1. 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

2. 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

3. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 13-3 1. 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

4. 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

5. 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

6. 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?

7. 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

8. 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