This presentation is targeted to those in the early childhood education field. Schedule me for this workshop by contacting jehopkins@tcc.edu.

1. Learning Environments
Keep them challenged and interested and your problems decrease!
JEANNE HOPKINS
PROGRAM HEAD & ASSISTANT PROFESSOR PAST RATER & MENTOR
CHILD DEVELOPMENT PROGRAM, PORTSMOUTH VIRGINIA QUALITY
TIDEWATER COMMUNITY COLLEGE

2. Foundational Theory: Maslow

3. Foundational Theory: Erikson

4. Foundational Theory: Piaget

5. Foundational Theory: Vygotsky

6. Implications of theory in designing
environments?
 Maslow = belongingness, esteem =
 Erickson = autonomy, initiative, industry =
 Piaget = sensorimotor, preoperational =
 Vygotsky = scaffolding =

7. Measuring Quality
 We measure quality & value of vehicles with the Kelly Blue Book
 We measure quality and value of early childhood programs with Quality
Rating Initiative Systems (QRIS)
 “Umbrella term” used across America
 Each state has own unique QRIS (or lack thereof)
 All QRIS measure quality based on research

8. QUALITY in Virginia
 Virginia Quality
 voluntary program to assess & improve
 distinguishes and improves the quality in early care and education by:
 Assessing programs on a continual basis
 Providing feedback (strengths and areas for improvement)
 Providing training
 Providing materials

9. How is quality measured in Virginia
Quality?
 Education, qualifications, and training
 Measured by documentation of official transcripts, training documentation, etc
 Interactions
 Measured using Toddler CLASS and Pre-K CLASS tools
 Structure
 Measured by documentation from director
 Environment and instruction
 Measured using the Environmental Rating Scales
 Infant/Toddler (ITERS-R)
 Early Childhood (ECERS-R)
 School Age Care (SACERS-R)
 Family Childcare Home (FCCERS-R)

10. Now that you know the basics,
let’s get to it!
 Environment- the conditions that surround someone or something : the conditions and
influences that affect the growth, health, progress, etc., of someone or something
(Merriam-Webster Dictionary)
 What this could look like:
 Your classroom
 Materials
 Furniture
 Display
 Activities
 Your playground
 Interactions
 Teacher to child
 Teacher to teacher
 Teacher to parents
 Teacher to Administration
 Administration to parents

11. Disclaimer
 This is a very BRIEF overview
 There is NOT an exhaustive list
 Keeping in mind the difference between the scales/age groups (ITERS,
ECERS), these are general considerations

12. Want more details than this short
workshop?
 Enroll in the CHD program at Tidewater Community College, or
 VA DSS offers scholarships each semester
 Up to 8 courses paid UP FRONT!
 First come, first serve (money goes quick!)
 Virginia Pathfinders Scholarship
 Attend VA DSS training, or
 Apply to have your center participate in VSQI
 CONTACT Heather Kitsis, VSQI Regional Coordinator
 Tidewater Community College
 1428 Cedar Rd., Chesapeake, VA 23322
 757.822.5225

13. Sub-Scales
Some things that are measured
 Space & Furnishings
 Personal Care Routines
 Language-Reasoning
 Activities
 Interaction
 Program Structure
 Parents & Staff
*We will focus on these sub-scales

14. Key Points
ENVIRONMENTAL RATING SCALES

15. Space & Furnishings
 Ample space AND good repair
 Natural lighting/ventilation
 Child-sized furniture (enough!)
 Routine Care furnishings
 Cubbies
 Cots/Mats
 36 inches
 Blankets
 Diapering/Toileting
 Playing
 Shelves
 labeled

16. Space & Furnishings, cont’d
 Room Arrangement
 supervision
 interest centers
 Loud/quiet
 Art, sand/water = near sink
 Well-defined
 Space & Equipment Gross Motor Play
 Safety
 Activities/Materials
 Display
 Eye level
 Appropriate
 Children’s work

17. Easy Labels
 Their Images:
 http://www.environments.com/community/landing.aspx?campaignid=1993
 Your images: https://www.kaplanco.com/resources/LabelMaker.asp

19. Personal Care Routines
 Greeting/Departing
 Meals/Snacks
 Hand washing
 Sanitize/disinfect
 Same sink
 Nap/Rest
 All cots/mats should be 3 feet apart
 Solid barrier no longer “counts”
 Toileting/Diapering
 See “Meals/Snack” bullets

