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The Where Creating Environments
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The Where Creating Environments

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The Where of Early Childhood Education

The Where of Early Childhood Education

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  • 1. Creating Environments What does the term “environment” mean? What is a ‘‘self-help’’ environment What criteria are used in creating the optimum environment?
  • 2. Definitiion 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 together. It is the content teachers arrange; the atmosphere they create; it is a feeling they communicate
  • 3. Planning for the Environment . I I . T. . ‘I I Who is in the environment? I Children, teachers, parents I Health and safety issues I sanitation, temperature, lighting, ventilation, etc. I Guarding children's safety I first aid, natural disasters, car safety I Maintaining children's well-being
  • 4. Environment includes] I The physical setting-indoor and outdoor I environments I Fixed features, movable features, learning centers, creative and flexible outdoor equipment I The temporal setting-the daily schedule I Balance between quiet/ loud/ ; small group/ large group; teacher- directed/ self-directed I The interpersonal setting-interactions I children/ teachers; teacher/ teacher/ ; family/ center
  • 5. Criteria for Creating Environments I It —__I . I What is the Physical setting? I What kinds of resources are available? I Are the program goals reflected in the environment? I Does it promote self-help skills? I Does it reflect an anti-bias approach? I Is it an inclusive environment?
  • 6. A good environment should- I I —_j. . I Give children ways to identify their own space I Give children an opportunity to make choices 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
  • 7. .I I. T . _ I Provide children with enough time I Allow children to solve their own problems without intervention whenever possible I Accept children's effort to assert independence I Communicate expectations in both verbal and non—verbal ways
  • 8. 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 child I Be sure children have access to enough toys and materials
  • 9. In Short. .. Ensure safety Promote health Provide comfort Be convenient Be child-sized Maximize flexibility Encourage movement Allow for choice
  • 10. Physical facilities . 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
  • 11. Specific Areas . I I . g . . Entrance and parent communication areas Learning and development centers Peer play areas Multilevel areas Rest and sleeping areas Toileting and washing up areas Feeding and food prep areas Storage and shelves Outdoor space
  • 12. 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 and out-of-doors.
  • 13. Organization I I Availability Consistency in organization Compatibility Spacing Communicability Definition
  • 14. 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
  • 15. The Temporal Environment ‘ t I IIII -. ‘I I Daily schedule I Roufines I Transitions I Developmentally appropriate schedules
  • 16. The Interpersonal Environment 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
  • 17. Is it a Quality Environment? . 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 behaviors? I How and when do teachers interact with children? I If I were a child would I like to come to this school?
  • 18. Different Needs . . I IIII I I - I Infant-Toddler I Preschool I School-Age