities that assist children to man- age emotions
2. 精心規劃的環境提供私人靜修和活動，幫助兒童管理情緒.

3. The teacher intentionally designs the layout of the environment to prevent common behavioral issues
3. 老師有意識地設計環境的佈局，以防止常見的行為問題.

This enticing reading area at Helen Gordon Lab School in Portland, Oregon, provides privacy and transparency.
俄勒岡州波特蘭市 Helen Gordon Lab School 的這個誘人的閱讀區提供隱私和透明度。

To prevent common behavioral issues
防止常見的行為問題:

• Teachers design learning centers (dedicated areas, indoors or outdoors, that have intentional purposes) that allow small groups to work together, without interruption from others
• 教師設計學習中心（有意為之的室內或室外專用區域），讓小組可以一起工作，而不會受到他人的打擾.

• Dividers are placed between areas to provide a protected space for play and assist children to stay focused
• 區域之間放置隔板，為遊戲提供受保護的空間並幫助兒童保持專注.

Clear boundaries keep materials in one area from interfering with other areas. For example, shelves are placed between the art and block areas pre- venting trucks from running under the easels
清晰的邊界可以防止一個區域中的材質與其他區域發生干擾。例如，在藝術和塊狀區域之間放置了架子，以防止卡車在畫架下行駛.

• Fighting over limited resources is prevented by having a sufficient number of materials (for very young children, exact duplicates are often necessary)
• 擁有足夠數量的材料可以防止爭奪有限的資源（對於非常年幼的孩子，通常需要完全相同的複製品）.

Interesting, enticing materials in every center keep children from all congregating in one center
每個中心都有有趣、誘人的材料，讓來自所有人的孩子們都聚集在一個中心.

Organized and labeled shelves allow children to keep materials orderly and to lo- cate the materials that they need
有序和貼有標籤的書架讓孩子們可以把材料整理得井井有條，並找到他們需要的材料.

Materials and books are in good condition and beautifully displayed causing the children to want to take care of them
材料和書籍狀況良好，展示精美，讓孩子們想要照顧它們.

The floor plan is developed to prevent children from seeing it as a racecourse. For example, when an obvious circular path is available it invites children to run (see Chapter 5 for sample floor plans)
平面圖的制定是為了防止孩子們將其視為賽馬場。例如，當有一條明顯的圓形路徑可用時，它會邀請孩子們跑步（參見第 5 章的平面圖示例）.

Density, the number of children in a given space, is reduced, since crowding in- creases the likelihood of aggressive behavior (see Chapter 6 for research and in- formation on density).
密度，即給定空間內兒童的數量，會減少，因為擁擠會增加攻擊性行為的可能性（有關密度的研究和資訊，請參見第 6 章）。

• Children's health and safety needs, including restful places to sleep or relax, are planned for (to learn more about this topic see Chapter 4)
• 計劃兒童的健康和安全需求，包括休息或放鬆的地方（要瞭解有關此主題的更多資訊，請參閱第 4 章）.

If you have behavioral issues in your class, first examine the environment to see if a change could solve the problem. For example, I was a consultant to a program where the following occurred
如果您的班級中存在行為問題，請首先檢查環境，看看更改是否可以解決問題。例如，我是一個項目的顧問，其中發生了以下情況:

The teachers were very frustrated because three children were running their large Tonka trucks (housed in the block area) under the art easels. The day before I arrived, one of the easels had fallen, splattering paint everywhere. The teachers had placed the children involved in time-out, but the next day they again drove the trucks under the easel. At this point, the teachers banned these children from the block area for one week. When I arrived, I observed that there was no clear division between the art and block area. In my opinion, the children crawling on the floor may have been focusing on their play and oblivious to the easels. After our discussion, the teachers redesigned the room, placing clear dividers be- tween the art and block area. This solved the problem where the punitive approach did not
老師們非常沮喪，因為三個孩子在藝術畫架下駕駛他們的大型 Tonka 卡車（位於街區區域）。在我到達的前一天，其中一個畫架掉了下來，油漆飛濺到各處。老師們已經讓涉事的孩子暫停了，但第二天他們又把卡車開到了畫架下。此時，老師們禁止這些孩子進入街區區域一周。當我到達時，我觀察到藝術和塊區域之間沒有明確的劃分。在我看來，在地板上爬行的孩子們可能專注於他們的遊戲，而忽略了畫架。經過討論，老師們重新設計了房間，在藝術和積木區域之間放置了清晰的隔板。這解決了懲罰性方法無法解決的問題.

As stated by Torelli and Durrett, "A developmentally designed environment supports the caregiver-child relationship. It minimizes management and custodial activities, allowing caregivers more time for interaction, observation, and facilitation of children's development" (1996, p. 5)
正如 Torelli 和 Durrett 所說，“一個發展設計的環境支持照顧者與孩子的關係。它最大限度地減少了管理和監護活動，讓照顧者有更多時間進行互動觀察，並促進兒童的發展“（1996 年，第 5 頁）.

We have seen how the well-designed environment supports developmentally appropriate practice and how it can reduce behavioral issues. Now we will examine the historical roots of the environment as a key early childhood learning element
我們已經看到了精心設計的環境如何支持適合發展的練習，以及它如何減少行為問題。現在，我們將研究環境的歷史根源，將其作為兒童早期學習的一個關鍵要素.

Theorists and Approaches Supporting the Importance of the Environment
支援環境 重要性的理論和方法

Theorists and early childhood approaches and philosophies support the need for a rich environment. Just what does a "rich" environment mean? What are its characteristics? We will begin our discussion with Maria Montessori who is credited with designing and promoting beautiful, child-size environments filled with engaging materials. Maria Montessori's philosophy influenced both Piaget and Vygotsky's theories (Mooney, 2000), which we will ex- amine next. Lastly, we will discuss the perspective of Loris Malaguzzi, who built upon the work of Piaget and Vygotsky as well as other theorists to develop the Reggio Emilia approach (Rank in, 2004). Examining the theorists and approaches assists us in understanding the historical and philosophical foundations for designing learning environments
理論家和幼兒方法和哲學支援對豐富環境的需求。“富裕”環境究竟意味著什麼？它有什麼特點？我們將開始與 Maria Montessori 進行討論，她因設計和推廣充滿引人入勝的材料的美麗兒童大小的環境而受到讚譽。瑪麗亞·蒙台梭利的哲學影響了皮亞傑和維果茨基的理論（Mooney，2000 年），我們接下來將對此進行解釋。最後，我們將討論 Loris Malaguzzi 的觀點，他以 Piaget 和 Vygotsky 以及其他理論家的工作為基礎，發展了 Reggio Emilia 方法（Rank in，2004）。研究理論和方法有助於我們理解設計學習環境的歷史和哲學基礎.

Montessori
蒙台梭利

As we prepare orderly, clean, aesthetic environments using child-size furnishings and beautiful materials, we can thank Dr. Maria Montessori, an Italian physician, who was the first advocate of such settings. The carefully prepared environment is a key component of Montessori's philosophy. She states
當我們使用兒童尺寸的傢俱和漂亮的材料準備有序、乾淨、美觀的環境時，我們要感謝義大利醫生 Maria Montessori 博士，她是此類環境的第一位宣導者。精心準備的環境是蒙台梭利理念的關鍵組成部分。她說:

The immense influence that education can exert through children, have the environment for its instrument, for the child absorbs his environment, takes everything from it, and incarnates it in himself. (1995, p. 66)
教育可以通過孩子施加的巨大影響，擁有其工具的環境，因為孩子吸收了他的環境，從中汲取了一切，並在 他自己身上體現出來。 （1995 年，第 66 頁）

According to Montessori (1995), the child must find the environment motivating, so he or she is interested in pursuing the available activities. The child will then want to "con- duct his own experiences" (Montessori, 1995, p. 92)
根據蒙台梭利 （1995） 的說法，孩子必須發現環境具有激勵性，因此他或她對從事可用的活動感興趣。然後，孩子會想要 “介紹他自己的經驗” （Montessori， 1995， 第 92 頁）.

Montessori stressed that the environment needs to liberate the spirit, promote independence, allow activity, and be beautiful, safe, and orderly. It is necessary that the environment be orderly to prevent children from wasting their energy seeking materials (Standing, 1957). Additionally, Montessori believed that when children play in an orderly environment, this desire for order becomes part of the child
蒙台梭利強調，環境需要解放精神，促進獨立，允許活動，並且美麗、安全和有序。環境必須有序，以防止兒童浪費他們的精力尋找材料（Standing， 1957）。此外，蒙台梭利認為，當孩子們在有序的環境中玩耍時，這種對秩序的渴望就會成為孩子的一部分.

Child size environments, according to Montessori, not only applied to furnishings but also the proportions within the entire building (windows that are near the ground, low door handles, shallow steps) (Standing, 1957). She promoted using low, open shelves to display self correcting materials (e.g.. knobbed cylinders to seriate by size are placed in a frame that will only allow the correct sized cylinder to fit). Maria Montessori also advocated providing real working tools (knives and scissors that cut, shovels and trowels that actually dig holes, quality paints and clay) to children
根據蒙台梭利的說法，兒童大小的環境不僅適用於傢俱，也適用於整個建築物內的比例（靠近地面的窗戶、低門把手、淺台階）（Standing， 1957）。她提倡使用低矮的開放式架子來展示自我校正的材料（例如，將按尺寸劃分的旋鈕圓柱體放置在只允許正確尺寸的圓柱體適應的框架中）。瑪麗亞·蒙台梭利 （Maria Montessori） 還宣導為兒童提供真正的工作工具（用於切割的刀和剪刀、實際挖洞的鏟子和抹子、優質油漆和粘土）.