20. Personal Care Routines, cont’d
 Health
 Hand washing!
 Arrival/Re-entry
 Before AND after messy play
 Post-body fluid
 Post-contaminated
 Safety
 Electric Outlets
 Loose cords
 Staples in wall
 Choking hazards
 Topple Factor

21. Activity: Part 1
 In a small group, you will design a classroom layout, keeping in mind the
guidelines just provided
 Your classroom will have:
Door to hallway
Door to playground
Girls bathroom
Boys bathroom

22. Terms
Found at the “good” level
 SPD- substantial portion of the day
 1/3 PROGRAM operating hours
 Accessible
 Accessible to children MOST of the day
 Many & Varied
 Several materials from specific categories

23. Language-Reasoning
 Books & Pictures
 Many and Varied (categories)
 Fantasy; factual; stories about people, animals, and nature; cultures/abilities
 Organized Book Center
 Add’l language materials
 Posters, flannelboard, recorded stories, picture card games
 Informal Reading

31. Activities
 Fine Motor
 Organized in open storage
 Many & Varied:
 Small building toys
 Legos, Duplos, Lincoln Logs, interlocking blocks
 Art materials
 Manipulatives
 Beads, pegs, sewing, buttoning
 Puzzles

37. Activities, cont’d
 Art
 Accessible (3 x week/ daily for SPD)
 Individual Expression
 Many & Varied
 Drawing
 Tools
 Collage
 3-D
 Paint
 Music/Movement
 Many & Varied
 ½ instruments for highest enrolled
 4+ years old must be allowed to operate CD/Tape Player or iPod
 Various types of music to listen to (3)

50. Freebie: Why scribble?

56. Activities, cont’d
 Blocks
 2 sets
 Accessories
 People
 Animals
 Transportation
 Sand/Water
 Inside or Outside
 Toys available

65. Activities, cont’d
 Dramatic Play
 Props
 Dress up clothes
 3 male
 3 female
 Two themes
 Diversity
 Storage

72. Activities, cont’d
 Nature/Science
 Many & Varied
 Collections of natural objects
 Living things
 Nature/science books, games, or toys (Matching/sequence)
 Nature/science activities (magnets, magnifying glasses, sink/float)
 Math/Number
 Many & Varied
 Counting
 Measuring
 Comparing Quantities
 Shapes
 Written Numbers

76. 76

82. Activities, cont’d
 TV, Video, Computers (Screen Time)
 No screen time under 2 years old!
 2+ years old:
 Maximum daily time: 15 minutes
 Maximum weekly time: 30 minutes
 Must be engaged
 Screen time a choice among MANY other activities
 Diversity
 Materials, Books, Pictures
 Race, Culture, Age, Ability, Gender

83. Part 2
 Using your original classroom design and early childhood catalogs, outfit
your centers with age appropriate materials.

84. Interaction
 Supervision
 Stay in ratio!
 Age appropriate discipline
 No:
 Time out
 Excessive waiting
 Expectations to be quiet for long periods
 Interactions
 Warm, friendly, respect

85. Freebies: Classroom Management
 TACSEI
 Visual Schedule
 Centers
 Circle Time
 Most difficult part of day (p. 383)
 1-2 year olds- 5 minutes
 3 year olds- 10 minutes
 4-5 year olds- 15-20 minutes (pp. 384-385)
 Source: Essa, E. (2014). Introduction to Early Childhood Education, 7th ed.

86. Contact Me!
Jeanne Hopkins
Assistant Professor & Program Head
Early Childhood Development
Building C, Rooms 208, 209, 218
Portsmouth Campus
jehopkins@tcc.edu
757-822-2758
Mrs. Hopkins at TCC
Jeanne Hopkins

87. Sources
 VSQI Facts:
http://www.smartbeginnings.org/Portals/5/PDFs/VSQI/VSQI_Fact_Sheet_07
0711.pdf
 VSQI Funding
http://www.smartbeginnings.org/Portals/5/PDFs/VSQI/localsustainability.p
df
 VSQI Eastern Region (VSQI @ TCC): http://www.tccvsqi.org/about-us/
 Environmental Rating Scales basic overview: http://ers.fpg.unc.edu/
 ITERS-R and ECERS-R Manuals
 All About the ITERS-R and All About the ECERS-R