Abstract:
A teaching method and apparatus are provided for using a workshop and a classroom to assist in teaching at least one child about a topic. The method comprises reading a writing about the topic with or to the child in the classroom, creating an item in the workshop relating to the topic, and discussing the created item with the child. The classroom and workshop may be located in a simulated village, such as a fairy tale type village. A fantasy-type structure in the simulated village, such as a simulated tree, has an entry to allow access for a child into an area inside the structure.

Description:
BACKGROUND  
       [0001]     1. Field of Invention  
         [0002]     The present disclosure relates to teaching methods and apparatus, and more particularly to teaching methods and apparatus for children.  
         [0003]     2. Background  
         [0004]     In today&#39;s society, daycare centers and pre-school centers have proliferated, with more children being introduced to formal learning and studying at an early age. It is very common for children to be placed in a school-like setting, such as preschool, pre-kindergarten and kindergarten (ages 3 through 6). At such early ages, a child&#39;s attention span is short, there is little personal history of learning to draw from, and a child may be wary or even frightened at being left alone with relatively unknown adults and other children. Consequently, major challenges are presented to develop methods and apparatus for teaching young children and for motivating them to learn. Moreover, as children are placed in new surroundings, there is a challenge to find ways to put them at ease and to help them feel at home in new surroundings.  
         [0005]     Many children have special needs, either because of physical or mental handicaps, or because of emotional problems. These special needs can interfere and hamper the teaching process, and heighten frustrations. Such needs increase the importance of developing good teaching methods and apparatus, in order to reach such children and help them to learn.  
         [0006]     One of the best ways to reach children and maintain their interest has been to appeal to their curiosity, creativity and imagination, as well as their desire to play and have fun. One example is shown in U.S. Pat. No. 5,655,910 (Troudet), in which children are taught games and creative concepts to associate hands, digits, indicia and characters in order to enhance teaching keyboarding. In U.S. Pat. No. 5,980,354 (Prest), storyboard toys are utilized to nurture learning through associating various storyboard pieces with characters and figures.  
         [0007]     Accordingly, new methods and apparatus are needed to appeal to the imagination and creativity of children and to peak their curiosity. Moreover, activities are needed that engage children in teaching activities while incorporating playful activities and having fun. In addition, a learning environment is needed that gives children a feeling of comfort and puts them at ease. Further, teaching methods and apparatus are needed to overcome the barriers of children with special needs and to stimulate their interest.  
       SUMMARY  
       [0008]     In one implementation of the present disclosure, a teaching method and apparatus are provided for using a workshop and a classroom to assist in teaching at least one child about a topic. The method comprises reading a writing about the topic with or to the child in the classroom, creating an item in the workshop that was mentioned in the story, and discussing the created item with the child.  
         [0009]     In another implementation of the present disclosure, a teaching method and apparatus are provided for use in motivating children to learn, including providing a simulated village having a plurality of shops, providing at least one classroom in the simulated village, providing at least one workshop in one of the plurality of shops, and providing an activity for the children in the workshop related to a topic studied in the classroom.  
         [0010]     In another implementation of the present disclosure, a teaching method and apparatus are provided for use in motivating children to learn in a classroom, including providing a fantasy-type structure near or in the classroom, providing an area in the fantasy-type structure to accommodate at least one child, and allowing access through an entry way to the area. 
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0011]     The above-mentioned features and other features and advantages of this disclosure will become more apparent and the disclosure will be better understood by reference to the following description of an exemplary implementation taken in conjunction with the accompanying drawings, wherein:  
         [0012]      FIG. 1  is a generalized pictorial view of a childrens&#39; school environment in the form of a simulated village or fairy tale setting;  
         [0013]      FIGS. 2, 3  and  4  are pictorial views of the fronts of shops and cottages in the simulated village shown in  FIG. 1 ;  
         [0014]      FIGS. 5A and 5B  are pictorial views of a simulated tree in the simulated village of  FIG. 1 ;  
         [0015]      FIG. 6  is a pictorial view of a classroom according to one implementation of the present disclosure;  
         [0016]      FIG. 7  is a pictorial view of a kitchen workshop in the village shown in  FIG. 1 ;  
         [0017]      FIG. 8  is a pictorial view of a tailor workshop in the village shown in  FIG. 1 ;  
         [0018]      FIG. 9  is a pictorial view of a wood workshop in the village shown in  FIG. 1 ; and  
         [0019]      FIG. 10  is a pictorial view of a science workshop in the village shown in  FIG. 1 ; 
     
    
       [0020]     Throughout the drawings, identical reference numbers may designate similar, but not necessarily identical, elements. The examples herein illustrate selected implementations of the disclosure in certain forms, and such exemplification is not to be construed as limiting the scope of the disclosure in any manner.  