She also believed in beauty. According to Montessori, the environment and materials should be harmonious colors, clean, and shining. However, she also stressed that materials should be practical. For example, she replaced several expensive, beautiful marble tables that had been donated to the Montessori center with more practical, simpler, wooden tables that could be easily moved by the children
她也相信美。根據蒙台梭利的說法，環境和材料應該是和諧的色彩、乾淨和閃亮的。不過，她也強調材料應該是實用的。例如，她用更實用、更簡單的木桌替換了幾張捐贈給蒙台梭利中心的昂貴、漂亮的大理石桌子，這些木桌可以讓孩子們輕鬆移動.

11

The goal of the environment according to Montessori is “”As far as it is possible, to render the growing child independent of the adult. That is, it is a place where he can do
根據蒙台梭利，環境 的目標是“”盡可能使成長中的孩子獨立於成人。 也就是說，這是一個他可以做的地方

things for himself- live his own life-without the immediate help of adults" (Standing, 1957, p. 267). In this environment the child becomes "increasingly active, the teacher increasingly passive. It is a place where the child more and more directs his own life: and in doing so, becomes conscious of his own powers. As long as he is in a state of dependency on the adult he cannot grow as he should" (Standing, 1957, p. 267). However, Montessori also felt that the teacher plays a very critical role since children only have access to the materials that the teacher provides (Montessori, 1995). In addition, teachers observe children, provide very specific guidance to children on how to use the materials, and support them when needed. However, they show respect for the worker and do not interrupt unless it is necessary. The competent teacher "must make her presence felt by those who are seeking; and hide from those who have already found" (Standing, 1957, p. 280). To learn more about the Montessori philosophy, materials, and the role of the teacher, watch the video Montessori on MyEducationLab
為自己做事 - 過自己的生活 - 沒有成年人的直接説明“（Standing，1957 年，第 267 頁）。在這種環境中，孩子變得“越來越主動，老師越來越被動。在這裡，孩子越來越多地指導自己的生活：在此過程中，他意識到自己的力量。只要他處於對成年人的依賴狀態，他就無法像他應該的那樣成長“（Standing，1957 年，第 267 頁）。然而，蒙台梭利也認為老師起著非常關鍵的作用，因為孩子們只能接觸到老師提供的材料（蒙台梭利，1995）。此外，教師會觀察孩子，為孩子提供非常具體的指導，告訴他們如何使用這些材料，並在需要時為他們提供支援。但是，他們表現出對工人的尊重，除非必要，否則不會打斷。稱職的老師 「必須讓那些尋求的人感受到她的存在;躲避那些已經找到的人“（Standing， 1957， 第 280 頁）。要瞭解有關蒙台梭利理念、材料和教師角色的更多資訊，請觀看 MyEducationLab 上的蒙台梭利視頻.

Piaget
皮亞傑

Like Montessori, Piaget believed that children learn through play, with curiosity driving their learning. He stressed that children construct their knowledge through active involvement. As stated by Piaget, "Experience is always necessary for intellectual development... but I fear that we may fall into the illusion that being submitted to an experience (a demonstration) is sufficient for a subject to disengage the structure involved" (Duckworth, 1964, p. 174)
與蒙台梭利一樣，Piaget 相信孩子們通過遊戲來學習，好奇心推動他們的學習。他強調，孩子們通過積极參與來構建他們的知識。正如 Piaget 所說，「經驗對於智力發展總是必要的......但我擔心我們可能會陷入一種錯覺，即被提交給一種體驗（演示）就足以讓主體脫離所涉及的結構“（達克沃斯，1964 年，第 174 頁）.

However, more than just experience is required. "The subject must be active, must transform things, and find the structure of his own actions on the objects" (Piaget, 1964, p. 4). In addition to experimentation, the child must be interested in the learning experience (De Vries, 2004). Without interest, the child will not make the effort to make sense of the experience. Piaget believed that cooperation is also helpful for active learning. Co- operation helps people experience moral dilemmas and conflicts and to become aware of differences in opinions and viewpoints thereby creating cognitive disequilibrium (Bullard & Hitz, 1997). Disequilibrium is an uncomfortable state where new information challenges one's existing knowledge, beliefs, or assumptions. When this occurs one might assimilate the information, working it into his current thinking and belief system, or the person might accommodate or modify her thinking or belief. For example, a child might see a horse for the first time and think "cow," assimilating this new animal into their cur- rent thinking. However, if someone tells the child it is a horse she might create a new category of animal, accommodating or changing her thinking. Piaget stressed that, "Active physical and mental interactions of the child with the environment (physical and social interactions) that permit construction are seen as the most important school-related factor in cognitive development" (Wadsworth, 1989, p. 165). Piaget also believed that the child needs to be able to transform space. This includes looking at things from a different angle, such as looking down upon a scene on the classroom floor from a loft
然而，需要的不僅僅是經驗。“主體必須是主動的，必須改變事物，並在客體上找到他自己的行為結構”（皮亞傑，1964 年，第 4 頁）。除了實驗之外，孩子還必須對學習體驗感興趣（De Vries，2004）。沒有興趣，孩子就不會努力理解這種經歷。Piaget 認為，合作也有助於主動學習。合作幫助人們經歷道德困境和衝突，並意識到觀點和觀點的差異，從而造成認知失衡（Bullard & Hitz， 1997）。不平衡是一種不舒服的狀態，新資訊挑戰一個人現有的知識、信念或假設。當這種情況發生時，一個人可能會吸收資訊，將其融入他當前的思維和信仰體系，或者這個人可能會適應或修改她的思維或信仰。例如，一個孩子可能是第一次看到一匹馬，並認為「奶牛」將這種新動物同化到他們當前的思維中。然而，如果有人告訴孩子這是一匹馬，她可能會創造一個新的動物類別，以適應或改變她的想法。皮亞傑強調，「兒童與環境的積極身心互動（身體和社會互動）被視為認知發展中最重要的與學校相關的因素」（Wadsworth，1989 年，第 165 頁）。Piaget 還認為，孩子需要能夠改變空間。這包括從不同的角度看事物，例如從閣樓俯視教室地板上的場景.

According to Piaget, the teacher is a guiding mentor, who encourages initiative, experimentation, reasoning, and social collaboration. She arranges safe, supportive environments for spontaneous exploration where learners are free to choose from many alternatives (Bullard & Hitz, 1997). Like Montessori, Piaget believed that to be effective the teacher needs to be a careful observer so that he can set up environments and experiences that challenge children
根據 Piaget 的說法，老師是一位指導導師，他鼓勵主動性、實驗、推理和社交合作。她為自發探索提供了安全、支援性的環境，學習者可以從許多選項中選擇自由選擇（Bullard & Hitz， 1997）。與蒙台梭利一樣，皮亞傑認為，要有效，教師需要成為一個細心的觀察者，這樣他才能創造具有挑戰性的環境和體驗.

Vygotsky
維果茨基

When you think of Vygotsky, you probably think of his best-known theory, the zone of proximal development. This zone is the difference between what we can independently accomplish and what we can accomplish with assistance from a more competent peer or teacher. This assistance is called scaffolding. Like that of a construction crew this support helps us to reach a higher level.
當你想到維果茨基時，你可能會想到他最著名的理論，即最近發展區。 這個區域是 我們可以獨立完成的事情與我們在 更有能力的同伴或老師的説明下可以完成的事情之間的差異。 這種幫助稱為 腳手架。 就像施工隊一樣， 這種支援幫助我們 達到更高的水準。

Like Piaget, Vygotsky also believed that children actively construct their own knowledge and that play is a vehicle for doing so. Both theorists believed that play promotes both cognitive and social learning. According to Vygotsky, play, especially pretend play, should be the leading activity for preschool and kindergarten-aged children (Bodrova & Leong, 2007). Vygotsky defined play as an activity that involves an imaginary situation created by the children in which they take on roles and follow a set of rules related to those roles (Bodrova & Leong, 2007). As children play, they use language to negotiate roles, enact scenes, and determine processes furthering their development (Mooney, 2000)
與皮亞傑一樣，維果茨基也認為兒童積極構建自己的知識，而遊戲是構建知識的工具。兩位理論家都認為，遊戲可以促進認知和社交學習。根據維果茨基的說法，遊戲，尤其是假裝遊戲，應該是學前和幼兒園年齡兒童的主要活動（Bodrova & Leong，2007）。維果茨基將遊戲定義為一種活動，涉及到孩子們創造的想像情境，他們在其中扮演角色並遵循與這些角色相關的一套規則（Bodrova & Leong， 2007）。當孩子們玩耍時，他們使用語言來協商角色、表演場景並確定促進他們發展的過程（Mooney，2000 年）.

In addition to play, preschool children should also engage in what Vygotsky called productive activities, such as storytelling, block building, and art and drawing. Pre-academic skills are considered beneficial but only if they emerge from children's interests, are considered meaningful to children, and occur in a developmentally appropriate social context (Bodrova & Leong, 2007). According to Vygotskians, motor activities (statues and stop and start games) can also assist with development, especially self-regulation and attention
除了遊戲，學齡前兒童還應該參與維果茨基所說的生產性活動，例如講故事、積木構建以及藝術和繪畫。學前技能被認為是有益的，但前提是它們從兒童的興趣中產生，被認為對兒童有意義，並在適合發展的社會環境中進行（Bodrova & Leong，2007）。根據 Vygotskian 的說法，運動活動（雕像和停止和開始遊戲）也可以幫助發展，尤其是自我調節和注意力.

