KCCTO-KITS ITSN January 2019

PROVIDER SPOTLIGHT: AMANDA BILLINGS

Amanda Billings is the owner and operator of Stepping Stones Academy in Osborne, KS. After purchasing a home to dedicate to a child care program, and completing a major face lift of the space, Amanda opened her doors as a group family child care program in August, 2017. Amanda contacted ITSN shortly after opening, as she possesses a drive to be able to offer the children and families in her program resources and supports that are innovative and research based. Amanda is currently working toward her Child Development Associate, has partnered with ZooPhonics in a research-related program, maintains a close working relationship with the school district preschool and kindergarten programs, and relies on her growth mindset to be a lifelong learner as she constantly strives to provide quality care to the children and families of her community.

Amanda has spent an extensive amount of time focusing on her child care environment. She wanted to create a space that is welcoming and pleasant for children and families, and offers children the opportunities to independently access a number of learning centers and activity choices. Through a combination of reading, online courses through KCCTO, and regular coaching visits by her ITSN Specialist, Amanda transformed an open space into several learning centers and a dedicated infant space. When reflecting on the changes Amanda said, “I can’t believe how much my space has changed in the past year. It was just wide open with shelves pushed along the sides of the room. Making minor changes, like setting up centers and moving objects into the middle of the room, has changed how engaged the children are in their play, and gives them so many more choices.”

MISSION OF ITSN The KCCTO-KITS ITSN team consists of professionals from a variety of educational and experiential backgrounds. As coaches and mentors, we strive to support you in your task of providing quality child care to infants and toddlers and their families.

ITSN Services

A tiered level of support to early childhood professionals across the State. Providers can access this support through

• Online courses/trainings

• Virtual Kits

• Community-based trainings

• On-site visits

• Short or long-term consultation

• Intensive technical assistance plans

Amanda (left)—Owner & Operator Kaytlin (right)—Assistant Teacher

Amanda relies on many visual aids to help children be independently successful throughout the day. Area rugs give a defined space for each center. Labels on the toy bins and shelves help children know where to put items away, and numbers on the toy bins remind children if there are enough materials for 1, 2, 3, or 4 children to play with at one time. She has used neutral colors to provide a warm and calming atmosphere, created an engaging dramatic play area, and has a space designed with the infants’ needs in mind. Amanda also reports that the changes in the environment have led her to be more flexible in planning and implementing learning activities to better meet the needs of the children. She involves the children in their learning choices, and trusting the children has allowed her to see how independent and capable they really are. This shift of control, to a more balanced adult-child relationship, has been a positive change for both the adults and children in the program.

“Enabling environments mobilize the energy, attention, curiosity and focus of children”.

Howard Gardner The following pictures are from Amanda’s child care space. It can be helpful to see actual pictures when discussing topics such as room arrangement and appropriate environment setup of the child care space.

Welcoming entrance for families

Art Center with Clipboards for easy display of children’s work

Area rug used to create softness and define space for the learning center

Dedicated infant space

Pop Quiz

Name the four major elements to consider when creating a learning environment.

THE POWER OF PURPOSEFUL PRESCHOOL ENVIRONMENTS

By Amy Sussna Klein

Date: August 19, 2014

When you walk into a well-designed preschool classroom, you see children and adults working together in a productive surrounding. There are children constructively engaged and teachers busy observing, facilitating, and challenging the children. The environment supports all this by assuming several of the responsibilities we typically associate with teachers. It helps the children interact, learn, and avoid unproductive activities, such as running and getting in each other’s way. Thus, the environment actually becomes another teacher in the classroom.

Creating an Environment to Increase Learning

Four major elements to consider when creating such an environment are:

1. The wellbeing of those in the classroom (safety) 2. The perspectives of those who will use the environment (culture) 3. How the space accommodates appropriate activities (zoning) 4. How the materials present should encourage learning (set-up)

Careful attention to these elements reduces how much time the teachers spend maintaining safety and order. This frees up time for higher levels of teaching, which ultimately increases learning.

SAFETY: Ensuring the well-being of those in the classroom

Just as a teacher’s most important role is ensuring the safety of her students, this is also the most important role of the environment. The better the environment is set up the less time the teacher needs to devote to this critical mission. For example, the environment needs to clearly specify the number of children permitted in each area, indicated for the children through signs or props. Just think of all the extra time a teacher might save from having to “direct traffic” every day if the environment assisted in this responsibility! The furniture should be stable, well-designed, and securely attached to the wall where necessary. Disorder in the environment can result in chaos, materials or furniture falling, dangerous cuts or splinters from sharp furniture edges, or other avoidable accidents.

CULTURE: Considering the perspectives of children

In order to make the people in the classroom as comfortable as possible, it is important that the environment considers the perspectives of those who will be using it. Look at the environment from a child’s level to check out what is functional and pleasing from that perspective. Since children are spending more hours in the school environment and less time at home, cozy and home-like touches in the environment increases the comfort of the child (e.g., pillows, baskets, curtains, and cushions). Uncomfortable children tend to be unproductive. Both adults and children function better in a thoughtfully designed space.

