Swim ppt ch08

Chapter 8
The Indoor and Outdoor Learning
Environments
©2014 Cengage Learning.
All Rights Reserved.

Introduction to Principles of Environmental
Design
• The classroom environment as the “third
teacher”
• Arrangement of space and materials provide
cues for appropriate behavior
• Spaces support social relationships and
cognitive development
• How can the learning environment facilitate
optimal development?

The Teacher’s Perspective
• Decision making based upon reflection about:
–The age of children in the classroom
–Their needs, interests, and abilities
–The program’s philosophy
–Licensing and accreditation standards
–Guidelines for developmentally appropriate
practice

• Learning centers
– Space is arranged in centers for exploration and
routines
– Any experience done inside can be done outside
– A balance of real and open-ended materials
promotes cognitive development
– Independently selected materials promotes social
and emotional development

• Use of Space
– An understanding of child development and
learning theory guides space planning
– Daily experience with sand and water
– Arrange space to allow for messes
– Arrange noisy areas close together
– Provide space for quiet play and areas to be alone

• Calm, Safe Learning Environment
– Provide for exploration of familiar and novel
spaces
– Add homelike features
– Plan for transparency and traffic patterns
• Basic Needs
– Provide separate sinks for eating and diapering,
which allow for supervision
– Plan for rest throughout the day

The Child’s Perspective
• Spaces must guarantee the well being of each
child and of the group of children
• Spaces must reflect and be responsive to the
unique developmental characteristics of
children of specific ages as well as the
individual children within that age group

10 General Principles of Infant and Toddler
Learning Environments
• Transparency
– Space that provides good sight lines and visible materials
• Flexibility
– Space can be modified in response to child and group
• Relationships
– Space promotes relationships between staff, children, and
families
• Identity
– Space includes representations of child, family, culture
• Movement
– Space for exploration and large/small muscles

10 General Principles of Infant and Toddler
Learning Environments
• Documentation
– Space for communication and record keeping
• Senses
– Space is pleasing to all senses
• Representation
– Space allows for all “hundred languages”
• Independence
– Space promotes independence
• Discovery
– Space encourages exploration

Society’s Perspective
• Environmental Changes for the Classroom
– Encourage energy conservation and recycling
• Curricular Changes
– Incorporate indoor and outdoor exploration of
nature and growing plants/food
• Partnerships and Advocacy
– Work with community and licensing agency to
reduce waste and recycle

Selecting Equipment and Materials
• Select materials based on your observation of
children to support individual needs and interests
• Materials must withstand use by multiple
children
• Age-Appropriate Materials
– Note both age and individual appropriateness
– Perform cost-benefit analysis
• Homemade Materials
– Can be individualized for children’s interests
– Must be durable

Protecting the Children’s Health and Safety
• Programs must have clearly defined policies and
procedures for protecting the children’s health and
safety:
– Respectful care and treatment of children, families, and
staff
– Confidentiality of children’s records
– Detection and prevention of child abuse
– Emergency care and training for staff
– Communicable diseases
– Keeping medical records and files for children and staff

Protecting the Children’s Health and Safety
• All programs must have clearly defined
policies, procedures and training on:
• Emergency procedures
• Immunization Schedule
• Signs and Symptoms of Possible Severe Illness
• First Aid
• Universal Precautions
• Playground Safety

Spotlight on Research
• Rough and Tumble Play
– Boisterous, physical play is a developmental
necessity (Carlson, 2011)
– Rough and tumble play is exciting and engaging
(Flanders et al., 2010)

Checkpoint Discussion Questions
• When planning classroom environments, why do
we need to balance opposites such as real
objects versus open-ended materials, noisy
versus quiet, and novel versus familiar?
• Why is it important to consider the child’s
perspective when designing a learning
environment?
• What can teachers do to make sure that their
environment addresses each child’s development
and learning?

• What are three things that teachers could do
to “go green” in their classrooms?
• Compare the teacher’s perspective, the child’s
perspective, and society’s perspective on
environmental design. How are they alike and
different?
• Explain how universal precautions serve to
protect everyone’s safety, but especially the
caregivers’.

• How can caregivers determine whether a
piece of equipment or material is useful in the
program?
• List four safety factors caregivers must
consider in selecting toys and equipment for
infants and toddlers.
• Describe how a toy or piece of equipment
may be safe for one child and unsafe for
another child.

Swim ppt ch08

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Swim ppt ch08