The module you will be working through is titled Early Childhood Environments Designing Effective Classrooms Once you click on the link, it will take you directly to the module homepage To navigate this module, you will click on the menu button above or on the left hand side of the screen Or you can click the begin button in the bottom right hand corner You start with the 'Challenge' and then continue to through the module to 'Initial Thoughts', 'Perspectives and Resources', 'Wrap Up', and 'Assessment' https iris peabody vanderbilt edu module env contentLinks to an external site While you are working through the module you will be reading, watching videos, and listening to audio clips You will use the provided outline to document your thoughts and answer questions as you proceed through each section Complete the entire outline, as it will be turned in for a grade Your responses need to be thorough and in complete sentences Please use correct spelling and grammar You either typee your answers into each section using adobe acrobat (as the instructions state) in the pdf file below, or you can typee them in the Word document using the template below TEMPLE INFORMATION IRIS Module Outline Early Childhood Environments Designing Effective Classrooms Module Home Module Description This module, a DEC recommended practices approved resource, offers information on how to set up effective inclusive early childhood classroom environments for young children It also provides details about the interrelated physical, social, and temporal components of those environments, as well as adaptations to help teachers meet the needs of children with disabilities (est completion time 1 hour) STAR Legacy Cycle Related to This Module Link Module Outline Video Navigating an IRIS STAR Legacy Module Link IRIS and Adult Learning Theory Wrap Around Content Map Challenge Video Ms Smith and Mrs Hahndorf are teachers in an inclusive childcare program, and both of them have some concerns about the design of their classrooms Despite their planning, not all of the children take advantage of every area of their respective classrooms Both teachers wonder whether they should make some changes to their classroom environments, but neither of them is sure exactly where to begin Notes Initial Thoughts Opinion What elements make up a well designed early childhood environment What can teachers do to make the classroom environment more conducive to children's learning and development Notes Perspectives Resources Module Objectives After completing the entire Perspectives Resources section and reviewing the accompanying activities, you should be able to 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 createe environments that nurture and support the development of all children This IRIS Module aligns with the following licensure and program standards and topic areas Notes Page 1 Early Childhood Environments Overview of early childhood classrooms DEC Recommended Practices Well designed classroom environments bullet points Research Shows Three interdependent components of early childhood environments Audio Ilene Schwartz discusses how the three components of the environment are intertwined to help children succeed Including Children with Disabilities Note on the module's terminology Notes Page 2 Physical Environment Definition of physical environments Drop down menus Arranging Furnishings and Floor Coverings bullet points Selection and Placement of Materials bullet points Design and Display of Visual Materials bullet points Lighting and Sound bullet points For Your Information Including Families Teachers can collaborate with families by bullet points Including Children with Disabilities Changes to the physical environment bullet points Link assistive technology (definition) Link communication board (definition) Link flip book (definition) Did You Know Link Techs for Tots Audio Abby Green talks about how she arranges the physical environmental to help the children understand classroom expectations Audio Ilene Schwartz talks about the concept of Universal Design for Learning in an early childhood environment Additional Considerations for Infants and Young Toddlers Arranging a classroom for infants and toddlers requires some specific considerations bullet points Audio Rob Corso explains why it is so important for teachers to createe a nurturing and responsive environment for infants and toddlers Research Shows High Quality Environments versus Less Supportive Environments bullet points Activity Inspect a picture of the preschool classroom below and discuss the strengths of the physical arrangement, as well as some possible changes you could make to improve it Notes Page 3 Social Environment Definition of social environments Drop down menus Group Size and Composition bullet points Teacher Versus Child Initiated Activities bullet points Materials and Activities That Promote Interaction bullet points Including Families When they partner with families to design the social environment, teachers should bullet points Including Children with Disabilities Some children with disabilities might need extra support to participate in the social environment bullet points Audio Abby Green talks about ways to support positive interactions with young children Audio Ilene Schwartz discusses some of the ways that teachers can help young children with disabilities participate in the classroom social environment Research Shows For Your Information Link scripted stories (definition) To learn more about developing and teaching rules, visit the following IRIS Module Additional Considerations for Infants and Young Toddlers Link responsive caregiving (definition) Audio Rob Corso discusses one of the biggest challenges teachers face when working with infants and toddlers Notes Page 4 Temporal Environment Definition of temporal environments Drop down menus Vary Activity Levels bullet points Plan Effective Transitions bullet points Teach Routines and Schedules Audio Abby Green shares how she has made transitions more effective for young children in her classroom Including Families bullet points Including Children with Disabilities Additional considerations for children with disabilities bullet points Audio Ilene Schwartz illustrates why visual supports help children with disabilities be successful in early childhood settings Research Shows Additional Considerations for Infants and Young Toddlers For Your Information Notes Page 5 Putting It All Together After attending a training on effective early childhood environments, Ms Smith and Mrs Hahndorf Ms Smith's Classroom Before and After bullet points Mrs Hahndorf's Classroom Before and After bullet points Audio Rob Corso discusses how setting up an effective early childhood environment can help prevent challenging behaviors Notes Page 6 References Additional Resources Suggested module citation References Additional Resources Page 7 Credits Suggested module citation Content Experts Module Developers Module Production Team Media Production Team Media Expert Interviews Acknowledgments Wrap Up Summary of the module Audio Ilene Schwartz summarizes the components of an early childhood environment and how to integrate them to createe a high quality setting that supports the learning and development of all children Revisit your Initial Thoughts responses Notes Assessment Complete the questions List five reasons why well designed classrooms are important for young children Identify and discuss at least three key aspects of each component of a well designed early childhood environment physical, social, and temporal Describe three unique considerations for designing an environment for infants and young toddlers Describe three strategies that teachers can use to make the physical environment more accessible to children with disabilities Mr Hilton is a new teacher in a classroom of infants, ages six months to twelve months He is feeling a little overwhelmed with the flow of the day, especially when it comes to the arrival of infants and parents, feeding time, and floor time with the infants Review the three problem areas listed in the Before column in the table below List at least two changes that Mr Hilton can make to address each of the issues described in the Before column For each suggestion, indicate whether the change you recommend is to the physical (P), social (S), or temporal (T) aspect of the environment, or any combination of the three Mr Hilton's Classroom Before After Traffic jams occur at the doorway as Mr Hilton stands waiting for parents and infants to arrive Toys are on the bookshelf at the doorway and out of reach 1 2 All infants are seated in infant seats, lined up side by side against the wall, and fed around noon according to the schedule Parents provide formula or meal 1 2 Few toys in the corner of the room during floor time Mr Hilton sits in a rocker nearby to supervise, communicating only when young children try to use the same toy 1 2

