1 of 18

CHLD 139:�The Indoor And Outdoor Learning Environments�

Laura Denise Harris, Ed.D.

6.53

​

2 of 18

Objectives

2

Evaluate

Evaluate policies and procedures for protecting the health and safety of very young children.

Select

Select materials for use in a classroom based upon criteria.

Describe

Describe why teachers should consider society’s perspective when creating high-quality indoor and outdoor learning environments.

Improve

Improve a learning environment based on the child’s perspective.

Create

Create high-quality and developmentally appropriate indoor and outdoor learning environments from the teacher’s perspective.

3 of 18

Introduction To Principles of Environmental Design

3

The classroom environment as the “third teacher.”

Arrangement of space and materials provide cues for appropriate behavior.

Spaces support social relationships and cognitive development.

How can the learning environment facilitate optimal development?

4 of 18

4

5 of 18

The Teacher’s Perspective

Learning Centers

    • Space is arranged in centers for exploration and routines.
    • Any experience done inside can be done outside.
    • A balance of real and open-ended materials promotes cognitive development.
    • Independently selected materials promotes social and emotional development.

​

5

6 of 18

The Teacher’s Perspective Continued

6

Real Objects versus Open-Ended Materials

Independence versus Dependence

Messy versus Dry

Noisy versus Quiet

7 of 18

Teacher’s Perspective

7

Calm, Safe Learning Environment

    • Pathways versus Boundaries
    • Novel versus Familiar

Basic Needs

    • Eating versus Toileting
    • Sleep and Comfort versus Play

8 of 18

Pitch deck title

8

7/1/20XX

9 of 18

Child’s Perspective

9

Spaces must guarantee the well-being of each child and of the group of children.

Spaces must reflect and be responsive to the unique developmental characteristics of children of specific ages as well as the individual children within that age group.

10 of 18

10 General Principles Of Infant And Toddler Learning Environments

  • Transparency
    • Space that provides good sight lines and visible materials.
  • Flexibility
    • Space can be modified in response to child and group.
  • Relationships
    • Space promotes relationships between staff, children, and families.
  • Identity
    • Space includes representations of child, family, and culture.
  • Movement
    • Space for exploration and large/small muscles.

​

10

11 of 18

10 General Principles Of Infant And Toddler Learning Environments

  • Documentation
    • Space for communication and record keeping.
  • Senses
    • Space is pleasing to all senses.
  • Representation
    • Space allows for all “hundred languages.”
  • Independence
    • Space promotes independence.
  • Discovery
    • Space encourages exploration.

​

11

12 of 18

Society’s Perspective

12

Environmental Changes for the Classroom

Encourage energy conservation and recycling.

Curricular Changes

Incorporate indoor and outdoor exploration of nature and growing plants/food.

Partnerships and Advocacy

Work with community and licensing agency to reduce waste and recycle.

13 of 18

Selecting Equipment And Materials

  • Select materials based on your observation of children to support individual needs and interests.
  • Materials must withstand use by multiple children.
  • Age-Appropriate Materials
    • Note both age and individual appropriateness.
    • Perform cost-benefit analysis.
  • Homemade Materials
    • Can be individualized for children’s interests.
    • Must be durable.

​

13

7/1/20XX

14 of 18

14

15 of 18

Protecting The Children’s Health And Safety

  • Programs must have clearly defined policies and procedures for protecting the children’s health and safety:
    • Respectful care and treatment of children, families, and staff.
    • Confidentiality of children’s records.
    • Detection and prevention of child abuse.
    • Emergency care and training for staff.
    • Communicable diseases.
    • Keeping medical records and files for children and staff.

​

15

16 of 18

Protecting The Children’s Health & Safety

All programs must have clearly defined policies, procedures and training on:

    • Emergency procedures
    • Immunization Schedule
    • Signs and Symptoms of Possible Severe Illness
    • First Aid
    • Universal Precautions
    • Playground Safety

​

16

17 of 18

17

18 of 18

Spotlight On Research

18

Rough & Tumble Play

Boisterous, physical play is a developmental necessity (Carlson, 2011)

Rough and tumble play is exciting and engaging (Flanders et al., 2010)