cd 38 chapter 6 pp.ppt sept 2016

Chapter 6: Creating Quality

Learning EnvironmentsPlanning and Administering Early Childhood Programs

Tenth EditionNancy FreemanCelia A. DeckerJohn R. Decker

Prepared by:Nancy K. Freeman

Tere HolmesKris Curtis

Adapted by: Katy Kelley

Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

Opening Reflection What kind of environments (i.e., physical

settings) make you feel comfortable and at ease?

What kind of environments/settings do you find unpleasant and can even put you in a “bad” mood?

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When planning a new or renovated facility . . .

1. Determine how much indoor and outdoor space you will need

2. Follow all building codes and zoning regulations3. Keep the safety of children and staff as your

primary concern4. Plan to accommodate children and staff with

disabilities 5. Make the facility child-oriented and comfortable

for adults


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When planning a facility… (continued)

6. Make indoor and outdoor spaces flexible to accommodate changing interests

7. Plan spaces intentionally 8. Create a “least restrictive environment”

that welcomes children with special needs 9. Select furniture, equipment, and materials

with care10.Plan expenditures carefully


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Explore energy-saving features

•Solar heat•High-efficiency heating and cooling•Energy-saving appliances•Consider Leadership in Energy & Environmental Design (LEED) Certification


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Programs that share facilities should clarify . . .

•Where will materials be stored? Who has access to them?

•How are bulletin boards, cubbies, classroom decorations shared?

•Who is responsible for cleaning what?


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When programs lease facilities . . .• Is a long term lease available? Can it be renewed?

•Who is responsible for repairs?

•Can the building and grounds be altered by adding ramps, painting walls, installing playgrounds?


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Entry/Exit area•Families’ first and last image every day•Creates an impression in the neighborhood•Should not be too large or institutional•Plantings, lighting, and natural materials invite children and families to enter

•Windows smooth children’s transitions•Displays of children’s work, families, activities help welcome visitors


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When selecting colors for indoor spaces consider:

•The amount of light in the room•The size and shape of the room•Take care to avoid an over stimulating environment – limit decorations and reduce clutter

•Consider research on the psychological effects of color and its impact


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Commonly used floor coverings

•Carpet○ Softer and more comfortable○Absorbs noise well○ Essential in infant rooms

•Resilient flooring (vinyl & linoleum) ○ Should have a non-slip surface○ Easily cleaned○Good for messy play and eating areas

Most programs create activity zones by combining floor surfacing.


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Storage: There is never enough!•10% of the center’s square footage should be for storage

• Plan for the storage of:○Children’s belongings○ Indoor and outdoor equipment and toys○Bulk supplies (art materials, paper goods, etc.)○Curriculum materials○Administrative records and materials○ Food service and custodial supplies

Adequate storage contributes to a rich curriculum.


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Room arrangements

•Should help the program meet its goals•Should be open and inviting•Should provide areas that feel private•Should consider the needs of children with disabilities


Video Clip-Early Childhood Environments

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Small Group/Pairs Discussion Based on what you learned from this

video-clip (along with your own experience), how can you use the classroom design (i.e., using texture, color, furniture, etc.) to support children’s developmental growth?

Did you learn any new approaches that you might want to implement?

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Furniture and Equipment • Include comfortable child-sized and adult-sized seating

• Include appropriately proportioned tables and chairs for children

• Include open shelves that give children choices•Be flexible and open-ended •Be durable, practical, and attractive


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Learning/activity centers should offer these kinds of experiences every day:

•Quiet activities such as listening to books•Structured activities such as puzzles•Craft and discovery activities such as paint, play dough, water, and sand

•Dramatic play activities such as dress-up•Large motor activities such as climbing and sliding


The Creative Curriculum Learning Environment Video Clip

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Group Discussion Based on The Creative Curriculum

approach, what strategies did you find effective?

Were there any approaches you didn’t like?

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Each learning center should:

1. Be in a specific location well suited for the activity2. Have clearly marked boundaries3. Provide areas for play and for observing4. Provide for storage and display of related

materials5. Create a mood that sets it apart from other areas

in the classroom


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Infant/toddler environments:•Must keep children safe and healthy

•Should be aesthetically pleasing with beautiful colors, sounds, textures, etc.

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

•Should have open ended materials and duplicates of popular toys


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Infant/toddler environments: (continued)

•Should provide children opportunities to be alone

•Should include small activity areas for one or two children

•Should be predictable and familiar, but also novel


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Activity centers for preschool and primary-age children

•Blocks •Dramatic play•Art •Music – for listening to & making music and for dancing/marching etc.

•Water and sand •Woodworking and carpentry•Science and mathematics •Manipulatives and small construction toys•Language, literacy, writing, and books


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Activity centers for school-age care

•Cooking and snacks•Quiet space for reading, homework, listening to music, creative writing, resting

•Arts and crafts, woodworking if possible •Table games and manipulatives •Computer center with Internet access•Other areas based on children’s interests


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Plan for these adult/private areas•Family reception area•Adult lounge/rest rooms•Staff workroom•Professional library•Office and administrative area•Isolation area for children who are ill


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Aspects of well-designed playgrounds

•Location•Size•Fencing•Varied terrain•Surface including resilient surfacing under climbing structures

•Shade and shelter•Storage for wheeled toys, sand & water play toys, balls, etc.


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Playground zones include:•Open areas•Road for wheeled toys•Sandpit or sandbox•Water areas•Gardens•Play structures


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Supervision is the most important part of the playground

•Teachers need training in playground safety

•Teachers must be able to see all areas of the playground

•Teaches must be actively involved with children’s play

•Be alert to hazards such as broken equipment


Classroom Activity-Creating your Dream Classroom

• Think about your ideal classroom or outdoor environment

• Next, write down all the areas (and key materials) that are needed

• Based on your approach to early education, you are going to create (using markers & a large sheet of paper), your ideal classroom (or outdoor) environment (you may work individually, in pairs or in small groups).

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Follow-up• Read Chapter 6 & review this week’s

PowerPoint• Continue working on and complete

Creating a Mini Family/Parent Handbook Assignment (due next week-10/11)

• Also continuing working on the Mini Staff Handbook Assignment (due on 11/1)

• Please let me know if you have any questions!

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