ECEC 2251

Chapter 6 HYB Assignment

Physical Environments for Toddlers
20 points
Basma Daghmash

Course Objective #4: Describe the influence of families upon curriculum planning
Course Objective #5. Design learning experiences supportive of children's development
including those who are culturally, linguistically, and ability diverse
Course Objective #7: Evaluate the physical environment and room arrangements for DAP, both
indoors and outdoors

Directions: Read chapter 6 before you begin this assignment, answer the following question and
submit.

Grading Standards:
• Answers demonstrated an understanding of the developmentally appropriate
components of a toddler classroom
• Answers illustrated the student’s ability to think critically about two opposing
perspectives and how the perspectives impact children and their families in order to make
informed decisions about early childhood curriculum
• Answers were clear, thorough and written in the student’s own words
• Answers included appropriate and applicable ECEC terminology

1. Determine which of the following (a. through d.) components of the physical environment are
developmentally appropriate for a group of toddlers. Include your reasoning for each
component. (8 points)
a. Big tables with seating for eight children OR small tables with seating for two children.
b. Emphasis in the classroom is placed on providing large motor equipment and
experiences OR Emphasis in the classroom is placed on providing fine motor materials
and activities.
c. There is no large group gathering area in the classroom OR there is a large group
(circle time) gathering area.
d. The children all follow the same schedule for sleeping and eating OR the children are
allowed to follow individual patterns of eating and sleeping.

Certainly! Let’s consider each component and its appropriateness for a group of toddlers:

1. a. Tables with Seating:

○ Big tables with seating for eight children: These larger tables can be
challenging for toddlers. They might struggle to reach across the table or interact
with peers effectively. Additionally, managing a group of eight toddlers at one
table could be chaotic.
○ Small tables with seating for two children: Smaller tables are more
developmentally appropriate. They allow for intimate interactions, promote
 socialization, and provide a comfortable space for toddlers to engage in activities
together. Toddlers can easily reach across these tables, fostering cooperation
and communication.
2. b. Emphasis on Motor Skills:
○ Large motor equipment and experiences: Toddlers are naturally active and
curious. Providing opportunities for climbing, crawling, and exploring large motor
equipment (such as soft play structures, tunnels, and balance beams) is
essential. It helps develop their gross motor skills, coordination, and spatial
awareness.
○ Fine motor materials and activities: Fine motor skills are equally crucial.
Activities like stacking blocks, threading beads, and using small utensils enhance
hand-eye coordination, finger strength, and dexterity. Offering a variety of fine
motor materials supports their overall development.
3. c. Group Gathering Area:
○ No large group gathering area: While individualized spaces are valuable,
having a designated large group area (such as a circle time space) is beneficial.
It encourages group interactions, fosters a sense of community, and allows for
shared experiences like storytelling, singing, and discussions.
4. d. Eating and Sleeping Patterns:
○ Same schedule for all: Consistency is essential for toddlers. Having a
predictable routine for eating and sleeping helps regulate their biological rhythms,
reduces anxiety, and promotes a sense of security.
○ Individual patterns: Allowing flexibility based on individual needs can be
developmentally appropriate. Some toddlers may need more frequent meals or
naps, while others may follow a different rhythm. Observing each child’s cues
and adjusting accordingly supports their well-being.

In summary, small tables, a balance between large and fine motor experiences, a designated
group area, and a flexible yet consistent schedule contribute to a developmentally appropriate
environment for toddlers.

2. The use of food (and other perishable items) as a learning material is a controversial topic
among professionals in the field of early childhood education. On page 173 of your textbook,
second paragraph, the author suggests using consumable materials (food) as a learning
material for children. As ECEC professionals, we do need to follow the recommendations set
forth by our professional organizations and refrain from using food as a learning material with
children under the age of three. Developmentally Appropriate Practice, third edition page 99
“Caregivers offer non-toxic materials but avoid using food…toddlers are developing self-
regulatory skills and must learn to distinguish between food and objects that are not to be eaten.
The ITERS-3rd edition, page 38 “Eligible materials” do not qualify as acceptable materials for
infants or toddlers “because they give the misleading message about the proper use of food.”
Albeit, many childcare centers continue to use food as learning materials with infants and
toddlers.

