30.8.8: Too Much Change
- Page ID
- 199568
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Change Management
Managing the amount of change in an infant or toddler classroom is crucial for creating a stable and nurturing environment. Due to their developmental stage, infants and toddlers do not possess the same capacity as older children or adults to adapt quickly to frequent changes in their environment or routine.
specific phase within the growth and development process of children, characterized by distinct physical, cognitive, emotional, and social milestones. Infants and toddlers are in the early stages, where stability and routine are crucial for their sense of security
Regularly altering the classroom layout, the arrangement of activities, or even the primary care groups can be overwhelming. They require time to process, remember, and understand their surroundings and daily routines. Consistency helps them feel secure and become familiar with their environment [1].
Infants and Toddlers often lack the verbal skills to articulate their feelings of being overwhelmed. Instead, their responses to excessive change might manifest in physical or emotional behaviors, such as lying on the floor and screaming. Such behaviors can be interpreted as the toddler saying, "This is too much. I am feeling overwhelmed." Recognizing these signals is important for caregivers to understand and respond effectively to the children’s needs [2].
In addition to managing changes, it is important to be mindful of other potential sources of overstimulation, such as too many temptations or too much noise. An overly stimulating classroom can be just as overwhelming as one that is constantly changing.
While some degree of change is necessary to keep the environment interesting and engaging for toddlers, it should be introduced gradually and thoughtfully. Predictable routines, familiar faces, and a stable classroom setup provide toddlers with security and comfort. When changes are made, they should be done in a way that allows toddlers to adapt at their own pace [3].
Too much change in a toddler's environment can lead to feeling overwhelmed and anxious, which they may express through various behaviors. Recognizing the need for stability and consistency and introducing changes thoughtfully and gradually is key to fostering a supportive and conducive learning environment for toddlers [4].
Attributions:
- [1] Hunter, A., & Blackwell, K. T. (2011, November). Social emotional development within the context of relationships Center on the Social and Emotional Foundations for Early Learning. (2011, November). Strategies for supporting the development of friendship skills in ... [PDF document]. Retrieved from https://csefel.vanderbilt.edu/resources/inftodd/mod2/2.15.pdf
- [2] Penn State Extension. (2020, September 18). Transition strategies for the early childhood classroom. Better Kid Care. Retrieved from https://extension.psu.edu/programs/betterkidcare/news/transition-strategies-for-the-early-childhood-classroom CC BY l
- [3] Penn State Extension. (2020, September 18). Transition strategies for the early childhood classroom. Better Kid Care. Retrieved from https://extension.psu.edu/programs/betterkidcare/news/transition-strategies-for-the-early-childhood-classroom CC BY l
- [4] Hunter, A., & Blackwell, K. T. (2011, November). Social emotional development within the context of relationships Center on the Social and Emotional Foundations for Early Learning. (2011, November). Strategies for supporting the development of friendship skills in ... [PDF document]. Retrieved from https://csefel.vanderbilt.edu/resources/inftodd/mod2/2.15.pdf