When children enter first grade, learning activities become the leading activity. "Learning activities are adult-guided activity around specific, structured, formalized content that is culturally determined" (Bodrova & Leong, 2007, p. 210). However, children at this age still use models (manipulatives and graphic representations). Vygotskians also stress that children themselves need to understand the learning goal and learn to judge their work according to a standard or acceptable level of performance
當孩子進入一年級時，學習活動成為主導活動。“學習活動是圍繞特定、結構化、正式內容進行的成人指導活動，這些內容是由文化決定的”（Bodrova & Leong，2007 年，第 210 頁）。但是，這個年齡段的孩子仍然使用模型（操作和圖形表示）。維果茨基人還強調，孩子們自己需要理解學習目標，並學會根據標準或可接受的表現水準來判斷他們的工作.

To follow the Vygotskian approach you must be a careful observer who uses the in- formation learned to plan hands-on, interactive environments and to scaffold children's learning. Since Vygotsky believed that learning occurs in a social setting, you would pro- vide opportunities and encouragement for children to work together (Mooney, 2000). In addition, Vygotskians often support the quality of children's play through helping them develop play plans (see Chapter 12 for more information)
要遵循 Vygotskian 方法，您必須是一個細心的觀察者，利用所學到的信息來規劃動手實踐的互動環境，併為兒童的學習提供支援。由於維果茨基相信學習發生在社會環境中，因此你會為孩子們提供機會和鼓勵他們一起工作（Mooney，2000）。此外，維果茨基人經常通過幫助兒童制定遊戲計劃來支援兒童的遊戲品質（有關更多資訊，請參見第 12 章）.

Malaguzzi and the Reggio Emilia Approach
Malaguzzi 和雷焦艾米利亞方法

Malaguzzi, the "philosophical leader" of the Reggio Emilia inspired approach, scaffolded his approach upon the work of other theorists including Montessori, Piaget, and Vygotsky (Fraser & Gestwicki, 2002, p. 9; Rankin, 2004). Like the previous theorists, he believed that children construct knowledge through active engagement with the environment. Similar to Vygotsky, he stressed the importance of social interaction in developing children's mental constructions.
馬拉古齊， 瑞焦艾米利亞啟發方法的「哲學領袖」，將他的方法建立在其他理論家的工作之上，包括蒙台梭利、皮亞傑和維果茨基（Fraser & Gestwicki，2002 年，第 9 頁; Rankin，2004 年）。 與之前的理論家一樣，他認為兒童通過積极參與環境來 構建知識。與維果茨基類似，他強調了 社交互動在發展兒童心理結構中的重要性。

In the Reggio approach, teachers base the educational environment and activities upon the Image of the child. The child is seen as unique, curious, capable, competent, having potential, relationship seeking, an active constructor of knowledge, a possessor of rights rather than needs (Fraser & Gestwicki, 2000; Gandini, 2004). This image affects the way that teachers work with children. They view themselves as co-constructors of knowledge or partners in children's learning.
在瑞吉歐方法中，教師根據孩子的形象來制定教育環境和活動 。 孩子被視為獨特、好奇、有能力、有能力、有潛力、尋求關係、積極的 知識構建者、擁有權利而不是需求的人（Fraser & Gestwicki，2000;Gandini， 2004）。 這種形象影響了教師與孩子相處的方式。他們將自己視為知識的共同構建者或兒童學習的夥伴。

Apply Your Knowledge What adjectives would you use to describe your image of the child? How does this image affect the way you interact with the child?
應用你的知識 你會用什麼形容 詞來描述你對孩子的印象？ 這個形象如何影響你與孩子的互動方式？

The Reggio Emilia environments are referred to as the "third teacher" (the parents and teachers are considered the other two teachers). Several principles support this concept (Fraser & Gestwicki, 2002; Gandini, 2004). In the Reggio Emilia approach, the environment
Reggio Emilia 環境稱為 “第三位老師” （家長和老師被視為另外兩位老師）。 有幾個原則支持這個概念（Fraser & Gestwicki，2002; Gandini，2004 年）。在 Reggio Emilia 方法中，環境

• Is aesthetic, containing beautiful materials and spaces. There is intense attention to detail in every environmental feature with no overlooked corner, wall, ceiling, or floor
• 具有美感，包含美麗的材料和空間。每個環境特徵都非常注重細節，沒有被忽視的角落、牆壁、天花板或地板.

• Is highly personalized, reflecting the culture and interests of the inhabitants through photos, materials, artwork, and transcriptions (Gandini, 2004)
• 高度個人化，通過照片、材料、藝術品和轉錄反映居民的文化和興趣（Gandini，2004 年）.

• Promotes active learning through abundant affordances or opportunities to learn that include many choices, provocative displays, and a variety of open-ended, in- tellectually stimulating materials. The school is a "workshop for research and ex- \perimentation, a laboratory for individual and group learning, a place of
• 通過豐富的學習機會或學習機會來促進主動學習，包括多種選擇、挑釁性的展示和各種開放式的、具有內 感刺激的材料。 學校 是“研究和 體驗的車間，個人和小組學習的實驗室，一個

construction" (Ceppi & Zeni, 1998, p. 14)
建設“（Ceppi & Zeni，1998 年，第 14 頁）.

• Encourages interaction with materials through the use of provocations (activities, materials, or questions that provoke thought, problem solving, and creativity), many different types of objects (realistic objects, colorful beautiful objects, natural objects, authentic furniture, tools, and utensils), beautiful displays that highlight materials, and mirrors that are placed to see objects in new ways (Strong-Wilson & Ellis, 2007)
• 通過使用挑釁（激發思考、解決問題和創造力的活動、材料或問題）、許多不同類型的物體（現實物體、色彩繽紛的美麗物體、自然物體、真實的傢俱、工具和器皿）、突出材料的美麗展示和放置以新方式觀察物體的鏡子（Strong-Wilson & Ellis，2007 年）.

• Encourages children to represent their ideas in many different types of media. Each center has an atelierista (a trained visual arts teacher) and an atelier (shared arts studio). In addition, many classrooms have mini-ateliers. Malaguzzi gave art a new meaning (Rankin, 2004), using art as a tool to express one's ideas, thoughts, and knowledge and also to further one's thinking. As one creates the art, knowledge, ideas, and thoughts become visible and new questions, ideas, and thoughts emerge
• 鼓勵孩子們在許多不同類型的媒體中表達他們的想法。每個中心都有一個 atelierista（訓練有素的視覺藝術教師）和一個 atelier（共用藝術工作室）。此外，許多教室都有迷你工作室。Malaguzzi 賦予了藝術新的含義（Rankin，2004 年），將藝術用作表達思想、思想和知識的工具，也可以促進一個人的思考。當一個人創造藝術時，知識、想法和思想變得可見，新的問題、想法和想法出現.

• Welcomes children, families, and teachers and views them as the three subjects of education. As stated by Rinaldi, "everything that happens to one affects the other" (2001, p. 53). The Reggio community is characterized by empathy; close bonds; a sharing of knowledge, fears, and hopes; and a construction of common values and shared meanings (Ceppi & Zeni, 1998, p. 11)
• 歡迎兒童、家庭和教師，並將他們視為教育的三個主體。正如 Rinaldi 所說，“發生在一個人身上的一切都會影響另一個”（2001 年，第 53 頁）。雷焦社區的特點是同理心;緊密聯繫;分享知識、恐懼和希望;以及共同價值觀和共同意義的構建（Ceppi & Zeni，1998，第11頁）.

• "Fosters encounters, communication, and relationships" (Gandini, 2004, p. 17) through the design of activities and space. Spaces are available for children to work in small groups and to work individually if they choose. Common areas such as a central piazza encourage children, parents, and teachers from different groups to interact. The environment is also rich in documentation of group efforts. It is a "living testimony to interactions that happen in the environment" (Strong-Wilson & Ellis, 2007, p. 42)
• 通過活動和空間的設計“促進相遇、溝通和關係”（Gandini，2004 年，第 17 頁）。孩子們可以選擇以小組形式工作，也可以根據自己的意願單獨工作。公共區域，如中央廣場，鼓勵來自不同群體的孩子、家長和老師進行互動。該環境還包含豐富的團隊工作文檔。它是「環境中發生的互動的活生生的見證」（Strong-Wilson & Ellis，2007年，第42頁）.

• Provides rich sensory experiences that encourage "investigation and discovery using the whole body." The environment itself (walls, floors, ceilings) is also multi- sensory with different sensory media so each individual person's needs can be met (Ceppi & Zeni, 1998, p. 8)
• 提供豐富的感官體驗，鼓勵 「使用整個身體進行調查和發現」。環境本身（牆壁、地板、天花板）也是多感官的，具有不同的感官媒介，因此每個人的需求都可以得到滿足（Ceppi & Zeni，1998，第8頁）.

• Provides transparency. Light is everywhere, shining through low windows; reflected in shiny mobiles and mirrors hung from ceilings, walls, and lofts; shining from interesting light features; flowing through transparent fabric, beautiful glass objects, colored transparency film in windows and child-created murals on plastic sheets; and explored with light tables (Fraser & Gestwicki, 2002). Children can look from one space to another, outside or into another classroom. It is also a metaphor for openness and transparency in sharing learning through documentation (Fraser & Gestwicki, 2002)
• 提供透明度。光線無處不在，透過低矮的窗戶照進來;倒映在天花板、牆壁和閣樓上懸掛的閃亮的手機和鏡子中;從有趣的光特徵中閃耀;流淌在透明織物、美麗的玻璃物體、窗戶上的彩色透明薄膜和塑膠板上的兒童創作壁畫;並用燈檯進行探索（Fraser & Gestwicki，2002）。孩子們可以從一個空間看向另一個空間，也可以看向外面或另一個教室。這也是通過文檔分享學習的開放性和透明度的隱喻（Fraser & Gestwicki，2002）.