Review the perspectives below and consider how the use of food and other perishable materials
as learning materials may impact children from diverse economic and cultural family
backgrounds. Please include any other professional resources/information that support your
perspective. (8 points)

Caring for Our Children https://nrckids.org/CFOC

SHOULD FOOD BE USED IN PRESCHOOL SENSORY ACTIVITIES?

https://tinkerlab.com/food-used-toddler-sensory-activities/

Handling Flour Safely: What You Need to Know https://www.fda.gov/food/buy-store-serve-safe-

food/handling-flour-safely-what-you-need-know

Is Food Play OK in Early Learning Services? https://www.geteduca.com/blog/food-play-in-early-

education/

Discussion on food use in the early childhood classroom https://teachpreschool.org/discussion-

on-food-use-in-the-early-childhood-classroom/

The use of food as a learning material in early childhood education is indeed a topic that sparks
debate among professionals.The perspectives and considerations impact the using of food and
other perishable materials in educational settings:

1. Caring for Our Children:

○ The CFOC guidelines emphasize safety and health in early childhood programs.
While they acknowledge that food can be engaging for sensory activities, they
also highlight the importance of avoiding food use due to potential contamination
risks and choking hazards. These guidelines prioritize children’s well-being and
advocate for non-toxic alternatives.
○ Caring for Our Children
2. Should Food Be Used in Preschool Sensory Activities?:
○ The TinkerLab article discusses the pros and cons of using food in sensory play.
While food can stimulate multiple senses, it may also lead to messiness and
hygiene concerns. The article suggests considering alternatives like safe non-
food items to achieve similar learning outcomes.
○ TinkerLab
3. Handling Flour Safely: What You Need to Know:
○ The FDA provides guidelines for handling flour safely. Although flour is
commonly used in sensory play, it can pose risks due to potential contamination
with harmful bacteria (such as E. coli or Salmonella). Ensuring proper hygiene
and supervision is crucial.
○ FDA: Handling Flour Safely
4. Is Food Play OK in Early Learning Services?:
○ Educa explores the benefits and challenges of food play in early education.
While food can enhance sensory experiences, educators must balance this with
safety considerations. The article suggests using food alternatives (e.g., colored
rice, playdough) to achieve similar learning goals.
○ Is Food Play OK in Early Learning Services?
5. Discussion on Food Use in the Early Childhood Classroom:
 ○ Teach Preschool engages in a thoughtful discussion about food use in the
classroom. Educators share their experiences and perspectives, emphasizing the
need for age-appropriate materials and cultural sensitivity. Considering diverse
family backgrounds is essential.
○ Teach Preschool: Discussion on Food Use

In summary, while food can be engaging and multisensory, it’s crucial to weigh the benefits
against safety concerns. Educators should prioritize children’s health, cultural awareness, and
developmentally appropriate practices when choosing materials for learning experiences.

Additionally, I would like to add some of my perspectives on cultural awareness.

Cultural awareness plays a pivotal role in early childhood education. Here are some reasons
why it is crucial when selecting learning materials:

1. Inclusivity and Representation:

○ Diverse cultures contribute to the rich fabric of our world. By incorporating
materials that reflect various backgrounds, educators ensure that children see
themselves and their families represented.
○ Inclusive materials foster a sense of belonging and validate each child’s identity.
2. Respecting Cultural Norms and Values:
○ Different cultures have unique norms, values, and practices. Being culturally
aware helps educators avoid unintentionally disrespecting or marginalizing any
group.
○ For instance, some cultures may have specific dietary restrictions or taboos
related to certain foods. Educators need to be mindful of these considerations.
3. Language and Communication:
○ Language is a vital aspect of culture. Materials should be available in multiple
languages to accommodate diverse language backgrounds.
○ Bilingual or multilingual resources promote language development and
communication skills.
4. Avoiding Stereotypes:
○ Culturally insensitive materials can perpetuate stereotypes. Educators must
critically evaluate resources to ensure they do not reinforce harmful biases.
○ For example, avoiding gender stereotypes or portraying certain cultures in a
monolithic way is essential.
5. Understanding Family Dynamics:
○ Families vary in structure, traditions, and parenting styles. Culturally aware
educators recognize and appreciate these differences.
○ Materials should align with family values and practices, promoting collaboration
between home and school.
6. Celebrating Festivals and Traditions:
○ Learning about different festivals, holidays, and celebrations fosters curiosity and
respect. Materials related to cultural events enhance children’s understanding.
○ Educators can explore diverse customs through stories, art, music, and hands-on
activities.
7. Promoting Global Citizenship:
○ Cultural awareness instills empathy and a global perspective. Children learn that
the world is interconnected and that everyone contributes to its diversity.
○ Materials that highlight global issues, traditions, and interconnectedness
encourage compassionate and informed citizens.
In summary, cultural awareness ensures that learning experiences are respectful, inclusive, and
relevant to all children, regardless of their cultural backgrounds.

