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Community Care Licensing Regulations for the state of california

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Rules and regulations for the state of Michigan

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Rules and Statutes | Child Care Licensing

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Rules and Statutes | Child Care Licensing

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ODJFS eManuals > Family Assistance - Child Care > Child Care Center Manual > Child Care Center Rules

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Space to Grow: Creating a Child Care Environment for Infants and Toddlers (2nd Edition)

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Space to Grow: Creating a Child Care Environment for Infants and Toddlers (2nd Edition)

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The powerful influence of environments on infants and toddlers is described. Very young infants are limited in their ability to move away from an environment or to change one to their liking. The video demonstrates eight qualities for caregivers to consider when they are planning an environment for the care of infants and toddlers: health, safety, comfort, convenience, child size, flexibility, movement, and choice. The second edition updates health and safety information, addresses the needs of children with special needs and emphasizes the importance of relationships in infant/toddler care. Also included with this DVD is a DVD Booklet.

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Space to Grow: Creating a Child Care Environment for Infants and Toddlers (2nd Edition)

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The powerful influence of environments on infants and toddlers is described. Very young infants are limited in their ability to move away from an environment or to change one to their liking. The video demonstrates eight qualities for caregivers to consider when they are planning an environment for the care of infants and toddlers: health, safety, comfort, convenience, child size, flexibility, movement, and choice.

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Dr. Sandra Duncan: How to Design Inspiring Early Learning Spaces

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Dr. Sandra Duncan: How to Design Inspiring Early Learning Spaces

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When most people talk about designing an early childhood education program, they mean the curriculum, the funding, or the program. Not Dr. Sandra Duncan. When the Design Consultant for Early Childhood Classrooms and Adjunct Professor at Nova Southeastern University talks about designing, she means it literally. Filmed for Early Learning Nation’s Mobile Studio at the National Association for the Education of Young Children (NAEYC)'s annual conference in Nashville, TN, on November 21, 2019. #naeycAC #naeyc19

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Dr. Sandra Duncan: How to Design Inspiring Early Learning Spaces

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Inclusive ECE Environments: Classroom Spaces that Welcome All Children

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Inclusive ECE Environments: Classroom Spaces that Welcome All Children

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The physical environment of a classroom plays a significant role in children’s learning. A space that is warm, inviting, and inclusive helps children to feel safe and cared for — so that they can be comfortable exploring, trying new things, and learning new skills. Thoughtfully designed learning spaces communicate to children that they belong and that they are valued members of the classroom community. In this article, we explore a few ways that early childhood educators can create inclusive learning environments that are both accessible and welcoming to all children and their families.

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The physical environment of a classroom plays a significant role in children's learning. A space that is warm, inviting, and inclusive helps children to feel safe and cared for - so that they can be comfortable exploring, trying new things, and learning new skills. Thoughtfully designed learning spaces communicate to children that they belong and that they are valued members of the classroom community. In this article, we explore a few ways that early childhood educators can create inclusive learning environments that are both accessible and welcoming to all children and their families.

Creating a Sense of Belonging

Early learning inclusivity means acknowledging and celebrating all the ways that children and families in our communities are unique. This includes needs, cultures, learning styles, and more. In its simplest form, an inclusive classroom communicates to all children that they are valued and that they belong.

In their article, Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome, Jessica L. Bucholz of the University of West Georgia and Julie L. Sheffler of Florida Atlantic University discuss the importance of the learning environment: "The physical environment of a classroom plays a part in the ownership students feel about their school and more specifically their class. The classroom environment should do as much to foster cooperation and acceptance as the instructional method the teacher uses."

Every child is special in their own way, and the best way to learn about each child's uniqueness is to build a relationship with them and their family. Talk to each family about what types of routines and activities they use at home to support their child's success, and then let them know how you have incorporated these patterns into your curriculum. This relationship-based approach allows educators to partner with parents and to create a curriculum and classroom designed to help every child thrive.

Thoughtful Selection and Placement of Materials

One of the keys to creating an inclusive classroom is to use and display materials that represent the culture and characteristics of every child, family, and educator. Hanging family photos and selecting books that highlight diversity help to create a classroom that represents and acknowledges everyone. These might feel like small things, but they communicate to each child and family that they are important members of your community.

When selecting materials in the classroom, it is also important to consider the preferences of each child. Children with different sensory needs might enjoy having large stuffed animals or pillows that they can squeeze and squish. Other children might be drawn to an area of the classroom with big bean bags or things they can climb on to move their bodies. All materials should be placed in locations that are accessible and within reach for every child to explore.

Classroom Design & Arrangement

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Inclusive ECE Environments: Classroom Spaces that Welcome All Children

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The physical environment of a classroom plays a significant role in children's learning. A space that is warm, inviting, and inclusive helps children to feel safe and cared for -- so that they can be comfortable exploring, trying new things, and learning new skills.

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What is Whole-Child Learning (and Why Is It Important?)

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What is Whole-Child Learning (and Why Is It Important?)

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Centering the needs of students beyond academics has been observed to be vital to both their academic and personal success. Consider Dr. Gardner’s “Theory of Multiple Intelligences,” which proposes that there are eight different types of intelligences: visual/spatial, verbal/linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.

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My first teaching assignment was as a toddler teacher assistant in an early learning program I interned with when I was sixteen years old. I spent a year studying different teaching philosophies, completing coursework on behavioral guidance, learning to create a lesson plan, and assisting with instruction in the toddler program. I observed a lot, and that was probably the single most important part of my training.

Because in those observations, I noticed how immense young children's natural curiosity is and how they are at constant work trying to figure out how to understand and connect with their environment. I also noticed how much their mood and needs influenced their learning, how they lose focus when they're tired, and the effects that encouraging behavior and modeling appropriate responses had on them. I learned that teaching was about so much more than nurturing their cognitive development, it was about nurturing them. This was the birthplace of my passion for what I would later hear referred to as the "whole-child approach to learning."

The whole-child approach to learning is a teaching philosophy that prioritizes all of the developmental and personal needs of students in addition to their academic achievements-in short, the whole child.

How whole-child learning is changing education:

Centering the needs of students beyond academics has been observed to be vital to both their academic and personal success. Consider Dr. Gardner's "Theory of Multiple Intelligences," which proposes that there are eight different types of intelligences: visual/spatial, verbal/linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Traditional education has focused on the types of "intelligences" that are associated with academic advancement, but whole-child learning philosophies acknowledge the validity and importance of each of these intelligences and how our proficiency in a variety of them creates opportunities for our individual success in school and life.

Through the whole-child approach to learning, children are immersed in learning environments intended to foster a sense of community and encourage interpersonal skills, problem solving, goal setting, creativity, autonomy, and self-accountability. Education is typically fixed on standardized tests, grading, and other means of assessing progress toward rigid measures of academic success. By moving away from this model, students can develop a sense of belonging, an understanding of self, and an awareness of their place in (and impact on) the world around them.

Fostering whole-child learning in your classroom:

If you're looking to adopt the whole-child learning approach in your classroom, here are a few tips to start:

Be proactive

in creating a classroom environment that is productive, respectful, supportive, and encouraging. Communicate classroom expectations, and model respectful interactions and behavior.

Celebrate diversity

and encourage respect for other cultures by inviting students and families to share aspects of their cultures and traditions. Post photos, read books, and show videos that depict a variety of cultures and family models.

Provide guidance

rather than oversight. Ask questions to encourage students to problem-solve on their own, and keep yourself available to help as needed. Ask "why" a student chose a particular method or process, and help them find any errors in their work on their own. Never tell them that what is different is "wrong."

Support differentiated learning

by using a variety of group sizes for lessons, creating learning stations to encourage students to initiate learning, and giving students the freedom to work at their own pace. Make certain that all students are both sufficiently supported and sufficiently challenged.

Create a safe space

that ensures the security of students. Do daily check-ins that encourage teachers to find out the mood, needs, and concerns of students. Perform regular safety drills and inspections, and keep evacuation plans and safety checklists up-to-date and easily visible.

Whole-child instruction leads to students who are happy, healthy, safe, engaged, and challenged, ensuring they are empowered to chase and achieve their goals-be they in school, work, or life. How are you engaging in whole-child learning in your classroom? Let us know in the comments!

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What is Whole-Child Learning (and Why Is It Important?)

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My first teaching assignment was as a toddler teacher assistant in an early learning program I interned with when I was sixteen years old. I spent a year studying different teaching philosophies, completing coursework on behavioral guidance, learning to create a lesson plan, and assisting with instruction in the toddler program.

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Building Positive Learning Environments for Young Children Starts with You

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Building Positive Learning Environments for Young Children Starts with You

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When we think about early learning environments, what comes to mind? Often, it's things: alphabet puzzles, books lined up neatly on shelves, blocks, water tables, and more. But the most important part of a positive early learning environment is you. Teachers and family child care providers—all the education staff working with the children are what matter most. Though staff roles may look different across various types of settings (e.g., home-based, center-based, family child care), you remain the most important component of a responsive environment.

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By Sarah Merrill and Jamie Sheehan

When we think about early learning environments, what comes to mind? Often, it's things: alphabet puzzles, books lined up neatly on shelves, blocks, water tables, and more. But the most important part of a positive early learning environment is you. Teachers and family child care providers-all the education staff working with the children are what matter most. Though staff roles may look different across various types of settings (e.g., home-based, center-based, family child care), you remain the most important component of a responsive environment.

Positive early learning environments start with you when you create a positive social and emotional environment that is built on caring and responsive relationships. Children can't explore and learn, experience joy and wonder, until they feel secure. They need to trust their caregivers and know their needs will be met. Young children need adults to establish the relationships by being consistent and responding to social and emotional cues, both in classrooms and home-based settings.

When you build a unique relationship with children, learn their cues and communications, their likes and dislikes, their strengths and the areas where they need support, you help them feel safe. That's why providing nurturing, responsive, and effective interactions and engaging environments is the foundation of the Framework for Effective Practice, or the House Framework. The practices at the foundation of the house are critical to promote early learning and development in all domains.

