Infant and Toddler Spaces

design for a quality classroom

A collaboration between WestEd’s

Program for Infant/Toddler Care (PITC)
and Community Playthings
I have always
been regretting
that I was not
as wise as the
day I was born.
- Henry David Thoreau
Infant and Toddler Spaces
d esign f o r a q ua l i t y classroo m

“Adults admire their environment; they can remember it and think about
it—but a child absorbs it. The things he sees are not just remembered; they
form part of his soul. He incarnates in himself all in the world about him that
his eyes see and his ears hear.” – Maria Montessori
Educator, physician, philosopher

Contents:
Importance of the Environment.................................2
Brain Development........................................................3
8 Considerations for Quality I/T Environments 4
Safety...............................4
Health...............................4
Comfort............................5
Convenience.....................5
Child-Size Space...............6
Flexibility..........................7
Movement........................8
Choice..............................9
Group Size/Ratios..........................................................9
Considerations for the Architect..............................10
Infants: Guide to Room Planning...................................12
Toddlers: Guide to Room Planning................................14
 Importance of the Environment

“Absorbing a host of impressions through his senses is almost the exclusive

task of the infant… Often the whole life of a person is not sufficient to ef-
face the impressions absorbed in childhood, because his whole being, like a
large eye, was open and wholly given to them. For this reason the care of an
infant is so important.”   – Friedrich Froebel, Educator,
founder of the Kindergarten

T he first months and years

of a child’s life are the most
formative in development of
mind, body, and spirit. Sleep,
emotional and physical nour-
ishment, and sensory stimula-
tion are more important in
infancy than at any other time.
The most vital need for these
youngest children is warm,
nurturing care from the adults
they depend on. We must also
provide them with secure
surroundings, and equipment
and playthings that meet their
needs and support their indi-
vidual development.
Brain Development

“Babies are busy ‘wiring’ their brains. They are born with all the brain cells
(neurons) they need, but they are not ‘intelligent’ as we understand that term….
they perceive but don’t think the way we do because they can’t retain images or
symbols in their minds. Babies construct intelligence through experience, welding
sparsely connected neurons into densely interconnected pathways.”
– Jim Greenman, Educator,
Sr. Vice President of Program Development,
Bright Horizons Family Solutions

T he first three years of

a child’s life are criti-
cal for brain development.
After birth, brain cells estab-
lish trillions of connections.
These connecting synapses
form the brain’s “maps” that
govern thought, feelings, and
behavior. Brain cells analyze,
coordinate, and transmit in-
formation. The brain learns
and remembers throughout
their genes, the environment lectual, emotional, social,
life by constantly changing
plays a major role in devel- and physical experiences
these networks as it receives
oping a child’s personality for the trillions of con-
input from its environment.
by shaping the expression of nections between brain
Although parents pass on those genes. External influ- cells that make learning
a variety of characteristics ences, from conception on- and memory possible.
to their children through ward, offer the brain intel-

3
 Eight Considerations for Quality
Infant and Toddler Environments– adapted from PITC's Infant/Toddler Caregiving: A Guide to Setting Up Environments

S ince surroundings have such a powerful influence on infants and toddlers, there are eight
qualities to consider when setting up group care environments. These qualities can be
divided into two groups. Four relate to the needs of infants and their caregivers: Safety, Health,
Comfort, and Convenience. The second four support infant development: Child-Size Space,
Flexibility, Movement, and Choice.

1. Safety
Safety is one of the most impor-
tant concerns in a group-care
setting. In a safe environment,
children move about freely and
explore without the caregiver
worrying about children getting
hurt. She can spend her time in
positive interaction with the chil-
dren, rather than patrolling a “no”
environment.
Safe environments have:
• developmentally appropriate
equipment made of non-toxic
materials such as wood.
• non-slip floors.
• stable shelves, objects and fix-
tures with rounded corners.
• steps toddlers can use to reach
the changing table so that
caregivers will not have to
lift them.
2. Health
“As soon as a baby Health is a fundamental issue
starts crawling, you can when caring for infants and tod-
dlers. Both children and adults
count on the fact that must be protected from infection
he will discover every and illness, above all by a well-
kept environment.
hidden danger in the
• Separate the diapering and toi-
environment. That means leting areas from food prepara-
his caregivers need to tion and feeding areas.
• Keep these and all areas clean at
discover those hidden
all times.
dangers first and elimi-
• Have sufficient plumbing to
nate them.” allow children and caregivers to
- Dr. Thelma Harms, wash hands regularly.
Director of Curriculum Development, • Make sure surfaces are easy to
Research Professor, UNC-CH
clean and suitable for the activi-
School of Education
ties in the area—walls, floors,
furniture, and toys.
Heat, light, ventilation and
acoustics all have an impact on the
development of children’s health.
Since smell is one of the most
important indicators of a healthy
environment, clean floors and
furnishings are of utmost impor-
tance. A child care center needs an
efficient air exchange system, as
well as screened, openable win-
dows, if at all possible.

