9
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.
The Massachusetts Department of Early Education and Care has a technical assistance document Creating a Child Care Environment for Success with specific suggestions for an effective physical environment.
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 Lewis
Read Infant and Toddler Spaces, the 24 page document has beautiful photographs to see the possibilities for infant and toddler spaces.
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 adult
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.
Then , read 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?
As you read Group Times for Older Infants and Toddlers, look for ways to Ways to Make Group Times More Flexible and Responsive to Children. What type of group time have you observed or held? Were the group times effective? Why or why not? How will you include the information in your daily schedule?
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);
9.A.04
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.
9.A.05
The indoor environment is designed so staff can supervise children by sight and sound at all times without relying on artificial monitoring devices. In semiprivate areas, it is always possible for both children and adults to be observed by an adult from outside the area.
9.A.06
When climbers, climbing gyms, slides, and other play units are part of the indoor environment, the program provides safety surfacing that is rated and installed in the fall zone as recommended by the manufacturer for the fall height of the play equipment. Furnishings such as lofts are constructed to prevent falls (e.g., with appropriate barriers), or safety surfacing is installed in the fall zone.
9.A.07
Staff organize and group materials on low, open shelves to encourage children to use them independently. Staff rotate and adapt materials to promote learning and extend children’s play opportunities.
- at least one cot or mat with a blanket for an ill child;
- adaptations that allow children with disabilities and otherspecial needs to fully participate in the program’s activities
- A solid barrier or at least three-foot spacing that separates sleeping children from one another (This indicator is considered an Emerging Practice)
9.A.02
Individual space is provided for each child’s belongings.
9.A.03
Non-disposable materials are durable and in good repair. Equipment, materials, and furnishings are available that provide access for children with disabilities to the program’s curriculum and activities.
9.A.08
Materials and equipment that facilitate focused individual play or play with peers are available in sufficient quantities to occupy each child in activities that meet his or her interests.
9.A.09
Program staff arrange the environment to be welcoming and accessible. A welcoming and accessible environment contains elements such as
- multicultural materials that promote appreciation for diversity while being respectful of the cultural traditions, values, and beliefs of families being served;
- clearly defined places where families can gather information regarding the daily schedule and upcoming events;
- clearly defined places where families sign in, sign out, and gather information about their child’s day;
- places for displaying children’s work; and
- features that moderate visual and auditory stimulation.
9.A.10
The indoor environment includes washable, soft elements that allow groups of children or adults and children to sit in close proximity for conversations or comforting.
To learn more watch
Preparation for Life: Montessori Infant- Toddler Communities
This is a 10 minute excerpt of a parent orientation DVD for Montessori Infant-Toddler programs. The schools featured include Hope Montessori Infant-Toddler Community in St. Louis, Seton Montessori Infant-Toddler House in Chicago and The Montessori Childrens Center in White Plains, NY. It is available from EdVid at www.edvid.com.
CREATING A SECURE INFANT-TODDLER ENVIRONMENT
To 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; read more in the: Infant-Toddler Zone Handbook, Revised, Division of Child Development, North Carolina Department of Health and Human Services, 2012.
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, humidiUiers 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 Uloors that are easy to clean and sanitize.
- Allow no peeling, Ulaking 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.
Classroom Design Challenge
The Classroom Design Project includes the following tasks:
- a) Describe in words and pictures your “Ideal” classroom for either a group of 7 infants or for 9 toddlers. Your “ideal classroom” should include learning centers, materials and equipment, health and safety considerations, and other information you believe is important to make your classroom high quality and “ideal.” Your decisions will be supported by sources including ITERS and the article Classroom Design and How it Influences Behavior by Judith Colbert available at: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=413 Remember to consider the development of all children including those with special needs, physical limitations, or developmental delays.
- b) You will present your project to the class, in the form of a poster, tri-fold board, or power point slides posted on a board. We will decide if the presentation will be on Flipgrid or in person. The presentation needs to include:
- 1) A floor plan including pictures and written descriptions to explain: [170 points]
- a) Furniture and materials
- b) Type of flooring for each area (tiles, carpets, wood)
- c) Exits
- d) Walls, windows, and other light sources.
- e) Learning Centers such as: Blocks, Dramatic Play, Art, Literacy, Puzzles, Sensory, and Discovery Center with the number of children accommodated and materials available
- f) Children’s cubbies
- g) Wall displays
- 2) A Document: Daily schedule [40 points]
- 3) A Document: Weekly Activity plan (Use separate document weekly plan template on Blackboard) [40 points]
Look at sample projects Blackboard.
