What does the term
What is a ‘‘self-help’’
What criteria are used in
creating the optimum
The environment is the sum total of the
physical and human qualities that
combine to create a space in which
children and adults work and play
It is the content teachers arrange; the
atmosphere they create; it is a feeling
Planning for the
. I I . T. . ‘I
I Who is in the environment?
I Children, teachers, parents
I Health and safety issues
I sanitation, temperature, lighting, ventilation,
I Guarding children's safety
I first aid, natural disasters, car safety
I Maintaining children's well-being
I The physical setting-indoor and outdoor I
I Fixed features, movable features, learning centers, creative and ﬂexible
I The temporal setting-the daily schedule
I Balance between quiet/ loud/ ; small group/ large group; teacher-
I The interpersonal setting-interactions
I children/ teachers; teacher/ teacher/ ; family/ center
Criteria for Creating
I It —__I .
I What is the Physical setting?
I What kinds of resources are available?
I Are the program goals reflected in the
I Does it promote self-help skills?
I Does it reflect an anti-bias approach?
I Is it an inclusive environment?
A good environment
I I —_j. .
I Give children ways to identify their own
I Give children an opportunity to make
I See that children are responsible for
caring for the equipment and materials
I Involve children in the planning and
setting up of the environment
.I I. T . _
I Provide children with enough time
I Allow children to solve their own
problems without intervention whenever
I Accept children's effort to assert
I Communicate expectations in both verbal
and non—verbal ways
I III III. IT . .
I Be sure staff expectations are consistent
I Let children teach each other
I Make it safe to make a mistake
I Consider the developmental level of each
I Be sure children have access to enough
toys and materials
In Short. ..
Allow for choice
. I I . g. . -
I Early childhood programs have speciﬁc
needs that must be met by the buildings
which they occupy. At a minimum the
setting should provide facilities for:
I playing/ working
I food prep/ eating/ sleeping/ resting
I washing/ toileting
I storage/ office/ teacher work space
. I I . g . .
Entrance and parent communication areas
Learning and development centers
Peer play areas
Rest and sleeping areas
Toileting and washing up areas
Feeding and food prep areas
Storage and shelves
The Physical Environment
. ' I IIII . I
I Every educational setting is organized
fundamentally around physical space.
This means teachers work with the size
and limitations of the facility both inside
Organization I I
Consistency in organization
Key Dimensions to
consider when planning
‘ I I . T 1!
I softness/ hardness
I open/ closed
I simple/ complex
I intrusion/ seclusion
I high mobility/ low mobility
The Temporal Environment
‘ t I IIII -. ‘I
I Daily schedule
I Developmentally appropriate schedules
I I j: t ‘I
I The children are the most important
people in the environment; they should
feel comfortable and safe.
I Remember to see the child within their
social context-this means working with
parents and families
Is it a Quality
. I I . g. . ‘V
I Is there a feeling of mutual respect?
I How do children treat one another?
I Do teachers model pro—social behaviors?
I Do teachers encourage helping
I How and when do teachers interact with
I If I were a child would I like to come to
. . I IIII I I -
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