By Trinity

1. ENVIRONMENTS
PROJECT
B Y: T R I N I T Y B R O W N

2. HOW THIS LEARNING CENTER SHOULD BE
ACCOMMODATED FOR INFANTS, TODDLERS, CHILDREN
WITH SPECIAL NEEDS, AND CULTURAL DIFFERENCES
THAT MAY REQUIRE ACCOMMODATIONS
• Infants- children can’t have anything art materials that is glitter, or materials
that smells like food. Must be closely supervised.
• Toddlers- Younger toddlers must be offered at least 3 different are activities
during a week.
A variety of materials is available when the child is ready. (Ex. Crayons and
watercolor markers for the younger children).
Access to materials is based on the child abilities. (Ex. Made available with close
supervision for younger children). Simple materials, such as large crayons.

3. CONTINUED
• Children with special needs- should be closely supervised, having the
resources available for each child. Provide pictures on each container
with supplies.
• Cultural differences- you can provide different materials from cultures to
the art center.

4. MATERIALS
• 3-5 Materials are required in several categories in the art center.
• In each category you'll need 3-5 choices of material.
• Drawing Materials (crayons, water-color markers, shapes and sizes of paper)
• Paint Materials (finger-paints, water-color paint sets with appropriate brushes and paper)
• Collage Materials (cotton balls, feathers, colors and shapes of paper)
• Three- Dimensional (play dough, clay, and pipe cleaners)
• Tools (safe scissors, tape dispensers with tape, sponge painters)

5. MATERIALS
This Photo by Unknown Author is licensed under CC BY-SA-NC
This Photo by Unknown Author is licensed under CC BY-
NC

6. DIVERSITY
• Allow each child to provide individual expression, children are able to
use any art materials to create anything they wish.
• An assignment can be given but children can use different art materials
to create the activity.

7. WHAT SKILLS AND ABILITIES DO CHILDREN
DEVELOP FROM THE EXPERIENCE OF
HAVING DAILY ACCESS TO ART?
• Art allows children to practice important fine motor skills.
• Develop their own creative expression.
• They are able to experiment with different shapes and patterns.
• Developing a sense of beauty and wonder.
• Gaining experiences with symbols.
• Learning about form, symmetry, balance and design.

8. WHAT IS THE TEACHER’S ROLE IN
FACILITATING LEARNING WITH THESE
MATERIALS?
• The teacher role is having all materials available, and at children eye-
level.
• Provide pictures throughout the class for children, have enough space in
each center.
• Provide positive social support.

9. 4 MILESTONES IN TWO DIFFERENT DEVELOPMENTAL
DOMAINS THAT CAN BE SUPPORTED WITH ACCESS TO
YOUR MATERIALS AND INTERACTIONS.
Approaches to Learning Strand 2: Initiative and Curiosity
• C6. Approach tasks experimentally, adapting as the activity evolves.
Experiment with the number and sizes of blocks he can stack before they tumble. Experiment with a brush to
find ways to keep paint from dripping.
Providing age-appropriate learning centers comprised of many varied and open-ended materials. Providing
opportunities for child to experiment with safe art materials and create simple art projects
Approaches to Learning Strand 3: Creativity and Inventiveness
• B10. Invent projects and work on them with little assistance.
Use art materials in many ways without waiting to be told what to do. Show interest in patterns such as sorting
colored pegs into single-color piles, or putting all the big buttons into one container.
Providing opportunities for child to form, design, and undertake activities and projects. Providing materials of
interest including recycled/reused materials such as paper towel rolls for child to create own designs.

10. 4 MILESTONES IN TWO DIFFERENT DEVELOPMENTAL
DOMAINS THAT CAN BE SUPPORTED WITH ACCESS TO
YOUR MATERIALS AND INTERACTIONS.
Cognition and General Knowledge Strand 1: Learning About Mathematical Concepts
• D3. Identify simple objects by their shape.
Point to a cracker that is round. Place wooden blocks the correct shelf by matching the shape of the block to the paper
shape on the shelf.
Using shape words in daily life (e.g., “Let’s cut the cornbread into squares” and then later, “I like triangles, too! How
would I make cornbread triangles?”). Providing play dough or other modeling dough frequently to give experience in
changing shapes.
Cognition and General Knowledge Strand 1: Learning About Mathematical Concepts
• D4. Recognize simple shapes (e.g., circle, triangle, rectangle, and square).
Locate individual shapes in pictures composed of overlapping shapes.
Playing games that involve matching shapes, gradually increasing level of difficulty. Singing songs and reading books
with child about shapes

11. REFERENCES
• Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New York, NY:
Teacher’s
• College Press.
• Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New York, NY:
Teacher’s
• College Press.
• Harms, T, Clifford, R, and Cryer, D. (2003). Infant toddler environmental rating scale.
• New York, NY: Teacher’s College Press.
• Harms, T, Clifford, R, and Cryer, D. (2005). Early childhood environmental rating scale.
• New York, NY: Teacher’s College Press.
• Virginia Department of Social Services. Milestones of Child Development. Retrieved
from
• http://va.gapitc.org/wp-content/uploads/2014/03/Milestones_Revised2014.pdf