Introducing CentersJust setting up

Introducing Centers
Just setting up centers does not ensure that learning will take place. You need to allow children blocks of time and the freedom to explore and experiment, and you need to be actively involved with the children as they workin the centers.
Introduce the centers by describing some of the possibilities and limitations and the rules of each one; "Here are the paints, brushes, and paper; this is how you wash the brushes."These kinds of statements give children the adult guidance necessary for them to assume responsibility and begin to be self-directing, You can also tie centers to the current theme: "You might want to paint something related to our theme." As children use the centers, you can suggest problems for them to solve and interest them in different learning opportunities. As 4-year-olds enter the class-room, the teacher might talk with each child, discussing the possible choices available in the centers and asking him what things he might want to do that clay. A group of 5-year-olds can listen to a description of the learning areas, materials and problems and select the area in which they wish to begin working. Children in kindergarten and the primary grades can place their names on a chart, indicating the center or centers they will work in that morning. They could also keep their own record of the centers they worked in, whom they worked with, and what they completed.

Types of Centers
A Place of Their Own
In open classrooms filled with interest centers, it is imperative that children have some place to call their own. Young children seem to feel more comfortable when there is a territory they are sure of This does not mean necessarily that children need a desk of their own or even a cubicle or a locker. Discarded shoeboxes, empty ice cream cartons, or other boxes for their treasures give children the feeling of having their own territory.

A Place to Come Together
The specific physical arrangement for the area in which children gather does not matter, They might sit on risers or a special rug, but the classroom should have some space for the total group to come together to listen to poetry and stories, discuss events, and share news.

Sand and Water
Sand and water areas are useful resources for social studies learning. As children play with natural materials, they are constructing physical knowledge. Sand and water centers may not be available every day, but they should be regular centers. it is not necessary to purchase commercial sand tables: large cardboard boxes, plastic bath tubs, or discarded plastic wading pools make excellent substitutes. Partially filled,

Hasil (Bahasa Indonesia) 1:

Memperkenalkan PusatHanya menyiapkan pusat tidak menjamin bahwa belajar akan terjadi. Anda perlu untuk memungkinkan anak-anak blok waktu dan kebebasan untuk menjelajah dan melakukan percobaan, dan Anda harus secara aktif terlibat dengan anak-anak karena mereka bekerja pusat. Memperkenalkan pusat dengan menggambarkan beberapa kemungkinan dan keterbatasan dan aturan masing-masing; "Di sini adalah cat, sikat, dan kertas; ini adalah bagaimana Anda mencuci sikat." Jenis pernyataan ini memberikan anak-anak dewasa bimbingan diperlukan bagi mereka untuk bertanggung jawab dan mulai menjadi diri mengarahkan, Anda juga dapat mengikat pusat untuk tema saat ini: "Anda mungkin ingin melukis sesuatu yang terkait dengan tema kami." Sebagai anak-anak menggunakan pusat, Anda dapat menyarankan masalah bagi mereka untuk memecahkan dan minat mereka dalam kesempatan belajar yang berbeda. 4-year-olds memasuki ruang kelas, guru mungkin berbicara dengan setiap anak, membahas kemungkinan pilihan yang tersedia di pusat-pusat dan bertanya kepadanya apa hal-hal yang dia mungkin mau bahwa clay. Sekelompok 5-year-olds dapat mendengarkan keterangan bidang pelajaran, bahan dan masalah dan pilih daerah di mana mereka ingin mulai bekerja. Anak-anak TK dan kelas utama dapat menempatkan nama mereka pada grafik, menunjukkan pusat atau pusat-pusat yang mereka akan bekerja di pagi itu. Mereka juga dapat menyimpan catatan mereka sendiri pusat mereka bekerja dalam, siapa mereka bekerja dengan, dan apa yang mereka selesai.Types of CentersA Place of Their Own In open classrooms filled with interest centers, it is imperative that children have some place to call their own. Young children seem to feel more comfortable when there is a territory they are sure of This does not mean necessarily that children need a desk of their own or even a cubicle or a locker. Discarded shoeboxes, empty ice cream cartons, or other boxes for their treasures give children the feeling of having their own territory.A Place to Come TogetherThe specific physical arrangement for the area in which children gather does not matter, They might sit on risers or a special rug, but the classroom should have some space for the total group to come together to listen to poetry and stories, discuss events, and share news.Sand and Water Sand and water areas are useful resources for social studies learning. As children play with natural materials, they are constructing physical knowledge. Sand and water centers may not be available every day, but they should be regular centers. it is not necessary to purchase commercial sand tables: large cardboard boxes, plastic bath tubs, or discarded plastic wading pools make excellent substitutes. Partially filled,