9 Chapter 9: Creating Environments: Scheduling and Overall Design Considerations — Infant and Toddler Education and Care
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Learning Objective
Introduction
The environment for an infant or toddler where they may spend up to 10 hours a day is critical. The physical characteristics of the environment play a major role. This chapter explores the building, classroom, and program as indicators of the quality of the physical environment that house the program.
The building that houses the program is as important individual classrooms. Some programs are in a buildings specifically designed for childcare. In my experience teaching and administering programs, I only had the opportunity once to work in a specifically designed building. Most of the buildings I worked in were redesigned spaces in churches, private schools, and one was originally a train station. The redesigned spaces were more challenging in terms of food preparation and toileting needs.
The classroom must be a safe and comfortable and the program should reflect developmentally appropriate practice, considering the age of the children, individual needs, and the social and cultural expectations of the family and community.
Safe, responsive, and nurturing environments are essential in supporting the learning and development of infants, toddlers, and preschoolers. As intentional teachers we must examine the the space, materials, equipment, routines, and activities that can be altered to support growth and development in all domains. Well-designed environments:
- Support responsive caregiving
- Foster independence and feelings of competence
- Encourage educator productivity and efficicency
- Promote children’s engagement with learning
- Decrease challenging behavior
- Facilitate appropriate social interactions among children
- Provide structure and predictability
Resources to Explore
An excellent place to start your exploration of environments is the The IRIS Center Peabody College Vanderbilt University module Early Childhood Environments: Designing Effective Classrooms The module describes how to set up effective inclusive early childhood classroom environments for young children and provides details about the interrelated physical, social, and temporal components of those environments.
Read Beginning Workshop (2004) from Child Care Information Exchange. The document includes 15 pages and the articles:
- Creating Invitations for Learning by Deb Curtis
- Emergent Environments: Involving Children in Classroom Design by Sarah Felstiner
- Greenman, J. (2004). Great Places To Be a Baby: Infants’ and Toddlers’ Learning Environments. Child Care Information Exchange, (157), 46-48.
- Transforming Environments Through Self-Reflection by Wanda Billheimer and Gina Lewi
Scheduling
To create effective learning environments for infants and toddlers, you will develop a daily schedule and in your weekly activity plan include activities that promote language and communication development. This section will examine how to schedule and plan so you can use interactions to enhance each child’s development. Infant and toddler learning is dependent on relationships because the support and interactions of caregivers are critical to the growth and learning. Relationship-based practice is essential in infant and toddler education and care.
Scheduling the infant and toddler day can be challenging while considering infants and toddlers need stimulating, safe environments, time for outdoor play and fresh air, a variety of play choices that vary throughout the day, and warm, nurturing interactions with adults.
Schedules helps to create a predictable routine for the children while being flexible and responsive to individual needs of the children. The schedule should provide time and support for transitions, include both indoor and outdoor experiences, and include times for rest and to be active. Teachers organize time and space on a daily basis to allow children to work or play individually and in pairs, to come together in small groups, and to engage as a whole group.
A typical daily schedule consists of arrival, child-directed learning, snack, child-directed learning, lunch, naptime, snack, child-directed learning, and departure. Diapering takes place when needed and diaper checks occur throughout the day. The children arrive and depart at different times, but the schedule of events remains consistent, providing a basic predictable framework for the day.
To learn more about scheduling. watch an introduction to scheduling in Movie 1.1 .
Video: Classroom Schedule Training for Infants, Toddlers and Twos
Watch the 7.42 minute video produced by Early Childhood Connection published on Nov 26, 2014. This training focuses on the unique needs of this age group for daily scheduling. The pictorial schedule is featured as the recommend tool for creating a flexible schedule for young children.
You may wish to explore Keys to Quality Infant Care. and Relationship-Based Infant Care. How will your schedule will minimize stress and create rituals and routines? How will you stimulate language and literacy in everyday routines?
Remember that each child’s temperament affects everything from sleeping and eating habits, to approaches to play and activity. You might want to add a note on your schedule where you state that you may adjust the daily schedule and environment because of individual differences so all children establish a healthy sense of self.
