Center-based teaching and children's learning: the effects of learning centers on young children's growth and development.

There are many reasons why early childhood professionals recommend the use of learning centers in classrooms for young children (Kostelnik, Soderman, & Whiren, 2004). Centers provide children with opportunities for making choices, working with others, being involved in hands-on activities, and becoming fully engaged in learning. In contrast, traditional classroom formats, in which children must remain quiet and at their individual desks for most of the school day, may discourage children's active engagement in learning, prevent them from taking responsibility for their behavior, and make going to school a generally unpleasant experience. In the undergraduate early childhood education course I (the second author) teach, titled "Play and Creativity," students must visit two early childhood classrooms, one arranged in learning centers and one in the traditional arrangement. They must compare the two by considering these criteria:

* Children's behavior

* Efficient use of the teacher's and children's time

* Children's level of power sharing in the classroom

* The teacher's role in supporting children's playful learning

* The inclusion of art, music, and/or physical movement

* Freedom to move around the classroom

* Evidence of children's learning in the academic areas, such as math, literacy, science, social studies, etc.

By the time they carry out this assignment, we have spent more than two months discussing "playful learning," a term used by the authors of the text we use in class, Playful Learning and Teaching (Kieff & Casbergue, 2000). Students seeing a center-based primary classroom for the first time are delighted to see in practice many of the concepts and principles that they are learning in their early childhood teacher preparation program. Upon occasion, however, they see poor teaching practices in a classroom with centers. Part of the assignment is to analyze any problems they see and suggest to me (not to the teacher) ways these problems could be solved.

In traditional classrooms, students are likely to see children bored or misbehaving, unengaged in learning and scolded frequently by the teacher for talking, moving about, or not following instructions. Expectations of young children may be inappropriate, the teacher's time is spent being the "behavior police," and the atmosphere in the room is often unhappy. Preservice teachers are struck by the contrast when they observe these two paradigms.

The following is a response to this experience by Michael Bottini, an undergraduate special education major with an early childhood minor. My comments are in italics.

Introduction

I visited two classrooms, a 1st grade in a public elementary school and a kindergarten at a child development center on a university campus. The kindergarten was organized in learning centers, while the 1st grade was organized in a more traditional way without learning centers. Having visited the classrooms and observed the atmosphere created in each, I was surprised to observe the drastic differences. I found that the manner in which a classroom is organized and the resulting atmosphere that is created can greatly affect the way in which children grow and learn.

The 1st-grade classroom was organized in a traditional manner and the children were taught mostly by direct instruction from the teacher. The children remained at their desks, worked independently, and followed the lead of the teacher, with little or no choice. The teacher simply dictated what subject would be learned, at what time in the day it would be learned, and how it would be learned. The main role of the children, therefore, was to pay attention, keep up with the instruction, and work independently.

The kindergarten classroom, on the other hand, was organized into learning centers. At the many different centers around the room, the children were free to make choices and explore materials at their own pace. The centers focused on science, art, writing, reading, mathematics, and computers. The teaching method utilized in this classroom was not direct instruction; rather, the centers allowed children to construct their own knowledge through exploration and experimentation while the teacher and other staff members offered assistance and guidance, when needed.

This student observed a kindergarten with learning centers while other students saw 1st-, 2nd-, or 3rd-grade classrooms with similar arrangements. While curricular expectations are likely to differ between kindergarten and 1st grade, the elements of the teaching-learning environment that are the focus of this assignment are comparable, regardless of the ages of the children or the academic expectations.

Children's Behavior

The ambience of each classroom affected the children's behavior. In the 1st-grade classroom, the children were expected to stay in their seats and work silently. While this may be conducive to a quiet learning environment, it is not unrealistic to ask and/or expect this behavior from a 6-year-old child. Children at this age need to move and explore; denying them such opportunities can lead only to their struggling with classroom rules and teacher frustration. The children in the 1st-grade classroom would often get into trouble for socializing when they were supposed to be completing their work. Children who became restless after sitting at their desks for significant periods were reprimanded for fooling around at their desks or for getting up out of their seats.

In the kindergarten classroom, on the other hand, the children were free to move about the room and to socialize with one another while they explored and experimented. While the noise level in this classroom was slightly higher than it was in the 1st grade, it was not distracting to other children or a problem for staff members. Rather, the children worked cooperatively in a manner that did not require the teacher to constantly remind them to get to work or to settle down. While the teacher in the 1st-grade classroom constantly had to remind her pupils to get to work and be quiet, very little disciplinary action was necessary in the kindergarten room. The children were preoccupied by, and interested in, everything around them and so had no reason to misbehave or cause trouble.