• Brings the outside world in. This includes the natural world and the social world (the community and culture). The program experiences "osmosis with the world out- side. A school should not be a sort of counter world, but the essence and distillation of society surrounding it, it is a part of the larger world" (Ceppi & Zeni, 1998, p. 6)
• 將外部世界帶入。這包括自然世界和社會世界（社區和文化）。該計劃體驗到“與世界的滲透”。學校不應該是一個反世界，而是圍繞它的社會的本質和提煉，它是更大世界的一部分“（Ceppi & Zeni，1998年，第6頁）.

• Supports flexibility and creativity through encouraging children and adults to use objects and space in imaginative ways
• 通過鼓勵兒童和成人以富有想像力的方式使用物體和空間，支持靈活性和創造力.

• Provides reciprocity. The environment is not passive; instead, it is like a living being, conditioning and being conditioned by children's and adult's actions (Fraser & Gestwicki, 2002; Gandini, 1998)
• 提供互惠。環境不是被動的;相反，它就像一個活生生的生物，受兒童和成人行為的制約和被制約（Fraser & Gestwicki，2002年;Gandini， 1998）.

The Reggio Emilia teacher is a keen observer who is an active listener and interpreter. She uses this knowledge to establish provocations to help children think more deeply, question assumptions, and design flexibly planned curriculum. The curriculum occurs at a leisurely pace and flows naturally from the children's and teachers' ideas (Gandini, 2004). The teacher also collaborates with children, coworkers, families, and the community to form a "community of learners" (Fraser & Gestwicki, 2002). Watch the video Reggio Emilia on MyEducationLab to learn more about this philosophy
雷焦艾米利亞的老師是一位敏銳的觀察者，也是一個積極的傾聽者和解釋者。她利用這些知識來建立激發，以説明孩子們更深入地思考、質疑假設並設計靈活規劃的課程。課程以悠閒的節奏進行，自然而然地流淌於兒童和教師的想法（Gandini，2004 年）。教師還與孩子、同事、家庭和社區合作，形成一個“學習者社區」（Fraser & Gestwicki， 2002）。在 MyEducationLab 上觀看視頻 Reggio Emilia，了解有關此理念的更多資訊.

Montessori, Piaget, Vygotsky, and Malaguzzi all valued the environment as an important teacher of young children. They each also valued the teacher as an environmental designer and as a scaffolder of children's learning. In the next section, we will further ex- amine the teacher's role in supporting children's learning
蒙台梭利、皮亞傑、維果茨基和馬拉古齊都把環境看作是幼兒的重要老師。他們每個人都將老師視為環境設計師和兒童學習的腳手架。在下一節中，我們將進一步闡述教師在支援兒童學習方面的作用.

Guidelines for Creating Effective Learning Environments:
創建有效學習環境的指導方針：

Role of the Teacher
教師 的角色

Teaching effectively through the environment requires the teacher to be concurrently aware of the children in her classroom (their developmental levels, cultural backgrounds, interests, learning styles, dispositions, and behavioral nuances) and the early learning guidelines, curriculum standards, and program outcomes appropriate for her age group. She must use this information to design relevant, engaging environments and to make needed environmental changes as the year progresses. Finally, she must be available as children use the environment to scaffold their learning. In this section, we will discuss the prerequisites for establishing the environment, some key points for environmental design, and the teacher's role once she has designed the environment. Each of these points will be further explained in chapters throughout the book.
在環境中進行有效的教學需要教師同時了解 課堂上 的孩子（他們的發展水準、文化背景、興趣、學習風格、性格和行為細微差別）以及適合她年齡段的早期學習指南、課程標準和課程成果。 她必須利用這些資訊來設計相關的、有吸引力的環境，並隨著時間的推移做出必要的環境改變 。最後， 當孩子們使用 環境來支援他們的學習時，她必須隨時可用 在本節中， 我們將討論建立環境的先決條件、環境設計的一些關鍵點以及教師在完成後的角色設計環境。這些要點中的每一個都將 在全書的章節中進一步解釋。

Prerequisites for Establishing a Rich Environment
建立豐富環境 的先決條件

Teachers must have knowledge and skills before even beginning the environmental de- sign. To design the environment you must be aware of
教師在開始環境設計之前就必須具備知識和技能。 設計 環境必須注意

• Child development and developmentally appropriate practices. This knowledge forms the basis for planning and developing curriculum and the environment.
•兒童發展和適宜發展的做法。這些知識構成了 規劃和 開發課程和環境 的基礎。

• Individual children's developmental level and interests so that environments can be developed that are meaningful to each child. This is often accomplished through informal assessment techniques such as observation and child interviews and discussions. Interviews with families can also provide important information. One toddler center sent a small plastic bag to each family before the program began and asked them to place pictures or items in the bag that demonstrated their child's interests. The teachers then collected these and used the information as the basis for designing the environment
• 每個孩子的發展水平和興趣，以便為每個孩子創造有意義的環境。這通常是通過非正式的評估技術來實現的，例如觀察和兒童訪談和討論。與家庭面談也可以提供重要資訊。一個幼兒中心在項目開始前向每個家庭發送了一個小塑膠袋，並要求他們在袋子中放置展示孩子興趣的照片或物品。然後，教師收集這些資訊，並將這些資訊用作設計環境的基礎.

• Children's cultural background to assure that experiences and environments are relevant to each child. Garcia states that we must seek information "like an ethnographer" (2003, p. 16), a researcher learning about the culture of the children and families we serve. Being aware of our own culture and how it affects our values, beliefs, and practices is a first step in cultural competence. We are then ready to begin to learn about the culture of others. General information about the culture of the children through activities such as reading, talking to community leaders, and inviting guest speakers to the program can assist us in cultural understanding. Knowing that each family is unique, we can use the general knowledge acquired to talk to each individual family about their specific values and practices (Marshall, 2003). To discover other ways that teachers can learn about families' cultures, watch Incorporating Home Experiences of Culturally Diverse Students Part-1 on MyEducationLab
• 兒童的文化背景，以確保體驗和環境與每個孩子相關。加西亞指出，我們必須「像民族志學家一樣」（2003 年，第 16 頁）尋找資訊，這是了解我們所服務的兒童和家庭文化的研究人員。了解我們自己的文化以及它如何影響我們的價值觀、信仰和實踐是文化能力的第一步。然後，我們準備好開始瞭解他人的文化 通過閱讀、與社區領袖交談和邀請演講嘉賓參加該計劃等活動，有關兒童文化的一般資訊可以幫助我們瞭解文化。知道每個家庭都是獨一無二的，我們可以使用獲得的一般知識與每個家庭討論他們的特定價值觀和做法（Marshall，2003 年）。要了解教師瞭解家庭文化的其他方式，請觀看 MyEducationLab 上的融合多元文化學生的家庭體驗第 1 部分.

• Curriculum standards and early learning guidelines (what children at different ages should know and be able to do) so that you can develop an environment, and scaffold children's learning in meeting these standards
• 課程標準和早期學習指南（不同年齡的孩子應該知道和能夠做什麼），以便您可以開發一個環境，並支援孩子的學習達到這些標準.

• Your own and your program's philosophy. The philosophy we have is often implicit or hidden, but it affects our beliefs and therefore our actions. We each have values and preconceived notions based upon years of our own personal educational experience about the role of the student, teacher, and learning environment. We also have formed beliefs about different cultural and family characteristics. Think about your beliefs in regard to single parents, same-sex parents, grandparents raising children, children who are homeless, children who come from different racial or ethnic backgrounds than you. These beliefs create a lens through which we view the world, families, children, and the classroom. By uncovering our belief system or making our values more explicit, we can examine them to see if they are consistent with early childhood theory and philosophy
• 您自己和您的程序的理念。我們擁有的哲學通常是隱含的或隱藏的，但它會影響我們的信仰，從而影響我們的行為。我們每個人都有基於我們自己多年關於學生、教師和學習環境角色的個人教育經驗的價值觀和先入為主的觀念。我們還形成了關於不同文化和家庭特徵的信念。想想你對單親父母、同性父母、撫養孩子的祖父母、無家可歸的孩子、與你來自不同種族或民族背景的孩子的看法。這些信念創造了一個鏡頭，我們可以通過它來看待世界、家庭、兒童和課堂。通過揭示我們的信仰體系或使我們的價值觀更加明確，我們可以檢查它們，看看它們是否與幼兒理論和哲學一致.

Designing the Environment
設計環境

After you have met these prerequisites, you are ready to begin the environmental design process. You will need to
滿足這些先決條件後 ，您就可以 開始環境 設計過程了。 您將需要

• Design your floor plan. If you follow the principles of developmentally appropriate practice, you will typically develop separate learning centers in your classroom (see Chapter 5 for a detailed description)
• 設計您的平面圖。如果您遵循適合發展的實踐原則，您通常會在課堂上建立單獨的學習中心（詳細說明見第 5 章）.

• Consider design outcomes (aesthetically pleasing, home-like), design elements (softness, texture, color, and lighting), and design palettes (ceilings, walls, and floors). You must also consider noise and the density of children per available space (see Chapter 6 for more information)
• 考慮設計結果 （美觀、家居風格）、設計元素 （柔和度、紋理、顏色和照明） 和設計調色板 （天花板、牆壁和地板）。您必須考慮雜訊和每個可用空間的子級密度（有關更多資訊，請參閱第 6 章 ）.

