1. ECE1-11 Developmentally Appropriate Learning Environments
Unit Review Questions

2. 1. What is meant by the term “environment” when describing an early childhood setting?
The environment is the sum total of the physical and human qualities that combine to create a space in which children and adults work and play together.

3. 2. Group size is now recognized as one of the most important indicators of quality child care. What are the adult-child ratios required for birth to 5-year old classrooms in Georgia.
Infants less than one (1) year old or children under eighteen (18) months who are not walking 1:6
One (1) year olds who are walking 1:8
Two (2) year olds 1:10
Three (3) year olds 1:15
Four (4) year olds 1:18
Five (5) year olds 1:20
Six (6) years and older 1:25

4. 3. How does a developmentally appropriate environment help children learn to handle their personal care needs?
A self-help environment gives children the feeling that they are capable, competent, and successful by helping them foster their mastery of basic abilities that allow them to become responsible for their personal care, learning, emotional controls, problem solving, and choices, and decisions.
It allows children the opportunity to do for themselves to meet the challenge of growing up.
It reflects the belief that autonomy and independence are the birth right of every child.

5. 4. What should children and adults learn or experience in an anti-bias environment?
A positive self-concept – Curiosity and creativity stem from being able to affect the environment and what is in it.
Awareness – All people have interests and feelings both about themselves and about others.
Respect for diversity – This stems from the ability to classify similarities and differences and then to appreciate both.
Skills in communication and problem solving – Learning how to express thoughts and feelings includes being able to hear others and finding peaceful ways to resolve conflicts.

6. 5. Why is it important for teachers to offer children choices of different activities?
Both indoors and out, children should be given an abundance of materials and a range of activities from which to choose so that they may decide how to spend their time.
Choosing who to play with and which teacher to join gives children experience in establishing close relationships.

7. 6. Why do we have health assessments (checking children daily for health-related issues) in early childhood programs?
To screen out more serious cases of children too ill to remain at school.
Educating families about the warning signs of illness encourages sick children to be cared for at home.

8. 7. Provide at least 3 examples of what is necessary for an environment to be considered multicultural.
The anti-bias environment incorporates the positive aspects of a multicultural curriculum and uses some of the activities that highlight other cultures, but it provides a more inclusive ongoing approach.
The approach avoides patronizing or emphasizing trivial, isolated, exotic differences.
There is an inherent feeling of fairness to self and others, as children explore the many ways people do the basic human tasks of everyday life.

9. 8. Why are schedules important in early childhood classrooms
8. Why are schedules important in early childhood classrooms? How do they help young children?
Schedules create the format for how children experience the events of the day—in what order and for what length of time.
The amount of time devoted to specific activities communicates clearly what value the school places on them.
The amount of time given on certain aspects of the curriculum, the variety of events, and the level of flexibility tell children and adults what is important in this particular setting.

10. 9. What challenges do teachers face when trying to organize space in family child care settings?
Trying to organize child care learning experiences in a private home requires making adjustments to the home for safety reasons and making sure that furnishings are durable for the use they will receive.
Another challenge is in providing appropriate learning opportunities for children that may be different ages and in different development stages.
It is also very important to ensure that children can be appropriately supervised in a setting with more walls and hidden spaces than a child care classroom would have.

11. 10. What centers might most commonly be found in classrooms with older toddlers through school-age children?
A large motor zone is essential for children months old.
The dramatic-play area for pretend play is advisable for children aged months.
The messy zone for liquid materials is recommended for children months.
Every toddler room needs a quiet zone that provides a place to relax and step back.
Preschool areas include language-reasoning, activities (motor, cognitive, creative), interaction (social and emotional)

12. 11. What items might adults need to store in the early childhood classrooms?
A safe place for their personal belongings
space for first aid/emergency materials and information for families
an area for a special adult project

13. 12. Identify toys that are NOT considered developmentally appropriate for young children.
Toys that make electronic technology the focus of play
Toys that lure girls into focusing on appearance
Model violent or sexualized language or behavior
Are linked to commercial products and advertisements

14. 13. What toys ARE considered developmentally appropriate for young children?
Materials need to appeal to individual interests and also respond to children’s cultural and linguistic strengths.
Homemade materials and a variety of cultural artifacts help the environment feel familiar.
Dressing frames and plenty of workable doll clothes help children learn self-care tasks.
Children’s books that demonstrate social values and attitudes that expand gender roles and family life styles show a value for an anti-bias environment.
Materials that highlight tactile, auditory, and olfactory experiences for children with visual impairments.