4
3. Comfort
A comfortable environment
creates a calming atmosphere and
allows both infants and caregivers
to function without stress, which
is injurious to brain develop-
ment. Reducing clutter, giving
attention to attractive display, and
introducing nature in the room
are some ways to bring about a
harmonious and relaxing mood.
• Try soft and natural colors on
walls and furnishings.
• Use natural light, lamps, and
full-spectrum lights rather
than fluorescent lights.
• Each room needs a steady flow
of fresh air.
• Acoustical tiles and rugs with
pads help to absorb noise.
• Soft cushions, pillows and back
supports for adults sitting on
the floor help make the envi-
ronment comfortable.
4. Convenience
A convenient environment is
one in which both the infants
and adults can easily see, find,
and access materials. Make sure
the arrangement of equipment
is clear and visible to all who use
the space. Materials should be
grouped together logically. Since
infants and toddlers cannot read
labels, they take cues from the
way each area is organized, as well
as its mood, to stimulate their
interaction with the environment.
Feeding, Washing,
and Toileting Areas
Feeding and toileting areas must
be clean, bright and convenient.
That means the environment
must be easy to clean and easy to
work in. The equipment should
be scaled so that picking up,
bending over, and reaching are
kept to a minimum.
Storage and Shelves
Storage is the caregiver’s strong
silent partner in a smoothly run
childcare program. Adequate
storage and proper placement of
storage builds ease and efficiency
into your environment.
Entrance and Parent
Communication Area
Entering and leaving the child
care setting are important activi-
ties. A well-defined entrance gives
children a clear sense of space,
predictability and security. Both
children and parents can experi-
ence separation anxiety, so an at-
tractive and cheerful entrance can
dispel their fears, inviting them
to enter a special place designed
just for them. When parents feel
welcome in the classroom, they'll
have more confidence to visit,
communicate, and make the tran-
sition that works for them.
5
 Infants experience
Three Stages of
Development:
R egardless of age, infants are
searching for a sense of secu-
rity, are drawn to exploration of
their surroundings, and are carv-
ing out their own special identity.
The caregiver-help that children
require changes as they progress
through the stages of infancy. It is
important that the surrounding
environment supports both the
growing infants and the teachers
who care for them.
• Young or Immobile Infants (0-8
months) thrive on the warmth
and caring from a close rela-
tionship with caregivers. This
security prompts young infants
to explore and begin to shape
their identity.
• Mobile Infants (6-18 months) are
more focused on exploration.
Curious, the mobile infant learns
to propel herself to explore the en-
vironment when she feels secure.
• Toddlers (16-36 months) are
establishing their identity. Who
am I, and who is in charge? Al-
though a toddler is asserting his
own control and independence,
he still needs a strong sense of
security in order to explore the
world with more purpose.
6
5. Child-Size Space
When an environment is encourage them to new levels of
designed to fit infants and tod- play. Since the quality of your in-
dlers, they can reach what they teractions has a direct bearing on
want, climb up what (to them) children's confidence and ability
are challenging distances, and to learn, swings and walkers are
explore what interests them. not recommended. They inhibit
Caregivers spend less time lifting the infant's natural need to move
children, putting them in chairs, and explore, and prevent adults
getting toys for them, and pick- from interacting in the ways
ing up things they drop. that benefit children most. If the
space is child-scale and designed
Child-size space also takes into
for exploration, and if caregivers
account the role of the care-
are interactive, "babysitter equip-
giver. Intentional and responsive
ment" will not be needed.
interaction with each child will
“Research shows that the more child-scaled the environmental
space, the higher the quality and complexity of children's play
will be, and the longer they will be preoccupied in the play. In
other words, a child-scaled environment increases children's
interest and concentration, and it delays boredom. In a large
space, children are encouraged through reading the environ-
ment to move about from one thing to another, whereas in
small contained areas, they are more focused.”
– Randy White, CEO,
White Hutchinson Leisure & Learning Group, Inc.
Designing facilities for children's development, learning and play

