CHAPTER 7 – CREATING AN EFFECTIVE LEARNING ENVIRONMENT

Learning Objectives Understand various program types, delivery systems, quality standards, licensing and regulation structures in early childhood settings. Define and describe the difference between the physical, social, and temporal environments of an early learning program. Describe why a well-designed physical, social and temporal environment benefits young children.

NAEYC STANDARDS

The following NAEYC Standard for Early Childhood Professional Preparation addressed in this chapter:

Standard 1: Promoting child development and learning

Standard 4: Using Developmentally Effective Approaches with Children and Families

Standard 5: Using Content Knowledge to Build Meaningful Curriculum

PENNSYLVANIA EARLY CHILDHOOD EDUCATOR COMPETENCIES

The following competencies are addressed in this chapter:

Child Growth and Development

Families, Schools and and Community Collaboration and Partnerships

Health, Safety, and Nutrition

Curriculum and Learning Experiences

Assessment

Communication

NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN CODE (NAEYC) OF ETHICAL CONDUCT (MAY 2011)

The following elements of the code are touched upon in this chapter:

Section I: Ethical Responsibilities to Children

Ideals: – I-1.1, I-1.2, I-1.5, I-1.8, I-1.11

Principles: P-1.1, P-1.2, P-1.7, P-1.11

Section II: Ethical Responsibilities to Families Principles: P-2.1, P-2.2

Section IV: Ethical Responsibilities to Community and Society Ideals: I-4.1 (individual), I-4.6

PREVIEW

As we have learned in previous chapters, developing relationships, as well as understanding the developmental stages and individual interests and skills of children is crucial to effective teaching. This is accomplished through interactions and both informal and formal observations with the children in our care. This information will form the cornerstone of what is called “curriculum,” which includes both the planned and unplanned experiences that occur throughout the day.

Quotable “A great classroom environment comes from the heart, not the wallet. It’s built on love, laughter, and a feeling that everyone belongs.” -venspired.com

THE CLASSROOM ENVIRONMENT AS THE THIRD TEACHER

The environment affects every aspect of how children develop and learn and how teachers teach. In the article Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments, Mary Ann Biermeier summarizes Loris Malaguzzi’s concept of the third teacher:

“…the environment plays a central role in the process of making learning meaningful. So important was this notion, that Malaguzzi defined the environment as the third teacher (Gandini 2011). Malaguzzi’s third teacher is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art is an environment that reflects the values we want to communicate to children. Moreover, the classroom environment can help shape a child’s identity as a powerful player in his or her own life and the lives of others. To foster such an environment, teachers must go deeper than what is merely seen at eye level and develop a deep understanding of the underlying principles and of children’s thinking, questions, and curiosities.” ^lxxxi

KEY COMPONENTS FOR CREATING EARLY CHILDHOOD ENVIRONMENTS

According to the California Preschool Program Guidelines (2015) “The teacher’s intentional design of the learning environment increases opportunities for children to have engaging and meaningful interactions with adults and peers. Along with interactions, instruction, learning activities, and routines, the learning environment is a central part of preschool teachers’ planning and implementation of curriculum (p. 120). ^lxxxii This is universally applicable in Pennsylvania, as well. Therefore, when an intentional teacher is setting up the learning environment, we need to consider a combination of conditions. More specifically, we think about three key aspects: the physical environment, social-emotional environment, and temporal environment (Gordon and Browne, 2016). ^lxxxiii We will examine each component more carefully as we read on.

Table 7.1: Relationship between Development and Learning

Component	Description
Physical Environment	How the physical space is designed and laid out, both inside and outside. This includes the learning centers/areas, furniture and equipment, and materials.
Social-Emotional Environment	The interactions and relationships between children, teachers, and family members.
Temporal Environment	The flow of time, including the timing, sequence, and length of routines and activities throughout the day.

Because developing relationships are at the core of our practices, Dodge, Colker, and Heroman’s The Creative Curriculum recommends we begin by thinking about the messages we send in our programs.

