5.7: Creating Environments for Infants and Toddlers

The infant/ toddler framework proposes the following play spaces to consider for an infant/toddler program:

• A cozy area for books and stories
• A small-muscle area
• A sensory perception area
• An active movement area
• A creative expression area

Here is a sample infant/toddler classroom. See Appendix B for an older toddler classroom and for the corresponding blueprints.

Figure 5.3: An infant/toddler classroom.[1]

Creating Environments for Preschoolers

The preschool framework offers the following list of suggested play spaces when creating a learning environment for children three to five years of age:

• Dramatic play area
• Block area
• Art area
• Book area
• Writing area
• Math area
• Science/Sensory area
• Family display area
• Music/movement
• Meeting area (for conferencing)

And here is a sample preschool classroom. Additional sample classrooms for preschoolers and corresponding blueprints can be found in Appendix B.

Figure 5.4: A preschool classroom.[2]

In both cases, it is helpful to think of ways that the spaces can be used by two or three children together, one child alone, or an adult and one or two children, as well as larger areas for more exuberant group play. Providing opportunities for small configurations enables the play space to support growing social relationships and meet needs of children who prefer more defined space or space away from others. [3]

Licensing Requirements for Indoor Preschool Classrooms in Colorado

Here are a few of the licensing requirements to keep in mind when planning indoor environments for young children in Colorado.

• 7.702.54 A8. The center must provide mats or cots and a designated rest period for all preschool age children. Drop-in childcare centers must provide mats or cots for at least fifty percent (50%) of the licensed capacity of the center.

  7.702.61 A. Indoor and outdoor play equipment and materials must be appropriate for children's ages, size, and activities.

  7.702.62 E. An appropriate supply of play materials must be readily accessible to children and must be arranged in an orderly manner so that children can select, remove, and replace the play materials either independently or with minimum assistance.

  7.702.62 F. Toys, toy parts, furnishings, equipment, and materials accessible to children less than three (3) years of age must not be a choke hazard or able to be inhaled. Any area of the facility accessible to children less than three (3) years of age must be free of any choke or inhalation hazards.

  7.702.63 B. Cots or pads must be spaced at least two (2) feet apart on all sides during rest time. Children must have a safe area in which to rest.

  7.702.81 D. Combustibles such as cleaning rags, mops, and cleaning compounds must be stored in well ventilated areas, separated from flammable materials, and stored in areas inaccessible to children.

  adapted from: https://www.sos.state.co.us/CCR/GenerateRulePdf.do

Ensuring Quality in the Indoor Environment

Tools, such Environment Rating Scales, can be used to help ensure the environment is high quality. Here are some items that describe high quality indoor environments for preschool-aged children according to the Early Childhood Environment Rating Scale (ECERS). A full checklist can be found in Appendix C.

• Space is accessible to children and adults, including those with disabilities
• There is ample space for the people and furnishings
• Adequate storage and seating
• Storage for play materials and personal belongings are accessible to children
• Cozy spaces and other soft furnishings and materials are provided
• At least five of the following centers are provided and accessible to children:
  • Art
  • Blocks
  • Dramatic Play
  • Reading
  • Nature/Science
  • Manipulatives/Fine Motor
• Spaces for active and quiet activities are separated
• There is more than one space for a child to have privacy
• Children’s work makes up a majority of the classroom display
• Diversity is featured throughout the space (people of different races, cultures, ages, abilities, and gender in non-stereotyping roles)
• New materials are provided/rotated at least monthly
• The following materials are provided to children
  • Books feature many topics/genres
  • Fine motor toys (such as building materials, puzzles, art materials, and manipulatives)
  • Art materials (such as drawing materials, paints, play dough, clay, collage materials, and tools)
  • Musical instruments and different types of music
  • Blocks (such as unit blocks, large hollow blocks, and homemade blocks) and accessories
  • Dramatic play equipment and props
  • Sand and water play equipment and materials (such as containers, funnels, scoops, and accessories)
  • Natural materials (such as collections, living things, books, games, toys, and tools)
  • Materials featuring numbers and shapes
• All materials are organized and in good condition
• Materials of differing levels of difficulty are provided[5]

Outdoor Spaces

The areas highlighted in the frameworks should be represented in outdoor play spaces as well. Materials may vary but all areas should be reflected in both the indoor and outdoor environments.

