Chapter 12: Environments, Equipment, and Supplies Child Care Today, Chapter 12: Environments,...

Chapter 12: Environments, Equipment, and Supplies

Child Care Today, Chapter 12: Environments, Equipment, and Supplies

• Classrooms, outdoor spaces, toys, and materials should be designed and chosen according to children’s ages and stages of development.

• Children with special needs may have specific space and equipment needs.

• designated

• adequate

• developmentally appropriate

• toxic

• inventory record

• sanitized

• learning centers

• traffic pattern

• nontoxic

• fall zones

• dehydrated

Appropriate Indoor Environments and Equipment

• Early childhood professionals must create places children can grow and develop safely.

• Children need a warm, fun, and engaging environment that is not over stimulating.

developmentally appropriate

Items and activities that fit children’s abilities and ages.

When creating a learning environment, staff need to ensure that toys, games, and equipment are developmentally appropriate for the children in their care.

Program Services and Goals

• Program services, including hours of operation, determine the variety and size of areas in an environment.

• The environmental design, toys, equipment, and supplies must be developmentally appropriate in order to meet the program’s goals.

Developmental Needs

• All areas of child development (physical, intellectual, emotional, and social) need to be considered when designing space for children.

• Classrooms must be set up to meet a variety of needs.

• Look at the classroom from a child’s level when arranging space.

Developmental Needs

• Child-size toilets and sinks

• Low tables with child-size chairs

• Storage for cots in full-day programs

• An isolation room for children who become ill

• First aid and emergency supplies

General and Preschool Program Needs

Developmental Needs

• Ventilated and easy-to-clean diaper changing areas

• Safe changing tables

• Hand-washing sinks

• Warm rooms for comfort

• Low windows for viewing the outside world

• Separate areas with cribs for various nap times

• Secure feeding chairs and bibs

Infant and Toddler Program Needs

designated

Set apart for a specific purpose.

Because times for sleeping vary for individual infants, a separate area designated for napping must be available throughout the day.

Developmental Needs

• designated space away from younger children

• hobby areas

• private storage space

• quiet homework areas

• computer areas

• play areas built for school-agers’ sizes and abilities

School-Age Program Needs

Developmental Needs

Early childhood professionals strive to understand the specific needs of each child so they can make plans and adaptations, which may include

• ramps that provide access to classrooms.

• toilet stalls, pathways, and eating areas that will accommodate wheelchairs or walking devices.

• accessible restroom sink and mirror.

Adapting for Children with Special Needs

Storage Needs for Children

• Each child should have a personalized cubby for

• coats.

• hats.

• extra clothing.

• items for sharing in class.

• comfort photo from home.

• Labeled toothbrushes and diapers should be stored in a sanitary place.

Family-Friendly Environments

• inviting and convenient entrance for parents and children

• security system

• space for signing children in and out

• display area for articles, notices, menus, and newsletters

• space for visiting parents

• observation areas

Poisonous.

Cleaning supplies can be toxic, so it is essential that cleaning equipment and supplies be kept in a locked area.

Staff Space Needs

• Staff members need environments that help them do their jobs effectively and efficiently.

• A good working environment helps keep staff morale high.

• A good working environment helps staff maintain a positive attitude toward the children.

Space Needs for StaffType of Space Purpose of Space

Director’s Office

Private office for conducting confidential business and storing important files and financial records; usually placed near the entrance for viewing who enters and leaves the center.

Staff Training Room

Allows the director to provide on-site professional development for staff; can be used to conduct advisory board meetings or education programs.

Staff Workroom Storage space for instructional materials, such as art supplies; a lounge for work breaks; space for storing personal belongings and teaching materials.

Kitchen Space and equipment for food preparation and storage.

Custodial/Grounds and Storage Room

A locked closet for cleaning supplies; storage and space for tools, chemicals, and facility supplies.

Child Care Today, Chapter 12: Environments, Equipment, and Supplies 16

Indoor Equipment and Supplies

• To promote learning and to avoid safety hazards and behavior problems, use good judgment, knowledge of children, and creativity when selecting equipment.

• Supply items that are safe and appropriate for children’s ages and abilities.

• Provide a sufficient supply and variety of materials.

• Provide a balance of commercially purchased and homemade toys.

• Include items adaptable to special needs.

adequate

Enough or sufficient.

A child care center should have an adequate supply of materials so children can comfortably share.

Quality Equipment and Supplies

• Programs are required to have adequate equipment and supplies available.

• Keep hazardous equipment and supplies in a locked storage area.

• Check the U.S. Consumer Product Safety Commission for recalls.

• Equipment and supplies should be listed on an inventory record.

inventory record

A list of purchased equipment and supplies.

An organized inventory record should include the item, date of purchase, place of purchase, cost, and warranty date.

sanitized

Cleaned in a way that will kill the organisms that can cause illness.

Toys and hard surfaces should be sanitized regularly to help prevent the spread of illness.

Evaluating Quality

Evaluate products by asking:

• Can the toy be sanitized?

• Can different age groups use the equipment?

• Do we have enough storage space?

• Is the toy fun, safe, and durable?

• Does the toy promote learning?

• Is the item developmentally appropriate?

• Is the toy free of racial, cultural, and gender stereotypes?

The Classroom Climate

• Classrooms must meet children’s stability, curiosity, and sensory needs.

• A sensory environment requires balancing basic room arrangements with appealing and easy-to-change items.

Creating Atmosphere

• Classroom organization and decoration should be simple and displayed in an organized way to avoid a cluttered look.

• A classroom with too much displayed at once distracts children.

• Calm but engaging sensory surroundings can be achieved by rotating play and learning materials, wall displays, and decorations.