• Consider the health and safety of children and adults (see Chapters 4 and 18 for more information)
• 考慮兒童和成人的健康和安全（有關更多資訊，請參閱第 4 章和第 18 章）.

•Design each learning center, stocking each with an abundance and variety of developmentally appropriate, culturally relevant, interesting, and intellectually stimulating materials. You will want to include both open-ended and closed- ended materials. Children can use open-ended materials, those that have more than one type of use, such as buttons to classify in multiple ways; pieces of fabric to make into capes, headdresses, or doll blankets; or clay to create whatever one can imagine. Closed-ended materials have a specific or a clearly defined use, such as puzzles. Chapters 7 through 17 provide information about designing each specific center
•設計每個學習中心，為每個學習中心提供豐富多樣的適合發展、文化相關、有趣和智力刺激的材料。您將需要同時包含開放式和封閉式材料。兒童可以使用開放式材料，即具有多種用途的材料，例如按鈕以多種方式進行分類;製作斗篷、頭飾或娃娃毯的布片;或者用粘土來創造人們能想像到的任何東西。封閉式材料具有特定或明確定義的用途，例如拼圖。第 7 章到第 17 章提供了有關設計每個特定中心的資訊.

• Provide an effective context for learning through developing a schedule that al- lows time for using the centers, designing smooth transitions and routines that sup- port the flow of the day, providing effective grouping methods to meet children's needs, and observing and documenting children's development and interests so you can support children's learning and share their learning with others (see Chapter 3 for more information)
• 通過制定一個時程表，為學習提供有效的環境，為使用中心設計平穩的過渡和例行程式，以支援一天的流程，提供有效的分組方法以滿足 兒童的需要，觀察和記錄兒童的發展和興趣，以便 支援兒童的學習並與他人分享他們的學習成果（更多信息見第 3 章）.

Interacting with Children in the Environment
與環境中的子項交互

Of course, the teacher's role does not end with the classroom design. As children use the environment, you will need to be available to support their learning. You will do this in a variety of ways including observing, scaffolding learning, supporting peer interactions, acknowledging them as learners, assisting them to follow rules, keeping them safe, and documenting their learning
當然，教師的角色並不止於教室的設計。當孩子們使用環境時，您需要隨時支持他們的學習。您將以多種方式做到這一點，包括觀察、搭建學習框架、支援同伴互動、承認他們是學習者、幫助他們遵守規則、確保他們的安全以及記錄他們的學習.

Observing. Observation is critical in helping you to determine children's interests, development, dispositions, and need for support. The information gained assists you in building relationships with children, choosing relevant materials and activities, and evaluating how classroom spaces are used. Close observation will also assist you in determining your immediate role. Is it to observe children's play, to scaffold learning for an individual child or small group, to become a play partner, or to roam the room providing needed assistance?
觀察。 觀察對於説明您 確定孩子的興趣、發展、性格和支援需求至關重要。 獲得的信息可説明您與孩子建立關係 、選擇相關材料和活動以及評估教室空間的使用方式。密切觀察也將幫助您 確定您的直接角色。是 觀察孩子們的遊戲，為獨立的兒童或小組提供學習支援，成為遊戲夥伴，還是在房間里漫遊提供所需的説明？

Scaffolding or Supporting Children's Learning. We can scaffold children's learning in a variety of ways including modeling, asking open-ended questions, providing new language, presenting additional information, offering additional materials, and through being a play partner. However, when we scaffold children's learning, we must always be careful not to inadvertently interrupt or redirect their play (Sluss, 2005). We will examine each of these forms of scaffolding individually
搭建腳手架或支援兒童的學習。我們可以通過多種方式為孩子的學習提供支援，包括建模、提出開放式問題、提供新語言、提供額外資訊、提供額外的材料，以及成為遊戲夥伴。然而，當我們為孩子的學習搭建腳手架時，我們必須始終小心，不要無意中打斷或改變他們的遊戲方向（Sluss，2005）。我們將單獨研究這些形式的腳手架.

Modeling. There are many situations where children can be assisted in learning through a more competent model. For example, you might model the use of a tool (spoon, hammer), technique (stacking two blocks, using a slip to join two pieces of clay), social skill (modeling a gentle touch to a toddler, using conflict resolution steps with a preschool child), physical skill (hopping, yoga position), or cognitive skills (using one-to-one correspondence, tagging items as you count them)
建 模。在許多情況下，可以通過更有能力的模型來幫助兒童學習。例如，您可以類比工具（勺子、鎚子）、技術（使用滑條堆疊兩個積木以連接兩塊粘土）、社交技能（對幼兒進行溫柔的觸摸，與學齡前兒童使用衝突解決步驟）、身體技能（跳躍、瑜伽姿勢）或認知技能（使用一對一的對應，在計數時標記專案）.

Asking Open-Ended Questions. Open-ended questions encourage multi-word responses that have more than one correct answer. Open-ended questions invite conversation, re- quire thinking and problem solving, and ask children to share ideas, theories, thoughts, emotions, and reasoning (Kostelnik, Whiren, Soderman, & Gregory, 2009). In contrast, closed-ended questions often ask the child to recall factual information, answer a yes or no question, or state a preference. The child typically answers the closed question in one or a few words. Table 1.1 provides examples of both types of questions
提出開放式問題。開放式問題鼓勵具有多個正確答案的多單詞回答。開放式問題邀請對話，要求思考和解決問題，並要求孩子們分享想法、理論、思想、情感和推理（Kostelnik， Whiren， Soderman & Gregory， 2009）。相比之下，封閉式問題通常要求孩子回憶事實資訊，回答是或否問題，或陳述偏好。孩子通常用一個或幾個詞來回答閉合問題。表 1.1 提供了兩種問題的範例.

Using Rich, Descriptive Language and New Vocabulary. As you interact with children, you can insert descriptive language and introduce children to new vocabulary. Each center and each activity have unique vocabulary associated with them. For example, when the teacher at Discovery Bay Childcare changed the dramatic play center to a garage,
使用豐富的描述性語言和新詞彙。 當您與孩子互動時，您可以插入描述性語言並向孩子介紹新詞彙。 每個 center 和 each 活動都有與之關聯的唯一詞彙。 例如，當 愉景灣托兒所的老師將戲劇遊戲中心改為車庫時，

Table 1.1 Sample Closed and Open Questions
表 1.1 已關閉與未解決的問題示例

the children learned many new words including mechanic, automobile, carburetor, dial, gear, and engine. When the teacher later changed the area to a hospital, there was a new set of vocabulary: immunization, x-ray, anesthesiologist, and physician
孩子們學習了許多新單詞，包括機械師、汽車、化油器、錶盤、齒輪和發動機。當老師後來把這個區域改成醫院時，有了一套新的詞彙：免疫、X 射線麻醉師和醫生.

Children begin school with a vast difference in the number of words in their vocabulary. For example, in one study the total number of words children heard before the age of 4 was 13 million for children who were from low-income homes versus 45 million for children from the highest economic group (Hart & Risley, 1995). This has a profound effect on the children's later success in schooling. However, as an early childhood teacher you have the opportunity to help change this statistic by exposing children to rich, descriptive language in the way that they learn best, in an authentic context.
孩子們開始上學時，詞彙量中的單詞 數量差異很大。 例如，在一項研究中，來自低收入家庭的兒童在4歲之前聽到的單詞總數為1300萬，而來自最高經濟群體的兒童則為4500萬（Hart & Risley，1995）。這對孩子們以後在學校教育中的成功有著深遠的影響 然而，作為一名幼兒教師，您有機會幫助改變這一統計數據，讓孩子們在 真實的環境中以他們最擅長的方式接觸豐富的描述性語言 。

Encouraging Language by Using Parallel Talk, and Expanding and Extending Speech. You can use parallel talk with young children to describe what the child is doing or what you are doing. For example, "Oh, you are laying your baby down so it can go to sleep." "You are stacking two blocks." "I am going to get a clean diaper for you now." To increase the child's vocabulary you might also expand the child's sentence. For example, the child says, "Baby sleep," and you might say, "Yes, you are rocking your baby to sleep." When extending the child's speech you add additional information and model appropriate gram- mar, sentence structure, and pronunciation. For example, when a child says, "I have a truck," you might respond, "Yes; you have a shiny, red, dump truck."
通過使用 Parallel Talk 鼓勵語言，以及擴展和擴展語音。你可以 用平行對話來描述孩子在做什麼或你在做什麼。例如，“哦，你正在把你的寶寶放下，這樣它就可以睡覺了”“你正在堆疊兩個積木。 “我現在要給你弄個乾淨的尿布” 為了增加孩子的詞彙量，你也可以擴大孩子的句子。例如，孩子說，「嬰兒睡覺」，你可能會說，“是的，你正在搖晃你的嬰兒睡覺。“ 在延伸孩子的語音時，您可以添加額外的資訊並模擬適當的語法、句子結構和發音。 例如，當孩子說「我有一輛卡車」時，您可能會回答：“是的;你有一輛閃亮的紅色自卸卡車“

Presenting Additional Information and Enhancing Children's Background Knowledge. When the teacher has background information about a topic, she can naturally introduce information during interactions with children. For example, Tom has a butterfly and moth in his classroom. Garmai and Amberly are looking at them. Tom mentions that the butterfly is called a monarch and that it can fly over 2000 miles. He tells Amberly that this is how far she flies when she visits her grandmother. Amberly says, "But I am in a big plane, and the butterfly is flying with just its own wings. It must get really tired.”
提供額外資訊並增強兒童的背景知識。當老師有關於某個主題的背景資訊時，她可以在與孩子的互動中自然而然地引入資訊。 例如， Tom 的教室里有一隻蝴蝶和飛蛾。 Garmai和 Amberly 正在看著他們，Tom 提到這種蝴蝶被稱為帝王蝶，它可以 飛 2000 多英里。 他告訴Amberly， 這就是她去看望祖母時飛的距離。Amberly 說：“但我在一架大飛機上， 蝴蝶只用自己的翅膀飛翔。 它一定很累。“

