Chapter 5 & 6 Discussion Questions

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Planning and Administering Early Childhood Programs

Eleventh Edition

Chapter 6

Creating Quality Learning Environments

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Learning Objectives

6.1 Develop a plan for building a new facility or renovating an existing structure.

6.2 Describe characteristics of inviting entrances and classrooms that meet the needs of children, families, and caregivers.

6.3 List features you are likely to find in a quality outdoor learning environment.

6.4 Identify characteristics that make classroom books and other instructional materials free from bias.

Planning a New or Renovated Facility

Determine how much area you need to accommodate the building, playground, parking, and landscaping

325 to 574 square feet per child

Be familiar with zoning laws

Decide the intended capacity, the ages of children you will serve, and expected group sizes

Explore energy-saving features

Plan spaces for children intentionally

Make reasonable modifications to integrate children and adults with disabilities

Entry/Exit Areas (1 of 2)

Should appear comforting and welcoming

Should use landscaping, lighting, ramps, and natural materials that invite children and parents to enter

Windows are an important feature

Should include displays of children’s work; photos of families, children, and staff members; and information about upcoming events

Entry/Exit Areas (2 of 2)

Should have convenient parking

Should accommodate individuals with disabilities

Entrance should be designed to control access

Designing Indoor Spaces

Make the center comfortable and enhance the experiences of children and adults through:

Appropriate lighting

Acoustics (noise control)

Ventilation

Efficient heating and cooling

Practical floor and wall coverings

Pleasing color schemes

Principles of Arranging Classrooms

Room arrangement should reflect the program’s core values and help the program realize its mission

Should feel open and inviting while providing opportunities to concentrate and become engaged in activities

Include spaces that offer quiet and solitude

Consider the needs of children with disabilities

Creating Learning Centers for Preschoolers and School-Age Children

Learning centers should:

Be located in a specific place well-suited for the activity

Have clearly-marked boundaries

Provide areas for play and for observing

Provide for storage and display of related materials

Create a mood that sets them apart from other areas in the classroom

Appropriate Environments for Infants and Toddlers

Quality infant and toddler environments are not simply scaled-down versions of quality preschool classrooms

Health and Safety of Infant/Toddler Classrooms

Classrooms for infants should be “shoe-free zones”

Practice frequent and proper hand washing

Keep all dangerous materials locked and out of reach

Regular routines for washing sheets, blankets, pillows, dress-up clothes, and other soft furnishings

Regular routines for sanitizing (cleaning to reduce germs) toys that have gone in children’s mouths.

Quality Infant/Toddler Classroom Characteristics (1 of 2)

Aesthetically pleasing with beautiful colors, sounds, and textures

Important not to bombard them with constant music or other sounds

Should be “baby scale” and also “adult scale”

Avoid harsh lights

Adults need comfortable adult-size furniture

Quality Infant/Toddler Classroom Characteristics (2 of 2)

Activity centers should have simple toys

Do not overwhelm children with too many choices

More important to have duplicates of the same toy than a wide variety of choices

Need protected spaces where they can be alone but supervised

Small activity centers for one or two children

Add novelty while maintaining familiarity

Centers for Infants and Toddlers (1 of 2)

Cozy, quiet area

Book center

Manipulatives such as shape sorters, puzzles with knobs, and lacing toys

Dramatic play/housekeeping center

Centers for Infants and Toddlers (2 of 2)

Building area (for older infants 18–36 months)

Art area (for older infants 18–36 months)

Sensory/Science area (for older infants 18–36 months)

Music area

Learning/Activity Centers for Preschoolers (1 of 2)

Blocks

Dramatic play

Art

Music

Water and sand

Learning/Activity Centers for Preschoolers (2 of 2)

Carpentry or woodworking

Science and math

Cooking

Manipulatives and small construction toys

Language arts and computer

Learning/Activity Centers for Primary-Grade Children

Area for snacks

Quiet spaces for reading, doing homework, listening to music with headphones,

Creative writing, or just resting,

Workspaces and materials for arts and crafts

Table games and manipulatives

Computer center with Internet access (with appropriate parental controls in place) and a printer

Additional Areas in Classrooms

Children’s cubbies

Infants’ diapering and toileting areas

Food preparation, feeding, and dining areas

Napping areas

Areas for Adults

Family reception area

Adult lounge/rest room

Staff workroom

Professional library

Office

Isolation area for ill or injured children

Outdoor Spaces for Play

Devote at least as much time, care, and creativity designing outdoor areas as to planning classrooms.

An engaging outdoor play environment is an essential part of a quality program

Begin by deciding what you want children to be able to do outside

Features of the Outside Play Environment (1 of 2)

Permanent structure that includes slides, climbing features, and often swings

Open spaces

Natural elements

Paths for wheeled toys

Play houses and other structures that provide opportunities for social play

Sand and water play

Features of the Outside Play Environment (2 of 2)

Gardens to grow vegetables and flowers

Hills for rolling and running down

Shade and shelter

Convenient, organized storage for wheeled toys and loose parts

Places for children and adults to sit together

Decorative features

Outdoor Areas for Infants and Toddlers

Must be safe

Must be scaled to be comfortable and accessible for the very young and their caregivers

Should invite the sensory-motor explorations of the very young

Need loose materials for play

Spaces for Mobile Infants and Toddlers

Offer many opportunities to move by including pathways, hills, and ramps, opportunities to pull up to standing, and to cruise

Stimulate their senses

Provide for novelty, variety, and challenge

Provide equipment that supports multiple domains of development

Make the area safe and comfortable for children and their caregivers

Outdoor Areas for Older Children

Playgrounds for preschoolers should build on and extend the experiences they had when they were younger

Preschoolers still need structures that integrate sensory, exploratory, and action-oriented activities, but the structures should be more complex than those seen on toddler playgrounds

Play Experiences for Preschoolers and Primary-Age Children

Functional or exercise play for practice and repetition of gross-motor activities

Constructive play during which children use materials such as blocks or sand to create

Dramatic or pretend play that often occurs in small, private spaces

Cooperative social play such as games with rules and sustained dramatic play

Play Zones for Preschoolers and Primary-Age Children

Nature zone

Adventure zone

Active zone

Quiet area

Dramatic play area

Specific Zones and Equipment

Open area

Paths for wheeled toys

Sandbox

Water areas

Gardens

Play structures

Bias-Free Classroom Books and Instructional Materials

Bias-free books and classroom materials:

Avoid stereotypes based on gender, ethnicity, ability (or disability), family structure, occupation, or on any other basis.

Chapter 5 & 6 Discussion Questions

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