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The module you will be working through is titled Early Childhood Environments: Designing Effective Classrooms. Once you click on the link, it will take you

The module you will be working through is titled Early Childhood Environments: Designing Effective Classrooms. Once you click on the link, it will take you directly to the module homepage. To navigate this module, you will click on the menu button above or on the left-hand side of the screen. Or you can click the "begin" button in the bottom right hand corner. You start with the 'Challenge' and then continue to through the module to 'Initial Thoughts', 'Perspectives and Resources', 'Wrap Up', and 'Assessment'. https://iris.peabody.vanderbilt.edu/module/env/#contentLinks to an external site.

While you are working through the module you will be reading, watching videos, and listening to audio clips. You will use the provided outline to document your thoughts and answer questions as you proceed through each section. Complete the entire outline, as it will be turned in for a grade. Your responses need to be thorough and in complete sentences. Please use correct spelling and grammar. You either typee your answers into each section using adobe acrobat (as the instructions state) in the pdf file below, or you can typee them in the Word document using the template below.

TEMPLE INFORMATION:

IRIS Module Outline: Early Childhood Environments: Designing Effective Classrooms

Module Home:

Module Description: This module, a DEC-recommended practices-approved resource, offers information on how to set up effective inclusive early childhood classroom environments for young children. It also provides details about the interrelated physical, social, and temporal components of those environments, as well as adaptations to help teachers meet the needs of children with disabilities (est. completion time: 1 hour).
STAR Legacy Cycle
Related to This Module
- Link: Module Outline
- Video: Navigating an IRIS STAR Legacy Module
- Link: IRIS and Adult Learning Theory
- Wrap-Around Content Map

Challenge:

Video: Ms. Smith and Mrs. Hahndorf are teachers in an inclusive childcare program, and both of them have some concerns about the design of their classrooms. Despite their planning, not all of the children take advantage of every area of their respective classrooms. Both teachers wonder whether they should make some changes to their classroom environments, but neither of them is sure exactly where to begin.

Notes:

Initial Thoughts:

Opinion: What elements make up a well-designed early childhood environment?
What can teachers do to make the classroom environment more conducive to children's learning and development?

Notes:

Perspectives & Resources:

Module Objectives

After completing the entire Perspectives & Resources section and reviewing the accompanying activities, you should be able to:
- 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 createe environments that nurture and support the development of all children
This IRIS Module aligns with the following licensure and program standards and topic areas...

