When planning a new or renovated early childhood facility, considerations include determining indoor and outdoor space needs, following building codes and regulations, prioritizing safety, accommodating individuals with disabilities, making spaces child-oriented and comfortable yet flexible, intentionally planning spaces, and carefully selecting furniture and materials. Outdoor playgrounds should have varied terrain, age-appropriate equipment, and teachers must supervise to ensure safety.
Facility and Equipment 5
iStockphoto/Thinkstock
Pre-Test
1. High-quality early childhood programs all follow
a single model for facility design and room
arrangement, regardless of program philosophy.
T/F
2. Early childhood professionals, with their
knowledge of curriculum and child development,
can provide valuable input to facility construction
and renovation projects. T/F
3. The design and organization of classrooms should
be focused on the needs of children, while the
design and organization of entrances and hallways
should be focused on the needs of adults. T/F
4. Art centers and block areas are optional features
in a preschool classroom. T/F
5. The administrator’s responsibilities regarding
the facility’s bathrooms are limited to ensuring
cleanliness and sanitation. T/F
Answers can be found at the end of the chapter.
Learning Objectives
After reading this chapter, you should be able to:
1. Explain the role program philosophy, mission, and vision play in the decisions early childhood administrators make
about the facility and environment of an early childhood program.
2. Describe the role of the early childhood administrator in the development and implementation of a facility con-
struction or renovation project as well as the ongoing management of a facility.
3. Explain how characteristics of a facility, such as the design of the entrance, the placement of windows, or the
choices made regarding color, lighting, and texture can affect the experiences of the children and staff in an early
childhood program.
4. Discuss the primary considerations in room arrangement and in the selection of furniture, equipment, and
materials.
5. Describe the characteristics and requirements of the shared spaces in an early childhood facility, such as bath-
rooms and kitchens.
6. Summarize the safety issues related to the development and maintenance of outdoor spaces such as playgrounds
and parking lots.
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CHAPTER 5Section 5.1 A Home Away From Home
During her second month as director at the YMCA Child Care Center, Lindsay Miller receives some
exciting news. The center, which is located in one wing of a large multipurpose YMCA building, is
going to be able to expand to an additional classroom. One of the weight rooms in the fitness center
adjacent to the child care wing is no longer needed for weight training.
The YMCA director, who is the head of the agency and Lindsay’s supervisor, asks Lindsay if she
would like to expand the center and use the space for a classroom. Lindsay eagerly accepts the oppor-
tunity, knowing that she has a long waiting list of families with toddlers. With a second toddler
classroom, they’ll be able to enroll eight more children in the center.
Lindsay’s supervisor asks Lindsay to prepare a list of ideas and questions for the architect, who will
design a plan for renovating the space. Lindsay thinks about the toddler cl.
The Learning Environment as a Teaching Tool CDEV 108.docxrhetttrevannion
The Learning Environment as a
Teaching Tool
CDEV 108
M. Moen
Describe an early school experience.
What do you remember most about the classroom
environment?
How did the environment affect your learning?
What was /were your favorite materials and/or
experiences when you were a child?
How will this information influence your teaching? Do
you have that material and/or experience in your
classroom?
What is environment?
Environment is anything that surrounds us and
exerts an influence over us. It consists of space,
furnishings, time and organizing elements.
How we arrange and furnish space sends
children messages about how the space should
be used.
Almost any space can be arranged to provide an
excellent experience for young children.
Intentional
gathering
spaces
We need to create warm,
homelike environments that:
Create a sense of security
Create excitement
Provoke a sense of wonder
Encourage ACTIVE LEARNING!
Reggio documentation panels
are an important part of their
environment
Guidelines for establishing an
aesthetic environment
Consider the ways in which these elements will enrich the children’s
perceptions:
Floor and walls
Color and texture
Work surfaces
Storage items
Displays
Art prints
Art artifacts
Books
Nature objects
Children’s artwork
Details
Rather than decorating walls with “cutsie”
type of cutouts from the teacher supply store,
consider decorating with items that have
character and make it feel more like “home.”
Be sure your environment
displays photos of the
children.
Using wood (versus plastic) furniture warms the environment.
Be sure to provide a
cubby for each child in
your classroom.
The Learning Environment in
Early Childhood Education
The Learning Environment is a powerful
teaching tool
Materials & images used should reflect the
children, their families, cultures, and community
Environment should be carefully and
specifically designed for early childhood
Space
The space should be a safe, workable, even charming.
Equipment
Refers to the furniture and other large, expensive items such as art easels, climbing
structures, etc.)
Materials
Refers to smaller, less expensive items such as puzzles and books)
Supplies
Supplies are consumables such as paint, paper, glue, tape.
Time
Children need time to explore the environment!
Components of the Learning Environment
Adequate space
Plan enough space for children to move form
one area of the environment to another and
work comfortably.
Younger children need more space than older
ones
Traffic pattern
Think about how the children will move around in
the room.
Some questions you might want to ask yourself:
Is there enough room for children to gather around
something interesting?
How many children can work in an area at a time
How .
Phoenix Infinite
Design Goals:
*Create a space that meets and exceeds the requirements of the Nature Explore Program.
*Utilize sustainable materials and methods, in the design process and the end product.
*Create a flow through the space, naturally integrating each separate element into a cohesive whole.
*Create a space that enables the fusion of play and learning, observation and interaction, motion and quiet reflection.
*Design in a way that allows for the community (parents, students, faculty/staff) to be involved in the building, maintenance and ongoing creative adaptations of the area.
Additional Elements:
*Rainwater Catchment
*On-site Composting
*Native and Endiable Plants
Intentional, nature-rich, well-designed outdoor learning environments have a high perceived value and contribute to consumer satisfaction. In addition, the growing millennial demand for natural play and aesthetically pleasing, environmentally friendly spaces means that programs can rethink outdoor spaces. We will explore the benefits, added value, and cost-effectiveness of nature-rich spaces in this session.
This presentation includes data collection for primary school. It contains case studies, various essential datas for designing primary school from Ernst Neufert book along with government datas
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