Clearly defined spaces eliminate chaos.

ZONING: Designing spaces that encourage appropriate activities

It is important that small group activities can happen naturally in the classroom environment (e.g., center time where children may go to the art area or build with blocks). A well set up classroom environment facilitates a variety of group sizes and configurations: small group time, large group time, individual time, one-on-one with a teacher, and time to work with a partner.

Center time: Think of the classroom areas such as block area or art area. These areas are typically set up for four children. The centers need to be clearly defined otherwise the teacher will need to spend much time organizing, explaining, and “putting out fires.” Organizing the areas by grouping the messy areas near each other and quiet areas near each other tends to work well. One major key in developing the centers is the organization of space. Will the traffic of children flow easily? When planning, you want to avoid narrow spaces that restrict movement around the room and lead to something or someone getting bumped, or a child inadvertently entering another area. Also, avoid areas that have so much space that they say: “please run.”

Large group time: Large group time requires a space where the class may meet as a whole. If you have to move everything to get to this space daily, the time this takes will probably lead to frustrated adults and restless children. How will you set up seating? Comfort is essential for successful group time. Avoid tempting items that call out to children to fidget. Go to a restaurant and notice where you naturally sit. People tend to face the entry way. The more of the classroom the children can view, the more in control they feel.

Individual time: The Reggio Emilia Approach adds a group size often missed—a space to be alone. Children spend large amounts of time in classroom settings. Sometimes individuals need a time to regroup or relax by themselves. This area needs to feel private yet be easily observed by the teacher.

Small group activities can happen naturally and productively in a well organized area.

SET-UP:Selecting materials that encourage learning

Areas should be set up to accommodate, facilitate, and challenge the children’s thinking. In this way, they can act as extensions of the teacher, who can’t be everywhere in the classroom at once. Ideally, the curriculum is set up so there is a cycle of familiar and novel experiences, building upon each other. The teacher sets up materials that are mostly familiar to the children. The children explore the materials to gain understanding. The teacher observes children using the materials. When the children have gained understanding of what is set up in the area, the teacher helps the children extend their learning and challenges them by adding or replacing a part of the familiar materials that are set up. Also, there should be enough materials, but not too many materials, as you want to encourage negotiation and sharing.

Think carefully about what pictures, children’s work, or photos you decide to place on the walls since children can absorb a lot from their surroundings. Instead of simply decorating the walls, teachers should use the space for good displays and documentation that encourage learning.

Every space in the classroom needs to be purposefully set up to promote learning.

It takes a teacher a lot of time to trace and copy decorations for the classroom. It also takes time and money to buy commercial art to place on the walls, for example, cut-outs of Halloween witches or cute shamrocks. I am not sure, however, what these actually teach the children. When displaying pictures and photos, I look for beauty and relevance. Is the display aesthetically pleasing? Is it part of the children’s world, giving an opportunity to the child to make connections? I once had a toddler study a photo of a hand under a faucet and then go over and to the faucet and repeat what he saw. This photo was relevant to the child’s world, unlike seasonal cut-outs. In this way, even a room’s walls contribute to the environment’s role as a teacher in the room.

Conclusion

A preschooler enters her environment competent and aware. She will respond positively if the four major elements have been attended to: (1) the room feels safe, (2) it feels like it is set up for her and is comfortable, (3) the areas clearly communicate and encourage the activities she may partake in (zoning), and (4) the materials invite her to play and also give her a bit of a challenge (set up).

Pretend to be a child, look at the environment from her perspective and think about what she sees. Brainstorm all the questions a child would think of. Some examples are:

Is this place safe? Do I have an idea how the materials work? Do I know what I should do in each area? Are the materials really for me to play with or are they just for show? Where do things go in each area? Is there a place for me to hang my coat? Where do I put a messy picture? Is there any place in this room to relax? Will I be able to talk with my friend sometimes?

Taking the time to attend to the safety, culture, zoning, and materials in the classroom room creates an environment that teaches. Thus, instead of spending time as maintenance workers in the classroom doing such jobs such as moving furniture, reminding children not to run, picking up items that the children didn’t know where to put away, being nervous about a safety issue, or trying to get children to stop yelling because they are bored; teachers have time to interact, observe, and challenge the children.

Community Playthings. (2014, August 19). The power of purposeful preschool environments. Retrieved from http://www.communityplaythings.com/resources/articles/2014/the-power-of-purposeful-environments.

