First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C.

Encarnacion

Module 7
Elements of Appropriate
Indoor and Outdoor
Environments
Introduction
What do safe environments look like for young children? We can think about this question in three ways.
We can think about our facilities. We can think about how we arrange and organize our classrooms
within the facilities. And we can think about the condition of the materials in the environment. This lesson
will focus on facilities and classrooms. You will learn about materials in the next lesson.

Objectives
At the end of this chapter, it is expected that you will be able to:
▪ describe developmentally appropriate indoor environment for infants;
▪ identify characteristics of effective room arrangements for infants;
▪ describe developmentally appropriate outdoor environments for infants;
▪ describe developmentally appropriate indoor environment for toddlers;
▪ identify characteristics of effective room arrangements for toddlers;
▪ describe developmentally appropriate outdoor environments for toddlers; and
▪ explain how indoor and outdoor environments can be adapted for infants/toddlers with special
needs.

Instructions
You are given four days to finish reading this module and do the activities, including the pretest and
posttest. Follow the suggested timeline:
Day 1
Chapter I: The Indoor Environment

Day 2
Chapter II: The Outdoor Environment

Day 3
Brainstorming for the Environment Sketch

Day 4
Submission of Output (Environment Sketch)

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Pretest

Sketch the indoor of an infant/toddler classroom. Label the necessary items.

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I. The Indoor Environment

What is Your Perspective?

Infant and toddler caregivers make many decisions each day: which books to read, what questions to ask
a toddler’s family, which experiences to offer, which materials to place where, etc. In many instances,
these decisions are the result of careful advanced consideration, in addition to a personal understanding
of how an infant and toddler learning environment should be, feel and look.

Infants and toddlers, like most of us, are drawn to inviting and engaging environments. Thinking about the
ways to create a safe, flexible, and playful indoor learning environment requires planning and exploring
ideas from multiple perspectives.

Arranging the Indoor Learning Environment

The space and furnishings should come together to create an indoor learning environment that is tailored
to meet the needs of developing infants and toddlers. They need close supervision, positive guidance and
stimulating experiences during this period of rapid growth.

When considering the physical space of play areas, it is important to create a space that is not too open
or too crowded. Young infants need protected areas with enough room to practice their growing abilities
and movements, such as rolling over and crawling. Mobile infants and toddlers need space as they
explore and learn to crawl, walk, dance, jump and build with blocks. Space is important for both active
and quiet play. Well-designed areas provide both physical boundaries and visual cues that support
individual and peer play.

Caregivers will need space for infant and toddler caregiving routines: greetings, departures, eating and
feeding, sleeping, diapering and toileting. Separate sleeping areas for young infants are recommended
so the children can keep their individual schedules while still being monitored. The diapering and toileting
area should contain changing tables, sinks, and storage for supplies. These caregiving spaces also
provide opportunities for learning. For instance, a mobile placed above a changing table can provide
visual stimulation and distraction for an infant during diapering. In addition, eating areas for toddlers
who are able to feed themselves encourage the development of fine-motor skills. When planning these
areas, caregivers must use preventative measures to ensure safe and healthy learning. Please see the
Safety and Healthy course for further information.

When designing spaces for infants and toddlers, it’s also important to consider logistics, aesthetics,
organization and the needs of all children in the space.

A. Designing for Logistics

There are several things to keep in mind as you design or redesign your learning space. We will
distinguish between spaces for group experiences, privacy, places for adults, storage, and display, all of
which are critical for a successful indoor learning space.

Places for Group Experiences

Although infants and toddlers learn primarily through exploration and interactions with caregivers,
spending time in groups is an excellent way to begin to build an understanding of learning communities.

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For instance, a brief (5 minute or less) daily group time can encourage infants and toddlers to share their
ideas and notice the ideas of others (e.g., a caregiver notices an infant kicking and encourages everyone
to kick their feet together, or a toddler says “ice cream” and the caregiver suggests that everyone
pretend to eat ice cream together). Caregivers can also lead infants and toddlers in songs with
corresponding motions that can help develop motor skills and awareness of the sounds and patterns of
language (Lang et al., 2010).

