Directions: On a walk-through of your program’s learning environments, record what you see that supports each concept. To focus your thinking, there are separate tables for classroom environments, outdoor spaces and shared indoor spaces. Once you have identified current environmental supports, think of ways you and your staff members could enhance support for these concepts in the future. ClassroomsConcept | Current Environmental ³Ô¹ÏÍøs | Future Environmental ³Ô¹ÏÍøs |
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Defined interest areas/centers that are organized | | | Designated places for rest/regulation | | | ³Ô¹ÏÍøive of all domains of development | | | Versatile, engaging, and open-ended | | | Accessible without teacher assistance or permission | | | Reflective of the diversity of children and families present in your program and community | | |
Playgrounds/Outdoor SpacesConcept | Current Environmental ³Ô¹ÏÍøs | Future Environmental ³Ô¹ÏÍøs |
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Defined interest areas/centers that are organized | | | Designated places for rest/regulation | | | ³Ô¹ÏÍøive of all domains of development | | | Versatile, engaging, and open-ended | | | Accessible without teacher assistance or permission | | | Reflective of the diversity of children and families present in your program and community | | |
Shared SpacesConcept | Current Environmental ³Ô¹ÏÍøs | Future Environmental ³Ô¹ÏÍøs |
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Defined interest areas/centers that are organized | | | Designated places for rest/regulation | | | ³Ô¹ÏÍøive of all domains of development | | | Versatile, engaging, and open-ended | | | Accessible without teacher assistance or permission | | | Reflective of the diversity of children and families present in your program and community | | |
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