Toddler Schedule Example created by a student
Here is a Toddler Room Schedule for Nine toddlers created by a former student
7:30-8:30 Arrival/ Transition into school/Manipulatives/Cleanup
Children will say goodbye to parents, wash hands (EEC regulation ) and then choose a manipulative or puzzle to do at the table. Manipulatives build fine motor skills. Children may also look at books. Teachers will play cleanup song to signal cleanup
8:30-8:40 Circle Time-Hello Song, finger plays, puppets, simple yoga moves and exercises. Children learn how to interact in a group-builds relationships with peers and adults. Yoga and exercise helps children learn how their body moves within the environment. A simple transition such as a rhyme or finger play will be used to transition to free play.
8:40-9:40 Free Play- Sensory, Art, cooking, music, dramatic play, literacy and building Centers
Children are free to play in classroom centers. Sensory activities are essential for brain building, and children learn problem solving and decision making skills when they make their own choices. Teachers will play cleanup song to signal cleanup .
9:40-10:00 Toileting/Diaper Changing
Handwashing-Builds self-help and fine motor skills.
10:00-10:15 Snack: Tuition covers the cost of two healthy snacks per day, allows teachers to set up snack quickly. As the children eat the teachers encourage conversation about where they played today. Here are some of the snacks we might serve:
- Apple slices with string cheese or nut butter
- Crinkle-cut carrot “chips” with hummus
- Whole-wheat tortilla chips with bean dip
- Cucumbers or red peppers with low-fat dressing for dipping
- Yogurt smoothie made with low-fat yogurt, milk, ice and any fruit (toddler favorites include bananas, strawberries, blueberries and cantaloupe)
- Berries topped with a smidge of low-fat frozen yogurt
- Low-fat yogurt topped with granola and fresh fruit
- Mini-pizza (tomato sauce and cheese melted on crackers)
- Cottage cheese with cut-up peaches, nectarines, pineapple or bananas
- Graham crackers with applesauce for dipping
10:15-10:30 Dress for outside/Transition outside. Children encouraged to put on own jackets which builds independence and motor skills. The children will sing a song such as, “The Ants Go Marching One by one,” as they walk outside, this fosters a sense of teamwork.
10:30-11:30 Outside play-may include time on playground and/or a walk. Children build muscle strength running, climbing, sliding and digging in sandbox outside. If weather does not permit outside play teachers will set up gross motor activities inside. This may include an obstacle course, exercising to music, tossing beanbags and/or moving bodies on small scooters.
11:30-11:45 Transition inside/hang up jackets. Toileting/Diaper Changing. Handwashing-Encourages independence and self-help skills.
11:45-12:15 Lunch- Children bring lunch from home. Teachers will assist children in placing lunch on table. As they eat children will converse with other children and teachers. Children are encouraged to feed themselves and cleanup after eating.
12:15-12:30 Tooth brushing at tables/Cots and story time. As the children sit quietly on their cots a teacher will read a short story. Listening to books builds vocabulary, awareness of the sounds of letters, and print awareness.
12:30-2:30 Rest time-Teachers will play restful music and offer back rubs to children who request them. For children who wake early or don’t sleep a quiet activity such as puzzles, coloring, or books will be offered.
2:30-2:45 Toileting/Diaper Changing. Handwashing-Builds self- help skills and prevents the spread of germs
2:45-3:00 Afternoon Snack-Tuition covers two healthy snacks a day.
3:00-3:45 Free Play –Sensory, music, dramatic play and building. Children are free to choose from classroom centers.
3:45-4:30 Outside Play or indoor gross motor activities. Gross motor activities build muscle strength and may include yoga and dancing.
4:30-5:00 Books, puzzles and dismissal. Children learn self-regulation skills as they wait for their parents to pick up. As the children wait they will engage in conversation with teachers and peers, building both expressive and receptive language skills.
How will you create a sensitive and responsive schedule?
Overall Design Considerations
Well-designed environments allow children to build strong relationships and encourage play. When designed right, the child can build a sense of security, exploring play areas that allow both independent play and play with others as they choose. Physical environments for infants and toddlers are different from preschool classrooms. For example, due to the different eating and sleep cycles of young infants room design and materials will need to be different.
Learn more about the benefits and importance of play time for kids at Mom Loves Best
There are nine key concepts to consider for caregiving environments: safety; health; comfort; convenience; child-sized; flexibility; encouraging movement, allows for choice and ensures accessibility. Environments for infants need to ensure their safety and promote health and comfort for both infants and caregivers. Caregivers must be able to access materials conveniently. Furnishings need to be child-sized, maximize flexibility, encourage movement, and allow for choice. As you read this week, think about your challenge to design an ideal classroom for either infants or toddlers. In addition to the articles, use the resources to help you create an effective classroom design.