Having designated spaces for these experiences and designing them to minimize distractions can help
you make the most of these times. This doesn’t mean you must have a spot that is used just for group
experiences. The block area, or the book and language area can make a natural home for larger group
experiences. Just think about having enough space for all the children to come comfortably together.

Places for Privacy

Constantly being with other people for a whole day can be emotionally draining for anyone, and
especially so for infants and toddlers who are still developing the ability to regulate their emotions and
calm themselves. Just like adults and older
children, infants and toddlers sometimes need
time and space to take a break from the group.
You can help infants and toddlers meet this need
by offering spaces that are limited to one or two
children. A cozy corner with pillows and soft toys
or books, or quiet play area can help children
calm themselves. Remember you can create these
private spaces, while still ensuring good visibility
and children’s safety (see the Safety course; e.g.,
think about the use of sheer fabrics or creating
nooks that you can easily see into).

Places and Ways to Support Adults

Although the majority of your room should be designed with infants and toddlers in mind, as discussed in
the introductory lesson, caregivers and children’s families are also an integral part of the learning
environment. The physical environment should reflect this, by having at least some spaces that “speak to”
the adults in the learning environment and make them more comfortable. For example, having one or two
“adult sized” chairs in the room (e.g., a rocker or a sofa chair) can visually communicate to family
members, who may be less comfortable in a kid-sized environment, that they are welcome too. These
adult chairs can serve as a space where family members can read a book to their child during pick-up or
drop-off times, or provide a space for mothers to visit and nurse, and helps to build a home-like
atmosphere in the room. Remember, children’s own homes are not all child-sized!
In addition, you should have some communication or display boards that provide family members with
important information about your room (e.g., the weekly curriculum, special notes from the day, or
upcoming events).
As discussed in the introductory lesson, caring for infants and toddlers can be exhausting work. The
environment should also help support caregivers’ well-being. Here are some ways to make the
environment supportive for caregivers as well as for children:
• Providing a glider or rocker for adults to use during feeding times can help provide a level of
comfort and support. This can also help nurture relationships between caregivers and children.

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Close relationships reflect and promote knowledge of children’s needs, which ultimately makes the
caregiver’s job easier.
• Using carpeted risers not only supports infants’ and toddlers’ use of motor skills but also helps
caregivers get up and down during floor play more easily.
• Adding steps to the changing table in the diapering area for older toddlers to walk up can
reduce the number of times that caregivers need to lift heavier children, while also giving older
toddlers a sense of autonomy.

Places for Storage and Display

Infant and toddler learning spaces require a
lot of materials! Toys, books, and other
resources are regularly rotated in and out of
active use. It is important to plan for at least
three kinds of storage in an infant and
toddler learning space: open storage for
children to access, closed storage for
caregiver materials, and storage for
personal belongings (Dodge et al., 2010). It
is also important to plan for storing and
displaying children’s assessment materials
and artwork.

• Open storage: For materials that are in active use, caregivers should carefully label and store
them on open, easily accessible shelves. This will help children build independence, and toddlers
can avoid frustration when they are able to find what they want and need.
• Closed storage: Tools such as adult office supplies, cooking utensils, or cleaning fluids need to be
stored securely when not in use. Again, it is important to designate and carefully label secure
locations for these items. This will help you maintain inventory and ensure children’s safety.
• Personal storage: Infants and toddlers also need individual spaces for their own things, such as
diaper bags, clothing, supplies, and creations. Space for favorite items (e.g., stuffed animal,
favorite blanket) can help infants and toddlers feel secure. When spaces are easily accessible for
toddlers, they can retrieve personal items when needed. Even if young infants do not fully
understand having spaces for their own things, providing these spaces makes the learning
environment more personal and will help parents feel confident that their child is being treated
and cared for as an individual with unique qualities and needs.
• Child display: Storing and displaying artwork and portfolios sends powerful messages to children
about the value of their work and helps you do your job more effectively.

There are many ways to design learning spaces. Watch this video to see examples of ways infant-
toddler learning spaces have been designed for group experiences, privacy, and storage.

