appropriate experiences can lead to alterations in genetic plans. Further stated, 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).6|Page
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 andsecondary school (Greenman, 2005a, p. 1). Children will typically spend another 4,000 hours in kindergarten through third grade classrooms.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 lackadaisical overlook. It provides messages to all those who enter—children, parents, and staff. Place where physical, social, and intellectual needs will be met. Anita Rui Olds, a well-known environmental designer, believes that we should design our early childhood environments for miracles, not minimums. She states: 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. (Bullard/2010)7|Page
2.4DEFINITIONS:PRIVATE SECONDARY SCHOOLS They are managed by a public authority oragency. They are controlled or managed by any type of private entity, a non government organization. There are many forms of private secondary schools and they can be philanthropic, non-profit, low cost, not profit schools. Learning developmentdescribes work with students and staff to develop academic practices, with a main focus on students developing academic practices in higher education. Learning developers are academic professionalswho: teach, advise and facilitate students to develop their academic practices; create academic development learning resources; and reflect on their own academic practices through a community of practice.