Quotable “Teachers who are aware of the power of the environment arrange their space purposefully to  convey the messages they want children to receive.” –Creative Curriculum

They recommend that we focus on embedding these positive messages:

“This is a good place to be.”

“You belong here.”

“This is a place you can trust.”

“There are places where you can be by yourself when you want.”

“You can do many things on your own here.”

“This is a safe place to explore and try your ideas.” ^lxxxiv

Let’s Take a Closer Look at the Physical Environment

The term physical environment refers to the overall layout of the indoor and outdoor space that children and teachers will use – this includes the furniture and equipment, the materials and centers, the entryway and walkways, and even the lighting, floor and ground covering, and wall decor. As suggested by the California Preschool Program Guidelines (2015), “High-quality indoor and outdoor learning environments set the stage for social-emotional exploration and growth. When we present children with a friendly, inviting, and culturally familiar environment, they feel comfortable and secure (pp.172-3).^lxxxv In other words, the physical environment sends a clear message to children and their families that they matter, and that their safety and well-being are valued.

Designing Physical Environment

Designing a functional floor plan requires careful thought. Teachers usually want to create an aesthetically appealing space that is safe, comfortable, and practical. They need to work within the parameters of the age levels of the children they will serve, the building and outdoor space they have at hand, the cultural context of the families and community, and the regulations they must adhere to, such as those of Title 22.

Figure 7.1 – Written floor plan^lxxxvi Figure 7.2 – Graphic floor plan^lxxxvii

Creating a functional written floor plan of the inside and outside space is a valuable starting place. The same principles that applied to planning curriculum will apply to planning spaces. Having a written plan allows us to frame our thoughts and ideas and to modify them easily. Some teachers prefer to sketch on paper while others prefer a digital approach. Once we have a general sketch of the space, we can:

Refer to the description of the ages and stages that will be in the space to get a better understanding of what development we are planning for. Begin with a broad plan since we usually do not know individual children yet. As we get to know them, we modify as needed.

Consider the community and cultural context of our families and be sure to reflect that in our design.

Think about safety and health concerns.

Consider the large pieces of furniture and equipment that may not be easily moved.

Consider the types of play and exploration that will take place and plan areas for each.

Consider the materials needed for these areas and how they will be stored and made available to children.

Consider transitions between areas.

Consider lighting, flooring, ground cover, bulletin boards, etc.

Teacher Tip “Get down on your knees to view the space from a child’s perspective. This practice helps teachers create an aesthetically appealing space at the children’s eye-level. Also, to ensure safety, stand in every corner of the classroom to scan the room for visibility. As noted in Title 22, for proper supervision, children must be visible to their teachers at all times, teachers should likewise be visible to their children.lxxxviii

Figure 7.3 Early Childhood Indoor Environment^lxxxix

Setting Up Learning Centers, Play Spaces, and Other Areas

As you begin to set up what you have planned, you might want to ask yourself some of these questions:

Does the entryway look attractive and feel welcoming?

Is there a family board to keep families informed and included?

Is there an individual space for each child to keep belongings?

How is the lighting?

How does it smell?

Are the active spaces away from the quiet spaces to maintain a reasonable noise level?

Is there a cozy space where children can have privacy and a place to rest and recharge?

Are all the developmental domains represented – Physical, Cognitive, Language, Social, Emotional, and Spiritual?

Are the materials age-appropriate and are there enough materials available?

Is the space well organized and not overwhelming or chaotic?

Are there clear pathways to the exits in case of an emergency?

Are outlets covered, hand washing available and other safety concerns addressed?

Would I want to be here as a child? Would I want my child here as a parent?