Students of child development are able to assess critically what teachers expect of 5- to 7-year-olds. When adults expect what children are not able to do, "behavior problems" naturally may occur.

Efficient Use of the Teacher's and Children's Time

Another notable difference between these two classrooms was in the use of the teacher's and children's time. In the 1st grade, the direct instruction method of teaching did not appear to be very efficient; a lot of time, especially for certain children, was non-productive. The teacher went to the front of the class, taught a lesson, and then provided independent work afterwards to reinforce the lesson that was just taught. I believe this time could have been spent more productively.

First, while practice and reinforcement of a lesson are important, the problem with providing children with a predetermined amount of time in class to complete such work is that there always will be some children who finish more quickly than others, and some who will need more time. Those who finish early are left with nothing to do; some of the others struggle to finish their work and become frustrated as they realize they will not finish in time. Children on either end of the continuum are not spending their time well.

Second, during the instruction itself, those children who have little difficulty grasping a concept must sit and wait while the teacher tries to explain the concept further for those children who do not yet understand. When this happens, children in the first group become bored as they sit there instead of using their time productively. The children on the other end of the continuum quit listening, knowing they will not be able to understand the concept the way the teacher is presenting it.

In the kindergarten classroom, the use of time was never an issue. The children were allowed to move about the room and explore different centers as they desired. While some children chose to participate in activities that were very challenging, other children chose centers and activities that were less challenging but were more conducive to their learning styles. If a teacher was providing assistance to an individual child, the others could continue to explore and learn independently without having to wait for the teacher's availability. Furthermore, being able to socialize and work cooperatively allowed the children to help one another if a problem did arise. When children solve their own problems and help one another, the teacher can spend time assisting the children's learning and growth rather than addressing disciplinary problems.

We teach students that choices are an important element in a classroom. Allowing children choices is a way to show them respect. You are telling them, "I know you can decide for yourself how to spend your time and I trust that you will choose something productive and will behave in an appropriate way." When given trust and respect, most children will become trustworthy and respectful. The few who do behave inappropriately can be guided personally by the teacher. Encouraging them to help one another teaches valuable social skills. It builds self-esteem by allowing them to feel needed and to be helpful.

Children's Independence

Another notable difference in the two classrooms was the children's level of independence and the power sharing in the classroom. In the 1st-grade class, one could tell that the children did not believe they had much of a say in what went on in the room. Not only were the method of instruction and the topics to be studied non-negotiable, the children also were forced to abide by a list of rules that governed their behavior and interactions with each other. Therefore, the children probably felt that it didn't matter what they wanted or what interested them. When children feel they have no voice in the classroom, they may exhibit behavior problems and reduced learning and they may instigate more power struggles.

The kindergarten teacher created an atmosphere in which children were given the power to work out their own problems, and were encouraged to do so. The children were responsible for working problems out on their own when possible, asking for a teacher's assistance only when necessary. In this way, the teacher showed the children that she believes in them and has faith that they can solve problems on their own and can choose responsibly. In such a child-centered setting, the children seemed to feel more powerful and independent as they were allowed to take responsibility for themselves and to make choices about what they wanted to do and when they wanted to do it.

When children are given power in their classroom, they need not fight for it. They are also more agreeable to the teacher's need for control at times, and so power struggles seldom occur. Preparation for living in a democracy requires practice in making choices and accepting their consequences. This must start in the primary years, not in middle or high school.

Support of Playful Learning

In the kindergarten classroom, the teacher's role in playful learning was apparent; she not only supervised the children's play, but also often engaged in it herself or offered suggestions when children asked for them. The teacher did not interfere with the children's playful learning, but instead supported it and suggested new and different ideas to help extend their learning. The whole curriculum revolved around this idea of playful learning, and the teacher took advantage of teachable moments as they arose.

The 1st-graders, forced to sit at their desks for the majority of the day, did not have opportunities for playful learning. As direct instruction dominated the classroom, the atmosphere was not conducive to free exploration, experimentation, or playful learning. Therefore, the teacher's role in supporting playful learning was virtually non-existent.

Play and learning are not mutually exclusive. Play is the natural vehicle by which children learn. They do not learn nearly as well by listening and being still.