The above article along with many other articles on several different topics can be accessed on the Community Playthings website, www.communityplaythings.com

ITSN SPECIALIST SPOTLIGHT: ANNA NIPPERT

Anna Nippert has been working in the field of Early Childhood Education for 20 years. She has served in a variety of roles, including family child care provider, center-based teacher (infant, toddler, and preschool rooms), University instructor, early intervention coordinator and early childhood special educator. Anna has her Bachelor’s degree in Early Childhood Education, and her Master’s degree in Early Childhood Special Education, both from Kansas State University. Anna currently serves as the Infant Toddler Specialist in the Northwest Kansas region for the KCCTO-KITS Infant Toddler Specialist Network. Anna has always had a passion for serving infants and toddlers and their caregivers. During this time of rapid development, the formation of nurturing relationships between parents/caregivers and infants and toddlers sets the stage for children to be able to develop healthy social relationships and emotional regulation throughout their lifetime. The opportunity to positively influence the formation of these relationships is a central reason why Anna enjoys working in this field.

Early Childhood Resource Center (ECRC)

The ECRC is designed to provide access to a continuously updated collection of materials in a wide variety of topics related to children birth to eight. Items are checked out of the Early Childhood Resource Center for a three-week period. Though there is no limit to the number of items a patron can check out, it is requested that a patron not check out more items than they can examine in a three-week period. The ECRC can be accessed through the below link. If you have any difficulty with your online search, or if you need individual assistance for any reason, please contact Kim Page, the ECRC coordinator at (800) 362-0390 ext.1638 or resourcecenter@ku.edu.

http://opac.libraryworld.com/opac/home.php

Spotlight on ECRC Resources-Environments and Room Arrangement

Below you will find resources that dive more deeply into this issue’s featured topic of environments and room arrangement of early childhood spaces. Please check out these, and other resources, to help support your work with children.

Online professional development library for early childhood professionals and families. Many materials available in Spanish. Partial list is available at https://kskits.drupal.ku.edu/sites/kskits.drupal.ku.edu/files/docs/ECRC_Resources_in_Spanish12_17.pdf

Curtis, D. & Carter, M. (2003). Designs for living and learning transforming early childhood environments. Redleaf Press.

Dodge, D. (1991). The new room arrangement as a teaching strategy. Visual material.

Greenman, J. (1988). Caring spaces, learning places childrens environments that work. Gryphon House.

Isbell, R. & Exelby, B. (2001). Early learning environments that work. Gryphon House.

Isbell, R. & Isbell, C. (2003). The complete learning spaces book for infants and toddlers. Gryphon House.

Kenney, S. & Persellin, D. (2000). Designing music environments for early childhood. MENC.

KCCTO Online Courses

To learn more about arranging the child care environment check a few of these online courses from KCCTO:

• Building and Physical Premises Safety • Family Child Care Environments • From the Start: Creating Healthy Spaces for Infants and Toddlers • Inclusive Care for Infants and Toddlers • Introduction to Designing Environments • Responsive Planning for Infants and Toddlers • Supporting Relationships through Engaging Environments

Please visit the KCCTO website at kccto.org for full course descriptions and registration.

Upcoming Trainings

• Osborne, KS-January 12th from 8:30 -10:30 am - Emergent Planning for STEM Activities: Turning Observations into Intentional Teaching Activities

• Osborne, KS-January 12th from 10:30 -12:30 pm - Emotional Literacy • Clyde, KS – January 14th from 6:30 – 8:30 pm - Proactive Interaction Techniques and Teaching Strategies to

Enhance Routines and Schedules for Children • Colby, KS – February 9th from 9:00 – 12:00 pm -Teaching Strategies to Enhance Transitions • Colby, KS – February 9th from 1:00 – 4:00 pm- Help! My horse is in the waste paper basket! Positive Classroom

Management Strategies from birth to school age • Great Bend, KS - February 9th from 8:30 – 11:30 am - Understanding Behavior-Making Sense of what you see and

hear • Great Bend, KS – February 9th from 12:30 – 3:30 pm -Process & Art Creation

Expanding Your Early Childhood Toolkit

• State-wide, Online via Zoom – January 15th from 6:30 -8:30 pm (limited to 20 spaces) • Arma, KS – January 22nd from 6:30 – 8:30 pm • Concordia, KS - March 21st from 6:30 – 8:30 pm • Eureka, KS – April 9th from 6:30 – 8:30 pm • State-wide, Online via Zoom – April 16th from 6:30 – 8:30 pm (limited to 20 spaces) • Manhattan, KS – June 11th from 6:30 8:30 pm

The toolkit trainings are all free and are approved for 2 KDHE clock hours. Please visit the following link to register for any of the above trainings. http://kccto.org/building-your-early-childhood-toolkit-registration#overlay-context=registration

INTERESTED IN MORE INFORMATION?

The topics, resources, and supports our team provides are matched to your individual needs. Contact the KCCTO office for the name of your area’s ITSN specialist today! We are so excited to meet you, provide support, and answer any questions! Contact us at the phone number or email address below. Please also visit our websites!

Through a partnership with Kansas Childcare Training Opportunities (KCCTO) and Kansas Inservice Training System (KITS), the Infant Toddler Specialist Network (ITSN) is providing support and education to impact child care quality across the state of Kansas.

KCCTO-KITS ITSN 800-227-3578 785-532-7197 Kccto.inc@gmail.com http://kccto.org/itsn www.kskits.org