Looking at InfantToddler Environments

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Looking at Infant/Toddler Environments
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Make a note to yourself with the answer to these
questions

• 1) What is your favorite space?
• 2) What does it look like?
• 3) How do you feel when you are in this
• space?

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Remember that the environments must meet the
perspectives of all who use them

• Children
• Families
• Caregivers
• Other program staff

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Types of Spaces Infant/Toddler Environments
should have

• Space for carrying out daily routines (feeding,
  diapering, napping)
• Space for daily learning activities
• Space for outdoor play
• Space for families
• Space for personal belongings

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The environment should

• Be Appealing
• Be Stimulating but not over stimulating
• Allow for movement
• Be easy to maintain
• Promote play and exploration
• Include storage areas

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The environment should send positive messages

• Not only is it important to have organized spaces
  the messages that the environment sends to
  families and children need to be positive!

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The activity areas and the materials are also
very important.

• The next slides break down the activity areas
  that SHOULD be included in every Infant/Toddler
  environment. They also break down the materials
  that should be included in each area.
• This info taken from the ITERS-R Activities
  sub-scale

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Books

• At least 12 age appropriate books (but no less
  than 2 per child) accessible for much of the day
• Books should be non-frightening and non-violent
• Books should include a wide variety including
  people of various races, ages, and abilities, as
  well as animals, familiar objects and familiar
  routines

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Books (contd)

• An area should be set up for independent use by
  toddlers
• Staff should be involved with staff throughout
  the day using the books with children

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Fine Motor

• Fine motor includes all interlocking materials
  such as shape sorters, puzzles, stacking rings,
  etc.
• Many enough so that there is no competition for
  use
• Varied things that require different fine motor
  skills such as grasping, shaking, pushing,
  pulling, scribbling, etc)
• Well-organized and rotated

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Active Physical Play

• Indoor opportunities daily for active play
• Outdoor opportunities daily for active play
• Materials available for promoting gross motor
  development skills such as walking, balancing,
  climbing, crawling, etc.

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Art

• Not required if ALL children are younger than 12
  months BUT it is BEST PRACTICE!
• Art materials are available and accessible for
  children (non-toxic or unsafe)
• Food used for art DOES NOT COUNT!

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Extra Credit Opportunity

• For 3 extra credit discussion board points find
  the Extra Credit Art forum and share with the
  group why it is Developmentally Inappropriate to
  use food as art or other play materials with
  young children.

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Music/Movement

• Many musical instruments and/or toys accessible
  daily.
• Recorded music is used at limited times with a
  positive purpose
• Staff should also informally sing/chant with
  children daily
• Examples of music/movement experiences include
• CD player / tape player
• Music boxes
• Musical toys/instruments

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Blocks

• Interlocking blocks like leggos, duplos are not
  considered blocks but fine motor.
• At least 3 sets of blocks (a set must have at
  least 10 blocks)
• A variety of accessories including transportation
  toys, people, animals

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Dramatic Play

• Many and varied age-appropriate dramatic play
  accessible daily
• Examples include dolls, pots/pans, dress-up
  clothes, soft animals, small play buildings, etc.
  
• Props representing everyday life experiences
• Well-organized and child-size materials

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Sand/Water

• Not required if ALL children are 18 months or
  younger BUT it is BEST PRACTICE to offer!
• Sand or water play offered daily
• Variety of toys to use for sand/water play
• Well-organized area
• Sterilized potting soil or finely shredded mulch
  can be used as a Substitute.
• Do NOT substitute dried beans, small pebbles,
  styrofoam, corn meal, flour, rice, etc.

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Nature/Science

• Daily experiences with nature/science indoors and
  outdoors
• Examples
• Outdoors infants placed on blankets in the
  grass, toddlers explore flowers or trees.
  Indoors
• Indoors aquarium, live plants, watching birds
  at feeders, classroom pets
• Pictures, books, or toys should also represent
  nature with real animals, realistic toy animals,
  etc.

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Use of TV/Video/Computer

• The use of TV, video, and/or computer is NOT
  required and should NOT be used with children
  under 1 year old.
• If any are used the time should be limited to 30
  minutes in a full-day program and computer is
  limited to 10 minutes each turn.
• If used then there must be AT LEAST one
  alternative activity
• If used staff must be actively involved and
  materials should be non-violent and
  non-frightening.

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Promoting Acceptance of Diversity

• Many books, pictures and other materials include
  diversity - show people in non-stereotypical
  roles
• Dolls should represent at least 3 different races
• Non-sexist images in pictures and books

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Reflection

• Please look back to the note you wrote regarding
  your favorite spaces. After you have completed
  your reading and review of this powerpoint - how
  do you think infant/toddler environments could
  share the same characteristics as your favorite
  place?
• On the discussion board find the Extra Credit
  forum - Reflection for 3 extra points share
  your reflection response here.