The Inclusion of Art, Music, and Physical Movement

While the 1st-graders did have the opportunity to participate in art, music, and physical movement activities, they did so, for the most part, during specified times in "special" classes. By contrast, the kindergarten classroom is an independent entity, not in a public school; therefore, these activities take place during the day in the classroom. Although this difference is due in part to the location of each classroom, the kindergarten teacher also offers her students more opportunities to participate in such activities--there is always an art center and she occasionally brings out musical instruments and materials for physical movement activities. The 1st-grade classroom may have art projects here and there, but they are not nearly as prevalent as in the kindergarten room.

Art, music, and movement activities are easy to include in any classroom every day and they produce many benefits for children. They allow expression of thoughts and feelings, and relieve stress while encouraging creativity.

Academic Learning

The final difference between these two classrooms relates to the children's learning in academic areas, such as math, literacy, science, and social studies. While the children in both classrooms demonstrated that they are indeed learning the topics presented to them, the difference in how they do so is important. In the 1st-grade classroom, the children learned mainly through direct instruction and independent practice. While this may not be the ideal form of teaching, it was evident that the children in this class were, in fact, learning the material presented to them. The kindergartners also were learning, although the children in this setting learned through exploration of and experimentation with the subject matter.

The difference in the learning that took place, however, is important. In the 1st-grade classroom, a concept is taught verbally to the children, then they are asked to demonstrate their knowledge of this new subject matter. In contrast, the knowledge that is obtained in the kindergarten is not simply taught to the children; rather, it is learned by them. The children construct knowledge as they explore and experiment with new ideas and materials. In this way, the children gain a better understanding of how things work because they have the opportunity to physically explore them. Consequently, since the children in the kindergarten classroom are constructing their own knowledge, they are more likely to retain the information they learn and relate it to other concepts.

The real test of learning, of course, is its transference. Can children use what is learned in the classroom in another context? Also, if both groups of children are learning academic skills but the kindergarten group is happier and learning social skills as well, why not add play to the 1st-grade classroom?

Suggestions for Change

Both settings observed were safe, anxiety-free places where children can learn and grow. However, in my opinion, the kindergarten classroom is organized and managed in a more appropriate and beneficial way. Therefore, I would suggest to the teacher of the 1st-grade classroom that she incorporate at least some type of learning centers in her classroom. I am not recommending a complete change to the curriculum so that the classroom is strictly center-based. I am simply suggesting that centers could be incorporated at some point during the day. Children could be given the opportunity to move around a bit, make their own choices, and participate in activities that allow and encourage them to construct their own knowledge. Furthermore, this relatively simple addition would provide the children with an opportunity to talk quietly with their neighbors and friends and thereby would provide them with the socialization outlet they need. Then, they might be more inclined not to socialize during times of direct instruction. This adjustment to the 1st-grade classroom could have substantial benefits for both the students and the teacher.

Conclusion

I enjoyed this opportunity to compare and contrast two very different early childhood classrooms. While I had knowledge of the benefits of learning centers before I completed this assignment, I never realized how beneficial and influential they can be. It was not until I actually compared these two classrooms that I could see the difference between a classroom that utilizes learning centers, and one that does not. Learning centers not only provide children with opportunities to explore, experiment, and construct their own knowledge, they also provide opportunities for movement, socialization, choice making, responsibility, and problem solving. These are all substantial benefits that I would hesitate to forego, as I believe this type of setting is most conducive to a child's learning and development--as a whole child.

This is an outstanding example of undergraduate work. Most students do arrive at similar conclusions, but few express them as eloquently. Not all students have the chance to see a developmentally appropriate center-based classroom. I tell them that any good idea can be executed poorly and I encourage them to seek out other classrooms organized in centers. Some students also observe traditional classrooms that are warm, comfortable, and nurturing places where children are learning. These differences make for lively university classroom discussions.

References

Kieff, J. E., & Casbergue, R. M. (2000). Playful learning and teaching: Integrating play into preschool and primary programs. Boston: Allyn & Bacon.

Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2004). Developmentally appropriate curriculum: Best practices in early childhood education (3rd ed.). Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.

Michael Bottini and Sue Grossman

Michael Bottini is teacher, Keith Bovenschen School, Macomb County, Michigan. Sue Grossman is Associate Professor, Department of Teacher Education, Eastern Michigan University, Ypsilanti.