Classroom Learning Strategies: Centers of Interest and Corners

Centers of Interest: A Teaching Methodology

What Are Centers of Interest?

It is a teaching method that organizes content based on a central axis chosen according to the needs and interests of children.

Organization and Planning

We must first set the goal we seek. An essential aspect for the success of the focus is the motivation that arises in children.

Space and Time Considerations

The activities of the centers of interest must permeate the classroom, although they are often limited by the calendar.

Preparation and Design of Activities

The activities will be performed within the normal dynamics of children and will be designed according to the schedule option you have chosen. The activities of the centers of interest are not long or exhaustive and should be incorporated into the usual rhythms of children.

Developing Activities

In carrying out activities, it is fundamental to repeat the action several times, allowing children to rediscover things they have already done or experienced.

Recommended Age for Centers of Interest

From 18 months.

Classroom Learning Corners (Rincones)

Defining Learning Corners

Corners are an educational resource involving the creation of spaces for organized play in the classroom, where materials are grouped according to the interests and ages of the children.

The corners are fundamentally based on symbolic play (e.g., pretend to be, playing as if...).

Installation and Distribution

Children can distribute themselves as they like among the different corners, provided there is no overcrowding.

Space and Duration

The corners must be located within the classroom. They should be assembled over a long period (e.g., one quarter).

Selecting Objects and Materials

The number of objects need not be excessive, but there must be enough so that all children can play. It is recommended to start with a few items and add new ones progressively.

Material Guidelines:

• Materials should ideally be real objects.
• Recyclable materials can be very helpful.
• Children can also bring materials to the corners, thus creating a greater bond with the activity and their peers.
• The materials must be objective (i.e., clearly defined or purposeful).

Presentation and Play Dynamics

The presentation of the corner should be simple and superficial to stimulate interest and exploration. In some cases, educators must encourage and help certain children engage.

Recommended Age for Learning Corners

Corners can be carried out after two years of age, as the child's level of representation is already developed at this stage.