Creating Atmosphere

Sound• A continuous hum of activity should be the dominant sound.

Color• Use a balance of warm and cool colors.

Lighting• Windows should be at children’s eye level.

Pattern and Texture• Use a variety of textures and patterns to create interest.

Learning Centers

learning centers

Clearly defined spaces for specific types of play and investigation.

Learning centers for block play, art, science, or dramatic play are each designed for the age and number of children who will use them.

Learning Centers

traffic patterns

The direction children take as they go from one learning center to another.

When planning learning centers, consider the traffic patterns children will follow as they move among the different spaces.

Learning Centers

• Direct children to activities and focus their attention.

• Allow children to learn by doing, while working at their own pace.

• Provide opportunities for independent and small-group play.

• Distribute children throughout the classroom.

• Minimize conflicts and noise in any one area.

Supplying Learning Centers

Art Center• easel, paints, brushes, smocks, scissors, crayons, paper,

paste, play dough

Sensory Play Area• water and sand table, cotton balls, toy animals, play tools,

cups, rocks, shells, plants, chimes, magnets

Woodworking Area• bench, tools, carpenter’s apron, safety goggles, scrap wood,

nails, screws

Block Center• shelving, wooden blocks, toy vehicles, plastic zoo, circus,

forest, farm animals, train set

Cooking Center• aprons, hats, unbreakable bowls, measuring cups, cookie

sheets, muffin pans

Dramatic Play and Puppetry Center• pretend home furniture and appliances, dress-up clothes,

ethnically diverse dolls, stuffed animals, puppets

Language and Relaxation Area• library bookstand with books, relaxing seating, large pillows,

CD player with books on CDs

Music Center• multicultural instruments; basic rhythm instruments; CD

player and CDs; items for dancing, such as scarves, streamers, tutus, grass skirts, magic wands, tap shoes

Media Stations• computer, printer, table, computer games, DVD player and

DVDs, handheld camcorder, list of appropriate Web sites

Manipulatives Center• beads, Peg-Boards, and snap-together toys; colored table

blocks for stacking and making patterns; teddy-bear counters and number bingo; board games; matching games

Large-Movement Area• bean bags, streamers, balance beam, low climber, parachute,

expandable fabric tunnels, slide, scooters, balls of all sizes, thick mat

Sensory-Appropriate Outdoor Environments

nontoxic

Not poisonous.

Outdoor play areas can include trees, shrubs, flowers, and other types of nontoxic plants.

Sensory-Appropriate Outdoor Environments

Outdoor play areas should include

• natural green space.

• shade trees, flowers, and shrubs.

• exposure to natural elements such as dirt, sand, fresh air, and wind and water.

Outdoor Play Areas

• Good outdoor play environments nurture children in all areas and stages of development and include adaptations for children with special needs.

• Separate outdoor play areas are necessary for each age group.

• State licensing laws and the ADA set standards for outdoor play yards.

fall zones

Areas that help keep children from walking into unsafe areas and help ensure that children fall onto soft surfaces.

Placement of play yard equipment must allow ample space for fall zones.

Outdoor Play Areas

• Large spaces must be allowed for climbers and low slides.

• Raised platforms need railings to prevent falls.

• Swings and climbers must allow ample space for fall zones.

Climbing and Sliding Areas

Outdoor Play Areas

Hard Surface Areas• Hard surfaces for tricycle and wagon paths, games with

balls, balance beams, or hoops.

• Shock-absorbent rubber coverings soften hard surface areas.

Grassy Areas• Soft, grassy areas for playing group games, discovering

nature, and reading stories.

• Small grassy slopes allow for winter sledding in winter and summer rolling.

Outdoor Play Areas

Sensory-Rich Areas• sand and water areas

• vegetable and flower gardens

Art Areas• Make murals with chalk or water-soluble paint.

• picnic tables with paper, markers, and crayons

Dramatic Play Areas• playhouses or small stage areas to encourage dramatic play

Outdoor Play Areas

Equipping Play Areas• Outdoor play areas generally allow 75 square feet of play

area per child.

• Play areas may include

• climbers and swings.

• sand play equipment.

• wheel toys.

• balls.

• garden toys.

• dramatic play toys.

Outdoor Storage

• Lockable to prevent theft.

• Maintains condition of outdoor materials.

• Should have adequate shelving, storage, and floor space.

dehydrated

Ill from losing water or body fluids.

Shaded areas with drinking fountains help keep children from becoming dehydrated, which is especially important on hot days.

Outdoor Safety

• Constant supervision is required during water play, swimming, and fishing.

• Fences around outdoor areas reduce safety risks.

• Check equipment, structures, and surfaces daily for damage and hazards.

ADA Playground Requirements

• The ADA states minimum accessibility requirements to ensure that children with disabilities can access play area components.

• A program’s owner and/or director is responsible for ensuring that ADA requirements are strictly followed.

Accessible Routes

• Accessible routes are specifically designed pathways that provide access to children with disabilities.

• These routes must connect all entry and exit points to accessible play components.

Ramps, Landings, and Transfer Systems

• Ramps, landings, and transfer systems must meet specific requirements.

• Handrails are required on both sides of ramps that connect to elevated play components.

• Barriers are required along landing or platform edges to keep wheelchairs from falling off.

• Transfer systems allow a mobility-device user to lift onto a play structure and to leave the device on the ground.

Accessible Play Opportunities

Considerations to make play areas more usable for children with disabilities include

• maneuvering space.

• knee clearance when sitting at a table.

• reachable surfaces, cubby storage, and storage shelving for children’s toys and supplies.

Chapter 12: Environments, Equipment, and Supplies Child Care Today, Chapter 12: Environments,...

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