6. Flexibility
To create a flexible room:
• Use equipment that is easy to
move—lightweight and mobile.
• Use adjustable equipment that
will keep up with growing
children.
• Store a variety of toys, materi-
als, and equipment in a conven-
ient place.
• Combine some activity areas
to maximize the use of your
space: for example, the messy
activities can take place in the
mealtime area.
An Open Center
No matter what type of set-
ting you have, plan to keep part
of it open. Placing all the large
equipment around the edge of
the room allows you to keep the
center open and to alter it as
needed. An open center lets the
children see what activities are
available throughout the room.
The children can also see the
caregiver across the room, and
the caregiver can see and respond
to any child who needs attention.
An open center creates maxi-
mum flexibility and lets children
navigate easily between areas and
explore their independence.
Working with
Limited Space
When a small area must meet
the varied needs of infants and
toddlers, you have the challenge
of limited space. Strategies for
designing a limited space include:
• A changeable environment.
• Lightweight, easy-to-move
boundaries.
• Multi-use, multi-purpose
equipment.
• Optimal storage and creative
use of space.
Tables that serve two or three
purposes, such as feeding, art play,
and messy activities, are examples
of multi-purpose equipment.
On a Child's Level
It’s such a big world. Your class-
room may be the one place where
a child can reach, sit, play and
work without constantly asking
an adult for access.
To create a child-size
environment, use:
• tables and chairs that are small
and low.
• 24" shelves so children can see
and reach toys.
• mirrors and pictures at
child-height.
• easels at infants’ eye level, 10"-
14" off the ground for toddlers.
• steps 4"-5" high.
• some adult-size furniture, so
caregivers can rock and cuddle
children in comfort.
Activity Areas
Think of activity areas as separate
places, like little islands. Then
work to make them feel separate.
You can do that by making sure
each activity area has these three
qualities:
1. A separate physical location.
2. Boundaries that separate it
from other areas.
3. A mood, feeling or personality.
Each part of the environment has
an impact on the children and
adults who use the space, so con-
sider the kind of effect you would
like each area to have, and how it
reflects your program’s goals.
7
 “Toddlers will move whether moving is safe or not. They constantly
try out new movement skills and explore their independence. A well-
designed environment encourages safe exploration but gives toddlers
the feeling of risk, of expanding their limits.”
– Infant/Toddler Caregiving: A Guide to Setting Up Environments,
by Ron Lally & Jay Stewart

7. Movement
Infants and toddlers need an
environment that encourages
movement. The first three years
are what Piaget calls the sensori-
motor period, where infants and
toddlers learn through sensory
exploration. They develop physi-
cal and cognitive skills, and learn
about people and objects by be-
coming fully involved with their
surroundings.
Encourage infants and toddlers
to move freely and explore with:
open pathways for crawling; low
steps to climb; surfaces with
a variety of textures, tunnels,
slides, mattresses, rocking boats,
play pits, balance beams, ham-
mocks, risers, lofts and easy
access to outdoors.
Multiple Levels
Set up your environment so that
crawlers and walkers can both see
and get to many levels. Use slopes,
stairs, or small ladders. Create a
shallow play-pit. Different levels
provide variety, diverse view-
points and numerous chances for
movement. By creating various
levels, you also expand the space.
For example, you can place a big
chair or playhouse on the floor
level, then use a loft over the same
floor space for a climbing appara-
tus with a platform to play on.
Researchers have found that
fixed equipment such as climb-
ers and slides, rather than toys
and planned activities, stimulate
cooperative peer play.

8
 Know your
group size/ratios

T he regulations for group size

and caregiver-to-child ratios
vary from state to state. Be sure to
check your state’s requirements.
The Program for Infant/Toddler
Care recommended Group Sizes
for Same-Age Groups are:

8. Choice Age Ratio

Total
Size
Minimum # Square
Feet Per Group*
An environment that allows Caregivers need to be able to 0–8 months 1:3 6 350
infants and toddlers to make observe and respond to cues in 6–18 months 1:3 9 500
choices supports their develop- the children’s behavior in order 16-36 months 1:4 12 600
ment because it is predictable to arrange and rearrange the
and provides children opportu- environment. The Program for Infant/Toddler
nities to discover what they find Care recommended Group Size
interesting or challenging. Set up Rest and Sleeping Areas
for Mixed-Age Groups are:
different areas of the room with Infants and toddlers in child care
a variety of activities, textures, should be able to rest or sleep Total Minimum # Square
when they are tired. An infant Age Ratio Size Feet Per Group*
and equipment. There should be
spaces for large group activities who wakes up often during the 0–36 months 1:4** 8 600

as well as small, private spaces,
active and quiet play areas and
room for messy activities. Your
space can support your program,
providing stimulation and a
balance between challenge and
comfort, so children can “push
their limits” and expand them.
night may need more sleep the
following day. A toddler just get-
ting over the flu may need two
naps instead of the usual one. The
environment should have places
where children can relax and a
place where they can take a nap
with their own bedding whenever
**Of the four infants assigned to a
they are sleepy.
*The space guidelines represent
minimum standards of adequate
square footage per group; the
amounts shown do not include
space for entrance areas, hallways,
diapering, or napping areas.
caregiver, only two should be un-
der twenty-four months of age.

“Babies and toddlers usually play most happily with a few

toys that are changed frequently. When a toy that has been
put away for a short time reappears, it again captures the
For more information, visit:
child’s attention because it seems new and exciting.”
www.pitc.org
– Dr. Thelma Harms, Search for:
Director of Curriculum Development, Recommendations for Group Size
Research Professor, UNC-CH School of Education

9
 Considerations for the Architect
1. Involve teachers, parents
and children in the design
process, and allow enough
time for the design process.
2. Licensing standards do
not always support the de-
velopmental needs of chil-
dren. For instance, while 35
square feet per child may
be your state's minimum
space requirement, it is not
enough for children's opti-
mal use of indoor environ-
ments. Quality programs
make decisions based on
what nurtures the child
and his development.
10
3. Long-term flexibility is
of utmost importance.
For this reason mobile
storage is preferable to
built-in storage.
4. Follow the children's ADA
standards rather than using
the adult ADA standards in
children's areas.
5. Doors: keep to a mini-
mum, as they take space
and generate traffic.
6. Windows: Natural light
is excellent, and children
love to look out; but
too much glass creates a
harsh environment, takes
valuable space, and can
make the environment
feel exposed.
7. Floor surfaces: consider
material, color, ease of
cleaning, sound absorp-
tion, and visual effect.
8. Ceiling surfaces: acoustic
tiles absorb sound, where-
as hard surfaces reflect
sound. Pay attention to the
acoustics. A loud environ-
ment hinders develop-
ment and increases stress.
A quiet environment
encourages calm behavior
and focused play.
 Play is an
expression of
our creativity,
and creativity
is at the very
root of our
ability to learn,
to cope, and
to become
whatever we
may be.
– Fred Rogers of
Mister Rogers’ Neighborhood
As seen on PBS, www.fci.org and
www.pbs.org/rogers

11
 Infants: A Quick Guide to Room Planning

active zone

messy zone Carpet

Carpet

Dry Region
Tile

Tile

zone
quiet
Wet Region

zone
entry
Outdoors

Outdoors
Infant Room Infant Room
8 Children 8 Children

Entry Entry

1. Make a Room Plan: 4. Divide into Wet & Dry Regions.

• Draw the room (to scale) on graph paper. • Wet Region: Identify using the “3F” rule: flow, flooring
• Add: windows, doors, sinks, floor surfacing. and fixed plumbing.
• Dry Region: Should contain at least one protected corner,
and can be carpeted.

5. Divide into Zones:

• In Wet Region: Entry Zone, Messy Zone
• In Dry Region: Active Zone (should include a protected
corner), Quiet Zone (must include a protected corner).

6. Plan Activity Areas in the

appropriate zone.
Carpet
Here are some suggestions:

Tile
Entry Messy Active Quiet
Children’s Feeding Gross Motor: Nap Area
Storage ramp, shallow
steps, foam
shapes, balls,
mirrors, tunnel,
pull-to-stand bars
Staff Storage Diapering Nursing Corner
Outdoors

Infant Room Parent Water Play Cozy space:

8 Children
Sign-In & (older infants) for quiet play
Entry Communication (separate from
Nap Area)
2. Mark in the flow paths: soft toys, cozy
surfaces, infant/
• Draw the most direct routes between the entry and all caregiver “cuddle
corners”
other doors, water sources and storage closets.
Transition Finger-
space – (adult Painting
3. Circle the Protected Corners: “farewell chair”
or Glider)
(older infants)

• Reserve prime space for quiet or traffic-free activities.