Assisting Children to Carefully Observe and Reflect Upon Their Learning. Teachers assist children to observe and reflect in many ways. Tom says to Garmai and Amberly, "Look at the butterfly's and moth's antennas." The children carefully observe through magnifying glasses, noting that the butterfly has a round club at the end of its antenna while the moth does not. Tom lets them know that this is one way that you can tell moths and butterflies apart. Later Tom asks the children if they would like to draw the butterfly and moth, pro- viding the children a way to demonstrate and reflect upon what they learned
協助孩子仔細觀察和反思他們的學習。老師以多種方式説明孩子觀察和反思。湯姆對加爾邁和安貝莉說：「看看蝴蝶和飛蛾的觸角。」孩子們通過放大鏡仔細觀察，注意到蝴蝶的觸角末端有一個圓形的棍子，而飛蛾則沒有。Tom 讓他們知道，這是區分飛蛾和蝴蝶的一種方式。後來，湯姆問孩子們是否想畫蝴蝶和飛蛾，為孩子們提供了一種展示和反思他們所學內容的方法.

Offering Additional Materials. Children may need additional materials to move to the next step in a project or to think or create in new ways. Julio is building a play guitar at the woodworking center and wants to make the guitar strings. Anne, his teacher, provides some fishing line for him. Jonathon and Saleena are building a multi-level block structure. The teacher pro- vides a pulley, allowing the children to build an elevator in their building. Teachers can also ask the children what materials they think would help them to complete their project
提供其他材料。孩子們可能需要額外的材料來進入專案的下一步，或者以新的方式思考或創造。Julio 正在木工中心製作一把彈吉他，他想製作吉他弦。他的老師安妮為他提供了一些釣魚線。Jonathon 和 Saleena 正在構建一個多級區塊結構。老師提供了一個滑輪，讓孩子們可以在他們的大樓裡建造一部電梯。老師還可以詢問孩子們他們認為哪些材料可以幫助他們完成專案.

Being a Play Partner. The younger the child, the more time the adult will spend as the child's play partner. In most cases, you will want to follow the child's lead, engaging in give and take actions and communication (Post & Hohmann, 2000). Azura, a teacher in a toddler classroom, sits with Lisa and Torrence pretending to eat lunch. Lisa pretends to pour Azura and Torrence milk. Azura says "thank you"; Torrence then also says "thank you.”
成為 Play 合作夥伴。 孩子越小，成人作為孩子的遊戲夥伴的時間就越多。在大多數情況下，你會想要跟隨孩子的引導，參與 給予和行動以及溝通（Post & Hohmann， 2000）。 Azura 是幼兒教室的老師，與 Lisa 和 Torrence 坐在一起，假裝吃午飯。麗莎假裝倒 Azura 和 Torrence 牛奶。 Azura 說「謝謝」;“然後 Torrence 還說：”謝謝你。“

Supporting Peer Interactions. As a teacher, you may need to assist children to solve conflicts they are unable to resolve themselves, to interpret and provide words for children's ac- tions, and to help children enter play. Children who are successful in play entry often be- gin as onlookers watching the other children play. This allows them to understand the play, the roles, and the plot. They often begin entry by playing next to the group, engaging in a parallel activity. Teachers can assist children to enter play by scaffolding, modeling, giving children desirable props, suggesting roles, or entering the play with the child. There is a more in-depth discussion about peer interactions in Chapter 2
支援對等交互。作為教師，您可能需要説明孩子解決他們自己無法解決的衝突，為孩子的活動解釋和提供詞彙，並説明孩子進入遊戲。成功進入遊戲的孩子往往是旁觀者，看著其他孩子玩耍。這使他們能夠理解戲劇、角色和情節。他們通常通過在小組旁邊玩遊戲來開始進入，參與平行活動。老師可以通過搭建腳手架、建模、給孩子理想的道具、建議角色或與孩子一起進入遊戲來説明孩子進入遊戲。第 2 章中對 Peer Interactions 進行了更深入的討論.

Acknowledging Learners. We acknowledge learners when we show a sincere interest in what they are doing, document and display their work, and use encouraging language. Encouraging statements reflect the child's effort, provide very specific information, encourage the child's judgment on his work rather than your own, and often lead to further interaction. Encouragement can boost children's self-confidence, persistence, and acceptance of their own and other's efforts (Gartrell, 2007)
確認學習者。當我們對學習者正在做的事情表現出真誠的興趣，記錄和展示他們的工作，並使用鼓勵性的語言時，我們就是對學習者的認可。鼓勵性的陳述反映了孩子的努力，提供了非常具體的資訊，鼓勵孩子對他的工作而不是你自己的工作做出判斷，並且通常會帶來進一步的互動。鼓勵可以提高孩子的自信心、毅力和接受自己和他人的努力（Gartrell，2007 年）.

In contrast, praise tends to be more generic, focusing on the completed product, and on the adult's judgment about the product. Praise may lead children to feel "conditional acceptance" (Gartrell, 2007, p. 254). Instead of developing intrinsic or internal satisfaction with what one has done, frequent praise can make children dependent on external acknowledgement, making them think they are only worthwhile when someone else states they are. For example, a Head Start teacher, Tanya, shared with me her rude awakening to the dangers of praise. Each day, when Laurie entered the classroom Tanya told her how pretty she looked. When Laurie went to kindergarten, she came home and told her mother "I'm ugly." Her mother was stunned and asked Laurie why she thought so. Laurie said, "Mrs. Taylor never tells me I'm pretty, so she must think I'm ugly." Laurie had become conditioned to praise and without it, she did not feel worthwhile. It is important to ac- knowledge learners, but to be cautious with praise. Table 1.2 provides examples of praise and encouragement
相比之下，表揚往往更籠統，側重於完成的產品，以及成年人對產品的判斷。表揚可能會導致孩子感到“有條件的接受”（Gartrell，2007 年，第 254 頁）。頻繁的表揚不會對自己的所作所為產生內在或內在的滿足感，反而會讓孩子依賴外部的認可，讓他們認為只有當別人說他們有價值時，他們才有價值。例如，啟蒙老師 Tanya 與我分享了她對讚美危險的粗魯覺醒。每天，當勞里走進教室時，Tanya 都會告訴她自己看起來有多漂亮。當勞裡上幼稚園時，她回到家告訴媽媽“我很醜”，她的媽媽驚呆了，問勞里為什麼這麼想。勞里說：「泰勒太太從不說我很漂亮，所以她一定覺得我很醜。勞里已經習慣了讚美，沒有讚美，她就覺得不值得。瞭解知識的學習者很重要，但要謹慎對待表揚。表 1.2 提供了表揚和鼓勵的例子.

Apply Your Knowledge Two children have spent the entire center time building a multi-floor castle. They are proudly showing the castle to you. What are Nome encouraging remarks you could say to the children?
應用你的知識 兩個孩子花了整個中心的時間建造了一座多層城堡。他們自豪地向您展示這座城堡。您對 Nome 的鼓勵性話語對孩子們說些什麼？

Table 1.2 Examples of Praise and Encouragement
表 1.2 表揚和鼓勵的例子

Helping Children Engage in Sustained Play. Some children have a difficult time beginning or sustaining play. It is helpful if teachers have children make a plan before the play period, offer a child a choice between activities, and make sure that there are activities that have high appeal to the child. It is also important to examine the environment to make sure that it is not visually overwhelming, that there are clear divisions between centers to reduce distractions, and that noise levels are controlled
幫助兒童參與持續的遊戲。有些孩子很難開始或維持遊戲。如果老師讓孩子在遊戲時間之前制定計劃，讓孩子在活動之間進行選擇，並確保有對孩子有很高吸引力的活動，這將很有説明。檢查環境以確保它在視覺上不會讓人不知所措，中心之間有明確的劃分以減少干擾，並且噪音水準得到控制也很重要.

Reminding Children of the Rules. Reminders of rules may be especially needed when children are new to your classroom. Studies have found that teachers who spend more time at the beginning of the year helping children learn the rules and routines have a greater number of children who are actively engaged later in the year (Guthrie, 2000). Often you will be reminding children of interaction rules. For example, when Nancy grabs Salena's truck, you might say, "Salena is playing with the dump truck right now. Do you want to get a different truck or do you want to ask Salena if you can play with her?" You may also need to remind children of rules that assist in keeping the room orderly, "You need to put the puzzles away when you are done using them." Children might also need reminders about the appropriate use of equipment and materials, "The sand needs to stay in the table. When sand gets thrown it can get in someone's eyes and that really hurts."
提醒孩子們注意規則。 當孩子們剛來到您的課堂時，可能特別需要規則提醒 。 研究發現，在 年初花更多時間 説明孩子學習規則和常規的老師在今年晚些時候積极參與的孩子人數更多 （格思里， 2000）。您通常會提醒孩子交互規則。例如，當 Nancy 抓住 Salena 的卡車時，您可以說，“Salena 現在正在玩自卸卡車。 你想買一輛不同的卡車，還是想問問 Salena 是否可以和她一起玩？您可能還需要 提醒孩子 有助於保持房間秩序的規則，“用完 後，您需要將拼圖收起來 。孩子們可能還需要提醒正確使用設備和材料，「沙子需要留在桌子上」。 當沙子被扔出去時，它會進入某人的眼睛，這真的很痛。“

Intervening When Needed to Provide for Safe Play. It is important to intervene if children are hurting each other physically or emotionally. You must also make sure that children are not engaging in behaviors that could seriously injure them. However, as stated by Greenman (2005b), we must be very thoughtful about when to intervene
在需要時進行干預以提供安全比賽。如果孩子們在身體或情感上相互傷害，進行干預是很重要的。您還必須確保兒童沒有從事可能嚴重傷害他們的行為。然而，正如 Greenman （2005b） 所說，我們必須非常仔細地考慮何時進行干預.

