[R-0461] S5: Assessment

Citation: The IRIS Center. Early Childhood Environments: Designing Effective Classrooms. Retrieved from: http://iris.peabody.vanderbilt.edu/module/env/[or enter The IRIS Center. Early Childhood Environments: Designing Effective Classrooms” in your search window]

Abstract: This one-hour module offers information for educators and administrators on how to set up effective inclusive early childhood classroom environments for young children. Users may first want to visit the links at the bottom of the page that provide a module outline, a video tutorial on finding your way around the module, information on the adult learning theory on which the modules are based, and suggestions for materials to supplement information presented in the module. After completing this module, learners will be to define and describe the difference between the physical, social, and temporal environments of an early learning program; describe why a well-designed physical, social, and temporal environment benefits all young children; understand unique considerations in arranging an infant/toddler environment; understand the importance of adapting environments to meet the unique needs of young children with disabilities; and describe how families and teachers can work together to create environments that nurture and support the development of all children.

Integration: Although this is a one-hour module, it consists of content and activities that fit well within several early childhood courses. One is Infants, Toddlers, and Twos as exemplified by this module quote: “Teachers should focus on the order in which things happen and allow children to set the pace. The schedules and routines must be based on the unique needs of each child within the group care setting. Routines develop naturally when teachers follow the child’s lead. For example, if a child is crying and obviously hungry, she should be fed and not have to wait for a set time. The same would hold true for napping. If an infant is tired, he should be allowed to sleep for as long as needed.”

Content Focus: Assessment, Child Development; Child, Family, and Community; Child Guidance; Classroom Design; Environment; Families; Infants, Toddlers, and Twos; Physical Environment; Social and Emotional Development; Social Environment; Temporal Environment

Notes: Each section describing best practice physical, social, and temporal environments includes a section on including parents and a section on including children with disabilities. This content would fit well in a number of early childhood courses including Child, Family and Community and Infants, Toddlers, and Twos. Activities to use with the content could include having scholars create picture schedules and having them develop a child preference chart for parents to complete.