To set the stage for exploration and learning there are a variety of activity areas that will interest the children and promote all types of play to foster development and learning. To support the development of the whole child, the preschool framework suggests the following learning centers to consider both inside and outside:

Art

Blocks

Dramatic Play

Library and Literacy

Math

Science and Nature

Music and Movement

Computer Lab

Additional areas to incorporate when setting up your environment may include:

Eating Area

Gathering Area or Circle Time Space

Bathroom and Sink

Kitchen Area or Food Prep Space

Space to rest

(Note: Before you set up your environment, you will want to review the regulations as outlined in Pennsylvania Dept of Human Services: 55 PA Code, Chapter 3270 stipulates the health and safety standards for licensed early childhood programs- including square footage requirements for indoor and outdoor environments.)

Furniture and equipment to consider:

Child-size tables and chairs

Adult-sized chairs

Cubbies for personal belongings

Shelves

Storage containers for materials

Materials and props

Throw rugs, Carpets, and blankets

Safety mats

Trash cans

First Aid

Figure 7.4 – Infant indoor environment xc

While most of the suggestions listed above can be used for every age group, the number and types of materials will vary depending on the ages and stages of the children we are planning for.

Pause to Reflect How might you modify the suggestions above for various age groups? Infant, Toddler, Preschool, or School-age

When arranging your centers and spaces here are some tips:

Design spaces for children to work and play independently or in small groups.

Set up an area where the class can gather together as a community.

Consider the number and size of centers. Make sure there are enough materials for children to be engaged without being crowded and to minimize long wait times.

Incorporate a management system that regulates how many children can be in a center at one time.

Label your centers and spaces and include photos.

Materials should be age appropriate and readily available to the children.

Keep in mind that everything that is done inside can be set up outside as well.

Because children respond positively to nature, the outdoors is a perfect opportunity to promote all types of play, promoting exploration, development, and learning.

Figure 7.5 Preschool Outside Environment^xci

A Bit More About the Outdoors

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

The following describes high-quality outdoor spaces for children

There is adequate space for gross motor play.

The space is easily accessible and well organized so activities do not interfere with one another.

The following materials are included:

Stationary equipment (such as swings, slides, and climbing equipment).

Portable equipment (such as wheeled toys, mats, jump ropes, bean bags, and balls).

Equipment that stimulates balancing, climbing, ball play, steering, tumbling, jumping, throwing, and pedaling.

The equipment provides skill development at multiple levels.

There is enough equipment that children do have to wait long to play

The equipment is in good repair

The equipment is appropriate for the age and ability of the children • Adaptations are made for children with disabilities^xcii

Teacher Tip The article Heavily Decorated Classrooms Disrupt Attention and Learning (2014), suggests that “too much of a good thing may end up disrupting attention and learning in young children.” Children who spend a large portion of their day in highly decorated classrooms can be more distracted and spend less time on-task when compared to their counterparts who were in classrooms with minimal and organized décor. To help reduce clutter on the walls, you can use documentation boards to showcase what your children are learning in your classroom. Select a specific activity that you will highlight. Showcase actual work samples along with quotes from the children and descriptions of the development and learning that took place. When children see their work on display, they can feel a sense of belonging and pride. Families feel a connection as they view what their children are doing in their second home. As you finish with each board you can collect them for future reference and memories In addition to showcasing what children are experiencing, you may want to use some type of poster to display daily schedules, basic routines (e.g., hand washing), and diverse images of children and families, basic learning concepts, and classroom expectations. These types of visual aids can help young children adapt to their environment more efficiently. Another strategy that can help children develop their independence is the use of labels. For example, in the block area, the teacher can laminate labels onto the shelf indicating where all the blocks belong. Labels may include photos, drawings, and words in the languages familiar to the children. This strategy not only keeps the center more organized; it also provides children with the opportunity to clean up with minimal directions or adult supervision and encourages the use of many cognitive and motor skills. Family photos are another way to decorate walls in a meaningful way for children and families. Inviting each family to bring a photo (or taking them at the school) and posting them prominently brings a sense of belongingness and community to the environment. Don’t forget the teacher’s families too!xciii

Children construct their own knowledge about the world they live in. Therefore, as intentional teachers it is our job to give them the tools and resources that they will need to be successful as they explore, examine, investigate, interact, and problem solve. It is our job to set the stage. It is our job to ensure that each center has a purpose and that the physical environment provides enough space to invoke possibilities and opportunities for learning and safe risk-taking.

