2. MATH CENTER ACCOMMODATIONS
INFANTS & TODDLERS
• INFANTS AND TODDLERS NEED ENOUGH SPACE
FOR ACTIVE PLAY.
• TOYS ON LOW SHELVES.
• MATERIALS WITH SIMILAR USES SHOULD BE
PLACED TOGETHER.
• CHILDREN NEED 3-5 MATERIALS IN EACH CENTER.
• CONVEY A WELCOMING FEELING AND GIVE CLUES
ON WHAT CAN BE DONE IN EACH STATION.
3. DIVERSITY IN THE MATH CENTER
• IN ORDER TO KEEP DIVERSITY WITHIN THE MATH
CENTER, THE ENVIRONMENT NEEDS TO REFLECT THE
CULTURES OF CHILDREN IN THE PROGRAM THAT
INTRODUCES THEM TO THOSE OUTSIDE OF THEIR
EXPERIENCE.
• BE DEVELOPMENTALLY AWARE OF WHAT THE CHILDREN
ARE CAPABLE OF DOING AND THE SKILLS THEY STILL
NEED TO DEVELOP.
4. Diversity can be shown in the classroom by showing each
student they are valued for their individuality and
appreciated as members of a family and a culture.
5. 3-5 YEAR OLDS IN THE MATH CENTER
• SHELVES SHOULD BE ORGANIZED WITH INDEPENDENT USE AND PICTURE LABELED.
• DEFINED BY ARRANGEMENT OF LOW, OPEN SHELVES.
• PROTECTED FROM THROUGH TRAFFIC.
• SEPARATED BY SPACE BARRIERS.
• ACCESSIBLE TO CHILDREN/ADULTS WITH DISABILITIES.
• MATH MATERIALS SHOULD NOT BE STACKED OR CLUTTERED.
• THEY SHOULD BE PICTURE LABELED SO THEIR CHOICES ARE OBVIOUS.
6. • NUMBERS AND SHAPES BECOME
MEANINGFUL WHEN THEY ARE
INTEGRATED INTO DAILY ROUTINES AND
PLAY. NOT DRILLED !
14. 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
Whitener, C. (n.d.). Activities. [PowerPoint slides].
