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ERIC Number: EJ1003097
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-1946-0406
Are Your Children in Times Square? Moving from Sensory Overload to Sensory Engagement
Duncan, Sandra; Salcedo, Michelle
Exchange: The Early Childhood Leaders' Magazine Since 1978, n208 p48-52 Nov-Dec 2012
Imagine that a teacher and her class are standing in the middle of Times Square, in the heart of New York City. If they were standing there together, they would probably describe the dazzling and sometimes blinking lights, the myriad of bright colors, the vast crowds, the towering buildings, the ever-present sounds, and perhaps some interesting smells. All of those sensorial elements combine to create the Times Square experience. Now, think about the typical early childhood classroom. In many ways, the environment is much like Times Square: (1) Lights glare overhead; (2) Bright colors are everywhere; (3) Noise is constant; and (4) Space is confining. Early childhood professionals must strive to create spaces that caress, as opposed to assault young children's senses. Spaces that are conducive to learning and prosocial behaviors are those that are high in sensory engagement rather than sensory overload. Teachers can take many steps to make the transition from sensory overload to sensory engagement. Although there are many ways for children to experience sensory overload--such as space confinement or noise pollution--this article will focus on the power of lighting and illumination, and how teachers can use the power of light to create an environment of sensory engagement. Consider the following ideas and strategies about classroom lighting to begin moving the children out of Times Square and into a sensory engaging classroom. (Contains 8 resources and 2 online resources.)
Exchange Press, Inc. P.O. Box 3249, Redmond, WA 98073-3249. Tel: 800-221-2864; Fax: 425-867-5217; e-mail: info@ChildCareExchange.com; Web site: http://www.childcareexchange.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A