LET’S TAKE A LOOK AT THE SOCIAL-EMOTIONAL ENVIRONMENT

According to the Early Childhood Learning and Knowledge Center, “social development refers to a child’s ability to create and sustain meaningful relationships with adults and other children, whereas, emotional development refers to a child’s ability to express, recognize, and manage his or her emotions, as well as respond appropriately to others’ emotions.” Not only is the social-emotional environment important for a child’s health and well-being, but it also provides a solid foundation for lifelong learning and interactions with others. ^xciv

A Closer Look at the Social Environment

The social environment is comprised of all the interactions that occur throughout the day. A well-designed social environment fosters trusting relationships by creating opportunities for children to interact with their peers and with their teachers. Effective teacher-child interactions are one of the most crucial ingredients for both social and whole child development. Experts in the field of early childhood education have long understood that effective teacher-child interactions are key predictors of student success.

Figure 7.6 Warm Interpersonal Interaction^xcv

To create a classroom environment that supports positive social interactions Gordon and Browne (2016) suggest that teachers evaluate the quality of their interpersonal interactions. Take a moment to review the self-check questions.

Self-Check: Questions to ask yourself about your social-emotional environments ● Is there a feeling of mutual respect between the adults and children?

Are the children interacting with one another?

Am I modeling cooperative behavior?

Am I planning activities that encourage peer interactions?

What are my facial expressions, and what tone do I use when I talk to the children?

Do I give genuine feedback and praise for their achievements?

Am I spending quality time with all the children?

When I’m feeling frustrated, do I take it out on the children?

Do I allow the children to solve their own problems, or do I try to fix everything myself?

When I need to talk to a child, do I get down to their level?

Do I greet families with a smile and do I make an effort to connect with each family?

At the end of the day when the child is being picked up, do I share a pleasant anecdote about the child’s day or do I focus only on challenging moments? ● Do I provide opportunities for the children to help with daily tasks?

Do I have opportunities for families to volunteer and be involved? ^xcvi

The Emotional Environment

Young children are just learning how to regulate their emotions and behaviors and they need your guidance and support. Exactly what kind of support can you give a child? Co-regulation is defined as warm and responsive interactions that provide children with the support, coaching, and modeling that they need to express their feelings, wants, needs, actions, and behaviors. Co-regulation is an interactive process where teachers must know when to step in and when to step back. Teachers must pay close attention to each child’s cues so that they can respond in a consistent and sensitive manner. ^xcvii

To develop caring and responsive relationships with the children in your classroom, it is helpful to learn about each child’s unique temperament and communication styles, their likes and dislikes, their strengths, and the areas where they need further support. Only through ongoing observation and documentation will you truly discover what makes each child so special.

Figure 7.7 Teacher displaying a warm interpersonal tone^xcviii

Once you know each child’s unique cues and personalities you will be able to address their individual needs and meet them where they are developmentally. Additionally, you will be able to plan learning experiences that will help children develop their “self-regulation skills.” Self-regulation is having the ability to control your behavior, actions, and emotions in response to a particular situation. In other words, it’s having the power to calm yourself down when you get upset because things didn’t quite go your way. When children can share their toys with their friends, wait their turn to ride the bike, and can use their words to express their feelings, they are practicing self-regulation. Take a moment to review the self-check questions and think about ways you can support a child’s emotional development.

Self-Check: Questions to ask yourself

Are there cozy spaces for children to take a break?

Are their puppets, dolls, and other activities that encourage children to express feelings?

Do we sing songs and read books about feelings?

Do I provide verbal prompts that help children express their wants and needs?

Am I aware of each child’s temperament?

Am I aware of my own feelings and reactions when I am stressed?

Have I taught children effective strategies to help calm them down when upset?

