Activity 2-1:
Form Follows Function in
Supportive Environments

Purpose: In this activity, participants will learn to identify how specific features of effective environments for young children encourage development and use of skills across the four domains.

Outcome:
Participants arrange the indoor and outdoor environments to ensure health and safety and to promote children's growth and development.

Materials:
Chart paper, markers, tape
Child development charts in Appendix E
Handout 4: Using the Environment to Build Skills

1. Explain to participants that this activity will focus on features of the environment that encourage children to develop and use specific skills in the four domains.

Trainer Preparation Notes:

You should adapt the instructions provided below to ad dress the age groups with which participants work. Each group can focus on a different age group (infants [young and mobile, toddlers, and preschoolers) or all can focus on a single age group.

2. Write the following statement on chart paper:

Form follows function.

Explain that this statement was coined by Louis Sullivan, a famous American architect. Lead a discussion on what this statement means and how it applies to environments for young children.
Trainer Preparation Notes:

You should adapt the instructions provided below to ad dress the age groups with which participants work. Each group can focus on a different age group (infants [young and mobile], toddlers, and preschoolers) or all can focus on a single age group.

Trainer Preparation Notes:

The statement form follows function refers to how the design of a product or environment is connected to how the product or environment will be used. For example, cars are designed so that the person operating the vehicle can safely reach all of the controls while seated in the driver's seat; eating utensils are designed to fit comfort ably in the human hand; cups have handles so we can hold a hot beverage without getting burned; shopping malls have places to sit so tired shoppers can recoup their energy and then continue their shopping; and playgrounds for children encourage a variety of safe, age-appropriate activities.

3. Ask participants to form small groups. Provide chart paper and markers. Ask each group to list as many features as possible of an environment that is appropriate for young children. The following are features if indoor and outdoor environment that support children's development:
 
 

Blacktop or pavement  Cabinets that can be locked  Carpeting  Curtains  Cushioning under climbers  Cushions  Defined play areas  Grassy areas  Kitchen (separate or within the room)  Low hooks  Natural light  Open play areas

Open shelves  Overhead lights  Paper towel rack  Railings  Raised platforms and/or lofts  Safety gates  Shady areas  Sink with hot and cold water  Storage areas  Toilets (child-sized or with a step stool)  Washable floors

 

4. Have participants share their lists in round robin style. (The first group shares a feature from their list. The second group shares a different one. Groups continue to share without repeating until they run out of items).

5. Provide copies of the child development charts in Appendix E. Ask groups to review the skills and characteristics typical of children at different ages. Each group should select two skills or characteristics from the physical, socio-emotional, and cognitive headings (a total of six items). Participants can record the skills on the chart paper.

6. Distribute Handout 4: Using the Environment to Build Skills. Ask groups to discuss what feature of the environment would encourage a child to practice and use the skills selected from the child development charts. For example, a baby learning to crawl needs a safe, open area; a toddler who likes to paint needs a washable floor; a preschooler looking at books needs a good source of light. Groups can refer to the lists of environmental features created during Step 3. Each group should complete one copy of Handout 4: Using the Environment to Build Skills. You can collect the complete handouts and copy them so everyone will have a set.

7. Ask the small groups to share their completed handouts. Lead a discussion on how a child's home, center, and/or group socialization environment (indoor and outdoor) enhance growth and development. Refer to the examples for each age group represented in the Background Information for this module.

8. Ask participants to select one thing that they would like to change in the center or group socialization environment to make it more appropriate for the children with whom they work. Encourage the participants to involve parents in making the changes so the staff can share what they learned in this workshop about creating safe, healthy, and appropriate environment for young children.

Activity 2-2 | Module 2 | Index