B. Aesthetics

Home-like
Children are more likely to feel they can be themselves and have a sense of belonging when their
classroom environment is like their homes. There are many ways you can add personal touches to your

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classroom to create a home-like feel (we will address this more in the Materials lesson). For example, you
can include:
• Soft furniture, such as a couch or large armchair
• Nontoxic plants
• Natural or soft lighting, through the use of window or lamps
• Throw pillows, cushions
• Other decorative touches, such as area rugs or repurposed furniture
• Family photos from the children and staff
• Inexpensive frames to hang children’s artwork on the walls
• Neutral paint colors

Remember children may spend several hours a day in your classroom. Creating a relaxing, home-like
environment is critical. It can be overwhelming to spend eight or twelve hours in spaces that are visually
overwhelming, with bright lights or bright colors. A home-like environment, in addition to places for
privacy and quiet areas, offer children the opportunity to seek calm when they need it.
Including pictures of the children and their families, in conjunction with personal storage and displaying
children’s artwork, is another great way to communicate that this spaces belongs to the children. When
displaying pictures or adding decorative touches, remember to hang or offer many items at children’s
eye level to reinforce that they are valued members of the classroom space. Consider taping pictures to
the floor so mobile infants can see them as they move about.

Inviting Engagement: Provocations

You can also offer items of beauty or wonder in the classroom that invite infants’ and toddlers’
exploration and engagement using provocations. A provocation is a picture, experience or item that
provokes thought, interest, questions or creativity (Edwards, 2002). In the Materials lesson ahead, we will
address different considerations when selecting materials for your classroom. Provocations can help
“provoke” young children to use, think about or see materials in new ways. When designing your
classroom, it can be useful to think about how you will incorporate provocations. Your inspiration for what
provocations to offer will often come from children’s current interests, their emerging developmental skills
(e.g., crawling or grasping) or their learning goals. Provocations could be:
• Pictures: Including pictures of their interests can help extend exploration of certain concepts and
send the message that children’s ideas are valued in your classroom. Use pictures of real items as
much as possible.
• An event or experience: For example, go on a nature walk outdoors or host a “picnic” in your
classroom. You can also take pictures during the event to display later. Pictures like these, in
conjunction with personal storage and children’s artwork, also communicate that this space belongs
to the children.
• Books: Strategically placing books relevant to children’s current interests around the room can
change their play and engagement. For example, offer a book on construction sites next to the
blocks, or on taking care of babies next to dramatic play.
• Items from nature: This includes items you have collected from outside, such as leaves or nuts, or a
vase of fresh flowers.
• Simple changes in display: For example, add a child-safe mirror on the floor for children to see
themselves as they crawl over, or set up the doll babies in dramatic play with small bowls and
spoons, which can invite the older infants and toddlers to “feed” the dolls. For infants and

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toddlers, changes in display can also include rearranging climbing equipment to offer new
challenges or incorporating different textures and colors on the floor.

Consider the placement of your provocations. What are you hoping infants and toddlers will do within
each area of your classroom? What concepts are you currently exploring, or developmental goals are
you working towards, and how might a provocation in certain areas help extend or focus children’s play?
Provocations are meant to be a guide or a point of inspiration for how infants and toddlers can engage
with certain materials or spaces, but remember they are not meant to be an ultimatum for what children
are supposed to do in each area or with the materials. For example, perhaps you set up some empty
paper towel tubes and scarves for children to explore pushing the scarves through the tubes, but instead
the children enjoy throwing the scarves in the air and watching them fall. That is all right; not every
provocation will interest every infant or toddler or provoke the kind of play you expect.

C. Designing for All

When you look to design or
redesign your classroom, you
need to consider the needs
and learning goals for all
children. Each time a new
infant or toddler enters your
room, you should consider
what adaptations are
needed to best support their
engagement and safety in
the classroom. For children
with special needs, it is
important to speak with the
child’s family and your
trainer, coach or supervisor
so you know the child’s particular needs and what supports will help them. As we will discuss in the
Materials lesson, assuring that your classroom is welcoming to children from diverse cultural backgrounds
is also critical to supporting the success of all children in your room.

In terms of environmental design, you may need to consider the physical space within learning areas or
pathways between areas to ensure that infants or toddlers with physical disabilities can easily move
around and participate, or caregivers can comfortably move them throughout spaces and participate
with them. In addition, all children, but particularly children with social or behavioral needs or certain
developmental disabilities, may benefit from a designated “cool down” area, where they can easily
access materials that help them soothe themselves and where they can spend some minutes alone.