But what you do for the children in your care is not everything! Take care of yourself! Make sure you feel safe and secure in the environment, too. When providers calmly manage the stresses and challenges they experience in an early childhood program, children feel safe and secure.

What helps you keep cool when challenges ramp up? When the toilet breaks one more time? When the children are antsy after a week of rain? Self-regulation skills. "Self-regulation" is your ability to manage your feelings, actions, and thoughts so you stay goal-directed and do not get derailed. For example, when a car pulls out in front of you on the highway, can you stay calm and carefully slow down so you don't hit it? Will you still get to the movie on time? Your self-regulation skills are at work every day, in so many ways.

Young children are just learning how to regulate their emotions, behavior, and cognition. But they can't do it alone. They need you! The Head Start Early Learning Outcomes Framework says it clearly in the Approaches to Learning and Social and Emotional Functioning domains, where the self-regulation goals for young children include "the support of familiar adults."

Exactly what kind of support can you give young children? It's called co-regulation. "Co-regulation" is an interactive process where adults provide regulatory support to children in the context of a shared, nurturing relationship. It looks different at different ages, but adult support remains a critical piece of the puzzle throughout childhood. Even as grown-ups, we often need support from others to regulate ourselves-think of when you call your mom or meet a friend to talk through a bad day.

You might co-regulate when a baby is startled by a dog barking loudly. You pick the baby up, rock him, reassure him in a gentle tone, and rub his back until he is calm again. A preschooler becomes incredibly angry when a peer pushes her on the playground. In this case, you might kneel to the child's level and validate her feelings (e.g., "You're very mad because someone pushed you!") and suggest pro-social next steps (e.g., "Should we tell them how you feel?"). When you respond calmly to a child, the child's feelings often de-escalate. Children tend to turn up the intensity if they feel they aren't being understood. When you respond calmly, you show children what regulation looks like.

To work with children as they co-regulate, you need to:

Identify your own feelings and reactions when you are stressed.

Find healthy outlets to manage your emotions. Exercise can be an effective stress management practice for many people, while others find that meditation works best. Experiment and discover which strategies work for you.

Pay attention to your thoughts and beliefs about child development, behavior expectations, and individual children. Make sure you're interacting in developmentally, culturally, and linguistically responsive ways.

Use strategies to calm yourself so you can respond to children effectively and compassionately. Decide what works best for you. Drinking a glass of water? Singing a song with the children?

A key part of building a positive early learning environment is providing children with the co-regulation they need. There are three main ways you can do this:

First, build a warm and caring relationship with each child and their family. Your goal is to understand their development, communication style, and temperament. Some children may need a lot of support to co-regulate and others not as much. You only know those cues when you know the child. Parents can help you here because they know their children best!

Second, create an environment of "yes" for children that buffers them from environmental stressors. Establish predictable routines, transition strategies, and behavioral expectations appropriate to their development. You can also create a "cozy corner" in your classroom or family child care home where children can go if they are feeling overwhelmed. Share these ideas with families so they can create "yes" spaces in their home.

Third, offer children intentionally planned learning experiences to help them practice self-regulation skills. For example, you can plan fun activities to help children as young as 18 months learn to name their own feelings, recognize others' feelings, and self-soothe in moments of distress. Model these skills yourself and point out when you see other children and adults using them, too. Review your curriculum to ensure it offers appropriate social and emotional learning opportunities.

Youare the most important part of the early learning environment. Offering young children calm, nurturing, and predictable social and emotional environments, and promoting their self-regulation skills, helps them feel safe and secure so they can learn, play, and grow.

Sarah Merrill and Jamie Sheehan are Program Specialists for the Office of Head Start.

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Building Positive Learning Environments for Young Children Starts with You | ECLKC

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Staff are the most important parts of early childhood education settings. Explore ways to create a positive learning environment for the children with whom you work.

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Learn about features of the physical and social classroom environment that maximize young children's engagement and learning.

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This zip file contains presentation materials including training videos and handouts. To view or use these materials without internet access, download Designing Environments 15-minute In-service Suite in advance. Please ensure your browser is updated to the newest version available. If you have difficulty downloading this file, try using a different browser.

For more information, please contact us at ecdtl at ecetta dot info or call (toll-free) 844-261-3752.

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This zip file contains presentation materials including training videos and handouts. To view or use these materials without internet access, download Designing Environments 15-minute In-service Suite in advance. Please ensure your browser is updated to the newest version available. If you have difficulty downloading this file, try using a different browser.

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Partnering with Families for Children’s Success in School and Life

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First 5 California is happy to share resources on using the CLASS tools in diverse early learning and care settings. Teachstone, in partnership with First 5 California and WestEd, facilitated a series of focus groups with educators to gain more information about the use of CLASS in diverse communities and settings.

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Creating Classroom Environments that Build Resilience (Understanding Trauma 

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Creating Classroom Environments that Build Resilience (Understanding Trauma 

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Early childhood teachers need to be able to support the learning needs of all children in their classrooms, including those who have experienced traumatic events or toxic stress. But how can teachers structure their classrooms and learning experiences in ways that build children’s resilience and help them to feel safe and secure? In this video, experts discuss the importance of predictability, controllability, and moderate challenges.

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CECE Early Childhood Videos at Eastern CT State U.

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Creating Classroom Environments that Build Resilience (Understanding Trauma in Early Childhood)

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Accreditation Standards and

Assessment Items

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The Effects of Outdoor Play on On-Task Behavior in Preschool

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The Effects of Outdoor Play on On-Task Behavior in Preschool

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It is generally understood that giving preschool children time to play outside every day supports their gross motor development and gives them opportunities to manage their emotions and engage in unstructured social play with their peers. But how important is outdoor play for children’s academic learning? This video highlights findings from a small study that suggests that outdoor play affects children’s on-task behavior, which has significant implications for their learning.

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CECE Early Childhood Videos at Eastern CT State U.

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The Effects of Outdoor Play on On-Task Behavior in Preschool

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Teaching Strategies for Early Childhood Education

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The whole-child approach in early education

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Planning for Health and Safety in Family Child Care

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Planning for Health and Safety in Family Child Care

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Health is the foundation for children's growth, development, and school readiness. Head Start programs understand that healthy children are better able to learn. Explore resources to support health and safety planning, including a series of collections on the Early Childhood Learning and Knowledge Center (ECLKC) website.

Planning for Health and Safety

Caring for Our Children Basics (CFOC Basics)
Review the minimum health and safety standards required in Head Start and child care programs, family child care homes, and other places children receive care. These standards seek to reduce redundancy across requirements for programs with multiple funding streams. Programs can use the CFOC Basics: Program Review Tool for Center-Based Programs and Family Child Care Homes to assess health and safety practices, identify where practices should be stronger, and develop strategies and plans for professional development.

Positive Eating Environment Tool
Explore the interactive companion to Positive Eating Environment Self-Assessment for ECE Programs. Programs can use this tool to help turn the self-assessment into an action plan. It includes recommended practices to create a positive eating environment that supports children's healthy growth and development.

Family Connections: A Mental Health Consultation Model
Explore a preventive, system-wide mental health consultation and training approach to strengthen the capacity of Head Start and Early Head Start staff. Staff can use these resources to work with families dealing with parental depression and related adversities, with children in classrooms and in the home, and engage and support parents struggling with adversities. These materials were developed by the Family Connections Project at Boston Children's Hospital.

Mental Health

Head Start and Early Head Start programs support the mental health of children, families, and staff every day. Early childhood mental health is the same as social and emotional well-being. It is a child's developing capacity to express and regulate emotions, form trusting relationships, explore, and learn-all in the cultural context of family and community.

Explore the ECLKC's Mental Health page for resources to support the ongoing mental health of children and the adults who care for them.

Nutrition

Good nutrition is an important part of a healthy lifestyle. Eating healthy foods helps pregnant women and children get the nutrients their bodies need to stay healthy, active, and strong.

Explore the Nutrition page on the ECLKC. Find resources to support healthy eating habits and nutrition assistance information to share with families.

Oral Health

Tooth decay is the most common childhood disease, but it's preventable. Children with dental pain can have trouble speaking clearly, eating, and learning. Oral health is important for ongoing health and school readiness.

Explore the Oral Health page on the ECLKC for resources to promote a healthy mouth. Find tips for proper toothbrushing, other preventive measures, and how to find a dentist.

Physical Health

Head Start programs promote the overall well-being of families and staff. To help children thrive, staff ensure children are up to date on immunizations and their state's Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) schedule. They make sure children and families learn healthy habits and can access the care they need.

Explore the ECLKC's Physical Health page for resources around screenings, preventative measures, health tips for families, and children with special healthcare needs.

Safety Practices

Early childhood programs keep children safe when their facilities, materials, and equipment are hazard-free and all staff use safety practices such as active supervision.

Explore the Safety Practices page on the ECLKC. Find resources to help staff and families reduce the number and severity of childhood injuries everywhere that children learn and grow.

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Planning for Health and Safety in Family Child Care | ECLKC

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Discover resources to help staff plan for health and safety in family child care. Find information about mental health, nutrition, oral health, physical health, and safety practices.

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Building Environments That Encourage Positive Behavior: The Preschool Behavior Support Self-Assessment 

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Building Environments That Encourage Positive Behavior: The Preschool Behavior Support Self-Assessment 

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This article shares a teacher self-assessment tool—the Preschool Behavior Support Self-Assessment—that helps teachers of preschool children examine how their classrooms support children’s positive behavior.