Creating Your Social-Emotional Environment

Research suggests that for children to thrive, they must first have their “basic needs” met. These “basic needs” are highlighted in Maslow’s Hierarchy of Needs in Chapter 2 (Developmental and Learning Theories). Once a child feels safe, secure, loved, and that they belong, they will be ready to learn. As an intentional teacher, it is up to you to create a social and emotional climate where children are comfortable enough to develop meaningful relationships and safe enough to explore their environment. In the article, Creating an Emotional Safe Classroom, Dr. Bruce Perry states, “Optimal learning is driven by curiosity which leads to exploration, discovery, practice, and mastery. In turn, mastery leads to pleasure, satisfaction, and confidence to once again explore. The more a child experiences this cycle of wonder, the more they can create a lifelong excitement and love of learning.”^xcix

A well-planned learning environment starts with you. When you create a positive social and emotional environment, children will feel secure. Once they feel secure and can trust that you will meet their needs, they will begin to explore the materials and interact with one another, and ultimately they will enjoy the environment you have prepared for them. Your classroom environment plays a critical role in helping children develop their social and emotional skills. Designing a welcoming classroom that promotes cooperation, mutual respect and tolerance will help children connect with you and with each other. To integrate responsive caregiving practices here are some teacher tips to help you set up an engaging social-emotional environment:

Be responsive to children’s needs. To help children feel more confident and secure, first meet their basic needs. Provide each child with warm, caring interactions that can be later modeled.

Provide Prompts. Partner with children to manage their feelings and frustrations. Give them the words to express their feelings and solve their own problems.

Use your positive personality as a teaching tool. Your smile, your voice, and your touch, along with direct eye contact can make children and their families feel safe and cared for.

Be predictable. Establish clear expectations and follow through. Children need consistent boundaries and need to know they can count on you for guidance.

Find time for quiet moments. Solitude allows the brain to “catch up” and process the new experiences of the day. This leads to better consolidation of new experiences and better teaming.

Praise when possible. Confidence and pleasure come from success. Everyone succeeds at something. Those with challenging behaviors need to know they can be successful too.

Be observant. As you watch and listen you will gather useful information about each child. Watch to see what the children are curious about: What types of activities interest them? How are they feeling? What are their pressure points? When you follow their cues and respond to their needs, you can then plan for meaningful learning opportunities.

Celebrate diversity and help all children feel included. Encourage children to communicate and express themselves. At times, they may feel more comfortable using their home language, body movements, gestures, signs, or drawing a picture. Plan activities that provide opportunities for children to work together as partners or in small groups. Assign a buddy to assist children that are new to the program or that may be struggling to stay engaged and on task. Encourage families to share.

Include both teacher-initiated and child-initiated activities. Teacher-initiated activities are planned and led by the teacher, while child-initiated activities are inspired by the children’s own interests and abilities. Materials are set out and children are encouraged to explore and create using their own ideas. ^{c, ci}

Pause to Reflect How would you promote social-emotional well-being for each age group? Infant, Toddler, Preschool, or School-age

The skilled and intentional teacher creates a classroom climate that promotes cooperation, mutual respect, and tolerance. The Teaching Pyramid Framework for Supporting Social Competence provides a model for promoting social competence and preventing challenging behaviors. ^cii

Figure 7.8 – The Teaching Pyramid^ciii

Pause to Reflect How does “Spiritual Development” or the concept of “me-ness” and “you-ness” for children fit into the Social-Emotional environment?

Assessing Teacher Interactions

In EDUC115 (Observing and Recording the Behavior of Young Children) you will look more closely at The Classroom

Assessment Scoring System (CLASS), was developed at the University of Virginia’s Center for Advanced Study of Teaching and Learning as an assessment tool to improve teacher-student interactions and, ultimately, enhance student development and learning. It is used in many early childhood programs to support teachers’ growth. The CLASS tool describes three broad categories focusing on the way teachers are providing emotional support, classroom organization, and instructional support to meet the needs of the children they work with. The tool looks at the following:

Pause to Reflect You are an important part of the social-emotional environment and you need to take time for yourself. Every job has stress factors and being an early childhood teacher is no different. To have positive energy you will need to manage a classroom, you should find healthy outlets to help manage your own needs and emotions. What do you do to manage stress and maintain your emotional well-being? Experiment and discover what works for you. Ideally, you will be able to model these techniques to the children. By providing children with a calm, peaceful, and nurturing atmosphere they will feel safe and secure in their social-emotional environment. And, you will have peace of mind.