15. 14. What are the elements of developmentally appropriate learning environments? Be sure you have an example of each.
Create brain compatible environments – a highly motivating and challenging room.
Build culturally responsive environments
Consider children’s developmental levels
Give families ways to identify their children’s space
Provide access to enough toys and materials.
Give opportunities for making choices.
See that children are responsible for caring for the environment.
Involve children in planning and setting up the environment.
Provide children with enough time. (They usually repeat activities)
Make expectations clear and consistent.
Let children teach one another.
Allow children to solve their own problems whenever possible.
Accept children’s efforts.
Make it safe to make a mistake.
Give credit where it is due.
Include beauty in your planning.

16. 15. According to research, what is necessary to provide quality experiences for all children?
An environment that is anti-biased, encourages self-help, and is inclusive.

17. 16. Identify the skills fostered in an anti-bias environment.
Anti-bias environments help children learn to value each person’s uniqueness as a human being. It values similarities and differences.
Children learn to identify and respond to the hurtful impact of bias on themselves and others.

18. 17. What do children learn in a self-help environment?
They learn how to become responsible for their personal care, learning, emotional controls, problem solving, and choices and decisions.
In an environment focused on self-care, children have the opportunity to learn to be capable, competent, and successful.

19. 18. What are the key features of an inclusive environment in an early childhood setting?
An environment that is safe, secure, and predictable.
One that provides a balance of the familiar with new items and activities.
An environment that can be adapted to the unique needs of students in the classroom:
Can the child get around the classroom to learn?
Can the child use the materials independently?
Are the materials/activities arranged and scheduled to meet the individual learning needs of children, including those with disabilities?

20. 19. How should the physical environment be organized in an early childhood program?
Space should be arrange by interest areas (learning centers)
Room arrangement and the choice of materials are important in the children’s educational experience in the classroom.
There should be a balance of noisy and quiet activities (indoors and outdoors), and messy and dry activities.
Is storage located in the activity center area?
Can the teacher appropriately supervise all the children?
Are there cozy spots for children to enjoy some private time?

21. 20. What are the three program goals that should be considered when arranging early childhood classrooms?
To have responsive settings that avoid behavior problems.
To establish predictable environments that encourage independence.
To create stimulating spaces for active learning.

22. 21. Identify and describe the three core aspects of developmentally appropriate environments.
An anti-bias environment
A self-help environment
An inclusive environment

23. 22. Identify items and materials that should be included in a multicultural environment.
Books, dolls, clothing, posters, and other items that reflect the cultures and families in your school and around the world.

24. 23. What areas must be considered when planning indoor environments?
Interest areas/learning centers (also called activity centers)
Bathrooms
Room to Rest
Food Service
Adult Space

25. 24. Be aware of the basic materials needed for early childhood environments. (pg. 276).
Floors and ceilings should be able to be easily cleaned (carpet, vinyl tile, porcelain tile, wood floors)
Areas: Art, blocks, dramatic play, toys and games, library, discovery/science, music and movement, cooking, media
Equipment:
Art: Easels, paints, watercolors, playdough, clay, pens, pencils, brushes, scissors, hole punch; glue, paste; collage materials, assorted paper
Blocks: Unit, hollow blocks; props (people and animal figures), accessories (signage, doll furniture)
Dramatic Play: Mirrors, furniture, clothing, dolls, cooking utensils, pretend food items, purses and backpacks, expanded materials beyond house as needed
Toys and Games: puzzles, construction toys, math toys, Montessori materials, cooperative games,
Library/Book nook: picture books, flannel board and items, photos, writing center materials, listening post items
Discovery/science: Nature materials, pets, sensory materials, water/sand table, magnifying glasses and scales,
Music and Movement: CD player and items, instruments, dancing scarves
Cooking: Food preparation materials
Media: Computers, tape/CD player, TV
Infant/Toddler – limit materials and reduce the number of interest areas; offer fewer choices in each area; substitute soft blocks and push/pull toys; have knobbed puzzles and stacking toys
School-age – increase game area, vary units, add self-help in art and chapter books in library.

26. 25. What are transitions? Identify teaching strategies used with different types of transitions.
Transitions are changes from one state or activity to another.
You may use a song or an instrument to help children recognize when it is time to begin to clean up or finish one activity to move to another.
Chants and cheers can also be used
Children can pretend to be specific kinds of animals or objects (trains, planes, or cars) while transitioning to the next activity

27. Use Working With Young Children Chapters 18 - 26
1. Choose 6 centers to have in your classroom.
2. Pick an age of children in your classroom.
3. Pick out all supplies needed for your centers. Be sure to pick more than 1 of the popular items.
4. Create a purchase order for the items you need to buy.
5. Draw a floorplan of your classroom.
Websites:
Lakeshorelearning.com
Discountschoolsupply.com
Kaplanco.com