# CTE Resource Center - Verso - Early Childhood, Education, and Services I Task 968840846

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Evaluate learning centers that encourage a child’s interests, exploration, discovery, and development.

Definition

Evaluation should include whether learning centers group materials and equipment around common activities in areas that fit the unique interests, needs, and characteristics of the child population. Evaluation should also reflect available space and materials, budgetary constraints, the developmental levels of the children, and applicable licensing regulations.

Process/Skill Questions

Thinking
  • What instructional goals might be served using learning centers?
  • What criteria should be used to evaluate the effectiveness of learning centers?
  • What factors might influence choices regarding learning centers?
Communication
  • How can learning centers be used to improve the language skills of children?
Leadership
  • How might learning centers reinforce the problem-solving/decision-making skills of children? 
  • How can learning centers provide for children’s exploration, discovery, and development?
Management
  • What resources are needed to design and arrange learning centers in a classroom?
  • What operational factors may limit the arrangement of learning centers?
  • How can technology be used to assist classroom arrangement?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Family Ties

 

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Early Childhood Education

 

Entrepreneurship

 

Focus on Children

 

Illustrated Talk

 

National Programs in Action

 

Teach and Train

 

National Standards for Family and Consumer Sciences Education

4.3.5

Arrange the classroom environment to provide for learners' exploration, discovery, development, and reflection through multiple methods including learning centers.

4.4.1

Manage physical space to maintain a learning environment that is safe and healthy and encourages physical activity.