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From learning activities to transitions, children's challenging behavior can influence every aspect of a classroom. This disruption often can overwhelm early childhood teachers, who report feeling concerned and frustrated about classroom management (Hemmeter, Ostrosky, & Corso 2012) as well as underprepared to address challenging behavior proactively (Stormont, Lewis, & Covington Smith 2005). These concerns are justified for several reasons. Children who frequently exhibit challenging behavior may have fewer friends or lower academic performance, and research links the persistent challenging behavior of young children to more serious behavior problems and negative consequences as they get older (Dunlap et al. 2006; McCartney et al. 2010). Young children who demonstrate difficult behavior are more likely to face persistent peer rejection and negative family interactions (Patterson & Fleischman 1979; Crick et al. 2006) and to be disciplined by school professionals (Strain et al. 1983). As high school students, these children are more likely to experience school failure and drop out (Kazdin 1993; Tremblay 2000) as well as encounter the juvenile justice system (Reid 1993; Dishion & Patterson 2006). But just as behavior can affect all aspects of a learning environment, all the aspects of a learning environment can be structured to promote positive behavior.

This article shares a teacher self-assessment tool-the Preschool Behavior Support Self-Assessment-that helps teachers of preschool children examine how their classrooms support children's positive behavior. The self-assessment aligns with the key features of positive behavior support (PBS), an approach grounded in theory (see Singer & Wang 2009 for a review), supported by research (see Dunlap et al. 2006 for an extensive review and synthesis of PBS in early childhood), and applicable to the values and needs of early childhood settings. PBS is a comprehensive process often applied as a continuum of increasingly individualized practices (Stormont et al. 2008; Fox et al. 2010; Horner, Sugai, & Anderson 2010). This continuum involves universal supports for all children that include building strong relationships and providing a high-quality environment, more targeted preventive practices for some children who may need more social-emotional support, and individualized interventions for children who need extensive support. The elements in the self-assessment address universal practices appropriate for all children during day-to-day classroom activities, so this tool is appropriate for all preschool settings, whether or not they have formally adopted PBS.

Overview of the self-assessment

Designed to be brief, the self-assessment can be completed by teachers in 10 to 20 minutes. The tool contains four sections aligned with preventive practices in positive behavior support:

1. Develop a predictable classroom environment

2. Define and teach expectations

3. Acknowledge appropriate behavior and respond consistently to challenging behavior

4. Use data to inform decisions about behavior (Stormont et al. 2008)

Combined, these features provide a fairly comprehensive picture of practices that teachers can use to address the behavior of all preschool children, not just those who tend to use challenging behavior.

The self-assessment was developed by the authors and adapted from the three assessment tools used for assessing the implementation of PBS practices: the Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms (Hemmeter, Fox, & Snyder 2014); the Preschool-Wide Evaluation Tool (PreSET) (Steed, Pomerleau, & Horner 2012); and the Positive Behavior Support Classroom Management: Self-Assessment Revised (Simonsen et al. 2006). General categories and items were modeled after the Positive Behavior Support Classroom Management: Self-Assessment Revised, a self-assessment tool designed for K-12 teachers. Language and key features specific to preschool settings were modeled on the TPOT and PreSET, both of which are designed for early childhood settings but are research tools used by outside observers.

Like all tools, self-assessments have limitations. When teachers assess themselves, they may not see their practices in the same way outside observers do. Similarly, teachers' perceptions about how they communicate with families, children, or colleagues may be very different from the way those individuals see the interactions. However, when used thoughtfully and carefully, this self-assessment can be a powerful tool for reflection. As one early childhood teacher who used this tool commented, "Self-assessments are only helpful if you find the time and see the purpose of using them. This form did both for me."

Creating a predictable environment

The classroom environment plays a central role in encouraging positive behavior. Thus, the first section of the self-assessment contains items that relate to creating a predictable, orderly learning environment. Items in this section focus on developing positive relationships with children and families, designing the physical environment of the classroom to maximize structure and predictability, developing clear and consistent schedules and routines, and implementing effective transitions.

Warm, responsive relationships build a foundation for positive behavior (Hemmeter, Ostrosky, & Corso 2012). Consistent and predictable classroom environments, schedules, and routines can increase children's independence, ability to anticipate change, and likelihood of using appropriate behavior. Transitions can be a particular concern related to young children's behavior and frequently impact how orderly the classroom environment is. Teachers can support positive behavior throughout transitions by planning for them ahead of time, alerting children before transitions occur, and providing a clear signal at the beginning of each transition. For example, when transitioning from free play to cleanup, rather than glancing at the clock and announcing "We have to clean up now," a teacher might plan with assistants where they will be positioned in the classroom during cleanup. Providing a warning and building in reminders of expectations can also be helpful, such as a teacher giving the reminder: "We have five minutes left to play. Can we start any new projects now?" (Children: "No!") When five minutes have elapsed, the teacher gives a clear audio and visual cue that the transition is beginning by playing a chime and switching off the lights or starting a song that incorporates hand motions. Teachers can also treat transitions as opportunities to discuss expectations for the next activity (e.g., commenting while cleaning up, "We're cleaning up now, and then we'll all sit together on the rug to read").

Defining and teaching expectations

The second section of the self-assessment addresses expectations. Taking an instructional approach to behavior gives children the chance to learn and practice how to behave in a learning environment. Adults often assume that children know how to act appropriately (Stormont et al. 2008). Teachers can avoid this pitfall by identifying a small number of behavioral expectations (e.g., be kind, be safe), defining specific examples (rules) of what those expectations look like across common settings or routines (e.g., circle time, centers, snack, bathroom, playground), and directly teaching children how to put those expectations into practice. For example, a teacher who has the classroom expectation "Be safe" may have decided that one component of this is that children must use "walking feet" when inside and on paved areas outside, but they may run on the grassy area of the playground. Teaching this specific example of what it means to be safe could involve a game outside in which the teacher holds up a picture of "running" or "walking" as children respond by moving to the appropriate areas of the playground. In the classroom, teaching this expectation could involve making a picture chart of places where children may run or walk during a group meeting.

Acknowledging appropriate behavior and responding to challenging behavior

The third area of the self-assessment involves practices that teachers use to acknowledge appropriate behavior and respond to challenging behavior. While teachers often comment on children's learning or academic behavior, they rarely give feedback about appropriate social behavior (Stormont et al. 2008). Providing children with specific, positive feedback helps them learn what appropriate behavior looks like. Verbally commending appropriate behavior as it occurs is an essential tool for classroom management, but teachers can create opportunities for more formal recognition of positive behavior. Teachers could, for example, send home a certificate when they "catch" children demonstrating positive social behavior.

It is important that teachers also take care to define for the classroom community what inappropriate behavior looks like and develop a plan to respond to it consistently and logically. For example, some behavior (e.g., biting and hitting) may require immediate intervention to ensure children's safety, while others (e.g., not participating during cleanup) may first lead to a prompt to use the appropriate behavior ("What are you going to clean up, blocks or puzzles?") and then a reminder ("We are cleaning up now to take care of our classroom. Let's work together on putting away these blocks.") if the prompt is ignored.

Using data to support positive behavior

Early childhood teachers can take simple steps to collect data in their own classroom and learn valuable information about behavior in their class (Krasch & Carter 2009). Using simple forms like tally sheets or checklists, teachers can document which times of the day children tend not to follow expectations, whether children are engaged or off task during free play, and how long transitions between activities take (Krasch & Carter 2009). Teachers can then use the data to make decisions that support positive behavior more effectively. For example, teachers can collect data to learn which expectations children find difficult to meet and to identify when and where challenging behavior is likely to occur (Krasch & Carter 2009). They can use this information to target an issue by revisiting an expectation, providing more practice, or making changes to a routine that is not working. Data may also reveal information about children's engagement, time spent in transitions, or individuals who need additional support to meet behavioral expectations.

Self-assessment process in action

To use the tool, teachers first rate how consistently (Always, Sometimes, Never) they implement each feature listed. Consistency in schedules, expectations, and consequences help children gain independence and learn that appropriate behavior works. Next, teachers review the features they rated Always to identify their strengths. Teachers then review features they rated Sometimes or Never and determine which of them are priorities for improvement. Finally, teachers create an action plan that outlines measurable steps they will take to achieve classroom management goals. The following vignette illustrates how a teacher might use the tool.

Sonia has taught preschool in a community-based center for five years. Her favorite part of teaching is connecting with her class; she learns a lot about the children and creates in-depth projects that relate to their interests. Six weeks into the school year, Sonia feels comfortable with her class of a dozen 4-year-olds. She has a sense of each child's strengths, and she has worked with parents to set goals for their child. Sonia would like to begin the class's first project, but she wonders if everyone is ready.

The class spends a lot of time moving from activity to activity, and problems such as pushing tend to prolong transition times. Sonia is frustrated by the need to remind children about classroom expectations several times each day. Sonia believes her class has the skills to follow the rules and routines, but she feels that the children are not as orderly as they might be. To investigate how she supports behavior, Sonia decides to take the Preschool Behavior Support Self-Assessment.

Step 1: Rating current implementation

Sonia began by evaluating how consistently she implemented each behavior support feature across the four areas on the survey. (See "Sonia's Completed Self-Assessment.")

Step 2: Determining strengths

After rating all the behavior support features, Sonia reviewed the items she marked Always. She listed summaries of several things she was already doing to support positive behavior: (1) "My strong relationships with children and families support engagement"; (2) "My classroom centers are well organized, nicely defined, and the right size"; and (3) "My class schedule is balanced, posted, and illustrated with photos."

Sonia had always taken pride in the relationships she built with children and their families but had never considered how they might affect behavior. Having strong relationships creates a foundation for social and emotional development and "provides a safe context for tackling difficult issues related to challenging behaviors, should they arise" (Hemmeter, Ostrosky, & Corso 2012, 35). That is, when teachers have strong positive relationships with children, they can be more effective in helping them to develop positive social behavior. Similarly, when teachers have strong positive relationships with families, they can be more effective in communicating concerns about a child's behavior and working collaboratively with families to address these concerns.

Step 3: Identifying priority areas

Sonia reviewed the items she rated Sometimes or Never and starred the items that represented major concerns. She noticed that several items relating to transitions had Sometimes or Never answers, so she made working on those a priority. She planned to create and post behavior expectations, since several other items on the self-assessment ("Classroom expectations are illustrated and posted at students' eye level," "I use our expectations to establish rules specific to our typical settings") stem from using these expectations. Sonia also felt it was important to provide more positive feedback in the classroom. However, since most of her priorities related to transitions, Sonia decided to focus on that area first.

