Intentional Outdoor Experiences for Young Children

Intentional Outdoor Experiences for Young Children

Introduction

In this module, you have learned about the intentional planning of environments for mobile and non-mobile infants as well as toddlers and two-year-olds. Much of the discussion concerned intentional indoor environments.

The Assignment

Review what each of these age groups seeks developmentally. From there, you will synthesize the information about indoor environments, including the perspective that outdoor environments are an extension of the indoor environment, to discuss opportunities in the outdoor environment for mobile and non-mobile infants, toddlers, and twos. For example, in the lecture, you learned that non-mobile infants watch and listen to the world around them. One thing a teacher can do is to seek out opportunities for children to watch whirligigs spinning or hear a wind chime ringing as the wind blows. You will come up with your own (10) ideas for opportunities for each age group.

This table was adapted from Creative Curriculum for Infants, Toddlers, and Twos

Non-mobile infants	Mobile infants	Toddlers	Two- year- olds
Example: Notice, looking at, and listening to what is around them	Example: Crawl, pull to standing, cruise, and walk	Example: Increase social interactions	Example: Engage in more complex social interactions

1.You will use the table to provide an outdoor learning experience, opportunity, or material for each age group. An example has been provided in the introduction.You will provide one per age group (non-mobile infant, mobile infant, toddler, and two-year-old). As you contemplate each age group, you must also keep in mind any child care rules, best practices, and other considerations impacting environments for young children. You should cite your sources to support your activity.

2.You will write a summary of each activity for each age group and justify how your activity is developmentally appropriate and supports early learning. You will cite your sources.

3.Finally, you will submit the chart above (copy and paste it into a word document and the summary of each activity for each age group.

Resources:

Review the three lessons, readings, and videos contained in the Infant Toddler section of the Virtual Lab school (opens in a new window)

https://www.virtuallabschool.org/infant-toddler

This includes the safe environments, healthy environments and learning environments.

Safe Environments (opens in a new window)

https://www.virtuallabschool.org/infant-toddler/safe-environments

Healthy Environments (opens in a new window)

https://www.virtuallabschool.org/infant-toddler/healthy-environments

Learning Environments (opens in a new window)

https://www.virtuallabschool.org/infant-toddler/learning-environments

Read the following articles as well:

How to Introduce Loose Parts with Infants and Toddlers (opens in a new window)

http://vlc.nccommunitycolleges.edu/storyline/EDU234-May2019/M8-documents/LoosePartsPlayforInfantsandToddlers.pdf

Reference: https://fairydustteaching.com/2018/03/how-to-introduce-loose-parts-with-infants-and-toddlers/

14 Outdoor Play (opens in a new window)

https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/ehs-ta-paper-14-outdoor-play.pdf

Forum 16B (opens in a new window)

https://ncchildcare.ncdhhs.gov/Portals/0/documents/pdf/F/form16b_bb.pdf