D. Organization
Imagine walking into your familiar neighborhood grocery store to quickly grab one necessary ingredient
for dinner, only to discover the entire store has been rearranged. What should have been a quick trip
now has turned into a 30-minute scavenger hunt. You would feel frustrated and discouraged. In a

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learning environment, caregivers and children may also feel frustrated when they cannot find what they
need or when materials for play are unavailable.

As a caregiver, it is your responsibility to ensure materials are easily accessible and well organized.
When organizing your materials, you should think about three goals: independence, easy use and
learning.

Organize for Independence

First, as children develop we want them to learn that they
can find and use materials on their own. The best way to
accomplish this is to store materials on low, open shelves.
This lets children see the materials available, make a
choice, and return the item with less adult support. Keep
in mind, though, that too many choices can be
overwhelming. Low, open shelves should display the toys
and materials in a simple and attractive way. For young
infants who are not yet mobile, materials will have to be
brought directly to them. But, as soon as children are able
to creep or crawl to materials, they should be
encouraged to select and access the materials they are interested in playing with on their own.

Second, we want children to learn to use signs and symbols in the environment to support their
independence. The major way we help them do this is by carefully labeling objects or the places the
objects belong. The best labels use written words plus pictures or parts of the object (like a puzzle piece
on a shelf that contains wooden puzzles). Labeling not only helps children learn to access toys and
eventually clean up independently, it also creates a print-rich environment. As an added benefit, you
may find yourself giving fewer directions and reminders. When children can engage independently with
materials, you have more time for interacting and expanding learning opportunities.

Organize for Easy Use

It is important to organize learning and play materials so that you and the children in your care can find
what is needed. As infants develop into toddlers, this helps them realize “I can do things on my own.” It
also empowers children to try out ideas and use new materials. When organizing for easy use, think
about storing similar materials together. Similar materials are things that go together or materials that
are necessary for certain activities. For example, baby dolls could be stored near blankets, or other
dramatic play items like play dishes and spoons. Soft blocks could be stored near other materials like
nesting cups or stacking rings so that infants and toddlers can combine these materials in their
exploration.

The types of storage you choose, including bins, baskets and containers, can affect how easily children
can access materials and put them away. For example, storing books on a shelving unit that allows
children to see the full front covers of books may spark greater interest in reading and make it easier for
children to choose a book in which they are interested. Storing simple wooden puzzles on a puzzle rack
will also make it easier for children to choose a puzzle and return it to its place when finished playing.

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Storage bins should be open (without lids) for materials that you want children to access themselves. They
should also be made of lightweight material (e.g., plastic vs. metal) and not too large or too heavy so
that children can handle them on their own. Clear plastic bins will allow children to easily see the
materials that are inside. Use bins that are large enough to accommodate materials without tipping over.
Baskets should be free of material that could poke or scratch children and should not be used to store
materials (e.g., crayons) that can fall out through the holes. Wheeled carts that can transport books or
bins of materials may make it easier to rotate materials, just make sure the locking mechanisms on such
carts are safe for infants and toddlers.

Organize for Learning

It is important to keep the space clean, which involves
both adults and children. The steps you take to organize
for independence and easy use will also help you keep
the space tidy. Children will know where materials
belong, and they won’t have to carry materials far from
their storage spaces. Furthermore, children will learn to
respect materials and the learning environment.

As discussed previously with the concept of provocations,

you can organize your space to spark or build upon
children’s interests. Displays (e.g., pictures, posters or wall
hangings) can be arranged that help children explore ideas or try new things with the materials (e.g.,
pictures of nearby construction activity next to the blocks and plastic trucks).

Displays should also reflect the backgrounds, knowledge, interests and experiences of the diverse
children in your learning environment. To maintain children’s engagement in play and learning, you will
want to rotate materials regularly so children have the chance to use different kinds of materials.

II. The Outdoor Environment

What do you remember from playing outdoors

when you were younger? What did you enjoy?
What didn’t you enjoy?

Outdoor environments are the perfect space for

infants and toddlers to explore, gather information
and experiment. Infants and toddlers are amazing
young scientists ready to learn using all of their
senses!