Step 4: Creating an action plan

Once Sonia identified her top priority-smoother transitions-she created a plan to move from reflection to action (see "Sonia's Action Plan"). This step provides a method to help think through the changes needed to move from current implementation to the goal. Sonia decided that she needed to be more consistent in signaling upcoming transitions and making adjustments-precorrecting-during them.

Sonia first set a specific goal to address this need ("Build systems to increase consistency during transitions") and then outlined steps she could take to achieve this goal (create a "transition helper" job; add transitions to the lesson plan; and make cue cards for transition expectations, such as staying in your "bubble" in line, using whisper voices in the hallway, and staying with the group). In some cases, steps might include gathering information or talking to colleagues (e.g., brainstorming transition activities with a mentor teacher), as well as making changes in the classroom. By keeping her steps clear and observable, Sonia created a plan she could follow.

Sonia also included how she would monitor her progress. This step helps a teacher think through her plan so that she can easily track what she has accomplished. After finishing the plan, Sonia set a date to complete the self-assessment again so she could see her progress and possibly identify new areas to address.

GOAL: Build systems to increase consistency during transitions

Monitoring

Steps/Process

1. Create new "transition helper" job (set timer when five-minute warning given and turn off lights when timer rings)

2. Add Transitions section to lesson plan form

3. Create transition cue cards that list expectations for next activity (to encourage precorrections)

4. Later: Collect data on transitions (How often do I precorrect? Am I following my lesson plans? How long are transitions?)

Plan a date for your next self-assessment: 5/25/16

1. Job added to job chart

2.Form edited

3. Cue cards finished

4. TBD

Recommendations

Many teachers may find it helpful to use the tool as a self-check six weeks or so into the school year. Self-assessment at this time helps teachers reflect on what they have already established in the classroom, and it leaves a significant amount of time to make changes. Teachers can then self-assess at the midpoint or year-end and measure their progress. Positive change can serve as a personal motivator and demonstrate professional growth.

Teachers can use this flexible tool several ways. For example, they can collaborate with an assistant or peer. Partners can exchange feedback, provide support, and hold each other accountable throughout the process. Most of the features addressed in the self-assessment could be applied in settings other than classrooms, so any colleague who interacts with children could be a partner-bus drivers, cafeteria workers, or the school librarian.

Regardless of the way a teacher decides to approach the self-assessment, it is important to remember that change is gradual. An action plan that uses observable, measurable steps can help teachers focus on achievable outcomes rather than the number of things that could be done. When teachers complete one self-assessment, they can plan a date for their next to create a cycle of reflection and positive action. Along the way, teachers working toward change should take time to review their progress, celebrate their success, and remember not to get overwhelmed. (See "The Self-Assessment in Action-Teacher Feedback" to learn about four teachers' experiences with the tool.)

As a tool for teachers, this self-assessment outlines key features of classroom-wide positive behavior support and provides a framework for reflection and action. The self-assessment may lead to beneficial outcomes for children and teachers. When teachers work intentionally to build positive classroom environments, they also build strong foundations for social-emotional and academic success.

The Self-Assessment in Action-Teacher Feedback

"I learned that I do not collect data on the children's behavior and engagement with the same thoroughness that I collect data on cognitive, social and emotional, and academic skills."

Four teachers who completed this self-assessment provided feedback within six weeks of beginning their first action plan. They shared the changes that they made in their practices and in the classrooms, and the results of the changes. These teachers have had a variety of experiences with positive behavior support (PBS). Three teach in a setting with program-wide PBS at the Pearl Buck Preschool in Eugene, Oregon; one teacher works in a public school in Washington, DC, that did not use program-wide PBS.

The teachers who used the tool expressed their appreciation for reflection and said that it helped them direct that process. For example, one teacher said, "I am always looking to improve my practice. My hopes were that by assessing myself, I would come up with a better understanding of how to utilize my strengths and work on areas that needed improvement."

All four reported that they made concrete changes as part of their action plans. They made a variety of adjustments, but most focused on increasing the consistency of different daily practices. The practices included providing positive feedback, teaching expectations for transitions, and giving warnings before cleanup. They learned from the process, and the changes had an impact on the classroom environment. A teacher who chose to work on her ratio of positive to negative feedback said, "Since the number of negative pieces of feedback has mostly disappeared, there is some tension relieved-especially for the children who more often receive negative feedback."

Self-assessment also led the teachers to consider the role of data in documenting behavior. One teacher said, "I realized that while I see PBS in the classroom and see how much of my teaching style naturally aligns with it, I have very little data to support the growth and changes in the children as a result of the way PBS has impacted them." Another teacher shared these thoughts: "I learned that I do not collect data on the children's behavior and engagement with the same thoroughness that I collect data on cognitive, social and emotional, and academic skills." Both of these teachers said they would need more time and support to develop systems for data collection. However, with such a system, one teacher explained, "I expect more fundamental changes to take place."

The authors' self-assessment form includes content adapted, with permission, from the following sources: Hemmeter, M.L., L.K. Fox, & P. Snyder. 2014. Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms, Research Edition. Baltimore, MD: Paul H. Brookes Publishing Co., Inc. * Simonsen, B., S. Fairbanks, A. Briesch, & G. Sugai. 2006. Positive Behavior Support Classroom Management Self-Assessment Revised (7r). Storrs, CT: University of Connecticut * Steed, E.A., T.M. Pomerleau, & R.H. Horner. 2012. Preschool-Wide Evaluation Tool (PreSET™), Research Edition. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

References

Crick, N.R., J.M. Ostrov, J.E. Burr, C. Cullerton-Sen, E. Jansen-Yeh, & P. Ralston. 2006. "A Longitudinal Study of Relational and Physical Aggression in Preschool." Journal of Applied Developmental Psychology 27 (3): 254-68.

Dishion, T.J., & G.R. Patterson. 2006. "The Development and Ecology of Antisocial Behavior in Children and Adolescents." Chap. 13 in Developmental Psychopathology, 2nd ed., vol. 3, Risk, Disorder, and Adaptation, eds. D. Ciccetti & D.J. Cohen, 503-41. New York: Wiley.

Dunlap, G., P.S. Strain, L. Fox, J.J. Carta, M. Conroy, B.J. Smith, L. Kern, M.L. Hemmeter, M.A. Timm, A. McCart, W. Sailor, U. Markey, D.J. Markey, S. Lardieri, & C. Sowell. 2006. "Prevention and Intervention With Young Children's Challenging Behavior: Perspectives Regarding Current Knowledge." Behavioral Disorders 32 (1): 29-45.

Fox, L., J.J. Carta, P.S. Strain, G. Dunlap, & M.L. Hemmeter. 2010. "Response to Intervention and the Pyramid Model." Infants and Young Children 23 (1): 3-13.

Hemmeter, M.L., L. Fox, & P. Snyder. 2014. The Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms, Research Edition. Baltimore: Brookes.

Hemmeter, M.L., M.M. Ostrosky, & R.M. Corso. 2012. "Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies." Young Exceptional Children 15 (2): 32-46.

Horner, R.H., G. Sugai, & C.M. Anderson. 2010. "Examining the Evidence Base for School-Wide Positive Behavior Support." Focus on Exceptional Children 42 (8): 1-14.

Kazdin, A.E. 1993. "Adolescent Mental Health: Prevention and Treatment Programs." American Psychologist 48 (2): 127-41.

Krasch, D., & D.R. Carter. 2009. "Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions." Early Childhood Education Journal 36 (6): 475-82.

McCartney, K., M. Burchinal, A. Clarke-Stewart, K.L. Bub, M.T. Owen, J. Belsky, & NICHD Early Child Care Research Network. 2010. "Testing a Series of Causal Propositions Relating Time in Child Care to Children's Externalizing Behavior." Developmental Psychology 46 (1): 1-17.

Patterson, G.R., & M.J. Fleischman. 1979. "Maintenance of Treatment Effects: Some Considerations Concerning Family Systems and Follow-Up Data." Behavior Therapy 10 (2): 168-85.

Reid, J.B. 1993. "Prevention of Conduct Disorder Before and After School Entry: Relating Interventions to Developmental Findings." Development and Psychopathology 5 (1-2): 243-62.

Simonsen, B., S. Fairbanks, A. Briesch, & G. Sugai. 2006. Positive Behavior Support Classroom Management: Self-Assessment Revised (7r). Storrs: University of Connecticut.

Singer, G.H.S., & M. Wang. 2009. "The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development." In Handbook of Positive Behavior Support, eds. W. Sailor, G. Dunlap, G. Sugai, & R. Horner, 17-46. New York: Springer.

Steed, E.A., T.M. Pomerleau, & R.H. Horner. 2012. Preschool-Wide Evaluation Tool (PreSET) Research Edition: An Assessment of Universal Program-Wide Positive Behavior Support in Early Childhood. CD-ROM ed. Baltimore, MD: Brookes.

Stormont, M., T.J. Lewis, R. Beckner, & N.W. Johnson. 2008. Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings. Thousand Oaks, CA: Corwin.

Stormont, M., T.J. Lewis, & S. Covington Smith. 2005. "Behavior Support Strategies in Early Childhood Settings: Teachers' Importance and Feasibility Ratings." Journal of Positive Behavior Interventions 7 (3): 131-39.

Strain, P.S., D.L. Lambert, M.M. Kerr, V. Stagg, & D.A. Lenkner. 1983. "Naturalistic Assessment of Children's Compliance to Teachers' Requests and Consequences for Compliance." Journal of Applied Behavior Analysis 16 (2): 243-49.

Tremblay, R.E. 2000. "The Development of Aggressive Behaviour During Childhood: What Have We Learned in the Past Century?" International Journal of Behavioral Development 24 (2): 129-41.

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Building Environments That Encourage Positive Behavior: The Preschool Behavior Support Self-Assessment

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From learning activities to transitions, children's challenging behavior can influence every aspect of a classroom.