Another thing i would like to add, when wanting to not deal with food, we can go back to non-
food alternatives for sensory play:

1. Playdough or Modeling Clay: These malleable materials allow children to shape, mold,
and explore different textures. You can make your own playdough using simple
ingredients like flour, salt, water, and food coloring.
2. Colored Rice or Lentils: Dye rice or lentils with food-safe colors to create sensory bins.
Children can run their hands through the grains, pour them, and explore various colors.
3. Water Beads: These tiny, water-absorbent beads provide a unique tactile experience.
Soak them in water, and they’ll expand into squishy, colorful orbs.
4. Fabric Swatches: Collect different fabric textures (e.g., silk, velvet, burlap) and let
children feel the differences. You can also tie fabric scraps into knots or create sensory
bags.
5. Sensory Bottles: Fill clear plastic bottles with water, glitter, small toys, or beads. Seal
them tightly, and children can shake, roll, and observe the contents.
6. Nature Items: Pinecones, leaves, acorns, and seashells offer sensory exploration.
Children can touch, smell, and arrange these natural materials.
7. Foam Shapes or Letters: Foam cutouts are lightweight and easy to handle. Children
can stick them to surfaces or use them for creative play.
8. Textured Balls: Rubber, spiky, or bumpy balls provide tactile stimulation. Encourage
rolling, squeezing, and tossing.
9. Sand or Kinetic Sand: Sand is a classic sensory material. Kinetic sand is moldable and
doesn’t dry out, making it mess-free.
10. Scarves or Ribbons: Dance scarves or colorful ribbons can be waved, twirled, and
draped. They enhance visual and kinesthetic experiences.

Caregivers must consider safety, age-appropriateness, and cultural sensitivity when selecting
sensory materials.

3. Pretend you are a caregiver in a toddler classroom, and you observe that you co-worker
provides the children with the crayons and drawing paper as depicted in the picture below.
Based on DAP, DCFS Regulations, and Caring for our Children, is this an appropriate
experience for toddlers why or why not? (4 points)

As a caregiver in a toddler classroom, it’s essential to consider the appropriateness of

experiences provided to young children. Based on Developmentally Appropriate Practice
(DAP), DCFS Regulations, and Caring for Our Children guidelines.

1. Developmentally Appropriate Practice (DAP):

 ○DAP emphasizes tailoring activities to meet children’s developmental needs,
interests, and abilities.
○ Providing crayons and drawing paper aligns with DAP principles. It encourages
creativity, fine motor skills, and self-expression.
○ Toddlers explore their world through sensory experiences, and drawing allows
them to express themselves visually.
○ Therefore, offering crayons and paper is an appropriate experience for toddlers
from a DAP perspective.
2. DCFS Regulations:
○ The Department of Children and Family Services (DCFS) sets guidelines for
child care programs.
○ While DCFS regulations may vary by state, they generally emphasize safety,
supervision, and age-appropriate activities.
○ Providing crayons and paper is consistent with safety guidelines, as long as the
materials are non-toxic and age-appropriate.
○ Supervision is crucial during art activities to prevent choking hazards or misuse
of materials.
○ Overall, if the co-worker ensures safety and appropriate supervision, this
experience aligns with DCFS regulations.
3. Caring for Our Children:
○ Caring for Children provides national health and safety standards for child care
settings.
○ Art experiences contribute to children’s cognitive, social, and emotional
development.
○ The caregiver should consider the following:
■ Supervision: Ensure close supervision to prevent accidental ingestion or
misuse of materials.
■ Materials: Use non-toxic, washable crayons and age-appropriate paper.
■ Individualization: Recognize that each child’s developmental level
varies. Some toddlers may engage more actively, while others may need
encouragement.
■ Positive Interaction: Engage with children during the activity, praising
their efforts.

In conclusion, giving toddlers crayons and drawing paper is a suitable experience—that is, if
safety precautions are taken, the materials are adequate, and caregivers actively encourage
their exploration and creativity.