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• Activity 3.1 Environment - Voices from the Field

  After listening to the Voices from the Field content, review these questions and considerations.

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• Activity 3.2 Environment - Self-Reflection Tool

  After modifying and adapting the environment to promote increased access and participation for children, use this tool to reflect on your implementation, impact on children, and ways to improve. These reflections will be used to help design your action plan.

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• Activity 3.3 Environment - Action Plan

  How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!

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• Assistive Technology Checklist

  This checklist includes procedures for identifying and using assistive technology (AT) to promote child participation in learning activities to enhance child competence.

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• Audio 3.1 Voices from the Field: Ted Bovey

  Ted Bovey talks about the structure and organization of the classroom environment and how environmental adaptations can support the engagement of all children. (Question 1)

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• Audio 3.2 Voices from the Field: Ted Bovey

  Ted Bovey talks about the structure and organization of the classroom environment and how environmental adaptations can support the engagement of all children. (Question 2)

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• Audio 3.3 Voices from the Field: Constance Walker

  Constance Walker talks about the fact that early childhood programs are failing boys, particularly boys of color, and provides strategies for how to address this disturbing trend. (Question 1)

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• Audio 3.4 Voices from the Field: Constance Walker

  Constance Walker talks about the fact that early childhood programs are failing boys, particularly boys of color, and provides strategies for how to address this disturbing trend. (Question 2)

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• Audio 3.5 Voices from the Field: Amanda Arevalo

  Amanda Arevalo talks about how the use of assistive technology can improve a young child's independence, learning experiences, and help meet his/her developmental and/or family goals in various environments. (Question 1)

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• Audio 3.6 Voices from the Field: Amanda Arevalo

  Amanda Arevalo talks about how the use of assistive technology can improve a young child's independence, learning experiences, and help meet his/her developmental and/or family goals in various environments. (Question 2)

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• Audio 3.7 Voices from the Field: Andre Miguel

  Andre talks about the process of identifying and accessing assistive technology for his daughter and the practitioners' role in the process.

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• Check Your Knowledge - Module 3 Lesson 1

  Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 1 Ask the Expert

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• Check Your Knowledge - Module 3 Lesson 2

  Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 3 Lesson 3

  Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 3 Take Action

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• Child Physical Activity Checklist

  This checklist includes practices for encouraging and inviting child physical activity and active child play opportunities as part of everyday learning.

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• CONNECT Handout - Evaluation and Implementation Checklist

  This checklist comes from the CONNECT Modules series and can be used to guide planning of adaptations and instruction for a child.

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• Crosswalk for Environment Module 3

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• DEC Recommended Practices - Environment

  List of DEC Recommended Practices for Environment

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• Environmental Adaptations Checklist

  This checklist includes procedures for determining the types of environmental adaptations (physical, social, temporal, etc.) that can be used to promote child participation in learning activities to enhance child competence.

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• Environmental Arrangements Checklist

  This checklist includes practices for encouraging child physical activity using environmental arrangements and active child play opportunities as part of everyday learning.

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• Handout 3.1 Environment - Ask the Expert

  Drs. Lori Erbrederis Meyer and Tricia Catalino Answer Questions about Early Childhood Environments

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• Handout 3.2 Environment - The Research Supporting DEC Recommended Practices on Environment

  A collection of resources that support the DEC Recommended Practices for Environment.

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• Handout 3.3 Environment - DEC Recommended Practices

  List of DEC Recommended Practices for Environment

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• Natural Environment Learning Opportunities Checklist

  This checklist includes the types of environmental events/factors and adult (parent or practitioner) practices that can be used to engage children in everyday activities to encourage and sustain child learning in the activities.

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• Practitioner Practice Guide - Supporting Children's Everyday Learning

  Everyday experiences are the building blocks for child learning. The more opportunities a child has to participate actively in everyday classroom activities, the more learning will occur. Children with disabilities sometimes need extra supports in order to participate in these activities. Assistive Technology (AT) may help. AT devices can be low-tech or high-tech. Low-tech support can be something as simple as wrapping textured tape around a pencil to make it easier for a child to grasp. High-tech support can include equipment and items such as an augmentative communication device, a tablet computer, or a power wheelchair.

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• Practitioner Practice Guide - Toddlers on the Move

  Active toddlers are busy discovering how their bodies move and do interesting things - clapping hands, stomping feet, rolling a ball down a hill, pushing a riding toy, and more! Be sure there is plenty of space for these experiences both in and out of the classroom.

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• Presentation Handout - Module 3 Lesson 1

  Presentation handout for Module 3 Environment, Lesson 1 Ask the Expert

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• Presentation Handout - Module 3 Lesson 2

  Presentation handout for Module 3 Environment, Lesson 2 Gathering Information

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• Presentation Handout - Module 3 Lesson 3

  Presentation handout for Module 3 Environment, Lesson 3 Take Action

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• References and Resources - Module 3 Environment

  References and Resources for Module 3 - Environment

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• Video 3.1 - Lunch Gadgets

  In this video and see if you can identify the material adaptation that has been made so that the child can eat his lunch independently.

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• Video 3.2 - Individualized Picture Schedule

  Here is a video example of a teacher using individualized instruction to support a child in the activity of transitioning. Watch how the teacher uses an individual picture schedule to support the child in the activity of transitioning from outdoor play to lining up with her peers. The teacher has created a personal schedule for the child using photos of her participating in the daily activities. This adaptation provides both visual and auditory support in helping the child prepare for and participate in transitioning from outside play time to lining up, to meal time indoors.

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• Video 3.3 - Adapting the Space

  Watch the following video and think about ways to adapt or modify physical space so all children may participate fully in the environment. You may want to watch it a few times and make some notes.

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• Video 3.4 - CELL Adaptation Environment Segment

  This video offers the chance to practice identifying ways to adapt and modify physical space, including examples. On each of the following examples, listen for and review the prompts. You may recognize modifications know, as well as some ideas you hadn't considered.

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• Video 3.5 - Shared Storybook Reading

  In this video clip, we observe a child who is blind. His teacher has observed that the child's level of participation during shared story book reading is low. In response to the low participation, his teacher has decided to create a book that allows the child to touch and move parts of the book.

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• Video 3.6 - Child watering flowers

  In this video, try to identify the following: How is the child involved in the activity? How might she be more involved? Can you identify an adaptation that might support her involvement?

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• Video 3.7 - In the Kitchen

  In this example, you will see that the mother has provided an adaptation by moving a chair next to the sink so the child is able to reach the sink.

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• Voices From the Field - Environment - Amanda Arevalo

  Handout for Module 3 Environment, Voices From the Field - Amanda Arevalo

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• Voices From the Field - Environment - Andre Miguel

  Handout for Module 3 Environment, Voices From the Field - Andre Miguel

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• Voices From the Field - Environment - Constance Walker

  Handout for Module 3 Environment, Voices From the Field - Constance Walker

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• Voices From the Field - Environment - Ted Bovey

  Handout for Module 3 Environment, Voices From the Field - Ted Bovey

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