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Guiding Young Children's Behavior Segment 3: Selecting Classroom Materials and Planning the Schedule

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Guiding Young Children's Behavior Segment 3: Selecting Classroom Materials and Planning the Schedule

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This segment looks at how both materials and the daily schedule can affect children's behavior, and discusses how and why creating balance in the classroom promotes a positive and productive learning environment. Early childhood professionals can influence children's behavior by keeping a few key principles in mind when carefully selecting classroom materials and designing the daily schedule. Videos in this segment include:

Introduction to Selecting Classroom Materials and Planning the Schedule (1:19)

Objective 1: Open-ended classroom materials (4:11)

Objective 2: Materials that are relevant to family and culture (4:10)

Objective 3: Quiet and active materials (3:13)

Objective 4: Enough materials and choices of things to do (2:33)

Objective 5: Graded challenges (2:13)

Objective 6: Balancing teacher-guided and child-centered activities (2:03)

Objective 7: Planning and reflection sessions (5:49)

See below for discussion questions and ideas/assignments to try out in the preschool classroom.

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Guiding Young Children's Behavior Segment 3: Selecting Classroom Materials and Planning the Schedule This segment looks at how both materials and the daily schedule can affect children's behavior, and discusses how and why creating balance in the classroom promote...

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How to Create a Safe and Stimulating Preschool Environment

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How to Create a Safe and Stimulating Preschool Environment

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A safe and stimulating preschool environment is essential for young children to thrive and learn

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Playground Learn more by scheduling a free personalized demo. is the only app directors need to run their early child care center. Playground manages billing, attendance, registration, communication, paperwork, reporting, and more for child care programs. 100,000+ directors, teachers, and families trust Playground to simplify their lives.

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How to Create a Safe and Stimulating Preschool Environment

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This blog post provides guidance on how to design and set up a preschool classroom or play space that is both safe and stimulating for young children.

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Preschool & Pre-K Classroom Set-up Step 1 - The Essentials

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Preschool & Pre-K Classroom Set-up Step 1 - The Essentials

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When setting up your Preschool & Pre-K classroom, it is important to have well-defined areas. Well-defined free center areas will help your classroom run smoothly...especially at clean up time.

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Preschool & Pre-K Classroom Set-up Step 1 - The Essentials

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Safe, responsive, and nurturing environments are an important part of supporting the learning and development of infants, toddlers, and preschoolers. Such environments also help to prevent challenging behaviors and serve as a core component of interventions for infants and young children with identified disabilities. According to the Division for Early Childhood Recommended Practices (DEC-RP):

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Page 1: Early Childhood Environments

Safe, responsive, and nurturing environments are an important part of supporting the learning and development of infants, toddlers, and preschoolers. Such environments also help to prevent challenging behaviors and serve as a core component of interventions for infants and young children with identified disabilities. According to the Division for Early Childhood Recommended Practices (DEC-RP):

"Environmental practices refer to aspects of the space, materials, equipment, routines, and activities that practitioners and families can intentionally alter to support each child's learning across developmental domains."

Unfortunately, many practitioners are unsure how to create environments that support their children's learning across different age groups (e.g., infants, toddlers, preschoolers) and developmental domains (e.g., social, communication, cognitive, motor). Well-designed classroom* environments:

Support responsive caregiving

Foster independence and feelings of competence in young children

Encourage staff efficiency

Promote children's engagement

Decrease challenging behavior

Facilitate appropriate social interactions among children

Provide structure and predictability

Research Shows

Changes in classroom environmental arrangement, such as rearranging furniture, implementing activity schedules, and altering ways of providing instructions around routines, have been found to increase the probability of appropriate behaviors and effectively decrease the probability of challenging behaviors.

(Chandler et al., 1999; Dooley, Wilczenski, & Torem, 2001; Martens, Eckert, Bradley, & Ardoin, 1999)

The table below describes three interdependent components of early childhood environments.

Physical environment
The overall design and layout of a room, including its learning centers, materials, and furnishings

Social environment
The interactions that occur within the classroom between peers, teachers, and family members

Temporal environment
The timing, sequence, and length of routines and activities that take place throughout the day

In order to create an environment conducive to the learning and development of infants, toddlers, and preschoolers, these three components must be carefully designed and implemented. Indeed, every aspect of a classroom environment's design should reflect its program's priorities and philosophy. For example, a program that concentrates on improving children's math skills is likely to emphasize the availability of materials related to numeracy, as well as to learning shapes and patterns. Additionally, if this program's philosophy was Montessori-inspired-that is, it helped students to learn concepts through hands-on work with materials, rather than by traditional direct instruction-you might expect to see bead chains to support the teaching of mathematical concepts.

The following pages address these physical, social, and temporal components in more detail.

Listen as Ilene Schwartz discusses how the three components of the environment are intertwined to help children succeed (time: 2:47).

Transcript: Ilene Schwartz, PhD

The environment both sets children up for success and supports that success when it occurs. Children learn by doing, and so they need environments that have the appropriate kinds of materials available for them to demonstrate the wonderful skills that they have, and to learn the skills that they need to learn to be successful in future environments. Environments consist of the things in the environments, the people in the environment, and the tone of the environment. So we can have an environment that is supportive because children feel safe to explore and to try things that they're not sure of because they know there's going to be a supportive adult there to help them if they need the help.

The three discrete components of a well-designed early childhood environment-the temporal, social, and physical environments-really do not stand alone. They're like ingredients in a well-designed recipe. You don't want too much of one, but the absence of another could potentially ruin the whole recipe. You want to make sure that children have access to a well-designed and challenging physical environment. Things are in the environment that the child with the most challenges in your classroom can do independently, and your highest-achieving child is still challenged by something in the environment. But at the same time, that environment without the warm support of a teacher is limited. You want a social environment in which children have positive regard from their teacher and high-quality interactions with their peers. But that in isolation is also not enough. The same goes for a well-designed temporal environment. You want to make sure that children have the opportunity every day to play outside, to be active, and at the same time to have opportunities to practice skills such as writing and coloring and cutting that will help them be successful in future environments.

These three kinds of environments are intertwined in a way that you really can't take apart. And you don't want to take apart. They complement each other and they help children learn to explore and to achieve and to succeed. And that's really all we can ask from any high-quality early learning environment.

Including Children with Disabilities

A well-designed, safe, and responsive environment is an essential first step in including young children with disabilities in early childhood settings such as inclusive preschool, Head Start, and childcare programs. If, however, the learning environment does not provide the support necessary to help children with disabilities to succeed, teachers must make changes to maximize their participation in planned activities, interactions, and routines. These intentional changes can be small and are often easy to implement, yet they can yield immediate improvement in the level of child participation and learning.

*In this module, the term "classroom" refers to any out-of-home setting in which group care is provided to infants, toddlers, or preschoolers.

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IRIS | Page 1: Early Childhood Environments

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Safe, responsive, and nurturing environments are an important part of supporting the learning and development of infants, toddlers, and preschoolers. Such environments also help to prevent challenging behaviors and serve as a core component of interventions for infants and young children with identified disabilities.

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The Indoor Environment: Designing and Organizing

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The Indoor Environment: Designing and Organizing

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Distinguish between spaces for group activities, privacy, storage, and display.

List ways to make environments feel homelike, and identify possible provocations.

Describe how to organize materials for independence, easy use, and learning.

Design engaging and well-organized indoor environments for school-age children and youth.

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Know

We now know that environments send us powerful messages. A carefully planned environment can help school-age children feel calm and secure, while at the same time, engaged and inquisitive. Within the first lesson, we introduced general ideas to consider when designing environments for school-agers and key activity areas that foster child and youth learning. However, when designing or redesigning your indoor space, it is also important to consider logistics, aesthetics, organization, and the needs of all children in the space.

A program's indoor space should meet the needs of children and youth and allow them to explore their interests and take initiative. These settings should (Council on Accreditation, 2018):

Be well arranged for a variety of activities.

Have adequate storage for personal items of children, youth, and staff.

Have developmentally appropriate materials in well-organized places that allow children and youth to take materials out and return them by themselves.

Have appropriately sized furniture that children and youth can use comfortably.

Display children's artwork, family photos, or other décor that makes the space feel personalized and home-like.

Have an area with soft seating for children and youth to rest or be alone.

In addition, these environments should be safe and healthy. Maintaining a safe and healthy indoor learning environment is aided by completing your program's safety checklists, ensuring that all materials and equipment are in working order, and maintaining expectations that keep children and youth free from harm. When designing your space, make sure that you can supervise all areas, including private spaces. Refer to the Safe Environments and Healthy Environments courses for more information.

Designing for Logistics

In your school-age environment, you will need spaces for group activities, privacy, storage, and display. It is also important to think about setting up your classroom with emergent inquiry in mind. Emergent inquiry can be described as learning that evolves as the interests of the children change and they make new discoveries about the world around them. This can include learning centers with flexible spaces, open-ended materials, and a daily schedule.

Places for Group Activities

Children and youth likely spend much of their formal school day with little choice in how they spend their time, so they often look to their "after-school" or "summer camp" environments to provide more autonomy. Indeed, free play is important for children's development and should be a significant part of school-age programs. However, this does not mean your program should lack structure or that providing more structured activities is inappropriate, especially if children have a choice in the experiences they select. Participation in engaging, yet structured, school-age programs has been linked to children's positive academic outcomes and greater motivation for learning (Mahoney, Lord & Carryl, 2005).

To support structured activities, you should plan areas that support group meetings. Depending on the size of your school-age program, whole-group meetings may be relatively rare or even impossible, however, you will want some spaces that support smaller group meetings where you can bring a few children together to help build relationships and teach skills or concepts particular to the interests they are exploring. Children can even be presenters during this time, sharing a new technique, relevant research, or book they found. Having designated spaces for these activities and designing them to minimize distractions can help you make the most of these times. This does not mean you have to have a spot that is used just for group activities. In some smaller environments, this simply is not possible. Staff members can get creative and be flexible with these ideas! Atypical meeting spaces can be adjusted by using sheets, turning shelves around or adding stop signs to minimize distractions and support engagement. Just make sure there is enough space for everybody involved to sit comfortably. Space is very important and can enhance or hinder a child's learning. In some cultures, too much or too little personal space may make a child feel uncomfortable and could cause unwanted behaviors (Kaiser, B. & Rasminsky, J., 2020).

