Creating Environments for Learning: Birth to Age Eight (with MyEducationLab)

Covers Birth to Age Eight. This new text provides a balance of theory and application to help novices and practicing early childhood professionals understand why and how to set up, arrange, and make changes to early childhood learning environments.  Organized largely by chapters on learning centers (literacy, manipulative and sensory, science, mathematics, etc.), the text also covers foundational information such as the emotionally supportive and equitable environment,  the role of the teacher, the importance of the environment, design principles, and health and safety. Coverage woven through every chapter includes material for all age groups in early childhood (infants and toddlers through 3rd grade), assessing the environment, meeting the needs of ALL learners, the teacher's role in facilitating learning in the various environments, and ways to address each curricular area outdoors.     It is designed for college courses taught at two and four year institutions that focus on quality early childhood learning environments and curriculum.

Table of Contents:
CHAPTER 1:  UNDERSTANDING THE IMPORTANCE OF THE ENVIRONMENT Why is the environment important for children’s learning? The environment and developmentally appropriate practice Reducing behavioral issues through environmental design Theorists and approaches supporting the importance of the environment Guidelines for creating effective learning environments: Role of the teacher Sample Application Activities   CHAPTER 2:  ESTABLISHING AN EMOTIONALLY SUPPORTIVE AND EQUITABLE ENVIRONMENT Circle of Courage: Defining an emotional supportive, equitable environment Circle of Courage Foundations The teacher's role in supporting the circle of courage Sample Application Activities   CHAPTER 3:  ESTABLISHING A CONTEXT FOR LEARNING: DESIGNING SCHEDULES, TRANSITIONS, GROUPINGS, AND ASSESSMENTS  Schedules: Structuring Time  Designing Effective Transitions  Planning Successful Groups Assessing and Documenting Children's Learning Sample Application Activities   CHAPTER 4:  CREATING A HEALTHY, SAFE ENVIRONMENT  Preventing illness in early childhood settings  Safety in early childhood environments  Designing healthy, aesthetic bathrooms, diaper changing stations, and sleeping areas Sample Application Activities   CHAPTER 5:  ARRANGING AN EFFECTIVE ENVIRONMENT Guidelines for Creating a Room with Learning Centers Guidelines for Developing Effective Room Arrangements and Floor Plans Sample room arrangements Furniture and Dividers Storage  Sample Application Activities    CHAPTER 6:  DESIGN CONSIDERATIONS Desired design outcomes Design elements Design palettes Special design considerations Sample application activities   CHAPTER 7:  DEVELOPING LITERACY CENTERS  Stages of literacy development How the literacy center enhances children's development Designing an effective literacy center Special considerations for infants and toddlers  Teachers' facilitation of learning in the literacy center Literacy in the outdoors Sample application activities   CHAPTER 8: DEVELOPING MANIPULATIVE AND SENSORY CENTERS  The manipulative center Stages of fine motor development How the manipulative center enhances children’s development  Designing an effective manipulative center Appropriate materials for the manipulative area Special considerations for infants and toddlers Special considerations for older children Teachers' facilitation of learning in the manipulative center The sensory center Designing an effective sensory center Appropriate materials for the sensory center Teachers' facilitation of learning in the sensory center Special challenges in the manipulative and sensory center  Outdoor manipulative and sensory play  Sample Application Activities    CHAPTER 9: DEVELOPING SCIENCE CENTERS  History of science education Children's development of scientific concepts  How the science center enhances children's development Designing an effective science center  Science center environments that support children's learning Special considerations for infants and toddlers  Teachers' facilitation of learning in the science center Outdoor science centers Sample application activities   CHAPTER 10: DEVELOPING MATH CENTERS How children learn math How the math center enhances children's development Designing an effective math center Appropriate materials for the math center  Center materials relating to the math standards Special considerations and materials for infants and toddlers  Teachers' facilitation of learning in the math center Outdoor math centers  Sample application activities   CHAPTER 11:  DEVELOPING BLOCK AND BUILDING CENTERS History of Blocks Stages of Block Building  How the block center enhances children's development  Designing an effective block center  Appropriate materials for the block center Special considerations for infants and young toddlers Teachers' facilitation of learning in the block center Special challenges in the block area  Outdoor block and building centers  Sample application activities    CHAPTER 12: DEVELOPING DRAMATIC PLAY CENTERS  Development of dramatic play How the dramatic play center enhances children's development Designing an effective dramatic play center Special considerations for infants and toddlers  Special considerations for school age (K-3) children  Changes to the dramatic play center Prop boxes Teachers' facilitation of learning in the dramatic play center Special challenges in the dramatic play center Outdoor dramatic play centers  Sample application activities    CHAPTER 13:  DEVELOPING ART CENTERS Approaches to art Stages of art in the early childhood years How the art center enhances children's development Designing an effective art center Art goals: Creating and appreciating art Appropriate activities and materials for creating art  Special considerations and materials for infants and toddlers Appropriate materials and activities for appreciating art Teachers' facilitation of learning in the art center Special challenges in the art area  Outdoor art centers Sample application activities   CHAPTER 14:  DEVELOPING MUSIC CENTERS  Development of music skills  How the music center enhances children's development Designing the music center Music standards Appropriate materials for the music center  Special considerations for infants and toddlers Teachers' facilitation of learning in the music center  Special challenges in the music center Outdoor music centers Sample application activities    CHAPTER 15:  INTEGRATING TECHNOLOGY  How the use of technology can enhance children's development Using technology in the classroom Technology activities to support the curriculum Special considerations for infants and toddlers  Teachers’ facilitation of learning through technology Sample application activities   CHAPTER 16: SPECIAL INTEREST CENTERS  Centers to support theme and project-based learning Indoor physical or fitness center Puppetry centers Cooking and snack centers Woodworking and carpentry centers Sample application activities    CHAPTER 17: CREATING OUTDOOR ENVIRONMENTS The value of outdoor play Protecting children's right to play outdoors History of playgrounds Types of playgrounds How playing in the outdoors enhances children’s development Designing an effective outdoor environment Designing playgrounds for specific age groups  Teachers’ facilitation of learning in the outdoor environment  Sample application activities   CHAPTER 18: CREATING SPACES FOR FAMILIES AND TEACHERS Meeting the needs of families  Meeting the needs of staff Sample application activities    CHAPTER 19: MEETING ENVIRONMENTAL CHALLENGES  Creating centers in small spaces  Free and inexpensive materials to assist a limited budget  Establishing an early childhood program in your home Designing the afterschool space Sample application activities   REFEREENCES

About the Author :
Julie Bullard is a professor and director of the Early Childhood Education program at the University of Montana-Western.  During her thirty years in the early childhood field she has been a preschool and elementary teacher, child care director, Head Start administrator, and a teacher of adults receiving CDA’s, associate degrees, and bachelor’s degrees in early childhood.  She has been involved in the development of the Montana early childhood knowledge base, infant-toddler guidelines, preschool guidelines, kindergarten standards, and early childhood and elementary higher education standards.  Julie has had a passion for the importance of the early learning environment since completing coursework in architecture over thirty years ago.  She also has a special interest in curricular standards and is involved on several state and national committees to develop and implement high standards using play-based curriculum.   She is active on the National Association for Young Children (NAEYC) professional development panel and is a national reviewer of early childhood higher education programs.  She also serves on an oversight committee for NAEYC/NCATE accreditation.  Julie was recently appointed to serve on an NAEYC committee to revise the national early childhood higher education standards.  She serves on the National Association for Early Childhood Teacher Education (NAECTE) national board and is also on the NCATE  Board of Examiners.    Julie received her doctorate from Montana State University.