Cd 38 chapter 6 nov 2017

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
Adapted by: Katy Kelley

Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Opening Reflection
 What kind of environments (i.e., physical
settings) make you feel comfortable and at
ease?
 What kind of environments/settings do you
find unpleasant and can even put you in a
“bad” mood?
6-2

6-3
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

6-4
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

6-5
Explore energy-saving features
•Solar heat
•High-efficiency heating and cooling
•Energy-saving appliances
•Consider Leadership in Energy &
Environmental Design (LEED) Certification

6-6
Programs that share facilities
should clarify . . .
•Where will materials be stored? Who has
access to them?
•How are bulletin boards, cubbies, classroom
decorations shared?
•Who is responsible for cleaning what?

6-7
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?

6-8
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

6-9
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

6-10
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 surfacing.

6-11
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.

6-12
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

Video Clip-Early Childhood
Environments
6-13

6-14
Furniture and Equipment
• 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

6-15
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

Video Clip-The Learning Environment as
the Third Teacher
6-16

6-17
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

6-18
Infant/toddler environments:
• Must keep children safe and healthy
• Should be aesthetically pleasing with beautiful
colors, sounds, textures, etc.
• Should be “baby scale” and “adult scale”
• Should have open ended materials and duplicates
of popular toys

6-19
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

6-20
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

6-21
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

6-22
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

6-23
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.

6-24
Playground zones include:
•Open areas
•Road for wheeled toys
•Sandpit or sandbox
•Water areas
•Gardens
•Play structures

6-25
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

Follow-up
• Review the entire module and then
complete the weekly
discussion/exercise (under
discussions).
• Please let me know if you have
questions!
6-26

Cd 38 chapter 6 nov 2017

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Cd 38 chapter 6 nov 2017