GRADING RUBRIC
Shaded Rows are graded separately on Blackboard
| Criterion | Emerging Understanding
0-50% |
Acceptable
51-90% |
Target
91-100% |
Points |
| Draft of Floor Plan | No draft available at class for feedback | Came to class with a partial draft to receive feedback from peers and professor | Came to class with a complete draft to receive feedback from peers and professor | 10 |
| Draft of Schedule | No draft available at class for feedback | Came to class with a partial draft to receive feedback from peers and professor | Came to class with a complete draft to receive feedback from peers and professor | 10 |
| Draft of Weekly Plan | No draft available at class for feedback | Came to class with a partial draft to receive feedback from peers and professor | Came to class with a complete draft to receive feedback from peers and professor | 10 |
| Space and Furnishings
The floor presents an ideal classroom to support growth and development with writing and pictures Core Competencies 2. E. 8 and 9. NAEYC Standard 1c |
The room would be too dark or light; noisy, and maintaining a consistent temperature would be difficult.
Little or no natural lighting.
The room is somewhat crowded using the licensing standards of 35 square feet per child.
|
Adequate lighting, temperature control, and sound-absorbing materials
Some natural lighting through windows or skylight Space for children is accessible to children and adults with disabilities The physical environment accommodates the recommended group size and uses between forty-two to fifty-four square feet per child. |
Adequate lighting, temperature control, and sound-absorbing materials
Some natural lighting through windows or skylight
Space for children is accessible to children and adults with disabilities
The physical environment accommodates the recommended group size and uses between forty-two to fifty-four square feet per child. |
15 |
| Furniture for care and play
The floor presents an ideal classroom to support growth and development with writing and pictures Core Competencies 2. E. 8 and 9. NAEYC Standard 1c |
There are several missing items needed for care and play. | Most of the essential furniture is included | Included all essential elements:
· High chairs rather than group feeding table for infants or young toddlers · Child-sized table(s) and chairs used with toddlers · Cots/mats easily accessible · Diapering supplies near diapering table · Cubbies for individual storage of children’s possessions placed for easy use by families, educators, & older toddlers · Furniture promotes self-help as children are ready (steps near sink, changing table, and low-open shelves accessible to children) · Comfortable adult seating for working with children |
15 |
| Relaxation and comfort
The floor presents an ideal classroom to support growth and development with writing and pictures Core Competencies 2. E. 8 and 9. NAEYC Standard 1c |
There are several missing items needed for care and play. | Most of the essential elements for relaxation & comfort are included | Included all essential elements:
· Special “cozy area” with soft furnishings is accessible. · Softness is accessible in several other areas · “Cozy area” protected from active play and is used for reading or other quiet play · Many soft toys accessible much of the day |
15 |
| Room arrangement
The floor presents an ideal classroom to support growth and development with writing and pictures Core Competencies 2. E. 8 and 9. NAEYC Standard 1c |
The room could be more effectively arranged.
The room is crowded and disorganized.
Few opportunities for self-regulation.
|
Most of the essential elements of room arrangement are included
Room arranged to allow for several children to move and play freely in centers.
Efficiently use space and incorporates ease of supervision.
Some opportunities for self-regulation |
Included all essential elements:
· Sink available where needed · Feeding tables on easy-to-clean floor · Arrangement of room makes supervision efficient & effective · Traffic patterns do not interfere with activities · Areas for quiet and active play are separated · Suitable space is provided for different kinds of experiences: · large open space for active play · small cozy space for books or quiet play · Materials with similar use are placed together to make interest areas (ex: book area, table toys, block area, dramatic play, etc.) |
15 |
| Displays for children
Created an inclusive environment Competency 2. A. 1. |
There are several missing items needed for displays | Most of the essential elements of displays are included
|
Included all essential elements:
· Many colorful, simple pictures, posters, and/or photographs displayed · throughout the room · Pictures showing diversity (people of different races, cultures, ages, abilities, and gender in non-stereotyping roles) · Mobiles and/or other colorful hanging objects for children to look at · Many items displayed where children can easily see them, some within easy reach · Photographs of children in the group, their families, pets, or other familiar faces displayed on child’s eye level · Art work done by toddlers displayed |
15 |
| Use this row of the rubric for the interest areas Books through Arts listed below
Floor plan includes materials and equipment Competency 2. D. 6. The floor presents an ideal classroom to support growth and development with writing and pictures Core Competencies 2. E. 8 and 9. NAEYC Standard 1c |
The student used visuals without captions.
The purpose of the environment does not clearly seem to support program delivery or encourage strong, positive adult-to-child relationships.
The written description includes only a material list which is minimal.
Few materials are of high interest, novel, and culturally meaningful.
There is some evidence that the environment would support a positive social climate.
There are several missing items needed for the interest area. |
The student used visuals and has written descriptions which lists materials. There is minimal descriptive information. There are sources used.
Some materials are of high interest, novel, and culturally meaningful.
The environment supports a positive social climate.
Most of the essential elements of the interest center are included
|
Student included both visuals and written description of each interest area [books, fine motor, physical activity, arts] and how the area supports strong, positive adult-to-child relationships.
