CHD 166

Chapter 12:
The Physical Environment

© 2011 McGraw-Hill Higher Education. All rights reserved.

McGraw-Hill/Irwin

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A Safe Environment

• The physical environment must be safe.
• Group size and adult-child ratio are important.

0-8 months should have a 1:3 ratio and 350 square feet per every 6 infants

8-18 months should have a 1:3 ratio and 500 square feet per every 9 infant/toddlers

18-36 months should have a 1:4 ratio and 600 square feet per every 12 toddlers

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A Safe Environment

• Child-proof the environment (cover outlets, remove or tie drapery cords, etc.)
• Know how to contact emergency personnel and put together an emergency plan.
• Know first aid and CPR.
• Always supervise children

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A Healthful Environment

• The environment must be healthy.
• Wash your hands often.
• Make sure there is good light and ventilation.
• Wash children’s hands regularly.
• Use precautions when preparing food, changing diapers, etc.
• Learn signs of common illness and follow polices about reporting illness.

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Nutrition

• Food must be appropriate to:
• Children’s age (at what age should infants start solid food?)
• Children’s physical condition
• Children’s cultural and/or religious tradition.

The tastes and habits children develop in the first three years can influence them throughout their lifetimes. Choose a well-rounded variety of wholesome foods and avoid sugary, fatty foods.

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Nutrition

• Feeding infants (Breast is Best!):
• Make sure the room is supportive of breast-feeding mothers. Provide comfortable chairs in quiet corners of the room and be aware of the baby’s feeding schedule.
• Learn how to properly handle and store breast milk:

Expressed breast milk should arrive cold and in a clean, sanitary bottle

It should be stored immediately in the refrigerator or freezer (if frozen)

All bottles should be labeled CLEARLY with the date of collection and the child’s name

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Nutrition-Infants

Any milk remaining MUST be discarded and not used again

Refrigerated breast milk should be discarded after 48 hours

Warm bottles by running them under tap water or in a container of warm water for five minutes or less

DO NOT use a microwave to warm breast milk

DO NOT let breast mild sit at room temperature because bacteria can grow

• Provide for individualized infant nutrition. Follow pediatric guidelines and parent preferences on children’s food choices.

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Nutrition

• Feeding infants:
• Avoid additives
• Avoid mixtures (casseroles, etc.)
• Use pure, unseasoned food
• Talk with parents about special dietary needs

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Nutrition

• Feeding toddlers:

Growth rates in toddlers plummet after the first year and appetites take a plunge.

• Offer a nutritious variety of foods (avoid foods with additives)
• Incorporate finger foods if culturally appropriate (use fruits and vegetables instead of cookies/crackers)
• Use small portions and provide plenty of exercise and fresh air!
• Avoid foods which may choke toddlers (popcorn, hotdogs, grapes, nuts, etc.)

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The Learning Environment

• The structure of a program depends on its environment. A well-designed environment supports infants’ and toddlers’ well-being, stimulates their senses, challenges their motor skills, and promotes individual and social development.
• Behavior is influenced by environment—think about how you behave on a playground vs. a library? What cues do you get from the environment that tell you how to react?
• All children should be accommodated in the environment. Make sure that children who have challenges are not limited by space, proximity to materials, restroom, sink, etc.

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The Learning Environment

• Layout
• There should be a designated area for arrivals and departures with a place nearby for children’s belongings.
• The sleeping area should be away from the play area and have a subdued atmosphere with restful colors.
• The eating area should be away from the diapering area.
• If possible, keep the eating area away from the play area.

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The Learning Environment

• Eating area
• A sink, counter, refrigerator, and provision for warming food should be either in the room or near the eating area.
• Children need small, low tables to encourage independence.

How do you feel about eating outdoors?

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The Learning Environment

• Diapering/Toileting area
• The diapering area should have counters or tables for changing diapers
• A sink should be nearby and all supplies for diapering should be within easy reach, as well as sanitary disposal areas.
• Toddlers appreciate child-sized toilets.
• Children need access to a sink, soap, and towels.
• The toileting area should be convenient to play spaces, both indoor and outdoor.

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Developmental Appropriateness

• The learning area must be developmentally appropriate. *What does this mean?*
• Flexibility is required when infants and toddlers are in the same room. The environment must respond to the needs of a particular age group as well as to changes as children grow and develop.

*What does the word “flexibility” mean?*

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Developmental Appropriateness

• An appropriate environment for infants:
• The younger the child, the smaller the group and space around should be. Space can be very frightening for younger children
• Allows infants to be on the floor, but protected from walking feet
• Has supports for infants who are newly upright (rails or furniture for “cruising”)
• Only uses cribs as sleeping environments

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Developmental Appropriateness

• An appropriate environment for toddlers:

• Is an environment that encourages independence (has sink at their level, pitchers for pouring, dish pans to bus their own dishes)
• Invites toddlers to explore using both gross and fine motor skills
• Contains a variety of age-appropriate toys and equipment that develop whole – body active, creative, and manipulative skills

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Developmental Appropriateness

• Family child care:
• May have a less “institutionalized” feel
• May be smaller in scale and more homey
• Is more likely to have mixed age groups, and must adapt the space to promote safe interactions and exploration for infants and toddlers

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What should be in the play environment

• Newborns:
• Just a few things to look at. People are most interesting.
• Young infants:
• Should not be distracted from hand exploration.
• Multi-sensory toys not necessary.
• 14 x 14 cotton scarf multi-purpose infant toy.
• Older infants:
• Bowls, wooden spoons, stackable plastic cups.

A mixed age group presents a different set of challenges. The provider must be diligent about providing a safe environment that allows play and exploration at all levels. Ex: Putting toys at different levels for different ages.

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What should be in the play environment

• Simple play materials, individualized attention, and a safe environment that promotes interaction are essential components to infant and toddler play.
• Such conditions help children develop long attention spans, concentration, and other manipulative and physical skills.

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What should be in the play environment

What toys and materials are appropriate for inside play?

What toys and materials are appropriate for outside play?

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Assessing the Quality of an Infant-Toddler Environment

• The five dimensions of a learning environment include:
• Balancing soft and hard (blankets, stuffed animals, cozy furniture and hard surfaced floors hard play objects like pots, etc.)
• Providing for intrusion and seclusion (allows for looking out windows and guests while providing space for “alone time”)
• Encouraging mobility
• The open-closed dimension (there are toys within reach, but there is also closed storage to help regulate choices/arrangement of furniture dividers/ability to use materials in more than one way)
• The simple-complex dimension (uses simple materials for play, but when combined produces complex play (sand, water, utensils)

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Assessing the Quality of an Infant-Toddler Environment

• Simple toys and materials are best for infants.
• Children under age three may need more open-ended materials than closed ones.

What types of toys are open-ended?

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Assessing the Quality of an Infant-Toddler Environment

• The following characteristics are also important:
• Scale (the size of objects in the room)
• Aesthetics (the visual appeal of the room)
• Acoustics (are children who need quiet protected?)
• Order (room arrangement can make a big difference in the order of a room)

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The Physical Environment

• Remember, when planning a physical environment, be sure to consider:
• Developmentally appropriate practice
• Individually appropriate practice
• Culturally appropriate practice

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Online Learning Center

• See Chapter 12 of the text’s Online Learning Center for chapter quizzes, Theory Into Action activities, Video Observations, and more.