The drive to protect our children is profound and easily can lead to cleansing their lives of challenge and depth. Early childhood is a time when children begin to live in the world and hopefully learn to love the world. They can't do this when fenced off from the messy richness of life to live in a world of fluorescent lights and plastic toys, two-dimensional glowing screens, and narrow teaching instruction. Scrubbing and polishing raw experience in the name of health and safety scrapes away the natural luster and meaning of childhood. Many of the wonders and joys of childhood that fuel the best in our adult selves are birthed in the unavoidable messes, bumps, bruises, and tears that come with exuberant exploration. (Greenman, 2005b, p. 7)
保護我們孩子的動力是深刻的，很容易導致他們生活中的挑戰和深度。幼兒期是孩子們開始生活在 世界上並希望學會愛世界的時期。當他們與混亂豐富的 生活隔絕，生活在一個充斥著螢光燈和塑膠玩具、二維發光螢幕和狹窄教學的世界時，他們就無法做到這一點。以健康和安全的名義 擦洗和拋光原始體驗，會刮掉童年的自然光澤和意義。 童年的許多奇跡和快樂激發了我們成年後最好的自我，它們都誕生於熱情探索所帶來的 不可避免的混亂、顛簸、瘀傷和眼淚。（格林曼，2005b，第 7 頁）

Documenting Learning. Another important role of the adult is to document children's individual and group learning. You might capture children's play through anecdotal records (brief, focused descriptions of a situation), photos, transcriptions of their conversations, tape recordings, video recordings, samples of their work, and so forth. Documentation can enhance children's learning by making their learning visible, by demonstrating that we take their ideas and work seriously, and through allowing children and teachers to "revisit" ideas (Katz & Chard, 1996, pp. 3–4). It promotes teacher's planning and evaluation with children, supplies information for communicating with parents, provides a history of the school, and can become a powerful tool for advocacy (Katz & Chard, 1996)
記錄學習。成人的另一個重要角色是記錄兒童的個人和小組學習。您可以通過軼事記錄（對情況的簡短、集中的描述）、照片、他們的對話轉錄、磁帶錄音、視頻記錄、他們的工作樣本等來捕捉孩子們的遊戲。文檔可以通過使孩子的學習可見，通過展示我們認真對待他們的想法和工作，以及通過允許孩子和老師“重新審視”想法來提高孩子的學習能力（Katz & Chard，1996年，第3-4頁）。它促進了教師與孩子的規劃和評估，提供了與家長溝通的資訊，提供了學校的歷史，並且可以成為強大的宣傳工具（Katz & Chard，1996年）.

Enhancing and Extending the Learning Beyond the Learning Center Time
在學習中心時間之外增強和擴展學習

To take full advantage of the environment as a learning tool we need to extend the learning beyond the center time. One technique is to use small- or large-group discussions to enhance the learning. You can use small and large groups to:
為了充分利用環境作為學習工具，我們需要將學習時間擴展到中心時間之外。 一種技巧是使用小組或大小組討論來增強 學習。 您可以使用小型群組和大型群組來：

Introduce Center Activities and Materials and Build Excitement. Veronica was introducing a bubble center that was going to be in the sensory table. She set out a variety of objects (funnels, sieves, regular spoons, slotted spoons, forks, tea strainer, and potato masher) and asked the children what they thought you might do with these materials. After a lively discussion and many guesses, Veronica brought out a bubble wand and asked again. Several children then guessed that they were going to make bubbles. Veronica then had the children vote on whether each item would make bubbles or not and graphed their answers. Children were eager to see if their hypotheses were correct and to try the different materials. Over the course of the next several days, all the children voluntarily visited the center
介紹中心活動和材料並建立興奮。Veronica 正在介紹一個氣泡中心，它將出現在感官臺上。她擺出各種物品（漏鬥、篩子、普通勺子、開槽勺、叉子、濾茶器和土豆搗碎器），並詢問孩子們他們認為你可以用這些材料做什麼。經過熱烈的討論和多次猜測，維羅妮卡拿出一根泡泡棒再次詢問。然後幾個孩子猜到他們要製造泡泡。然後，Veronica 讓孩子們投票決定每個物品是否會產生氣泡，並繪製出他們的答案。孩子們渴望看到他們的假設是否正確，並嘗試不同的材料。在接下來的幾天裡，所有的孩子都自願參觀了該中心.

Provide Relevant Background Experiences. Children who have a rich experience base engage in more in-depth play, leading to greater social and intellectual outcomes. Jerry had created a music center with several rhythm instruments, including many from other cultures. However, the children had very little interest in the music area. Jerry realized that the children had never seen the instruments in use. He invited guests to come in and play the various instruments. He also showed a videotape of the cultural instruments being played by a group of musicians. Because of this exposure, the children became interested in using the music center
提供相關的背景體驗。擁有豐富經驗基礎的孩子會參與更深入的遊戲，從而獲得更大的社交和智力成果。Jerry 創建了一個音樂中心，裡面有幾種節奏樂器，包括許多來自其他文化的樂器。然而，孩子們對音樂領域的興趣很小。Jerry 意識到孩子們從未見過這些樂器的使用。他邀請客人進來演奏各種樂器。他還展示了一盤錄像帶，其中記錄了一群音樂家演奏的文化樂器。由於這種接觸，孩子們對使用音樂中心產生了興趣.

Introduce Challenges. Teacher challenges can provide additional interest and assist children to stretch their capabilities. For example, in Chapter 11 you will read a description of a teacher who challenged children to create tall buildings. Another teacher challenged children to create a way to get a doll from the first to the second floor of their block building. By observing you will find opportunities to introduce more challenging tasks for the children you work with
引入挑戰。教師挑戰可以提供額外的興趣並説明孩子們擴展他們的能力。例如，在第 11 章中，您將閱讀一位老師的描述，他挑戰孩子們建造高樓大廈。另一位老師挑戰孩子們想辦法把玩偶從他們街區的一樓弄到二樓。通過觀察，您將找到機會為您一起工作的孩子介紹更具挑戰性的任務.

Plan and Recall Experiences. Both the High/Scope and Tools of the Mind (based on the Vygotskian approach) models emphasize having children make plans before playing and to reflect upon these plans after play. Bodrova and Leong (2007), discussing the Vygotskian approach, stress that planning reduces conflicts and allows children to engage in more mature, focused play. Reviewing their play plans can help children to extend the play the following day.
計劃和調用體驗。High/Scope 和 Tools of the Mind（基於 Vygotskian 方法）模型都強調讓孩子在玩耍前制定計劃，並在玩耍後反思這些計劃Bodrova和 Leong （2007） 討論 Vygotskian 方法，強調 計劃可以減少衝突並讓孩子參與 更成熟的，專注遊戲。 回顧他們的遊戲計劃可以説明孩子在第二天延長遊戲 時間。

The High/Scope model encourages beginning planning with toddlers. As discussed by Post and Hohman (2000), planning and recalling can help children to "call up mental pictures of themselves in action, to connect their ideas with actions, to communicate their intentions to others, and to begin to organize their past actions into a simple narrative” (p. 260). To see a teacher guide a group of children through the plan, do, review process, watch the video High/Scope on MyEducationLab
High/Scope 模型鼓勵從幼兒開始規劃。正如 Post 和 Hohman （2000） 所討論的那樣，計劃和回憶可以幫助兒童「在行動中喚起自己的心理畫面，將他們的想法與行動聯繫起來，將他們的意圖傳達給他人，並開始將他們過去的行為組織成一個簡單的敘述」。（第 260 頁）。要看到老師指導一組孩子完成計劃、執行、複習過程，請觀看 MyEducationLab 上的視頻 High/Scope.

Encourage Children to Share Their Work. Sharing work is a way of acknowledging the im- portance of what children have done. Children get an opportunity to speak in front of a group and to ask each other questions and give suggestions. Additionally, one child's work might spark an interest in another child
鼓勵孩子分享他們的作品。分享工作是承認兒童所做之 業重要性的一種方式。孩子們有機會在一群人面前發言，互相提問並提出建議。此外，一個孩子的工作可能會激發對另一個孩子的興趣.

Synthesize and Discuss Children's Learning. After the children had used the bubble center for several days, Veronica again discussed the bubbles. She and the children reexamined their initial predictions and reviewed what they had found out. Veronica placed all the items that made bubbles in one area and all those that did not in another. She asked the children what was similar about the items that made bubbles. By having this circle, Veronica was able to help children analyze and express what they had learned
綜合和討論兒童的學習。在孩子們使用泡泡中心幾天后，維羅妮卡再次討論了泡泡。她和孩子們重新審視了他們最初的預測，並回顧了他們發現的內容。維羅妮卡將所有產生氣泡的物品放在一個區域，將所有沒有產生氣泡的物品放在另一個區域。她問孩子們，那些產生氣泡的物品有什麼相似之處。通過擁有這個圈子，Veronica 能夠説明孩子們分析和表達他們所學到的東西.