The written description explains how the environment is ideal and is persuasive because the student used sources (citations). For example, I included informational books because research shows that young children enjoy informational texts in addition to fictional books. Informational books include photographs or other realistic illustrations, can be excellent vocabulary resources for children learning language (Gao & Crawford, 2. 018, p.12)
Effectively selects, arranges, and utilizes materials that promote interactions. Many materials are listed and include items that are of high interest, novel, and culturally meaningful. The environment supports a social climate that encourages self-expression, participation, interdependence, cooperation & responsibility.
Included all essential elements needed for the interest area. |
|
| Books –
Essential Elements Floor plan includes interest centers Competency 2. D. 6. Created an inclusive environment Competency 2. A. 1. |
At least 12 appropriate infant/toddler books accessible. Topics should include:
people of varying races, ages and abilities animals familiar objects and familiar routines Book areas are set up for toddlers to use independently |
15 | ||
| Fine motor
Essential Elements Floor plan includes interest centers Competency 2. D. 6. |
Infants-
· grasping toys · busy boxes · textured toys · cradle gyms · containers to fill and dump nested cups Toddlers- · stacking rings · big pegs with peg boards · nesting toys · shape sorting games · simple puzzles · pop beads · large stringing beads · interlocking blocks · crayons At least 3 set of different types of blocks (10 or more blocks per set) accessible daily Variety of accessories- transportation toys, people, animals Materials of different levels of difficulty available |
15 | ||
| Active Physical Play
Essential Elements Floor plan includes interest centers Competency 2. D. 6. |
Infants-
· outdoor pad or blanket · sturdy things to pull up on · crib gym, · ramps for crawling · small push toys balls Toddlers- · riding toys without pedals · large push-pull wheel toys, · balls · cushions or rugs for tumbling, · tunnels · large cardboard boxes |
15 | ||
| The Arts
Essential Elements Floor plan includes interest centers Competency 2. D. 6. Created an inclusive environment Competency 2. A. 1. |
A variety of materials are introduced as children are ready:
· brush and finger paints · water color markers · jumbo crayons · play dough · collage materials of different textures At least 10) pleasant sounding musical toys and/ or instruments accessible daily Many and varied dramatic play materials accessible daily: Infants- · dolls and soft animals · pots and pans · toy telephones Toddlers- · dress-up clothes · child-sized house furniture · toy telephones · post and pans, dishes, spoons; play foods · dolls &doll furnishings representing at least 3 different races accessible · soft animals · small play buildings with accessories |
15 | ||
| Safety (indoors) | There are several missing items needed for safety | Most of the essential elements of safety are included | Protective covers on electrical outlets; all electrical cords are kept out of reach of children
Heavy objects or furniture placed so that children cannot pull them down Medicines, cleaning materials, pesticides, aerosols, and substances labeled “keep out of reach of children” are locked away Walkers or bean bag chairs are not used for infants
|
10 |
| Student created a daily schedule for a classroom.
Competency 1. F. 13 |
– Schedule is not age-appropriate.
Schedule is primarily adult directed.
It is unclear how routines and transitions will support learning. |
– Schedule is age appropriate but not necessarily individually appropriate.
Schedule include child and adult directed learning activities.
|
Schedule is a consistent routine that provides a balance of activities designed to meet individual needs and foster physical, cognitive, social, and emotional growth.
Play activities, basic routines, and transitions provide opportunities for learning and growing. – |
30 |
| Weekly Plan
Competencies NAEYC Standard 5a: |
The weekly plan is missing content areas.
Activities are primarily adult directed.
|
The weekly plan includes one activity in each content area.
Most activities promote child-guided learning. |
The weekly plan includes activities that support language and literacy, music, creative movement, dance, drama, visual arts, mathematics, science, physical activity, physical education, health and safety, and social studies.
– Activities promote child-guided learning where children acquire knowledge and skills through their own exploration and experience, including through interactions with peers. |
30 |
| Professionalism
Competencies |
The presentation included handwritten text
Long blocks of text
The cut edges are askew and rough.
Difficult to locate several elements of the assignment The viewer has to ask many questions to determine intended message of the presentation
Student is unable to answer questions regarding the environment.
|
The presentation included typed text.
The environment is organized in layout.
Unclear on the inclusion of some elements of the assignment. The viewer has to ask a few questions to determine intended message of the presentation
The poster is neat. All cut edges are straight.
|
The presentation is professionally prepared and presented. The visual representation is attractive in terms of design, layout, and neatness.
For example, the poster includes: · An easy-to-read title · An uncluttered, neat arrangement of photos and/or illustrations and text. · Some open space · Bulleted text · Eye catching use of color and design · All elements of the assignment are easy to locate · All cut edges are straight. · |
15 |
| Total Points | 250 |