LET’S TAKE A CLOSER LOOK AT THE TEMPORAL ENVIRONMENT

Quotable

“The most precious resource we all have is time. How will we use it?” – Steve Jobs

 

Before your head hit the pillow last night and you fell fast asleep, what did you do? Did you brush your teeth? Did you take a shower? Did you read a book, watch TV or listen to some music? Would you say what you did last night followed the same routine that you do every night or was it unusual? How do you feel when you follow a regular routine? How do you feel when life throws you a curveball and nothing is as it should be? Now, imagine how a child might feel if every day they had to adjust to a new routine; if they never knew what to expect from one day to the next. Imagine how a child might feel if there was a predictable pattern to follow and if they always knew what was coming next.

According to Gordon and Browne (2016), the temporal environment has to do with the scheduling, timing, sequence, and length of routines and activities that take place at home and at school. With predictable schedules, routines, and transitions there is a sense of safety and security. With a steady schedule and regular routines, children will be able to adapt to their environment as well as adjust to a new situation that may arise much more quickly. It also frees them up to be able to focus on the task at hand rather than worrying about how much longer they have or what will come next. ^civ

The terms routines and schedules are often used interchangeably. Schedules and routines are utilized in preschool classrooms to:

Help guide the day.

Communicate to everyone what is happening and when.

Foster engagement.

Meet the needs of children to explore, persist, and elaborate.

Promote a safe and fun place to learn and grow.

Figure 7.10 – An example schedule^cv

Some considerations about daily routines/schedules include:

They are a series of behaviors that occur on a regular basis

Expectations for routines need to be planned and then taught to children.

Created for developing and learning

The amount of time for each block will vary and should be flexible.

Most early childhood program routines include:

Arrival and Departure o Group or circle time o Activities o Center or free choice time o Snack time and meals o Outdoor time

Transitions between blocks of time

They are sequenced – to create a flow of the day

Choices should be incorporated whenever possible.

They are balanced in terms of: o Active/quiet o Individual/small/large group o Teacher-directed/child-initiated activities o Noise level, pace, and location

Teachers should be in tune with children’s needs and engagement and be flexible.

Shorten or lengthen blocks of time as needed.

Plan for transitions as carefully as the segments of the routine themselves.

Posting a routine provides a visual reminder for children.

Figure 7.10 – More examples of schedules and routines^cvi

Incorporating Transitions into your Curriculum

Quotable:

“Life is one big transition.” – Willie Stargell

 

Transition is another word for change, and change can be challenging. The biggest transition children will experience each day with you is arrival and dismissal, when they move from one of their most important living spaces to another.

All routines include transitioning from one segment to the next. Every transition affords the opportunity to flow smoothly from one experience into the next or to become chaotic and stressful for children and teachers alike. Planning for each transition during the day is as important as planning the experiences themselves. With careful planning and flexibility, we can help children leave their present moment gently and purposefully, moving to the next adventure that awaits them.

Teacher Tip: Planning for Transitions Make sure the children understand the routine and that they will move from segment to segment. Give a warning at least 5 minutes before a big transition and then again as it approaches Be sure to let them know what is coming next. Use clear signals (flashing lights, ringing a bell, singing a song, etc.) and keep it consistent for that segment each day. Establish clear expectations about clean up time and mealtime transitions. Have all daily materials prepped and ready before children arrive. Create a calm atmosphere during transitions. Make transitions fun with games of cleaning up, moving in different ways. If possible eliminate or at least limit the amount of time children must wait between segments.

