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Что это такое, я не могу даже предположить, особенно без контекста. Но вот статья, в которой это должно разъясняться. Мобыть, она вам поможет. What is meant by a structured classroom?
by Linda Pratt Many times a teacher or other professional will recommend to a parent that a child should attend a "structured classroom" to encourage his/her development. A parent may wonder how this type of classroom is different from any other and what the benefits of this type of setting would be. Here are some general guidelines to look for and ask about:
A structured classroom has a predictable routine every day. This is so the children know what will occur during the day and what to expect at the end of every activity. Usually a structured classroom will have a picture chart to outline the daily routine to help children in their undestanding of time, as well as some type of signal to inform the children that an activity is about to end and a new one will begin. As a result, you will see children learning to wait instead of waiting to learn.
As a result of a predictable daily routine, in a structured classroom children know what the expectations for behavior are. They know to stand in line after clean up, or to sit in a circle after breakfast, or to lie on their mats after lunch. Sometimes you may see taped lines, shapes or names on the floor or carpet to help children who need more redirection or visual reminders to know where they are supposed to be at any given time.
A structured classroom has well-defined areas for children's play, interaction and learning. Materials are meant to be used and returned to the area where they are found. Small groups of no more than 4 children are encouraged to maximize and facilitate language and socialization. Toys and materials are developmentally appropriate for the children's age level. Children are free to choose what to use or play based upon what the adults have decided to have availiable that day.
In a structured classroom adults are observed interacting with the children to model or facilitate language, motor or social problem-solving skills. As a result, proactive rather than reactive methods of behavior management as verbal redirection away from an activity/peer, using timers to keep children focused on an activity in a given area, allowing a child to leave by "helping" with another activity, and opportunities to work one-on-one with a student are used. Rules for the children to abide by are few, understandable and appropriate for their age. Consequences for breaking rules are related to the inappropriate behavior (e.g. writing on surfaces with crayons means the child will have to wash the surface).
A structured classroom is generally organized and clean, although "appropriately messy" activities may be provided (fingerpaint, water play, shaving cream). Children are encouraged but are not forced to participate in given activities and are given alternatives if they choose not to take part.
A structured classroom may not be suitable for every child. Some parents may find it too regimented or limiting of a child's choices to learn topics or issues of interest to him/her. Children learn in many different ways and it is up to us as adults and professionals to find the environment that suits a child best. As a parent and consumer, you are encouraged to ask the early childhood director or staff about any activity and provide suggestions or ideas.
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