Many outdoor spaces feature play equipment, such as what is shown in the following image, which is a great way to provide for children’s large motor play and exploration.

Figure 5.5: An outdoor play area.[6]

But materials and experiences that would typically be indoors can easily be taken outside as well.

Figure 5.6: Caption: musical instruments can be explored indoors or outdoors[7]

A variety of additional equipment can be purchased to expand children’s experiences outside, although a large budget is not required to create high quality outdoor spaces for young children.

Figure 5.7: Sensory play is one of the most popular activities for young children. While this setup allows for many children to play, less elaborate spaces would still create quality experiences for children.[8]

Figure 5.8: These children are busy building. Similar activities could be done with non-commercial materials.[9]

Programs may choose to provide a playground made of natural materials to immerse children in nature as well.

Figure 5.9: This preschool features nature heavily. Children can engage in many of the same experiences outdoors with these natural materials and “equipment.”[10]

Licensing Requirements for Outdoor Preschool Classrooms in Colorado

Licensing Requirements for Outdoor Preschool Classrooms in Colorado

The following are some licensing requirements that programs in Colorado should incorporate in the design and planning for their outdoor space:

• 7.702.62 B4. The maximum height of any piece of playground equipment is six (6) feet if accessible to children 2-1/2 to 6 years of age, and three (3) feet if accessible to children less than 2-1/2 years of age.

  7.702.62 B8. Sand used as a resilient surface must be raked regularly to retain its resiliency and to retain a depth of at least six (6) inches.

  7.702.73 B2. The outdoor play area must provide a minimum of seventy-five (75) square feet of space per child for a group of children using the total play area at any one time. The total play area must accommodate at least thirty-three percent (33%) of the licensed capacity of the center or a minimum of 1500 square feet, whichever is greater.

  7.702.73 B3. The play area must be fenced or have natural barriers, such as hedges or stationary walls at least four (4) feet high, to restrict children from unsafe areas.

  7.702.73 B4. The play area must be designed so that all parts are visible and easily supervised.

  7.702.73 B5. The playground area must have at least two (2) different types of surfaces. Each type of surface must cover at least ten percent (10%) of the playground area. 7.702.73 B6. A shaded area in the fenced play area of at least one hundred fifty (150) square feet must be provided by means of trees or other cover to guard children against the hazards of excessive sun and heat

• adapted from: https://www.sos.state.co.us/CCR/GenerateRulePdf.do

Ensuring the Quality of the Outdoor Environment

According to the ECERS, here are some items that describe high quality outdoor spaces for children. See Appendix C for the full checklist:

• There is adequate space for gross motor play
• The space is easily accessible to children
• The space is organized so activities do not interfere with one another
• The following materials are included
  • 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
    • § Pedaling
• Equipment provides skill development at multiple levels
• Enough equipment that children do have to wait long to play
• Equipment is in good repair
• Equipment is appropriate for the age and ability of the children
• Adaptations are made for children with disabilities[12]

References

[1] Image by Community Playthings is used with permission

[2] Image by Community Playthings is used with permission

[3] The Integrated Nature of Learning by the California Department of Education is used with permission (pg. 24-29)

[4] Child Care Center General Licensing Requirements is in the public domain

[5] MiraCosta College (n.d.). Preschool Environment Checklist. Retrieved from https://www.miracosta.edu/instruction/childdevelopmentcenter/downloads/5.2PreschoolEnvironmentChecklist.pdf

[6] Image by Staff Sgt. Nathan Bright is in the public domain

[7] Image by the U.S. Department of Health and Human Services is in the public domain

[8] Image by Community Playthings is used with permission

[9] Image by Community Playthings is used with permission

[10] Image by Jim Triezenberg is licensed under CC BY 3.0

[11] Child Care Center General Licensing Requirements is in the public domain

[12] MiraCosta College (n.d.). Preschool Environment Checklist. Retrieved from https://www.miracosta.edu/instruction/childdevelopmentcenter/downloads/5.2PreschoolEnvironmentChecklist.pdf