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A Quality Environment’s Considerations
When determining whether the physical environment supports high-quality treatment, there are eight key factors to consider. The following are some of them:
For further information, go to the Infant and Toddler Space.
Space for Infants and Toddlers.pdf
You must either visit a child care program (center-based or family child care home) in your neighborhood or conduct an internet search for videos of infant toddler spaces for this assignment. You will assess the environment using the form provided, based on the eight considerations of a quality environment. You should not expect to see all of the elements listed on the form. The data is supplied to assist you in your review of the environment.
Observation Form for Infant Toddler Environments of High Quality.docx
Fill out your form completely, including any updates or comments you have regarding the setting you studied. Please also send a one-page reflection that offers your thoughts on the setting you evaluated.
Take into account the following:
How did the setting make you feel, or how do you believe it might make you feel?
Were there any elements that you noticed were absent entirely, and what, if any, impact do you believe they had?
Do you believe that the atmosphere would be conducive to the learning and development of newborns and toddlers?
Follow the instructions below to submit your finished assignment. Specific due dates can be found on the Course Calendar.
Observation Form for High-Quality Infant Toddler Environments
Infant and Toddler Area
It’s possible that you won’t notice all of the bullet points below.
Adaptations to be made in order to support the eight factors
The environment consists of:
Hazard-free and secure
Maintain a clean environment
Has windows that let in natural light and other soft lighting
Appealing to the eye
A clutter-free environment
Individually, culturally, and age-appropriate
Children will find it appealing and engaging.
Children’s loving environments include:
Staff can sit on the floor (with back support) and hold a kid or children in a safe location away from vigorous play.
An adult-sized couch in a loft
Pillows with washable coverings and a mat on the floor against the wall
A glider or rocking chair
A calm environment for babies and toddlers:
A safe haven away from the hustle and bustle of vigorous play.
A cozy room for two kids, complete with family photos, books, dolls, and a blanket, as well as soft toys, quiet toys, puppets, and novels
A nest (or a nest made out of an inner tube) with a blanket on top
A room with enough boxes for a toddler or two to crawl in and out of
A place for toddlers to play with art supplies:
On the floor, a space for coloring or painting on paper (preferably near a short sink not used for food preparation)
Clay, play dough, thick crayons, nontoxic paints, or finger paints on short tables
Manipulate and create with paper and other intriguing materials
Large sheets of paper to draw and paint on, as well as other intriguing items
Toddlers can use short easels and brushes by themselves or with other kids.
A low shelf with attractively displayed and accessible safe creative supplies for youngsters to use
A place where children’s creative work can be shown
Spaces to stimulate the senses:
For toddlers, short shelves and tables with sensory objects placed in an appealing manner
Individual tubs or other containers, as well as water tables (always monitor children very carefully with water; children have drowned in an inch of water in a container)
Sand and other natural materials containers or tables
Funnels, plastic animals, glasses, scales, and other interesting things on sensory tables or in containers
A light-colored table
Wading pools with various textured balls and other non-toxic items
A location where emotion and sound boxes can be used
A place where you can blow bubbles with various sized wands
Spaces for motor skill development include:
Enough floor area for youngsters to move around and be active with:
Couches to stroll around on and climb up on to observe the world (while utilizing the sofa for support).
Climbing ramps and short climbers Crawling through tunnels
Climbing mats of various levels Rocking boats
Various sized balls
Movable objects, such as child-size shopping carts, doll strollers, and riding toys
A bar that is affixed to the wall at various levels so that youngsters can pull themselves up to stand
Large empty appliance boxes with windows cut out and/or the end chopped off, allowing toddlers to crawl inside.
Toy and manipulative storage:
Toys/materials on short shelves, properly organized so that youngsters may access them
– Safe nesting blocks, ring towers, giant beads, “cause and effect” games, “take apart” toys, shape sorters, stacking toys, large pegs and peg boards, large beads for stringing, puzzles, and other intriguing items
– Dolls and puppets
– Children’s telephones
– Tubes of various lengths and diameters
A table and chairs for children
Areas on the floor to play alone, with staff, and with peers
Building and constructing spaces:
A building surface, such as a platform or a hard surface
A variety of sizes, shapes, and textures of blocks
Wooden creatures, miniature houses, dolls, trucks, and automobiles
Pretend play areas include:
A little space or a corner with:
– A mirror, low clothing pegs, scarves, handbags, hats, and easy-to-wear dress up apparel
– Child-size cooking equipment, pots and pans, child-size dishes, various-sized containers, pretend multi-ethnic cuisine, and/or clean empty commercial food boxes
– Multiethnic dolls, blankets, bottles, and beds for babies, as well as doll outfits
– Various sized and shaped puppets
– Tables, stoves, and freezers that are suitable for children
Spaces for infants and toddlers to interact with books include:
A separate area for infants and toddlers to choose books from an appealing, easily accessible display and read or be read to in a comfortable environment.
A couch big enough for adults to read to kids.
A kid-sized couch or chair where kids can read books
Also, place books throughout the room because any spot can be used to read to a child or to have a child look at books.
Walking, running, and jumping areas
Large, stable equipment that encourages peer interaction, such as climbers and slides
Sun and shadow zones
Play areas for toddlers with riding toys
Carrying, building, manipulating, and fabricating materials
Places where adults can care for youngsters.
Places for kids to sit and rest alone or in groups.
CSEFEL Infant Toddler Environment Planning – http://csefel.vanderbilt.edu/resources/inftodd/mod2/2.9.pdf
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