       DETAILED DESCRIPTION  
       [0021]     In the present description, methods and apparatus are disclosed that involve one or more workshops as tools to supplement teaching of concepts and stories to children in the classroom. If a story is being taught to the children, a workshop may be used to act out the story or to create and/or use various key items in the story. If a concept is being taught to the children, a workshop may be utilized to enable the children to have a hands-on experience with the concept being discussed. These workshops provide opportunities for the children to learn basic skills that are needed throughout life. Such workshops may also open up direction to future career paths and many growth possibilities.  
         [0022]     In addition, the present description includes methods and apparatus for placing the children in a relaxed and stimulating environment. A simulated village provides a feeling of safety and nurturing, where children can discover their unique potential. The village is associated with the classroom in various ways. For example, the classroom can be disposed as a part of the simulated village to give a sense of community and belonging. In addition, the simulated village may have fantasy qualities, such as a village that appears to be out of a fairy tale, in order to stimulate interest and creativity and to place the children at ease.  
         [0023]     Another characteristic of the present description includes methods and apparatus for utilizing a simulated structure, such as a simulated tree, to enhance the interest of the children. The simulated tree can be used as a symbol of knowledge, life and growth, as well as of being a protective umbrella for the children and a reminder of their potential. In addition, the tree may have a hollow trunk, with a door that allows access to a room in the trunk. The room can be used as a reward for achievement or good behavior, or can be a time-out place for calming down from excitement or a disturbance.  
         [0024]     Looking now at  FIG. 1 , a children&#39;s school environment is shown in the form of a European or fairy tale village  10 . The village  10  is comprised of a village square  11  surrounded by several simulated shops and cottages, such as shop front  12  and cottage  14 , which are reminiscent of shops or cottages in fairy tales. A large simulated tree  16  is situated in a central position in the village  10  to provide a symbolic presence. Classrooms  18 ,  19  and  20  may be disposed near the tree Other areas, which may include workshops, such as those discussed with reference to  FIGS. 7-10  may also be provided. These workshops may be separate from the classrooms.  
         [0025]     As seen in  FIG. 2 , a shop front  22  has unique fantasy-like features, including gables  24  with picturesque windows  26 , window boxes with flowers  30  below gables  24 , a bay window  28 , and a bear statue  32  holding a flower tin. Similarly, in  FIG. 3 , a shop front  34  includes rounded gables  36  with quaint windows  38  and a window box  40 . A clock  42  hangs above the shop front  34 , and another window box  44  is located in the front of the shop. Door lamps  46  are located on either side of a doorway  48  leading into the shop.  
         [0026]      FIG. 4  shows another picturesque scene in village that is reminiscent of a quaint street setting. A shop window casing  52  is disposed next to a tower  54  which is adjacent to a lattice-formed window  56 . An old-fashioned bench  58  is positioned near a street lamp  60  in front of windows  62  and  64  for a shop or classroom. Decorative lighting  66  and a simulated roof fence  68  add to the atmosphere.  
         [0027]     Looking now at  FIGS. 5A and 5B , the simulated tree  16  is shown in more detail. The tree may be made of fiberglass or other durable material. It includes several sturdy branches  70  that support various lights  74  thereon. A few steps  76  lead up to a door  78  in the tree trunk  80 , having a small round window  82  therein. Tree  16  is surrounded by windows  18 ,  19  (not shown) and  20  looking in on children&#39;s classrooms. Door  21  leads into one of the classrooms. An imitation picket fence  84  is shown behind tree  16 .  FIG. 5B  is a close-up of tree  16  showing the door  78  partially open to reveal a room  86  in a hollow portion of tree trunk  80 . Room  86  may be used as a reward for achievement or good behavior, a time-out place for children or simply a place to explore or to be alone.  
