For eg, when children are engaged in LCs activities, the teacher should not be sitting idly but instead walking around and checking in with the children to observe if they are able to complete the activities.

Questioning Techniques matter. When guiding or scaffolding learning during LCs, pose open ended questions rather than closed ended ones.

Objectives: always revisit your objectives of the LCs you have created. Once children have met objectives, it’s time to change your LC activities.

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naturally when I create activities for children, i will be curious to know what are the drawbacks in the learning corners activities that I have created and will improve that particular activity if I think it’s bore sufficient enough

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Ensure purposeful play by ensuring that the children are learning something by playing the activities. It doesn’t have to be what the activities were made for. Children are curious and creative beings, they might discover something that they like and from there teacher can take note and improvise the next activity.

When the children are playing with the activities, do look around and take note of how it is going. Ask open ended question

Take time to engage in play with the children and think like a child while playing with the child. Listen in to the children 's dialogue and build from there when playing

2.为幼儿提供榜样行的学习伙伴，提供同侪帮助和指导。

Scaffolding: engaged and support children through active interaction and participation as well as shared play time with the children.

Modeling: Demonstration and guidance to provide clear guidelines for children to follow through.

Active Supervision: to supervise and promote play.

Materials and Tools: Sufficient and appropriate materials for all levels and types of activities.