Preparing and Exploring the Environment.

University of Karachi

 

Department of Teachers Education

Early Childhood Education (Evening Program)

 

 

 

Course Title:         Family Child Care

 

Course Incharge:    Ms. Qurat ul Ain

 

Submitted By:    Naheed Fatima

 

 

 

 

 

Task 1

Reflective Exercise: Experience Your Space from the Perspective of an Infant or Toddler

After entering the classroom, lying on the floor nothing made me uncomfortable, the ratio of light and colors was also appropriate. There was no noise and rug on the floor was not cool.

While crawling, I saw some furniture to be used by adults who had a desire to catch and touch, in case of holding chair could fall upward. There were different types materials in room e.g. toys, books and color pencils.

When I kneeled down I felt there were different things around which can be explored. An aquarium was placed in the corner with colorful fishes and I noticed a slight sound.

The materials in classroom was not accessible but I found ease in many activities due the helper provided in the class room.

A comfortable environment is provided for me to speak my background language and go through the transition phase.

I noticed that the room should have enough space for the gross motor activities like climbing, hopping, cuddling etc. Room should have enough space to conduct enough activities at time or the activity material must be enough to engage every child in the class every moment.

 

 

Task 2

Preparing the Environment: Designing Spaces for Infants and Toddlers that Support Positive Relationships

 

Question # 1 Are there places in your child care space where you find yourself saying “no” and redirecting children again and again?

Ans:

No, I don’t find any reason to say ‘no’ to children and redirecting them because the setting in infant and toddler care space is designed such as open to the exploration of child and to feel comfortable.

 

Question # 2 Are there ways you can adjust your environment to support infants’ and toddlers’ exploration?

Ans: Infants and toddlers exploration can be supported by the following ways:

1.    Place the toy near the infant’s hand so he/she can reach out and explore the item through tactile (touch) and visual means. Tactile attraction include Play-Doh, sand and water

2.    Infants and toddlers start exploring by seeing the adults or persons around in the environment. Teachers in the daycare should create a safe and happy exploration environment.

3.    Encourage your child to pick up leaves and rocks, feel the bark on trees, and collect bugs. This way child is encouraged to explore nature.

4.    Group expeditions that bring a bunch of toddlers together in an open space —a park, gym, recreation center, or someone's backyard — can be fun for adults and kids. The kids might not interact much at this age, but they're learning to and are eager to see other faces and kids.

 

Preparing the Environment: Designing Spaces for Infants and Toddlers that Are Responsive to Their Individual Needs

 

Question # 1 How do you adapt your environment when infants’ and toddlers’ interests and developmental needs change?

Ans:

A child who is learning independence needs many opportunities to make decisions. When we allow children to try new things, they develop skills and confidence.

Offering infants and toddlers a variety of choices throughout the day helps them stay interested, engaged, and happy. Some examples of choice include:

1.    Spending time with others or spending time alone;

2.    Playing quietly or being loud and more active;

3.    Exploring a variety of age-appropriate materials and activities, including books, building toys, art supplies, pretend play materials, sensory play materials, and so forth; and

4.    Exploring a variety of play surfaces, levels, and equipment, such as soft chairs, lofts, risers, and mats.

 

 

 

 

Question # 2 How do you adapt your environment to support how infants and toddlers in your care like to go to sleep?

Ans:

1.    Set up a good daily schedule

Successful rest times depend on setting up a busy daily schedule. A good daily schedule has time for active indoor/outdoor activities. Sufficient exercise and stimulation will help all children to eat and rest better.

 

2.    Make a smooth transition to rest time

For older toddlers and pre-schoolers, rest time most often follows lunchtime. Moving from the lunch table to rest time can be a difficult transition. Since children finish eating at different times, the children who finish first should be given something to do while the others finish eating to avoid disruption. Toddlers can be asked to clear their place, wipe the table, and wash their faces and hands.

Turn the lights down low as children are finishing lunch. This signals that it is time for rest.

 

3.    Plan where rest will take place

When deciding where to have children rest, keep the following in mind:

·         Children who are likely to try and talk to each other and play should be physically separated.

·         Try and ensure children sleep in the same place each day, this will increase a child's sense of calm and may help him/her drop off more quickly.

 

Question # 3 How do you adapt your environment to support individual sleep schedules?

Ans:

Each child's sleep habits are individual and may depend on their temperament. Some babies are easy going and adapt to new situations quickly while others need a routine that is the same every day. The ways to meet each child's individual needs for sleep are:

1.    Infants and very young toddlers sleep at many different times of the day, so it may not work well to have a set naptime for the whole group.

2.    Since not all children will nap at the same time, make a safe place in your child care space that you can supervise easily. It is good if the children know that they can rest anytime they are feeling tired.

3.    Older toddlers are usually ready to follow a nap schedule around the time when they settle on a single nap after lunch. Use the child's signals to plan the day for that child. Let babies and toddlers set their own schedules as much as possible.

 

Question # 4 How do you partner with parents to consider ways to adapt the environment to meet the needs of infants and toddlers?

Ans:

A basic interview is conducted with parents by the teachers of daycare to partner with parents to meet the needs of the infants and toddlers.

The interview contains the following information regarding any kind of allergy the children are facing, phobia or fear of something and habits like biting or beating so that it should be kept in mind while taking care of the infants and toddlers.

A child care service is likely to be more or less active than a child's home environment. Many children share rooms with a sibling or may sleep in noisy houses, others have complete silence. Learning about the home sleep environment of the children in your service will improve your chances of successful sleep in the child care setting.