Enriching and Changing Centers as Needed
根據需要豐富和更改中心

You will need to continuously observe and monitor centers to enrich and change them as additions and changes can spark children's interest, meet their needs, and provide for more in-depth learning. For example, the children in Jocia's toddler class had become fascinated with an alarm clock that he had added to the dramatic play area. Seeing their interest, he went to a secondhand store and purchased a variety of alarm clocks, wall clocks, and watches for the children to listen to and experiment with
您需要不斷觀察和監控中心以豐富和改變它們，因為添加和更改可以激發孩子的興趣，滿足他們的需求，並提供更深入的學習。例如，Jocia 的幼兒班上的孩子們對他添加到戲劇性遊樂區的鬧鐘著迷。看到他們的興趣，他去了一家二手店，購買了各種鬧鐘、掛鍾和手錶，供孩子們聆聽和試驗.

You might also introduce an element of surprise. This is often something that makes children curious, makes them wonder why, and creates new possibilities. Elements of surprise might start a discussion, provoke new ideas, or inspire interest. For example, a teacher might place a crystal in a window, hide "jewels" in the sand table, or place a mirror under a plant so one sees the under- side. Min, a Head Start teacher, was studying bones with the children. One day she hid several bones in the outdoor sandbox. As children were digging, they discovered the bones. They were very excited, wondering where the bones came from and what kind of bones they were. All the children busily began to dig, discovering every bone. Elements of surprise cause wonderment, joy, and excitement; gifts that all children deserve
你也可以引入一個驚喜的元素。這通常會讓孩子們感到好奇，讓他們想知道為什麼，並創造新的可能性。驚喜元素可能會引發討論、激發新想法或激發興趣。例如，教師可能會在窗戶上放置水晶，將「珠寶」藏在沙桌上，或者在植物下放置一面鏡子，以便看到植物的底部。閔（Min）是一名啟蒙教師，當時她正在和孩子們一起研究骨骼。有一天，她在戶外沙箱裡藏了幾根骨頭。當孩子們挖掘時，他們發現了骨頭。他們非常興奮，想知道這些骨頭來自哪裡，它們是什麼樣的骨頭。所有的孩子都忙著開始挖掘，發現了每一根骨頭。驚喜的元素會引起驚奇、喜悅和興奮;所有孩子都應該得到的禮物.

This light table is enriched with natural (twigs, feathers, pinecones) and recycled items (beads, buttons, fabric, ribbon) allowing children to create designs of their choice. Clear glass containers highlight the materials
這款燈臺富含天然物品（樹枝、羽毛、松果）和回收物品（珠子、紐扣、織物、絲帶），讓孩子們可以創造他們自己的設計。透明玻璃容器突出材料.

Helping Families Understand the Learning Center Approach
説明家庭了解學習中心方法
It is also the responsibility of the teacher to assist families in understanding developmentally appropriate practices and to keep families informed about what their children are learning. Families are often concerned about whether their children will be successful in the next level of schooling. Some parents associate worksheets with learning. When they do not see these sent home each night they become worried. Following are several techniques teachers have used to provide information to families
教師也有責任説明家庭瞭解適合發展的做法，並讓家庭了解他們的孩子正在學習什麼。家庭經常擔心他們的孩子是否會在下一階段的學校教育中取得成功。一些家長將工作表與學習聯繫起來。當他們沒有看到這些東西每天晚上都寄回家時，他們就會擔心。以下是教師用來向家庭提供資訊的幾種技巧.

Jeremy has a family night at the beginning of each year. He introduces the center approach by having the families complete activities in each learning center. Jeremy tries to choose activities that would be appropriate for children and also interesting for adults. For example, in the manipulative area, Jeremy places a collection of office items with a sign asking families to sort them in as many ways as they can think of. One year, four parents became very engaged in this activity and found 50 different ways of classifying the materials. At the end of the evening, the families and teachers gather together to reflect upon what they have learned
Jeremy 每年年初都會舉辦一個家庭之夜。他通過讓家庭完成每個學習中心的活動來介紹中心方法。Jeremy 嘗試選擇適合兒童且對成人有趣的活動。例如，在操作區域，Jeremy 放置了一系列辦公用品，並帶有一個標誌，要求家庭以他們能想到的多種方式對它們進行分類。有一年，四位家長非常投入這項活動，並找到了50種不同的分類方法。晚上結束時，家庭和老師聚在一起反思他們學到的東西.

.......

Teresa makes signs to place in each center that list skills and knowledge that children acquire through using the center. She also regularly sends "Today I learned" notes to the families. While children interact in centers, she will observe and write a short note to families to tell what their child has learned that day. For example, "Chin used both math and science skills to make a block structure with a turret today. He experimented with many ideas (hypotheses) before solving the problem of how to create a turret that would balance on top of his tower." Teresa has created a check off sheet so that she can easily track who she has sent notes to. By keeping a tracking sheet, Teresa can make sure that she regularly sends notes to each child's family
Teresa 在每個中心製作標誌，列出兒童通過使用該中心獲得的技能和知識。她還定期向這些家庭發送「今天我學到了」的便條。當孩子們在中心互動時，她會觀察並向家庭寫一張簡短的便條，告訴他們的孩子當天學到了什麼。例如，“Chin 今天使用數學和科學技能製作了一個帶有炮塔的塊結構。在解決如何建造一個在他的塔頂上保持平衡的炮塔的問題之前，他嘗試了許多想法（假設）。Teresa 創建了一個核對表，以便她可以輕鬆跟蹤她向誰發送了註釋。通過保留跟蹤表，Teresa 可以確保她定期向每個孩子的家庭發送筆記.

Teachers may also send home artifacts (samples of children's "work") and other forms of documentation from center work. These include photos of children participating in an activity, artwork and recording sheets the child has created, or audio recordings of children reading or telling a story. At least occasionally, it is helpful to include information that describes and interprets what children learned. Many teachers save some of this work to place in portfolios. The portfolio will include artifacts with a description and interpretation for each artifact. Portfolios are typically shared with parents during parent- teacher conferences or home visits
教師還可以發送家庭文物（兒童“作品”樣本）和來自中心工作的其他形式的文檔。這些包括兒童參與活動的照片、兒童創作的藝術作品和錄音表，或兒童閱讀或講故事的錄音。至少偶爾，包含描述和解釋兒童所學內容的資訊是有説明的。許多教師將其中一些工作保存到檔案袋中。該產品群組將包括工件，併為每個工件提供描述和解釋。檔案通常在家長會或家訪期間與家長分享.

Rhonda, a teacher of kindergarten children, develops a booklet that describes the learning centers in her classroom. There is a photo of each classroom center, a description of what children learn in the center, and the state standards that are addressed in the center. Each year she gives the booklet to each family and the school administrators. She states, "Before I did this, families and the administrators were concerned about whether the children would be ready for first grade if they spent so much time playing. However, now that they understand that children can enjoy school and still be meeting the standards, they have become advocates for this approach."
Rhonda 是一名幼稚園兒童教師，她編寫了一本摺頁冊，描述了她課堂上的學習中心。 每個教室中心都有一張照片 ，孩子們在 中心學習的內容的描述，以及中心解決的州標準。 每年她都會將這本摺頁冊分發給每個家庭和學校管理人員。 她說：「在我這樣做之前，家庭和管理人員都擔心，如果孩子們花 這麼多時間玩耍，他們是否能為一年級做好準備。 然而，現在他們明白 孩子們可以享受學校的樂趣並且仍然達到標準，他們已成為這種方法的宣導者。“

Programs that use the project approach often have culminating events to conclude a project. Culminating events allow the children to share what they have learned with par- ents and other community members. For example, one program had completed a project on "Our Body," and decided to have their culminating event at a community health fair. They set up displays that included webs of what the children knew before and after the project, questions the children had, art they had created, stories they had written, and materials they had used. Pictures and narratives described the center materials, children's activities, and learning throughout the project. They also invited the public to try out a sensory walk that the children had created. For the sensory walk, the children decorated fourteen flat boxes and placed a different item in each box (e.g., sand, bubble wrap, sand- paper). Participants could walk barefoot through each of the boxes
使用專案方法的專案群通常具有結束專案的高潮事件。高潮活動讓孩子們可以與參與者和其他社區成員分享他們所學到的知識。例如，一個專案完成了一個關於「我們的身體」的專案，並決定在社區健康博覽會上舉辦他們的高潮活動。他們設置了展示，其中包括孩子們在專案前後所知道的內容、孩子們的問題、他們創作的藝術、他們寫的故事以及他們使用的材料。圖片和敘述描述了整個專案的中心材料、兒童活動和學習情況。他們還邀請公眾嘗試孩子們創造的感官漫步。在感官行走中，孩子們裝飾了 14 個扁平盒子，並在每個盒子中放置了不同的物品（例如沙子、氣泡膜、砂紙）。參與者可以赤腳穿過每個盒子.

Conclusion
結論

In conclusion, teachers play a crucial role in children's learning by designing a rich, stimulating environment, interacting with children as they use the environment, expanding and extending the children's learning beyond the center time period, and changing centers and adding materials to provide for more in-depth learning. In addition, teachers assist parents and administrators to understand the learning center approach. In each chapter of this book, you will find many other examples of specific ways that teachers are involved in children's learning.
總之，教師在兒童的學習中發揮著至關重要的作用，他們設計了一個豐富、刺激的環境，在兒童使用環境時與兒童互動，將兒童的學習擴展到中心時間段之外，以及改變中心和添加材料以提供更深入的學習 。 此外，教師還協助家長和管理人員了解學習中心的方法。 在本書的每一章中 ，您都會找到許多其他教師參與兒童學習的具體方式的例子。