How does the Temporal Environment Benefit Children?

Each child in your class is unique. When you provide a structured schedule with predictable routines and consistent transitions, you are creating a safe and secure environment where all children can thrive. By providing clear expectations, you will help children adjust to their surroundings, adapt to the daily schedule and routine, and feel more comfortable knowing what comes next. Once they are comfortable in their setting, children will socialize with their peers, and they will use materials in a more meaningful way. Additionally, when the daily routine is consistent and predictable children are more likely to:

Feel more confident to explore, create and take risks

Stay on task and complete activities

Be more engaged in learning activities and play

Gain a sense of belonging

Develop autonomy and independence

Play more cooperatively and have fewer incidents

Here are a few reminders when setting up your temporal environment:

Post two daily schedules: one for the children down at their eye level, and one for their families on the Family Board

State clear expectations and provide positive reinforcement

Review the schedule regularly and adjust as needed based on the needs of the children.

Keep routines consistent however, be prepared to make changes if necessary.

Include visual prompts (photos) on your daily schedule so children can track their day.

CREATING AN INCLUSIVE ENVIRONMENT

In an Executive Summary, the U.S. Department of Education and Health and Human Services (2015) defines inclusion in early childhood programs as “including children with disabilities in early childhood programs together with their peers without disabilities, holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations, and using evidence-based services and supports to foster their cognitive, communication, physical, behavioral, and social-emotional development; friendships with peers; and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities to those with the most significant disabilities.”^cvii When planning your environment, be mindful that some of your children might require some additional considerations to fully participate in all the scheduled activities, routines, and learning experiences.

Partnering with families, some accommodations for children with special needs might include:

Provide schedules with pictures for children who need visual reminders of the daily sequence of activities.

Be flexible with the schedule; allow children more time to complete transitions and activities as needed

Have alternative activities for those children with medical conditions or physical impairments who might have less stamina and tire more easily across the day.

Pair children up to help each other during transitions.

Allow for regular breaks.

Partner with families to coordinate the child’s daily schedule and routines, and to communicate progress.

Modify chairs to meet children’s needs (you can use tennis balls on the bottom of the chair for noise control or to make the chairs slide more easily)

Put carpet squares, cushions, or a tape line on the floor to indicate where children should sit or stand

Modify materials to make them easier for children with motor difficulties to hold and use (e.g., using pencil grips, large knobs)

Provide specialized equipment (e.g., built-up handled spoons, adaptive scissors) to help children be more independent

Pause to Reflect Can you see how we might make accommodations for a certain child that might benefit other children or the entire group? All children have needs that are special and we plan for each to help them feel safe, comfortable, and included.

EVALUATING THE ENVIRONMENT

Once you have created your ideal early learning environment, it is suggested that you evaluate it on an ongoing basis to make sure it is continuously meeting the needs of the children using it. A tool that is used extensively to assess and evaluate childcare programs is the Environment Rating Scales (ERS). The Environment Rating Scales were designed to offer guidelines for high-quality practices. According to ERS, a quality program must provide for the three basic needs all children have:

Protection of their health and safety

Building positive relationships

Opportunities for stimulation and learning from experience

The ERS further states, that “no one component is more or less important than the others, nor can one substitute for another. It takes all three to create quality care. Each of the three basic components of quality care manifests itself in tangible forms in the program’s environment, curriculum, schedule, supervision, and interaction, and can be observed.”^cviii

There are 4 Environment Rating Scales depending on the type of program being assessed:

The Infant/Toddler Environment Rating Scale

Early Childhood Environment Rating Scale

School-Age Care Environment Rating Scale

Family Child Care Environment Rating Scale

The ECERS scale consists of 35 items organized into 6 subscales:

Space and Furnishings

Personal Care Routines

Language and Literacy

Learning Activities

Interaction

Program Structure

You will learn more about this tool in EDUC115 (Observing and Recording the Behavior of Young Children), but for further exploration now you can visit https://www.ersi.info

