12.1: Universal Considerations
- Page ID
- 221352
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)A well-planned early childhood learning environment should be carefully designed to meet the diverse needs of children while promoting exploration, learning, and development. While there are specific considerations for different age groups, there are universal elements that contribute to creating an engaging environment for any age.
Indoor Environments
Safety/Health Consideration
- Has adequate space for the number of children and adults. State licensing agencies will have a pre-determined number that will help calculate how much square footage is required based on the classroom capacity.
- There are separate sinks for hand washing and food preparation.
- Diapering or toileting area that is accessible but still allows for active supervision of children (Kaiser & Rasminsky, 2020).
- Learning areas are not too small or too large that they make children feel uncomfortable and encourage unwanted behaviors.
Logistics
- There are carpeted areas to soften falls and designated areas with flooring that is easy to clean where eating and other messy experiences may take place (e.g. art activities, sensory tables, etc.).
- A transition area is available for children entering or leaving the classroom.
- Defined learning areas:
- math and/or manipulatives,
- art,
- music and movement,
- literacy,
- dramatic play,
- blocks,
- sand/water/sensory play
- and science or discovery.
- Groups quiet areas together and noisier areas together. For example, not placing a reading nook next to a music area.
- Age-appropriate materials.
- Spaces for group and individual activities, including calming areas children may go to if they need to take a break from the group.
- Spaces are designated for toileting or diapering and eating.
.JPG?revision=1)
"Defined areas for eating and play". by Heather Carter is licensed CC-BY-SA.
Aesthetics
- Wall colors are neutral to avoid overstimulation. Color should be brought into the room through decor, rugs or flooring, and toys.
- Natural and halogen incandescent light sources are prioritized over fluorescent lighting.
- Soft furniture and elements such as pillows and cushions.
- Non-toxic plants (Parlor Palm, Spider plants, Peperomia, African Violets, and Fittonia are a few examples)
- Appropriate size furniture for the age and stage of children.
- Reflection of the children's diversity, such as languages and cultures being represented.
- Responsive to children's interests and changing needs.
Storage and Display
- Accessible and organized storage for materials at children's level that promotes child independence and ease of use.
- Has space for classroom storage of materials and personal belongings.
- Locked cabinets or inaccessible areas to children for hazardous materials (Dodge et al., 2015).
- Displays of children's work and creative pieces.
Outdoor Environments
Safety/Health Considerations
- Has adequate use zone and appropriate fall zone material in every direction around swings and other playground equipment. This is usually at least 48", but state licensing requirements may vary depending on the type of equipment.
- Proper drainage throughout the place space so there is no standing water.
- Has at least six feet of shade if no natural shading exists (Council for Professional Recognition, 2023).
- The equipment is in good repair.
Logistics
- The space is easily accessible and well organized so activities do not interfere with one another.
- Ideally, elements from the indoor environment are made available in the outdoor environment, including calming spaces, dramatic play, art, writing, science, sensory, and reading.
- Adaptations are made for children with disabilities.
- Offers comfortable places to sit.
- There is enough equipment that children do not have to wait long to play.
- The equipment provides skill development at multiple levels.
- Safe, developmentally appropriate materials and equipment. This includes:
- Stationary equipment (such as swings, slides, climbing equipment).
- Portable equipment (such as wheeled toys, mats, jump ropes, bean bags, balls).
- Equipment that stimulates balancing, climbing, ball play, steering, tumbling, jumping, throwing, and pedaling.
"Natural playground for infants and toddlers". by Heather Carter is licensed CC-BY-SA.
Aesthetics
- Blends in natural items and/or nontoxic plants with manmade materials.
- Offers different surfaces to explore and play on, such as artificial turf, grass, concrete, mulch, rock beds, etc.
References
Council for Professional Recognition. (3rd Eds.). (2023). Essentials for working with young children. First Publishing.
Dodge, D., Rudick, S., Berke, K. (2015). The creative curriculum for infants, toddlers, and twos (3rd ed.). Teaching Strategies, Inc.
Kaiser, B. & Rasminsky, J. (2020). Valuing diversity: Developing a deeper understanding of all young children’s behavior. Teaching Young Children. 13(2). https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-understanding-behavior