CHAPTER 13: Routines, Environments, and Opportunities Day to Day the Relationship Way Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach Third Edition Donna S. Wittmer Sandy Petersen © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 13-2  transition of entering a new child care and education program  transitions during the day  arriving/leaving  napping/waking  indoors/outdoors  hungry/ sated  alone/ with others  responsive routines Component 5: Transitions and routines A time for relationships

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved responsive daily routines 2. responsive routines for infant feeding and toddler eating 3. responsive routines for diapering and toilet learning 4. responsive routines for sleeping 5. responsive greeting and good-bye times Component 5: Transitions and routines A time for relationships

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 13-4  clean, safe, properly lighted, ventilated, and provide appropriate temperature regulation.  design elements reduce stimulation, create a sense of calm, and enable children to focus on each other, their teachers, and the materials they are exploring  child size furniture and equipment  comfortable spaces that are inviting to children  indoor and outdoor environments that provide a rich variety of activity choices, materials, and toys that respond to children’s varying levels of development  support adults in interacting, supervising, and observing children. Component 6: Creating responsive, relationship- based environments

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 13-5  a quiet space  special places for nurturing children  spaces for delighting the senses  a space to use materials to create  a space for peek-a-boo and other social games  a space for toys and other manipulatives  a space to build and construct  a space for dramatic play space for reading to children  feeding and eating spaces  sleeping, diapering, and toileting spaces  natural, outdoor spaces Component 6: Creating responsive, relationship- based environments

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 13-6 Component 7: Responsive opportunities Planning opportunities Materials 1. Does it meet one or more children’s needs and strengths? 2.Does it provide for a variety of developmental levels (infants, mobile infants, toddlers)? 3. Is it safe? Durable? Washable? Nontoxic? 4. Does it support learning in a variety of developmental domains (motor, thinking, communication, social, emotional, and cultural)? 5. Does it spark the interest of a child or a number of children? 6. Does it support a child doing a number of different things with the toy or material 7. Does it support non-gender-biased, multicultural thinking, and nonviolent- prosocial behavior? 8.Can I use the materials or the activities by offering them as opportunities for children rather than a forced activity? 9. Can the material or experience be dapted for children with special needs?

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 13-7 Component 7: Responsive opportunities Planning opportunities Learning opportunities  quiet and calm opportunities  nurturing opportunities  social opportunities  prosocial opportunities  opportunities for social experiences for and with children with disabilities  language opportunities  cognitive opportunities  literacy opportunities  delighting-the-senses opportunities  creative opportunities  writing and drawing opportunities  music, song, and creative movement opportunities  numeracy, space, and shape opportunities  opportunities for active play and motor development  outdoor opportunities

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 13-8  Program for Infant/Toddler Care (PITC)  HighScope  The Creative Curriculum for Infants, Toddlers & Twos  Reggio Emilia Curriculum approaches