Describe culturally responsive creative materials for infants and toddlers
What can teachers do to make the classroom environment more conducive to children’s learning and development?
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Wrap UpAssessmentWe want to hear from you. Please complete our brief Module Feedback Form. What can teachers do to make the classroom environment more conducive to children’s learning and development? Page 1: Early Childhood Environments “Environmental practices refer to aspects of the space, materials, equipment, routines, and activities that practitioners and families can intentionally alter to support each child’s learning across developmental domains.” Unfortunately, many practitioners are unsure how to create environments that support their children’s learning across different age groups (e.g., infants, toddlers, preschoolers) and developmental domains (e.g., social, communication, cognitive, motor). Well-designed classroom* environments:
Research ShowsChanges in classroom environmental arrangement, such as rearranging furniture, implementing activity schedules, and altering ways of providing instructions around routines, have been found to increase the probability of appropriate behaviors and effectively decrease the probability of challenging behaviors.(Chandler et al., 1999; Dooley, Wilczenski, & Torem, 2001; Martens, Eckert, Bradley, & Ardoin, 1999) The table below describes three interdependent components of early childhood environments. Components of Early Childhood EnvironmentsDefinitionPhysical environmentThe overall design and layout of a room, including its learning centers, materials, and furnishingsSocial environmentThe interactions that occur within the classroom between peers, teachers, and family membersTemporal environmentThe timing, sequence, and length of routines and activities that take place throughout the dayIn order to create an environment conducive to the learning and development of infants, toddlers, and preschoolers, these three components must be carefully designed and implemented. Indeed, every aspect of a classroom environment’s design should reflect its program’s priorities and philosophy. For example, a program that concentrates on improving children’s math skills is likely to emphasize the availability of materials related to numeracy, as well as to learning shapes and patterns. Additionally, if this program’s philosophy was Montessori-inspired—that is, it helped students to learn concepts through hands-on work with materials, rather than by traditional direct instruction—you might expect to see bead chains to support the teaching of mathematical concepts. The following pages address these physical, social, and temporal components in more detail. Listen as Ilene Schwartz discusses how the three components of the environment are intertwined to help children succeed (time: 2:47). Ilene Schwartz, PhD /wp-content/uploads/module_media/env_media/audio/env_p01_is.mp3 View Transcript Transcript: Ilene Schwartz, PhD The environment both sets children up for success and supports that success when it occurs. Children learn by doing, and so they need environments that have the appropriate kinds of materials available for them to demonstrate the wonderful skills that they have, and to learn the skills that they need to learn to be successful in future environments. Environments consist of the things in the environments, the people in the environment, and the tone of the environment. So we can have an environment that is supportive because children feel safe to explore and to try things that they’re not sure of because they know there’s going to be a supportive adult there to help them if they need the help. The three discrete components of a well-designed early childhood environment—the temporal, social, and physical environments—really do not stand alone. They’re like ingredients in a well-designed recipe. You don’t want too much of one, but the absence of another could potentially ruin the whole recipe. You want to make sure that children have access to a well-designed and challenging physical environment. Things are in the environment that the child with the most challenges in your classroom can do independently, and your highest-achieving child is still challenged by something in the environment. But at the same time, that environment without the warm support of a teacher is limited. You want a social environment in which children have positive regard from their teacher and high-quality interactions with their peers. But that in isolation is also not enough. The same goes for a well-designed temporal environment. You want to make sure that children have the opportunity every day to play outside, to be active, and at the same time to have opportunities to practice skills such as writing and coloring and cutting that will help them be successful in future environments. These three kinds of environments are intertwined in a way that you really can’t take apart. And you don’t want to take apart. They complement each other and they help children learn to explore and to achieve and to succeed. And that’s really all we can ask from any high-quality early learning environment. Including Children with DisabilitiesA well-designed, safe, and responsive environment is an essential first step in including young children with disabilities in early childhood settings such as inclusive preschool, Head Start, and childcare programs. If, however, the learning environment does not provide the support necessary to help children with disabilities to succeed, teachers must make changes to maximize their participation in planned activities, interactions, and routines. These intentional changes can be small and are often easy to implement, yet they can yield immediate improvement in the level of child participation and learning. *In this module, the term “classroom” refers to any out-of-home setting in which group care is provided to infants, toddlers, or preschoolers. What is the best way to create a responsive environment for infants and toddlers?Provide a variety of materials and experiences for infants and toddlers. Periodically rotate materials or rearrange the room as children's developmental needs change. Take care not to overstimulate children.
What is important when choosing materials for infants and toddlers?It is important to remember that materials enhance, and do not replace, the interactions between infants and toddlers and adults. By closely observing infants and toddlers, you can consciously select materials that match each child's interests, support individual development, and enhance relationships.
What materials would you offer infants and toddlers at different stages to support their increasingly effective grasps?Developmentally appropriate toys and materials facilitate learning through play. When such items are offered in a safe environment, infants and toddlers can move around and interact with them and with each other.. High-contrast pictures.. Soft rattles.. Mirrors.. Play mats or play gyms.. No-tear or board books.. What does it mean to be a creative infant and toddler caregiver?Being a creative caregiver can be expressed in several different ways. Here are some to consider: Use everyday materials that might seem useless to spark creative work in your early care and learning setting. Solve space constraints to create beautiful environments for you and the infants and toddlers in your classroom.
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