Chapter 6 Slides
- 1. Chapter 6: Creating Quality Learning Environments Planning and Administering Early Childhood Programs Tenth Edition Nancy Freeman Celia A. Decker John R. Decker Prepared by: Nancy K. Freeman Tere Holmes Kris Curtis
- 2. 6-2 Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved When planning a new or renovated facility . . . 1. Determine how much indoor and outdoor space you will need 2. Follow all building codes and zoning regulations 3. Keep the safety of children and staff as your primary concern 4. Plan to accommodate children and staff with disabilities 5. Make the facility child-oriented and comfortable for adults
- 3. 6-3 Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved When planning a facility… (continued) 6. Make indoor and outdoor spaces flexible to accommodate changing interests 7. Plan spaces intentionally 8. Create a “least restrictive environment” that welcomes children with special needs 9. Select furniture, equipment, and materials with care 10.Plan expenditures carefully
- 4. 6-4 Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Explore energy-saving features • Solar heat • High-efficiency heating and cooling • Energy-saving appliances • Consider Leadership in Energy & Environmental Design (LEED) Certification
- 5. 6-5 Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Programs that share facilities should clarify . . . • Who is responsible for cleaning what? • Where will materials be stored? Who has access to them? • How are bulletin boards, cubbies, classroom decorations shared?
- 6. 6-6 Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved When programs lease facilities . . . • Is a long term lease available? Can it be renewed? • Who is responsible for repairs? • Can the building and grounds be altered by adding ramps, painting walls, installing playgrounds?
- 7. 6-7 Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Entry/Exit area • Families’ first and last image every day • Creates an impression in the neighborhood • Should not be too large or institutional • Plantings, lighting, and natural materials invite children and families to enter • Windows smooth children’s transitions • Displays of children’s work, families, activities help welcome visitors
- 8. 6-8 Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved When selecting colors for indoor spaces consider: • The amount of light in the room • The size and shape of the room • Take care to avoid an over stimulating environment – limit decorations and reduce clutter • Consider research on the psychological effects of color and its impact on academic achievement
- 9. 6-9 Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Commonly used floor coverings • Carpet ○ Softer and more comfortable ○ Absorbs noise well ○ Essential in infant rooms • Resilient flooring (vinyl & linoleum) ○ Should have a non-slip surface ○ Easily cleaned ○ Good for messy play and eating areas Most programs create activity zones by combining floor surfacings.
- 10. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Storage: There is never enough! • 10% of the center’s square footage should be for storage • Plan for the storage of: ○ Children’s belongings ○ Indoor and outdoor equipment and toys ○ Bulk supplies (art materials, paper goods, etc.) ○ Curriculum materials ○ Administrative records and materials ○ Food service and custodial supplies Adequate storage contributes to a rich curriculum.
- 11. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Room arrangements • Should help the program meet its goals • Should be open and inviting • Should provide areas that feel private • Should consider the needs of children with disabilities
- 12. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Furniture and equipment should . . . • Include comfortable child-sized and adult-sized seating • Include appropriately proportioned tables and chairs for children • Include open shelves that give children choices • Be flexible and open-ended • Be durable, practical, and attractive
- 13. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Learning/activity centers should offer these kinds of experiences every day: • Quiet activities such as listening to books • Structured activities such as puzzles • Craft and discovery activities such as paint, play dough, water, and sand • Dramatic play activities such as dress-up • Large motor activities such as climbing and sliding
- 14. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Each learning center should: 1. Be in a specific location well suited for the activity 2. Have clearly marked boundaries 3. Provide areas for play and for observing 4. Provide for storage and display of related materials 5. Create a mood that sets it apart from other areas in the classroom
- 15. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Infant/toddler environments: • Must keep children safe and healthy • Should be aesthetically pleasing with beautiful colors, sounds, forms, and textures • Should be “baby scale” and “adult scale” • Should have open ended materials and duplicates of popular toys
- 16. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Infant/toddler environments: (continued) • Should provide children opportunities to be alone • Should include small activity areas for one or two children • Should be predictable and familiar, but also novel
- 17. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Activity centers for preschool and primary-age children • Blocks • Dramatic play • Art • Music – for listening to & making music and for dancing/marching etc. • Water and sand • Woodworking and carpentry • Science and mathematics • Manipulatives and small construction toys • Language, literacy, writing, and books
- 18. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Activity centers for school-age care • Cooking and snacks • Quiet space for reading, homework, listening to music, creative writing, resting • Arts and crafts, woodworking if possible • Table games and manipulatives • Computer center with Internet access • Other areas based on children’s interests
- 19. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Plan for these adult/private areas • Family reception area • Adult lounge / rest rooms • Staff workroom • Professional library • Office and administrative area • Isolation area for children who are ill
- 20. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Aspects of well-designed playgrounds • Location • Size • Fencing • Varied terrain • Surface including resilient surfacing under climbing structures • Shade and shelter • Storage for wheeled toys, sand & water play toys, balls, etc.
- 21. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Playground zones include: • Open areas • Road for wheeled toys • Sandpit or sandbox • Water areas • Gardens • Play structures
- 22. 6- Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Supervision is the most important part of the playground • Teachers need training in playground safety • Teachers must be able to see all areas of the playground • Teaches must be actively involved with children’s play • Be alert to hazards such as broken equipment