BEHAVIOR AFFECTED BY ENVIRONMENTS

Pause to Reflect Can the environment influence a child’s behavior? Take a moment to reflect on the following scenarios: In an infant room where some of the children are walking and some are not, teachers have placed the immobile babies on soft blankets in the middle of the room. Activities for the mobile children are placed on the outside areas of the space. As the children waddle from one experience to another they step on the babies on the blankets. A group of children is in the block area building some tall structures. “TIMBER!” one child shouts out loud, while the other 4 children clap their hands. The teacher looks at her watch and without a transition warning, the teacher yells “clean up time.” The children run to another area. There are 2 children at the easel boards painting. One child is waiting for her turn and says, “PLEASE hurry up – I’ve been waiting a long time.” As one child is finishing her artwork, she drops some paint and the paintbrush on the floor and leaves it there. With paint on her hands, she holds her hands up high and walks all the way across the classroom to the bathroom to wash her hands, tracking a little paint along the way. The girl who was waiting picks up the paintbrush and begins to paint – she too steps in the paint on the floor. The teacher quickly grabs a towel and begins to wipe up the floor and sternly asks the children to please be careful. What environmental changes might you make?

As demonstrated in the scenarios, a poorly arranged physical setting, transitions that are not well planned, and quick teacher responses can trigger challenging behaviors. Both teachers and children can become frustrated. By altering floor plans, planning for each segment of the day, and thinking through the communication and interactions we will have with children, we can avoid many challenging behaviors.

All three aspects of the environment; physical space, social-emotional tone, and routine can affect children’s behavior. The environment sends very powerful messages about how to behave and feel.

Below is a chart of environmental modifications we can make to minimize certain behaviors by Dodge, Colker, and Heroman.^cix

Table 7.2: Environmental Modifications to Minimize Behaviors

Behavior	Possible Causes	Changes to the Environment
Running in the classroom	Too much space is open; the room is not divided into small enough areas; activity areas are not well defined.	Use shelves and furniture to divide the space. Avoid open spaces that encourage children to run.
Fighting over toys	Too many popular toys are one-of-a-kind; children are asked to share too often.	Provide duplicates of toys. Show children when it will be their turns (e.g., use a sand timer or help children create a waiting list for turns).
Wandering around, inability to choose activities	The room is too cluttered; choices are not clear; there is not enough to do, too much time.	Get rid of clutter. Simplify the layout of the room and materials. Add more activity choices. Revisit schedule.
Becoming easily distracted; not staying with a task	Areas are undefined and open; children can see everything going on in the room; materials are too difficult or children are bored with them.	Use shelves to define areas. Separate noisy and quiet areas. Assess children’s skills and select materials they can use in interesting ways.
Continually intruding on other’s workspace	Space is limited; poor traffic patterns prevent children from spreading out.	Define work areas for children (e.g., use masking tape or sections of cardboard for block building, and provide trays or placemats for toys). Limit the number of areas open at one time to allow more space for each.
Misusing materials and resisting clean up	Children do not know how to use materials appropriately; materials on shelves are	Make a place for everything. Use picture and word labels to show where materials go.
Behavior	Possible Causes	Changes to the Environment
	messy; the displays are disorderly.	Provide consistent guidance on how to clean up.

Pause to Reflect The chart above focuses on the effect the physical environment has on behavior. Can you think of ways the social-emotional and temporal environments affect behavior as well?

IN CLOSING

The physical spaces, the tone we set, and the routines we follow will have a major impact on the children we work with. By planning based on their ages and stages, individual strengths, and family, cultural and community backgrounds we can create warm, secure spaces where children can engage in all types of learning through play, take safe risks, and maximize their learning and development.

The environment is certainly a strong influence on a child’s experiences in our program; considered the “third teacher” with all that it offers. In the next and final chapter of this book, we will explore the child’s “first teacher”, the family, and the ways that we can collaborate to make the most of a child’s learning experiences between the child’s two most important worlds, home, and school.