5.7: Creating Environments for Infants and Toddlers **

The infant/ toddler framework proposes the following play spaces to consider for an infant/toddler program:

• A cozy area for books and stories
• A small-muscle area
• A sensory perception area
• An active movement area
• A creative expression area

Here is a sample infant/toddler classroom. See Appendix B for an older toddler classroom and for the corresponding blueprints.

Creating Environments for Preschoolers

The preschool framework offers the following list of suggested play spaces when creating a learning environment for children three to five years of age:

• Dramatic play area
• Block area
• Art area
• Book area
• Writing area
• Math area
• Science/Sensory area
• Family display area
• Music/movement
• Meeting area (for conferencing)

And here is a sample preschool classroom. Additional sample classrooms for preschoolers and corresponding blueprints can be found in Appendix B.

In both cases, it is helpful to think of ways that the spaces can be used by two or three children together, one child alone, or an adult and one or two children, as well as larger areas for more exuberant group play. Providing opportunities for small configurations enables the play space to support growing social relationships and meet needs of children who prefer more defined space or space away from others. ^[1]

Ensuring Quality in the Indoor Environment

Tools, such Environment Rating Scales, can be used to help ensure the environment is high quality. Here are some items that describe high quality indoor environments for preschool-aged children according to the Early Childhood Environment Rating Scale (ECERS).

• Space is accessible to children and adults, including those with disabilities
• There is ample space for the people and furnishings
• Adequate storage and seating
• Storage for play materials and personal belongings are accessible to children
• Cozy spaces and other soft furnishings and materials are provided
• At least five of the following centers are provided and accessible to children:
  • Art
  • Blocks
  • Dramatic Play
  • Reading
  • Nature/Science
  • Manipulatives/Fine Motor
• Spaces for active and quiet activities are separated
• There is more than one space for a child to have privacy
• Children’s work makes up a majority of the classroom display
• Diversity is featured throughout the space (people of different races, cultures, ages, abilities, and gender in non-stereotyping roles)
• New materials are provided/rotated at least monthly
• The following materials are provided to children
  • Books feature many topics/genres
  • Fine motor toys (such as building materials, puzzles, art materials, and manipulatives)
  • Art materials (such as drawing materials, paints, play dough, clay, collage materials, and tools)
  • Musical instruments and different types of music
  • Blocks (such as unit blocks, large hollow blocks, and homemade blocks) and accessories
  • Dramatic play equipment and props
  • Sand and water play equipment and materials (such as containers, funnels, scoops, and accessories)
  • Natural materials (such as collections, living things, books, games, toys, and tools)
  • Materials featuring numbers and shapes
• All materials are organized and in good condition
• Materials of differing levels of difficulty are provided^[3]

Outdoor Spaces

The areas highlighted in the frameworks should be represented in outdoor play spaces as well. Materials may vary but all areas should be reflected in both the indoor and outdoor environments.

Many outdoor spaces feature play equipment, such as what is shown in the following image, which is a great way to provide for children’s large motor play and exploration.

But materials and experiences that would typically be indoors can easily be taken outside as well.

A variety of additional equipment can be purchased to expand children’s experiences outside, although a large budget is not required to create high quality outdoor spaces for young children.

Programs may choose to provide a playground made of natural materials to immerse children in nature as well.

Ensuring the Quality of the Outdoor Environment

According to the ECERS, here are some items that describe high quality outdoor spaces for children. See Appendix C for the full checklist:

• There is adequate space for gross motor play
• The space is easily accessible to children
• The space is organized so activities do not interfere with one another
• The following materials are included
  • Stationary equipment (such as, swings, slides, climbing equipment)
  • Portable equipment (such as, wheeled toys, mats, jump ropes, bean bags, balls)
  • Equipment that stimulates
    • Balancing
    • Climbing
    • Ball play
    • Steering
    • Tumbling
    • Jumping
    • Throwing
    • Pedaling
• Equipment provides skill development at multiple levels
• Enough equipment that children do have to wait long to play
• Equipment is in good repair
• Equipment is appropriate for the age and ability of the children
• Adaptations are made for children with disabilities^[5]