30.8.2: Too Little Space or Too Much Space
- Page ID
- 199563
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Thinking about the Environment
Managing the physical space for toddlers is crucial to prevent conflict and promote positive interactions. When toddlers are constantly close to each other, such as being required to walk in a single file line or sit closely in groups, it often leads to undesirable behaviors. Lacking the verbal skills to articulate their need for personal space, Toddlers might resort to physical means like pushing or biting to create the physical space they desire. This underscores the importance of providing them with appropriate space to move and interact. An environment that is too cramped can lead to increased physical conflicts, whereas too much open space might make supervision and structured activities more challenging [1].
The physical space immediately surrounding someone, into which encroachment can feel uncomfortable or threatening.
The actual area or environment where toddlers are present, which can affect their behavior and interactions.
Caregivers must balance arranging physical spaces that allow infants and toddlers enough room to move freely and express themselves while maintaining a setting conducive to observation and interaction. This balance helps reduce conflicts born out of physical proximity and supports the development of infants and toddlers' social skills in a safer and more controlled environment[2].
Addressing and mitigating traffic problems in a toddler classroom involves understanding and adapting to their natural behaviors and movement preferences. Toddlers, known for their abundant energy and curiosity, are inclined to run rather than walk, especially if given ample space. This tendency to run is developmentally appropriate as toddlers explore their physical capabilities and mobility[3]. To prevent the classroom from turning into a 'runway' for toddlers, thoughtful room arrangement is key. A classroom with a wide-open area stretching from one side to another naturally invites toddlers to run across it. While running is a normal part of toddler development, it can become problematic in a classroom setting where safety and structured activities are priorities [4].
To manage this, caregivers need to create clear traffic patterns and expectations within the room. This can be achieved by strategically placing furniture and activity areas in a manner that naturally breaks up wide open spaces. For instance, arranging bookshelves, tables, and activity mats to segment the room [5]. Defining each classroom area for specific activities helps set clear boundaries. If toddlers understand that certain areas are for quiet activities like reading or puzzles and others are designated for more active play, there will be less need for additional support in the classroom. The goal is to design the environment to accommodate toddlers’ need for movement while guiding them toward appropriate and safe behaviors. By doing so, caregivers can create a classroom environment conducive to learning and respectful of their developmental stage.
The habitual pathways that individuals follow within a given space, influenced by the arrangement of furniture and designated activity areas.
Attributions:
- [1] Mackenzie, M., McCuaig, B., & Lee, J. (2023). Care and development of infants and toddlers. Nova Scotia Community College. Retrieved from https://pressbooks.nscc.ca/eceinfantcare/ CC:BY-NC-SA
- [2] Mills, H. (2013). Developmentally appropriate practices in infant and toddler classrooms. Texas Child Care Quarterly, 37(3).
- [3] 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
- [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
- [5] 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