The outdoor environment offers experiences that

children simply cannot have indoors. The outdoor
environment supports busy movement, which helps to strengthen children’s muscles, hearts and lungs.
Exposure to the outdoor environment may also foster children’s health via strengthened immunity, more
regular sleeping patterns and a sense of well-being. Outdoor play also encourages creativity and time

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for what some think of as indoor activities. For instance, some of us like to take a book to the park or
beach on a warm and sunny day. Others paint and draw outdoors. Or perhaps some sit and watch
people walk by while enjoying the sights, sounds, smells and breeze.

Being outdoors provides enjoyable experiences that are critical for infants’ and toddlers’ overall
development.

Creating an Outdoor Learning Environment

Outdoor learning environments should be designed with
the same intentionality as indoor learning environments.
They must accommodate the needs of young infants,
crawling infants, beginning walkers and active climbers.

As our youngest scientists and explorers, infants and

toddlers require constant supervision while they are
outdoors. Using all of their senses to learn, they will, for
example, often try to taste things they have uncovered. It
is necessary that all potential choking hazards be
considered and that caregivers remain in close proximity.

Because infants and toddlers are still mastering balance, it is also important to offer a surface that allows
them to move around easily and provides a soft landing. Surfaces that support infants, toddlers and
caregivers provide a level of comfort (for example, not too hot in the summer or too cold in the winter)
and have enough space for children to move around without hitting sharp edges.

Outdoor equipment should safely support the developmental needs of infants and toddlers. The
Community Investment Collaborative for Kids Resource Guide (Pardee, Gillman, & Larson, 2005)
recommends specific elements for infant and toddler outdoor spaces:
• Places for eating or relaxing outdoors in the shade
• Convenient access to a diapering area and hand washing
• Safe spots for crawling, such as on grass
• A non-metal slide with a gentle slope accessed by a low climbing ramp with steps and a handrail
• Bucket swings at a safe distance from
other play
• Short tunnels and peek-a-boo places
• Comfortable seating at various levels
• Rocking toys that children can sit inside
• Pushing or riding wheeled toys
• Safe water and sand with simple props

Engagement and Learning in an Outdoor

Learning Environment
Infants and toddlers benefit from the outdoors — fresh air, sunshine, open space, and exposure to nature.
They have opportunities to grow and learn, affecting all areas of development. Caregivers can support

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infants and toddlers by reflecting on the importance of outdoor experiences and planning ways to
include these experiences in learning. Specifically, caregivers can ask themselves:
• As I observe infants and toddlers outdoors, do I notice differences in their attention and learning?
What do I think about that?
• How do infants and toddlers experience the different spaces or areas we have designed
outdoors?
• How does each infant and toddler develop while outside?
• In what ways do we create areas of curiosity, challenge, wonderment and movement for infants
and toddlers?

As caregivers think about each infant’s and toddler’s experience outdoors, they can also reflect on their
own experiences of being outdoors, as well as memories of being outdoors as a young child.
While children of all ages can enjoy the outdoor learning environment, caregivers should consider the
various ages and developmental stages of the infants and toddlers in their care. Doing so helps
caregivers continue to meet the specific needs of infants and toddlers and provide intentional
opportunities for them to actively use their senses as they explore the world.
• Young Infants: Caregivers can provide young
infants comfort and openness while outdoors,
while encouraging enjoyment of the many sensory
experiences. Engaging in the outdoor environment
will likely involve the caregiver holding or
keeping the infant close and continuing with her or
his natural routines, such as feeding or sleeping.
Grass and leaves can be interesting for young
infants, as can the sound of dripping or trickling
water from a fountain. Wind chimes can be made
and hung to offer intriguing sounds that
complement the sounds of birds chirping in nearby trees or bushes.
• Mobile Infants: Being outdoors involves a different level of fun for mobile infants as they are
learning new ways to move on their own. Stumps and sturdy garden containers invite mobile
infants to pull themselves up to stand. Sitting, standing and climbing areas may include benches,
logs or bridges. Shaded areas for sand and water offer countless opportunities for digging,
dumping and pouring. Garden areas can include soft and colorful flowers, plants with fuzzy
leaves, and moss for touch. The outdoor exploration of mobile infants is supported and
encouraged by an adult caregiver who remains close by. Infants who are learning to walk may
enjoy sturdy push toys that they can use to help explore the outdoors while upright.
• Toddlers: Caregivers can continue to observe and add materials that reflect toddlers’ varying
levels of development and skills. Caregivers can offer toddlers opportunities to watch for and
examine animals and insects, or dance and move around like animals they see outside. Toddlers
also enjoy pulling wagons, pushing baby dolls in carriages, and using tricycles and other riding
toys. Offering toddlers opportunities to help care for plants gives them experience in caring for
the environment.

