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The Room
Safe, Flexible, and Child Oriented
In a HighScope infant-toddler program, the physical space is safe, flexible, and child oriented to provide comfort and to accommodate children's changing developmental needs and interests. Providing an active learning environment means considering infants' and toddlers' needs to look, listen, wiggle, roll, crawl, climb, rock, bounce, rest, eat, make noise, grasp or mouth or drop things, and be messy from time to time.
HighScope caregivers are trained to stock the setting with a wide variety of materials that infants and toddlers can reach, explore, and play with in their own way at their own pace. Materials appeal to children's senses and have varied properties (including wood, metal, and textured materials; found materials; natural materials). The storage of materials is consistent, personalized, and accessible so that infants and toddlers can reach or get to the materials they see and want to explore.
Play and Care Areas
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Eating & food preparation
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Sleeping & napping
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Bodily care
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Infant indoor play
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Toddler movement
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Toddler sand & water
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Toddler book
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Toddler art
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Toddler block
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Toddler house
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Outdoor play
The space and materials are organized into play and care areas that serve the needs of infants and toddlers. For example, the toddler block area includes a good supply of small and large blocks for satisfying stacking and balancing experiences.
The care and play areas are distinct and organized with children's activities in mind. It is recommended that specialized areas with fixed purposes, such as the diapering, block, eating, and napping areas, are organized around the perimeter of the room with the middle space left open for active play. Movable furnishings, equipment, and storage containers are recommended to accommodate multiple uses. There should be easy access to an outdoor play yard.
The physical environment, in short, is secure and inviting. Within its boundaries, infants and toddlers are free to move about, explore materials, exercise creativity, and solve problems.
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