Places for Privacy

School-age programs are high-energy places. As with adults, children need time and space during the day to relax on their own. Especially after being in formal school, school-age children may crave some down time. It is important to provide a calming space to take a break from the group. This space can be limited to one or two children and created so that there is still visibility to ensure safety.

Places for Storage and Display

School-age programs require a lot of materials! Toys, books, games, and other resources are regularly rotated in and out of active use. It is important to plan for at least three kinds of storage in your school-age program: open storage that children and youth can easily access, closed storage for teacher materials, and storage for personal belongings (Dodge et al., 2016). It is also important to plan for storage and display of children's assessment materials and artwork.

Open storage: Store materials that are in active use on open, labeled shelves. As discussed below, open storage promotes accessibility.

Closed storage: When not in use, securely store tools such as office supplies, cooking utensils, or cleaning fluids. It is important to designate and carefully label secure locations for these items. This will help you maintain inventory and ensure children's safety.

Personal storage: Children and adults need spaces to store their personal belongings. Label children and youth's personal storage with pictures or words. This helps send the message that these children belong here and can help decrease clutter by letting children know where to store their items when not in use. Personal storage spaces for children also allows them to easily access their personal items (e.g., backpacks with homework, or gloves and boots for inclement weather) when needed, supporting their autonomy.

Display: Storing and displaying artwork and portfolios sends powerful messages to children about the value of their work and helps you do your job more effectively. It communicates to children that this is a place to test out their ideas and helps you more easily track children's developmental progress.

Aesthetics

In Lesson One, we discovered that high-quality, school-age programs send numerous positive messages to children and youth. One of the best ways you can communicate with school-age children that your program is "a good place to be" is through the small touches you place throughout the environment that express the personality of your program. Educators Jane Tingle Broderick and Seong Bock Hong suggest you "practice working with the concept of aesthetics in your classroom by focusing on your use of visual cues and the organization of materials" (2020, p. 11).

Homelike

Children and youth are more likely to feel that they can be themselves and have a sense of belonging when their classroom environment feels like their homes. "The ideal, connected approach is not to simply fill classroom spaces. Rather it is to create an environment that is meaningful to the children" write the authors of Rethinking the Classroom Landscape: Creating Environments That Connect Young Children, Families, and Communities (Duncan, S., Martin, J. & Kreth, R., 2016, p. 79). We will address this more in the Materials lesson, but there are many ways you can add personal touches to your school-age program that create a homelike feel. For example, you can include:

Soft furniture, such as a couch or large armchair

Nontoxic plants

Natural or soft lighting, through the use of windows or lamps

Throw pillows, cushions, beanbag chairs, and blankets

Decorative touches, such as area rugs or repurposed furniture

Family photos of the children and staff

Inexpensive frames to hang children's artwork on the walls

Neutral paint colors

Your effort to create a relaxing, homelike environment is critical. It can be overwhelming to spend eight or twelve hours in spaces that are visually overwhelming, with bright lights or bright colors. A homelike environment, in addition to places for privacy and quiet areas, offers children and youth the opportunity to seek calm when they need it.

Including pictures of the children and their families, in conjunction with personal storage and display of children's and youth's artwork, is another great way to communicate that the space belongs to them. When displaying pictures or adding decorative touches, remember to hang or offer some items at children's eye level to reinforce that they are valued members of the classroom space.

Inviting Engagement: Provocations

Offering items of beauty or wonder in your program invites children's and youth's exploration and engagement. One way of doing this in your program is to use provocations. A provocation is a picture, experience, or item that provokes thought, interest, questions, or creativity (Edwards, 2002). Provocations can help provoke children and youth to use or think about materials in new ways. When designing your classroom, it can be useful to think about how you will incorporate provocations. Your inspiration for what provocations to offer will often come from children's current interests and their learning goals. "Teachers using an emergent inquiry curriculum are responsive to children, planning provocations around questions they have developed that challenge the children toward the edges of their own understandings," (Broderick & Hong, 2020, p. 27). Provocations might include:

Pictures. Including pictures of children's and youth's interests can not only help extend their exploration of certain concepts, but it helps send the message that children's ideas are valued in your classroom. As much as possible, use pictures of real items. Also, when applicable, offer several different pictures. This allows children to see subtle differences in objects and be more creative with their own interpretations.

An event or experience. Go on a field trip, do an outdoor nature walk, or have a special visitor in your program. You can also take pictures during the event or experience to display later. Using pictures of the experiences in which the children engage with one another in the learning environment communicates that this space belongs to the children. It also provides them with concrete documentation to reflect back on the experience.

Books. Strategically placing books relevant to children's current interests around the room can change how they engage in the space. For example, offering a book on robots next to a bin of recycled materials can invite the construction of creative robotic structures.

Physical items of interest. Adding an authentic item as provocation can support what children already know about their world, or invite them to touch, smell, see or hear something new. This can include items from nature, such as leaves or nuts, or a vase of fresh flowers. Consider asking families to provide items from home, especially ones with cultural relevance like a piece of fabric or a paper lantern. Also, adding things like an old record player or piece of stained glass can elicit new discoveries.

Simple changes in display. Considering a different perspective or design can spark new ideas for children. For example, adding a spotlight in the art area, which shines down on a bowl of fresh fruit, could help children think more about light, shadows, shading, and still life artwork, especially if you also offer books and art tools on shading and drawing.

Placement is an important key to provocations. What are you hoping children will do within each activity area in your program? What concepts are you currently exploring and how might a provocation in certain areas help extend or focus children's and youth's play? Remember, provocations are meant to be a guide, or a point of inspiration for how children can engage with certain materials or spaces, but they are not meant to dictate what children and youth are supposed to do in each area or with the materials. Children might be inspired or provoked to create ideas that take them in other directions. "The thinking and learning that emerge from the children as they engage with provocations will reveal potential threads of inquiry," according to Broderick and Hong (2020, p. 28). If children consistently ignore certain provocations, they may no longer be interested in that particular concept or idea.

Designing for All

When you look to design or redesign your program, you need to consider the needs and learning goals of all children. Each time a new school-age child enters your room, you should consider what changes need to be made to best support that child's engagement in the program as well as the individual's previous experiences. For a child with developmental disabilities, it is important to speak with the child's family and your trainer, coach, or administrator so you know the child's particular needs and the supports that will help. Ensuring that your classroom is welcoming to children from diverse cultural backgrounds is also critical to supporting the success of all children in your room.

In terms of environmental design, you may need to consider physical space within activity areas or pathways between activity areas to ensure that children with physical or mental disabilities can easily move around and participate. You may need to alter the physical environment with ramps, chairs, and tables that appropriately accommodate the needs and equipment for children with physical disabilities. In addition, all children, but particularly children and youth with social or behavioral needs or who have certain developmental disabilities, may benefit from a designated "calming" area where they can easily access materials that can help with self-soothing and where they can spend some time alone. To help children identify what they feel, the cool down space can also include pictures of children expressing different emotions, and pictures and words about different calming strategies (e.g., "Take deep breaths"). It can also be helpful to provide multiple visual cues for how to use spaces and materials. This could mean that within the entrance to each activity area you provide a picture of children and youth safely playing in that space, or next to the clay in the art area, you offer a small series of pictures of how children could pinch or roll the clay with their hands or use special tools.

While you are in your learning environment working with school-age children, you should observe the ways they use equipment and materials. If there is something that can be changed to better support the learning needs of any child, it should be brought to the attention of the program staff. Also see the Learn attachment that provides some adaptive equipment and materials as well as environmental supports that may be useful for some children with developmental disabilities.

Organization

Consider how you might feel if a familiar store has been completely rearranged when you walk in to make a quick purchase? Children and youth also feel frustrated when they cannot find what they need and when materials for play are unavailable. As a staff member, it is your responsibility to make sure materials are easily accessible and well organized. When organizing your materials, you should think about three goals: independence, easy use, and learning.

Organize for Independence

First, we want children and youth to know that they can find and use materials on their own. The best way to accomplish this is to store materials on open shelves at a height accessible to all school-age children in the program. This allows children to see the materials available, make a choice, and return the item without adult support. Display the toys and materials in a simple and attractive way. Keep in mind, though, that too many choices can be overwhelming.

Second, we want children to learn to use signs and symbols in the environment to support their independence. One way we help them do this is by carefully labeling objects or the places the objects belong. The best labels use written words plus pictures or parts of the object (like a puzzle piece on a puzzle box). Labeling not only helps children learn to clean up independently, but it also creates a print-rich environment, which can be especially helpful for younger school-age children who are still developing their word-recognition skills. You can also encourage them to help write the labels, giving them both a literacy and a community opportunity. As an added benefit, you may find yourself giving fewer directions and reminders. When children and youth can engage independently with materials, you have more time for interacting and expanding learning opportunities.

Organize for Easy Use

Materials should be organized so children want to interact with them. It is important to organize your materials so children can find what they need when they need it. This also helps children know, "I can do things on my own." Organized materials empower children to try out ideas and use new materials. When organizing for easy use, think about storing like materials together. Like materials are things that go together or materials that are necessary for certain activities. Think like a child: If I want to work at the writing center, what will I need or want? Placing pencils, crayons, markers, paper, scissors, stickers, stencils, stamps, letter cards, word cards, name cards, and picture dictionaries all together in the writing area can allow children to get instantly involved in their ideas. This means you may have duplicate materials in many areas of the room. Pencils, paper, and clipboards are also useful in the toys and games for keeping score or developing new rules, so a set should be stored there for easy use.