• Protected corners should be as distant as possible from
doors and flow-paths.

12
 G28 Wall- mo unt ed Sh elf

H3 0A Ut ility Car t

J9 01 Glider

J42
C 3

F6 32 Sh elf with Do ors [24 H]

Ch
TL r 1 0"
32
J4

Station

J4 23
Diapering

Chr
10"
G24 1 C han ging Ta ble 4" Pan

Area

A8 55 Half M oo n T ab le 4 8
Active Play
G28 Wall- mo unt ed Sh elf

Mealtime

J42 3 Ch r 1 0"
G24 2 Acce ssor ies Sh elf

D12 0 Pu shca rt

G71 8 N urs ery Gym 1 w/R amp L

F 756 Post

F 75 6 Pos t
P61 Push Me Pu llMe
F 71 1 Bu le tin Pa nel

F 621 Adj She lf 2 4"

F7 53 Post

J901 Glid er

F 64 3 F ixed She lf 4' x 24"

2
-3
24

Entry
e
av
W
F 754 Post

ar
F7 54 Po st

0 le
-4 C
32 28
e F 835 T eac her Doo r 7
av F
W
ar
le
F 73 3 Solid Pan el C
9
F 75 6 Po st

74
F 72 3 Cle ar Pa nel F
F 839 Min i Arch Pane l

F 75 6 Pos t
F7 56 Po st
r F7
oo

Entry Area
D F 33
G25 5 D ewdr op Clear View Cr ib 73
er
h 3 So li
S
F6

ac oli d P
11

Te d a
• This space includes storage for items used in that area.

P ne
Ba

A727 Wall Pe gs with Pock ets 6

35 an l
by

F8 el
S he
The layout should communicate activities and boundaries.

lf

J9
F 75 6 Po st 01
G F7 55 Po st
lid
e
r
7. Create a space for each area:

A727 Wall Pe gs with Pock ets 6

G2 56 D ewdr op Evac C rib
F 675 Cor ne r 3 2"
F7 19 Bulletin Pane l

el
F 749 Clea r Wa ve 3 2- 40

nn
F7 54 Po st Tu
Nap Area

F7 56 Po st ym
G 256 Dewd ro p Eva c Crib G
Cozy Corner/

F 759 Wall Ad apt er ry

se
Protected Play

ur
N
53
7
G
F6 78

Outdoors
Insi
d

F7 53 Po st
eS

G25 5 De wdro p Cl ear View Cr ib

F 728 Cle ar Wave 24- 32
w

G25 5 De wdro p Cl ear View Cr ib t

ee p

os
P
2 4"

53
1 F7
F6 74

75
F
J43 2 T LC

Swe
ep

st
Po
S he

53
F7
lf 24

F 751
"

F7 53 Po st F7 53 Post
G2 55 Dewd rop Clea r View Crib
G 255 Dewd ro p Clea r Vie w Crib
F7 78 Br owse r Bo x
G 255 Dewd ro p Clea r Vie w Crib
F8 43 Mir ror Cov er

F 621 Adj She lf 24 "

Infants

13
 Toddlers: A Quick Guide to Room Planning

Outdoors Outdoors

messy zone active zone

Tile Carpet

Tile Carpet

Dry Region
Wet Region

entry zone zone

quiet
Toddler Room Toddler Room
10 Children 10 Children

Entry Entry

1. Make a Room Plan: 4. Divide into Wet & Dry Regions.

• Draw the room (to scale) on graph paper. • Wet Region: Identify using the “3F” rule: flow, flooring
• Add: windows, doors, sinks, floor surfacing. and fixed plumbing.
• Dry Region: Should contain at least one protected corner,
and can be carpeted.

5. Divide into Zones:

• In Wet Region: Entry Zone, Messy Zone
• In Dry Region: Active Zone, Quiet Zone
(use protected corners).