Notes:

Page 1: Early Childhood Environments:

Overview of early childhood classrooms
DEC Recommended Practices
Well-designed classroom environments... [bullet points]
Research Shows
Three interdependent components of early childhood environments
Audio: Ilene Schwartz discusses how the three components of the environment are intertwined to help children succeed
Including Children with Disabilities
Note on the module's terminology

Notes:

Page 2: Physical Environment:

Definition of physical environments
Drop-down menus:
- Arranging Furnishings and Floor Coverings [bullet points]
- Selection and Placement of Materials [bullet points]
- Design and Display of Visual Materials [bullet points]
- Lighting and Sound [bullet points]
For Your Information
Including Families
- Teachers can collaborate with families by... [bullet points]
Including Children with Disabilities
- Changes to the physical environment [bullet points]
Link: assistive technology (definition)
Link: communication board (definition)
Link: flip book (definition)
Did You Know?
- Link: Techs for Tots
Audio: Abby Green talks about how she arranges the physical environmental to help the children understand classroom expectations
Audio: Ilene Schwartz talks about the concept of Universal Design for Learning in an early childhood environment
Additional Considerations for Infants and Young Toddlers
- Arranging a classroom for infants and toddlers requires some specific considerations [bullet points]
- Audio: Rob Corso explains why it is so important for teachers to createe a nurturing and responsive environment for infants and toddlers
Research Shows
High-Quality Environments versus Less-Supportive Environments [bullet points]
Activity: Inspect a picture of the preschool classroom below and discuss the strengths of the physical arrangement, as well as some possible changes you could make to improve it

Notes:

Page 3: Social Environment:

Definition of social environments
Drop-down menus
- Group Size and Composition [bullet points]
- Teacher- Versus Child-Initiated Activities [bullet points]
- Materials and Activities That Promote Interaction [bullet points]
Including Families
- When they partner with families to design the social environment, teachers should [bullet points]
Including Children with Disabilities
- Some children with disabilities might need extra support to participate in the social environment [bullet points]
Audio: Abby Green talks about ways to support positive interactions with young children
Audio: Ilene Schwartz discusses some of the ways that teachers can help young children with disabilities participate in the classroom social environment
Research Shows
For Your Information
- Link: scripted stories (definition)
- To learn more about developing and teaching rules, visit the following IRIS Module
Additional Considerations for Infants and Young Toddlers
- Link: responsive caregiving (definition)
Audio: Rob Corso discusses one of the biggest challenges teachers face when working with infants and toddlers

Notes:

Page 4: Temporal Environment:

Definition of temporal environments
Drop-down menus
- Vary Activity Levels [bullet points]
- Plan Effective Transitions [bullet points]
- Teach Routines and Schedules
Audio: Abby Green shares how she has made transitions more effective for young children in her classroom
Including Families [bullet points]
Including Children with Disabilities
- Additional considerations for children with disabilities [bullet points]
- Audio: Ilene Schwartz illustrates why visual supports help children with disabilities be successful in early childhood settings
Research Shows
Additional Considerations for Infants and Young Toddlers
For Your Information

Notes:

Page 5: Putting It All Together:

After attending a training on effective early childhood environments, Ms. Smith and Mrs. Hahndorf...
Ms. Smith's Classroom: Before and After [bullet points]
Mrs. Hahndorf's Classroom: Before and After [bullet points]
Audio: Rob Corso discusses how setting up an effective early childhood environment can help prevent challenging behaviors

Notes:

Page 6: References & Additional Resources:

Suggested module citation
References
Additional Resources

Page 7: Credits:

Suggested module citation
Content Experts
Module Developers
Module Production Team
Media Production Team
Media
Expert Interviews
Acknowledgments

Wrap Up:

Summary of the module
Audio: Ilene Schwartz summarizes the components of an early childhood environment and how to integrate them to createe a high-quality setting that supports the learning and development of all children
Revisit your Initial Thoughts responses

Notes:

Assessment:

Complete the questions.

List five reasons why well-designed classrooms are important for young children.

Identify and discuss at least three key aspects of each component of a well-designed early childhood environment: physical, social, and temporal.

Describe three unique considerations for designing an environment for infants and young toddlers.

Describe three strategies that teachers can use to make the physical environment more accessible to children with disabilities.

Mr. Hilton is a new teacher in a classroom of infants, ages six months to twelve months. He is feeling a little overwhelmed with the "flow" of the day, especially when it comes to the arrival of infants and parents, feeding time, and floor time with the infants.
Review the three problem areas listed in the Before column in the table below.
List at least two changes that Mr. Hilton can make to address each of the issues described in the Before column.
For each suggestion, indicate whether the change you recommend is to the physical (P), social (S), or temporal (T) aspect of the environment, or any combination of the three.

Mr. Hilton's Classroom
Before	After
Traffic jams occur at the doorway as Mr. Hilton stands waiting for parents and infants to arrive. Toys are on the bookshelf at the doorway and out of reach.	1. 2.
All infants are seated in infant seats, lined up side-by-side against the wall, and fed around noon according to the schedule. Parents provide formula or meal.	1. 2.
Few toys in the corner of the room during floor time. Mr. Hilton sits in a rocker nearby to supervise, communicating only when young children try to use the same toy.	1. 2.