         [0028]      FIG. 6  is indicative of one or more classrooms  90  in the village  10  shown in  FIG. 1 . One room may be used for preschool children, another room may be a classroom for pre-kindergarten children, and a third room may be designated for kindergarten children. Classroom  90  is a typical room for small children, with a blackboard  92 , a teacher&#39;s desk  94 , children&#39;s table and chairs  96 , a flag  98 , a play area  100  and a rocking toy  102 .  
         [0029]     Of course many variations of the foregoing arrangement are possible. Multiple kindergarten rooms may be needed for larger numbers of children of that age. In contrast, some age levels may be entirely absent, depending on the focus of each school.  
         [0030]      FIG. 7  is a pictorial view showing a kitchen workshop  110  inside of one of the shop fronts shown previously. A large work counter  112  is provided, surrounded by additional counter space  114  and  115  and a stove  116  located in counter  114 . A sink  118  is disposed in counter  116 . An instructor  111  is shown teaching a child  113  cooking skills. Kitchen  110  serves as a workshop to learn cooking and related skills and to act out any cooking aspects of stories being studied by the children. In particular, the children may be able to wear a costume while acting out specific aspects of stories being studied by the children. If a particular item is used in a story, the children may then use a similar item, while wearing a costume, in the workshop or elsewhere.  
         [0031]      FIG. 8  is a pictorial view showing a tailor shop  120  inside of one of the store fronts. Sewing machines  122  are set up on tables  124  for use by the children. An ironing board and iron  126  are located in the corner. A teacher&#39;s desk  128  is situated at the front of the classroom, and other items needed by the teacher and children are shown.  
         [0032]      FIG. 9  is another pictorial view showing a woodworking workshop  130  for children. A saw  132  is arranged for easy access to the children under a teacher&#39;s supervision. A woodworking table  134  has a variety of work pieces  136  thereon and a stool  138  nearby.  
         [0033]      FIG. 10  is a depiction of a science workshop  140  for children according to the present application. Work benches  142  and  144  are equipped with a variety of implements  146  and books  148  thereon.  
         [0034]     It should be understood that various other workshops may be provided within the scope of the present invention. For example, a simulated bank may be provided with counters and teller apparatus for use in teaching children about bank accounts and other financial matters. An art workshop may also be provided for children to learn various artistic skills, including tables with benches for the children to paint, draw, color, or engage in other artistic activities. Other workshops may also be provided to study computers, photography and other subjects, as well as to learn various basic skills.  
         [0035]     As previously mentioned, the foregoing workshops are meant to be used in conjunction with classroom studies for the children to enhance their learning experience. In one embodiment, a workshop may be used to carry out an activity depicted in a children&#39;s story. For example, in the little red hen story, the hen bakes some bread. At that point in the story, or after the story has been concluded, the children may go into the kitchen or baking workshop, depicted in  FIG. 7 , with the teacher or a cooking instructor and participate in baking bread. The bread may also be eaten by the children, to further enhance the experience. Likewise, when reading the story about Pinocchio, the children may go into the woodworking workshop, shown in  FIG. 9 , and make a wooden puppet, under proper supervision.  
         [0036]     In another application of the present disclosure, the workshops may be used to build skills that are studied in the classroom. For example, children may be told about simple science concepts in the classroom. Then the children may go with the teacher, or with a science instructor, to the science workshop and conduct a simple experiment, under proper supervision, to enhance the learning experience of the children. Likewise, children may be taught about the basic process involved in having a bank account. They may then go to the bank workshop and actually open an account, as well as participate in making deposits and withdrawals.  
         [0037]     While this disclosure has been described as having a preferred design, the present disclosure can be further modified within the spirit and scope of this disclosure. This application is therefore intended to cover any variations, uses, or adaptations of the disclosure using its general principles. Further, this application is intended to cover such departures from the present disclosure as come within known or customary practice in the art to which this disclosure pertains and which fall within the limits of the appended claims.