The types of storage you choose, including bins, baskets, and containers, can affect how easily children access and put away materials. For example, storing books on a shelving unit that allows children to see the full front covers may spark greater interest in reading and make it easier for children to choose a book they are interested in. Storage bins should be open or have easy open-and-close lids for materials that you want children to access themselves. Bins should also be made of lightweight material (e.g., plastic instead of metal) and not too large or too heavy that children cannot handle them on their own. Clear plastic bins will allow children to easily see the materials that are inside. Bins should also be large enough to accommodate materials without tipping over. Baskets should not be made of materials that could poke or scratch children and should not be used to store materials that can fall out through the holes (e.g., crayons). The steps you take to organize for independence and easy use will also help you keep the space tidy, which can prevent safety hazards (e.g., tripping over materials). Children will know where materials belong, and they will not have to carry materials far from their storage spaces. Furthermore, these strategies help children and youth respect the materials and the classroom environment.

Organize for Learning

As discussed previously, the concept of using provocations can help you organize your space to spark or build upon children's and youth's interests. Displays (e.g., pictures, posters, or wall-hangings) or books can be arranged to help children and youth explore ideas or try new things with the appropriate materials nearby. Displays should be at children's eye level and should contain their own work, pictures relevant to their interests, or pictures meant to help spark further exploration. They should reflect the backgrounds, knowledge, and experiences of the diverse children in your program. To maintain children's and youth's engagement in play and learning, you will want to rotate materials regularly, so children have the chance to use different kinds of materials.

You can organize your space so children encounter meaningful learning opportunities throughout. This means providing thoughtful and well-planned literacy, math, science, and social studies materials in various activity areas. For example, offer a book about plant structure with a microscope and various natural items in the discovery and science area, or keep tape measures, clipboards, blueprints, and books about famous structures in the construction or toys and games area. The art area can include books, paintings, pottery, or other materials from a wide array of cultures.

See

Think about the principles discussed in this lesson-logistics, aesthetics, organization, and attention to the needs of all children. Watch the following video and look at a few ways school-age staff members have considered these elements in their own programs.

Learn more about the key aspects of spaces, display, aesthetics, and organization in school-age programs.

Do
Indoor arrangement of the physical environment is an art and a science. It is an art for you to make your program feel welcoming and like a home. It is a science as you use knowledge of developmentally appropriate practice to design your program's floor plan.

Make the indoor environment feel like home. Use some of the suggestions within this lesson to make your classroom feel comfortable yet engaging including neutral colors, soft furniture, and framed art.

Consider the needs of all children. Recognize that children and youth spend a lot of time in your program, and everybody needs a break sometimes. Provide a variety of ways that children can take a little time for themselves; a quiet book area, a computer center, or the art area can all provide a brief break from the busy, social day. This can be especially important to some children with special needs.

Plan ahead. Think about how you will use spaces for group activities, storage, and display. Then identify the resources you need to make those spaces work for you. Make a list of all the materials you will need in each space based on the activities, storage, and displays that you are planning.

Keep safety a priority. When designing your space, make sure that you can supervise all areas, including private spaces. Make sure that you have secure storage for all items that are unsafe for children (e.g., cleaning materials). A well-designed indoor environment will keep children and youth engaged in appropriate play and help prevent undesirable, unsafe behaviors (e.g., jumping, running in inappropriate spaces). Remember that your classroom can send messages to children. We want the classroom to help children and youth say, "I can do things on my own here" and "this is a place I can trust." There are simple ways your classroom sends these messages. By organizing for independence, easy use, and learning, you can make your classroom a more effective space and prepare children for important learning.

Make sure shelves and classroom materials are clearly labeled and that materials are stored where they are easy to use. You can use computer clip art, drawings, or photographs to make labels. This is a great way to involve children in your environment as many of your school-age children can write the words for your labels.

Store the board games or puzzles close to the table or carpet at which they should be used.

Store art materials (beads, cotton balls, feathers, ribbon) in clear containers on a shelf near the art table. Keep glue, scissors, and paper handy, as well.

Store all your outdoor toys in a large bag or basket near the door (if you do not have outside storage for these items).

Think about how children will access smocks for art, water, and other messy play. Store the smocks strategically, so children can get them when necessary.

Remove or rotate materials to avoid clutter and support focused engagement, current skill level, and learning goals.

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The Indoor Environment: Designing and Organizing

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We now know that environments send us powerful messages. A carefully planned environment can help school-age children feel calm and secure, while at the same time, engaged and inquisitive. Within the first lesson, we introduced general ideas to consider when designing environments for school-agers and key activity areas that foster child and youth learning.

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All About PDA: Positive Descriptive Acknowledgement

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All About PDA: Positive Descriptive Acknowledgement

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The Outdoor Environment: Designing for Learning

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The Outdoor Environment: Designing for Learning

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List benefits of outdoor play for school-age children.

Identify activities and learning experiences in outdoor environments that can serve as extensions of the indoor learning environment.

Design an outdoor learning environment that is safe, supportive of engagement, and organized with designated areas for various types of play and learning.

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Know

There are many benefits to children and youth playing outside. They can release energy, use loud voices, play vigorously, and engage in messy projects outdoors. In addition, children can explore the plants and animals in their local ecosystem. Research has helped us identify many other benefits to playing outdoors (Children and Nature Network, 2012), such as:

Better physical health

Numerous opportunities to strengthen motor skills

Stress relief

Greater visual-motor integration (or the ability to control hand or body movement guided by vision)

Greater creativity

Stronger verbal and social skills

Production of vitamin D (an essential vitamin for bone health) through exposure to sunlight

Increased attention and cognitive abilities

In addition, playing outdoors and having opportunities to connect with nature may be particularly beneficial for some children with special needs. A study of 7- to 12-year-olds with attention deficit hyperactivity disorder (ADHD), showed that children displayed less severe ADHD symptoms after they spent time in "green" settings, and the greener the outdoor environment, with more grass and trees, the better the effect (Taylor, Kuo & Sullivan, 2001).

We also know that the quality of the outdoor environment matters. Children are more likely to enjoy and engage in environments that are flexible, where equipment is open-ended and can function in multiple ways (e.g., balls, sandboxes, self-constructed forts), and where active play is supported. In fact, playground design can impact children's creative thinking, sense of competence, and motor skill development.

Outdoor environments will look different from program to program. Some might have a wide-open green space, wooded areas, and gardens, whereas others may mostly utilize a paved area. Depending on your school-age program, the outdoor environment may include a dedicated outdoor play space at your program location, or you may use nearby outdoor spaces such as a local park. Some may have permanent climbing and gross-motor equipment, while others have equipment carts that are brought out during outdoor time. It is important to understand the strengths and constraints of the outdoor spaces available to you, so you can proactively consider design ideas and materials that make the most of your outdoor environment.

The purpose of an outdoor environment is to encourage children to be active, to give them a break from being indoors, and to support learning in a variety of environments. Similar to an indoor learning environment, your outdoor space should be safe and organized and include planned activities as well as free time.

To provide some guidance when planning for outdoor learning spaces, the Standards for After School and Youth Development for outdoor environments from the Council on Accreditation suggest:

1. The outdoor space is suitable for a wide variety of activities, active and quiet.

2. There are regular opportunities to participate in outdoor activities (at least 30 minutes of every three-hour block of time at the program).

3. Children and youth can easily access a variety of outdoor equipment and games.

4. Any permanent equipment is suitable for the ages, sizes, and abilities of the children and youth in the program.

When designing a school-age outdoor space, it is important to consider the following:

1. Adequate space for play for the children and youth in your program (large programs may need staggered outdoor times to keep it from being overcrowded).

2. Sheltered space that provides shade and protection from the weather.

3. Easy access to a source of drinking water.

4. Close proximity to a bathroom (to ensure staff maintain staff-child ratios and adequate supervision).

5. Easy access to indoor space (in the event of inclement weather).

6. Accessible storage for outdoor play equipment.

Safe Outdoor Spaces

Continually evaluate your outdoor learning environment to ensure the equipment is safe and the environment is free from preventable risks. You must consider fall zones, surfacing, access to shade, and the conditions of materials and equipment.

Look for these items and correct them before children and youth are permitted to play:

1. Missing or broken parts

2. Protrusion of nuts and bolts

3. Rust and chipping or peeling paint

4. Sharp edges, splinters, and rough surfaces

5. Unstable handholds

6. Visible cracks

7. Unstable non-anchored large play equipment (e.g., playhouses, climbers)

8. Wear and deterioration

9. Broken or worn electrical fixtures or cords

Many programs utilize outdoor spaces and playgrounds that are used by the community in the evenings; perhaps your program shares a community park. Even if your playground is protected by a fence, it is still possible that hazardous materials could find their way onto the playground. Before you take children and youth outside, you must be vigilant about inspecting the outdoor space each day. Look for:

1. Debris: glass, cigarette butts, litter, building supplies

2. Animal excrement and other foreign material

3. Mulch that is spread too thin

4. Standing water, ice, or snow

5. Surfaces that are too hot or cold for children to touch safely

6. Natural objects that might cause harm: sharp rocks, stumps, roots, branches

7. Unsafe insects (anthills, beehives, or wasp nests) or plants

8. Ditches, holes, wells, traps

9. Exposed power lines or utility equipment

Remember to check the temperature of play surfaces. Metal or plastic slides, benches, and poured concrete surfaces can get very hot and very cold. Inspect surfaces for cracks caused by temperature changes or water damage. Follow your program's safety guidelines to ensure that all equipment is in compliance with safety standards. Be sure to use the checklists from the Safe Environments course to monitor and check the safety and security of your program's outdoor space.

Design and Materials

Make the most of the space you have. Not all outdoor spaces are ideal, but that does not mean you have to settle for a playground with only metal play structures and asphalt. Get creative! Your local home improvement store can be a great resource. Utilize recycled materials. Consider filling plastic rain gutters with dirt and letting children and youth use them as planters. Ask for volunteers to install bird feeders or raised garden beds. "Offer materials and tools of the best quality you can afford, materials that let children shape their own ideas and enable them to realize their potential as image-makers and knowledge-builders," writes early-childhood educator Ursula Kolbe in Rapunzel's Supermarket (2015, p. 10).

