Early Childhood Environments: Designing Effective Classrooms
Perspectives & Resources
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:
- Define and describe the difference between the physical, social, and temporal environments of an early learning program
- Describe why a well-designed physical, social, and temporal environment benefits all young children
- Understand unique considerations in arranging an infant/toddler environment
- Understand the importance of adapting environments to meet the unique needs of young children with disabilities
- Describe how families and teachers can work together to create environments that nurture and support the development of all children
This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.
- Standard 1: Content and Pedagogical Knowledge
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.
- Standard 2: Learning Environments
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.
- E1. Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.
- E2. Practitioners consider Universal Design for Learning principles to create accessible environments.
- E3. Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences.
- E4. Practitioners work with families and other adults to identify each child’s needs for assistive technology to promote access to and participation in learning experiences.
- E5. Practitioners work with families and other adults to acquire or create appropriate assistive technology to promote each child’s access to and participation in learning experiences.
- E6. Practitioners create environments that provide opportunities for movement and regular physical activity to maintain or improve fitness, wellness, and development across domains.
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.
- Standard 3: Learning Environments
NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
When you are ready, proceed to Page 1.