Chapter 4 Supportive Physical Environments: Indirect Guidance

Marion
(c) Pearson

1. CHAPTER 4:
Supportive Physical
Environments: Indirect Guidance
Guidance of Young Children
Ninth Edition
Marian Marion
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved

2. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-2
PHYSICAL ENVIRONMENTS
AND SENSORY STIMULATION
FOR INFANTS AND
TODDLERS

3. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-3
Room Design for Infants and
Toddlers: Essential Ideas
Should meet the child’s physical and
social/emotional needs
Cleanliness is essential
Spacious bathing and dressing areas
Inspires pushing, pulling, rolling, emptying, and
filling safe, clean toys; and climbing on safe
structures
Encourages children to gaze at objects at their
level and to do messy, active things such as
finger painting

4. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-4
Why is Sensory Stimulation
Important in Infant Development?
A powerful avenue for infant toddler development
Infants can coordinate information from different
senses
Sensory stimulation benefits infant sensory
coordination and brain development
Helps meet emotional and social needs

5. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-5
Theoretical Foundations for
Early Childhood Classroom
Design

6. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-6
Theoretical Foundations for Early
Childhood Classroom Design
Theories focusing on the systems in which
children develop: Brofenbrenner’stheory on the
ecology of human development
Theories focusing on how children construct
knowledge: Dewey, Piaget, and Vygotsky’stheories
on knowledge construction
Theories focusing on psychological and
emotional needs: Erikson’s theory on psychosocial
development and Maslow’s hierarchy of human
needs

7. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-7
Developmentally Appropriate
Physical Environments for 3 -
to 8-Year-Olds

8. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-8
ECE Classroom Designs based on
ECE Theory are Characterized by
the Following:
Sense of order: Well arranged, tidy, and
organized rooms convey order and comfort
Social interaction: Set up to promote
interaction among children
Making choices: Set up so that children can
learn and practice how to make wise
choices
Active learning: Encourages active learning

9. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-9
Benefits of Well-Designed
Spaces for Children
Lower levels of stress
Fewer discipline problems
More positive interaction among children
Helps children feel independent and self-
controlled
Meets higher-order needs in Maslow’s hierarchy
Develop better decision making
Better ability to initiate and engage in
sophisticated dramatic play

10. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-10
Effects of Poorly Designed
Rooms
Communicates expectations of failure and lack of
respect
Contributes to poor academic achievement and
behavior problems
Higher levels of stress

11. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-11
Guidelines: Developmentally
Appropriate Room Design

12. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
4-12
Guidelines for Developmentally
Appropriate Rooms
Organize the classroom into activity areas
Arrange activity areas logically
Create attractive and sensory-rich areas
Use a variety of indirect strategies to make it easier
for children to work and play in the classroom