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Posttest

Watch the Outdoor Spaces Video below. As you watch the video, identify the features of the
environment that help keep children safe. You might see fences, shade, water sources, or many other
features. Use what you learned in this lesson to write a list. Then write how that feature helps keep
children safe. When you are finished, compare your answers to the suggested responses and discuss with
a partner.

Link: https://www.virtuallabschool.org/preschool/safe-environments/lesson-1/act/15156

Feature How it Keeps Children Safe

Reminder:
Do an environment sketch of an indoor classroom and outdoor premises for infants and toddlers.
See the learning guide for instructions.

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References:
▪ Dodge, D., Rudick, S., & Berke, K. (2006). The Creative Curriculum for Infants, Toddlers and Twos, (2nd ed.).
Washington DC: Teaching Strategies, Inc.
▪ Greenman, J. (2007). Caring Spaces, Learning Places: Children’s Environments that Work. Redmond, WA: Exchange
Press, Inc.
▪ Greenman, J., Stonehouse, A., & Schweikert, G. (2007). Prime Times: A Handbook for Excellence in Infant and Toddler
Programs, (2nd ed.). St. Paul: Redleaf Press.
▪ Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blended Practices for Teaching Young Children in
Inclusive Settings. Baltimore, MD: Brookes Publishing Co.
▪ Lally, J. R. (Ed.). (1990). A Guide to Setting Up Environments: Infant/Toddler Caregiving, (2nd ed.). Sacramento:
California Dept. of Education and WestEd.
▪ Lang, S. N., Aledia, T., Casey, K., & Kirkbride, K. (2010, April). Infant/toddler group time: A time for creating &
sustaining classroom culture. Presentation at Ohio Early Care & Education Conference, Columbus, Ohio.
▪ Petersen, S. H., & Wittmer, D.S. (2008). Infant and Toddler Development and the Responsive Program Planning: A
Relationship-Based Approach. Saddle River, NJ: Pearson Education, Inc.
▪ Dodge, D., Rudick, S., Berke, K. (2006). The Creative Curriculum for Infants, Toddlers and Twos, (2nd ed.) Washington
DC: Teaching Strategies, Inc.
▪ Greenman, J. (2005). Caring Spaces, Learning Places: Children’s Environments that Work. Exchange Press
Inc. https://www.childcareexchange.com/catalog/product/caring-spaces-learning-places-digital/4900402/
▪ Greenman, J., Stonehouse, A., & Schweikert, G. (2007). Prime Times: A Handbook for Excellence in Infant and Toddler
Programs, (2nd ed.). St. Paul: Redleaf Press.
▪ Resources for Teaching and Learning about the Natural World. (2008). YC Young Children, 63(1), 42-43.
▪ Pardee, M., Gillman, A., & Larson, C. (2005). Creating Playgrounds for Early Childhood Facilities (Community
Investment Collaborative for Kids Resource Guide 4). New York: Local Initiatives Support Co.
▪ Playground Information to Use with the Environment Rating Scales. (2011). FPG Child Development Institute of the
University of North Carolina at Chapel Hill. Retrieved
from http://ers.fpg.unc.edu/sites/ers.fpg.unc.edu/files/playground%20revised%2010-28-10.pdf
▪ Supporting Outdoor Play and Exploration for Infants and Toddlers. (2013). Early Heady Start National Resource
Center. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/docs/ehs-ta-paper-14-outdoor-play.pdf
▪ https://www.virtuallabschool.org/infant-toddler/learning-environments/lesson-2
▪ https://www.virtuallabschool.org/infant-toddler/learning-environments/lesson-3

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