Your outdoor play space will foster creative play if you include "loose parts," or open-ended play materials, that children and youth can use for construction, such as recycled cardboard boxes, crates, PVC pipes, and milk cartons. Enclosed spaces (e.g., playhouses, forts) that are part of the playground-or, even better, that have been constructed by children and youth themselves-tend to foster pretend play. Just make sure you have good visibility into these spaces.

It is also important to include equipment that will help children and youth work on their gross- motor skills. Gross-motor skills involve large-muscle movements and include running, jumping, throwing, and maintaining balance. Fixed playground equipment is not necessary for children and youth to experience high levels of physical activity outside. In fact, children are often most physically active when they play with portable equipment such as balls, bicycles, and Hula-Hoops.

Accessibility

Just like indoor spaces, outdoor spaces must be organized for independence, easy use, and learning. Children and youth must be able to easily access materials and equipment. Outdoor paths, walkways, and stairs should be clearly marked and free of obstructions. It is important to make sure gross-motor play can happen safely in one area without disrupting play in another area. You will want to separate the quiet activities (art, writing, and reading) from the loud and active activities (ball play, bikes, and running).

Regarding gross-motor equipment, the size and level of equipment must be developmentally appropriate for the children and youth in your classroom. Body size and skill of children can vary greatly for school-age programs in particular, so you will need a variety of different balls, bats, bikes and helmets. There should also be enough gross-motor equipment (e.g., bikes) so that children and youth can use the equipment without a long wait. Outdoor toys such as balls and art or writing materials can be placed in easy-access bins, buckets, containers, or baskets. This will make it easy for children to help clean up when it is time to go back inside.

Consider the needs of individual children. Some children and youth, especially those with special needs, may have difficulties within the outdoor environment. You can make adaptations for these children and youth just like you would in the classroom. You can adjust the materials and spaces (install a wheelchair-accessible swing, install railings, lower or raise gardening plots) to best fit their needs. As discussed in the previous lesson, talk with children's families and your trainer, coach, or administrator, to know what modifications may be necessary. Also, as outdoor play can be a place for "letting loose" and for children to use their louder voices, make sure you have calming spaces available outside. Calming spaces can include an accompanying bin of soothing materials. For more information on guiding children through outdoor calming activities, see the References & Resources section of this lesson.

Outdoor Learning Areas

Carefully design outdoor learning areas to support the full range of children's play and activities. You can create activity areas, much like you do for your indoor space. These areas may include quiet, manipulative, physical, nature, social, dramatic, and art. Many of the same materials you provide indoors can be used to promote engagement outdoors.

The environment should be seen as the third teacher (Wurm, 2005). Children and youth benefit from the outdoors-fresh air, sunshine, open space, exposure to nature and experiences with natural materials. They have opportunities to grow and learn, affecting all areas of development. You can support children and youth by reflecting on the importance of outdoor experiences, asking open-ended questions and planning ways to include these experiences in learning. You can reflect by asking yourself:

As I observe children outdoors, do I notice differences in their attention and learning? What are their interests and are they represented?

How do the children experience the different spaces or areas that have been designed outdoors?

How does the outdoor environment support each child's development?

In what ways do I create areas of inquiry, curiosity, challenge, wonderment, and movement? What ideas are emerging?

How can I support their ideas with provocations?

Additionally, you should consider how to extend the learning that takes place indoors to the outdoor environment. Take note of the ideas, materials, or supports that are used by the children and youth and think about how these can meet developmental goals and encourage similar learning in your outdoor space. Think about the open-ended ideas you can offer school-age children outside. Incorporating these types of ideas enables children and youth to have new experiences that might facilitate making connections or new discoveries.

There are certain elements that should be incorporated into an outdoor environment, when possible, to create a well-rounded learning experience. Examples of these areas and elements are:

Outdoor Learning Area

Activities and Materials

Construction tools, building materials, writing materials, pottery, loose parts (tree cookies, rocks, sticks, pinecones, etc.)

For older children and youth, you could offer sewing, woodworking, or jewelry making, perhaps incorporating natural materials.

Playground equipment, balls, hoops, nets, jump ropes, bicycles and sports activities, group games (tag, field-day activities), obstacle courses

Remember that with the proper safety gear, older children and youth may also enjoy in-line skating or skateboarding

Leaves, bark, seeds, fossils, rocks, pinecones, acorns, measuring tape, clipboards, pencils, magnifying glasses, binoculars, shovels, buckets

You can offer opportunities to examine and explore items or create and tend a garden.

Planning Outdoor Activities

The outdoor learning environment should be an extension of the indoor environment. It should be designed with the same intentionality, and should evoke, inspire and motivate, and it must accommodate the needs of each individual. Learning time in your outdoor space provides limitless options. You can enhance your activities by bringing them outdoors and using natural elements to teach concepts. The following are examples of how to enhance learning by utilizing your outdoor environment:

Activity Category

How to enhance learning with the outdoor environment

Science

Use your surroundings to discuss scientific concepts, such as the water cycle, plant species or solar power. Discuss hydropower by using miniature tools to harness the power of water at the water table.

Math

Use the environment and measure cups of dirt or diameters of tree trunks. Discuss patterns by using those found in nature. You can also use tools to measure the field or playing space for different sports.

Language Arts

Take children outdoors for story time-especially when reading a story that discusses wind, sunshine, or other natural elements. Provide books that help children and youth identify wildlife in your outdoor space. If you plant a garden, ask them to create labels for the different flowers, herbs, or vegetables.

Creative Writing

Use the outdoors as a prompt for creative-writing topics. For example, have school-age children go outside and spend time watching the clouds. They can write a story about the images they find there.

See

Watch the following video on outdoor spaces for school-age children. The outdoor space available will look different for each program, however this video will provide examples of the variety of activities that can be completed outdoors.

Do

Plan: Make your time outside a learning experience by planning fun and creative activities that use your outdoor environment to enhance your topic. As discussed in the next lesson (Materials), you can use children's current interests to help plan more engaging experiences.

Organize: Maintain a clean and organized environment by creating space for materials to be stored when not in use. Help children and youth think about the best spaces to carry out their ideas so they do not disrupt others or make experiences unsafe.

Try it: Don't be afraid to bring the indoors out. Fresh air is always a good thing for children. Conduct some everyday activities like silent reading outdoors for a change of scenery.

Maintain: Ensure safe and healthy environment by implementing your program's policies and by following safety checklists.

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The Outdoor Environment: Designing for Learning

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There are many benefits to children and youth playing outside. They can release energy, use loud voices, play vigorously, and engage in messy projects outdoors. In addition, children can explore the plants and animals in their local ecosystem.

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A PDF file on the The Importance of Space

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Universally Designed Learning (UDL) environments are designed from the onset in consideration of the widest diversity of learners possible so that all children benefit. The UDL environment is designed by considering cultural, linguistic, and ability diversity among all children. These environments provide for UDL practices that assist in developing inclusive early childhood environments to ensure equitable access and meaningful participation through flexible, engaging, and creative approaches within a developmentally appropriate setting

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A thorough revision of the original ITERS, designed to assess center-based child care programs for infants and toddlers up to 30 months of age.

Scale consists of 39 items organized into 7 subscales:

Space and Furnishings

Personal Care Routines

Listening and Talking

Activities

Interaction

Program Structure

Parents and Staff

New curriculum and program items in the revised ITERS include: Helping children understand language; Nature/science; Use of TV, video and computer; Free play; and Group play activities. Items have been added to make the scale more inclusive and culturally sensitive, to address professional needs of staff, and to reflect the latest health and safety information.

Featuring a new spiral binding, the updated ITERS-R offers more practical assistance in the form of an Expanded Scoresheet (which contains a worksheet) and additional notes for clarification to improve accuracy in scoring. However the items and indicators remain the same as in the ITERS-R.

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A thorough revision of the original ITERS, designed to assess center-based child care programs for infants and toddlers up to 30 months of age. Scale consists of 39 items organized into 7 subscales: Space and Furnishings Personal Care Routines Listening and Talking Activities Interaction Program Structure Parents and Staff New curriculum and program items in the revised ITERS include: Helping children understand language; Nature/science; Use of TV, video and computer; Free play; and Group play activities.

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Infant/Toddler Environment Rating Scale®, Revised (ITERS-R™) | Environment Rating Scales®

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Understanding the Infant/Toddler Environment Rating Scale®, Third Edition (ITERS-3™)

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Understanding the Infant/Toddler Environment Rating Scale®, Third Edition (ITERS-3™)

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This course provides an introduction to the Infant/Toddler Environment Rating Scale, Third Edition (ITERS-3) and is intended primarily for child care practitioners (teachers and administrators) whose programs are or may be subject to quality ratings by program monitors, regulatory agencies, researchers, or other formal observers. The course will also be beneficial for anyone considering using the ITERS-3 to evaluate their program or classroom.

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Understanding the Infant/Toddler Environment Rating Scale®, Third Edition (ITERS-3™)

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This course provides an introduction to the Infant/Toddler Environment Rating Scale, Third Edition (ITERS-3) and is intended primarily for child care practitioners (teachers and administrators) whose programs are or may be subject to quality ratings by program monitors, regulatory agencies, researchers, or other formal observers.

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Reliability and Validity of the Early Childhood Environment Rating Scale

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Reliability and Validity of the Early Childhood Environment Rating Scale

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Early Childhood Environment Rating Scale

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Early Childhood Environment Rating Scale

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ECERS-R scoring structure

• Subscale review and some of their requirements:

• Space and Furnishings

• Personal Care Routines

• Program Structure

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Understanding how to use a ECERS in a Pre K Classroom 

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Understanding how to use a ECERS in a Pre K Classroom 

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In this video, I'm going to teach you how to use an ECERS in a Pre K classroom. ECERS stands for Early Childhood Environment Rating Scale. In this video Erica goes through several areas in a classroom looking at how to use an ECERS when preparing for a quality rating or accreditation visit. Areas of focus include the block area, creating privacy spaces, circle time and the book center.

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Struggling with ECERS? Here’s What You’re Missing