What ideas from the reading will help you design an environment that reflects NAEYC accreditation
standards listed below?
The following furnishings are available:
- equipment and furnishings for diaper changing and changing soiled underwear or other clothing that are located away from food preparation areas;
- hand-washing sinks within arm’s length of diaper changing tables;
- a chair with a back and a seating height that allows the child to sit with his or her feet on the floor or ground (for each child over the age of one year);
- tables at a height that allows a child to sit comfortably with the table between underarm and waist;
- at least one cot, crib, mat, sleeping bag, or pad for each child who spends more than four hours a day in the program (no child is allowed to sleep on the floor without using rest equipment);
A variety of age- and developmentally appropriate materials and equipment are available indoors and outdoors for children throughout the day. This environment includes
- dramatic play equipment;
- sensory materials such as sand, water, play dough, paint, and blocks;
- materials that support curriculum goals and objectives in literacy, math, science, social studies, and other content areas; and
- gross-motor equipment for activities such as pulling up; walking; climbing in, on, and over; moving through, around, and under; pushing; pulling; and riding.
CREATING A SECURE INFANT-TODDLER ENVIRONMENT
Learn more about the nine key concepts to consider for caregiving environments: safety; health; comfort; convenience; child-sized; flexibility; encouraging movement, allows for choice and ensures accessibility:
Arrangement
- Plan open spaces to see and hear all children at all times.
- Have infant and toddler areas separate from older children.
- Use approved gates or doors to close off dangerous areas.
- Have two exits from each room with one having direct access to the outdoors.
- Have adequate storage for all equipment and supplies.
- Position the diaper changing table so staff can see everyone and everywhere.
Hygiene
- Have hand washing sinks in diaper-changing, toileting and food preparation areas.
- Have child-sized toilets and low sinks.
- Provide area for cleaning, sanitizing and sterilizing toys and equipment.
- Provide separate sanitary space for food preparation and service.
Safety
- Remove all clutter.
- Secure or remove area or scatter rugs.
- Secure heavy pieces of furniture and equipment.
- Pad or remove furniture and cabinets with sharp edges or corners.
- Put safety locks on low cabinets, drawers and toilet lids.
- Put safety locks on medication and cleaning supply storage cabinets or containers.
- Shield children from air conditioners, heating vents, heaters, humidifiers and fans.
- Use safety plugs in all electrical outlets.
- Keep nightlights out of children’s reach.
- Remove all electrical, phone or hanging cords and tablecloths from children’s reach.
- Install guards on all windows and protective hinge guards on all doors.
- Use lead-free blinds, shades and window treatments with no hanging cords.
- Use unbreakable mirrors.
Maintenance
- Have lead-free walls, woodwork and floors that are easy to clean and sanitize.
- Allow no peeling, flaking or chalking paint on any walls, cabinets and surfaces.
Outdoors
- Have classroom space directly connect to outdoor play areas.
Take A Child’s-Eye View
- Arrange equipment to make open spaces for babies to crawl and toddlers to toddle.
- Check all equipment and furniture placement for entrapment areas.
- Remove all rocking chairs and walkers.
- Use chair gliders with closed side panels. Have child-sized tables, chairs, shelves and cribs.
- Make all children secure in high chairs, strollers and on diaper changing tables.
- Remove all possible choking hazards.
- Have trash cans and diaper pails with secure lids, away from children’s reach.
Toys
- Use low shelves for toy storage and display.
- Avoid using toy boxes with lids.
- Check toys for durability, size and age appropriateness.
- Remove toys with sharp edges, splinters, cracks, rips and other dangers.
- Make sure all materials are nontoxic and lead free.
- Have a daily schedule to clean all toys, equipment, and surfaces.
- Remove all mouthed toys until they have been cleaned, sanitized and air-dried.
Safe Places To Nap
- Have a crib, cot or mat for each child – no sharing.
- Never use chairs, sofas, adult-beds, waterbeds or beanbags for children’s sleeping.
- Allow no soft bedding in cribs or playpens.
- Use cribs and playpens with slats spaced no more than 2 3/8” apart.
- Never use cribs or playpens with missing or cracked slats.
- Lock side rails in ‘up’ position on cribs and playpens when children are in them.
- Keep a distance of 18” to 36” between beds to reduce the spread of germs.
- Have evacuation crib(s) with wheels to transport a group of children in emergencies.