6. Plan Activity Areas in the

Outdoors

appropriate zone.
Here are some suggestions:

Entry Messy Active Quiet

Carpet Children’s Feeding Gross Motor: Cozy Corner:
Tile
Storage ramp, slide, shal- books, Glider
low steps, foam for caregiver,
shapes, balls, cushions and low
mirrors, tunnel, soft seating,
Toddler Room
pull-to-stand furry friends
10 Children bars, push-wag-
Entry ons, rocking toys,
riding toys
Staff Storage Diapering/ Dramatic Play: Manipulatives:
2. Mark in the flow paths: Toileting simple costumes,
housekeeping
toys & games,
small wooden
• Draw the most direct routes between the entry and all other furniture blocks
doors, water sources and storage closets. Parent Sand & Music &
Sign-In & Water Play Movement:
Communication open space,
3. Circle the Protected Corners: simple rhythm
instruments,
• Reserve prime space for quiet or traffic-free activities. CD player
• Protected corners should be as distant as possible from Transition Art: floor Nap Space:
doors and flow-paths. space – (adult easels or usually cots or
“farewell chair” tables mats are placed
or Glider) around the room

14
 Toddlers

7. Create a space for each area:

• This space includes storage for items used in that area.
The layout should communicate activities and boundaries..
Ou td oo rs

Sink Cabinet
F661 F ixed Sh elf [24H]

F 844 M ir ror Cover

T 74 Small Flatbe d
T77 Sm F ir e Tr uck

T72 Small Dump T ruck

H5

C231 T able
A74 2 Coathooks 00
A627 La rge Sand & Water Min 10

T7 3 Sm all Sem i
iA J4

Cor nwall Kit

rt Is

Low Cab in et
lan
d

Sto rag e F75 3 Po st 0

San d/Water Area J41

F 728 Clear Wave 24 -32

P61 PushMePullMe

C140 Cr adle
Art Area
J41
F 634 Shelf wit h Do ors [32H] 0 D120 Pushcart

A825 Roun d Table 3 6

F 754 Post Dra matic Pla y
Are a
G28 Wall-mo unted Shelf

8
J40

08
St acke d Cots (M16 's)

ge
ne
J4

rid
Pa

F
ar
S to

le
ve

C
H559 Peg T ree

7
72
F
G2 61 Chng T ble w/ste ps 4" Pan
F754 Post

G750 Nurser y Gym 5

F 836 Roomsca pes Gate
D ia peri ng

8
J40 Gro ss Motor

V4 3 Ro cking Boat
8
Area

0
J4
A821 Roun d Table 48
J408

F75 4 Po st
Toil etin g
A723 Welcome Cu bbies 6F 711 Bulle tin Pan el

2
-3
08 T17 Lo wKiddie Car
F 621 Adj Shelf 2 4"

24
J4
F 756 Post

e
av
J408

W
TLC

ar
le
C
J4 32

28
F7 53 Po st

F7
F 643 Fixed Shelf 4' x 24 "
F75 6 Po st
Me al ti me Are a

F 778 Browser Box

F 713 Bulletin Pa nel
J410 J900 Glider

F794 Islan d 24"

J22 We-Do-It Bench

0
J41
J410
A723 Welcome Cu bbies 6

F753 Post
24" st
Po

24" Man ip ula tive s

53

10
A821 Rou nd Tab le448 Sw eep
F7

J side
10

eep

8 In
J4

F67
Sw

En try Are a
75
side

Co zy C orn er r
st
F

de
Po

Gli
8 In

ch
5
F7

en
F 67

F775 L ib rary Rack

F 751 B
20
F7 53 Po st F753 Post J9
F 621 Adj Shelf 24"

J651 Child's Sofa, blue

00

En try
J8

15
 Bibliography
Cryer, Debby & Harms, Thelma & Riley, Cathy.
All About the ITERS-R. Kaplan PACT House
Publishing 2004
Greenman, Jim. Caring Spaces, Learning Places:
Children's Environments That Work, Exchange
Press, Inc. 2005
Greenman, Jim & Stonehouse, Anne & Schweik-
ert, Gigi. Prime Times, Redleaf Press 2008
Koralek, Derry G. & Dombro, Amy Laura &
Dodge, Diane Trister. Caring for Infants & Tod-
dlers, Teaching Strategies, Inc. 2005
Lally, J. Ronald & Stewart, Jay. Infant/Toddler
Caregiving: A Guide to Setting up Environments,
California Department of Education 1990
Lally, J. Ronald & Butterfield, G.O. & Mangione
Peter. L. & Signer, Sheila. Space to Grow: Creat-
ing A Child Care Environment for Infants and
Toddlers, (video, 2nd ed.) CA Dept. of Education
& WestEd, 2004
We thank WestEd's Program for Infant/Toddler Care (PITC)
for their research contribution.
They have developed the most widely used training system for
infant and toddler caregivers in the United States, and their
team is at the forefront of national efforts to improve infant/
toddler care. We depended on the PITC staff for much of the
information in this booklet, and much more is available on their
website: www.pitc.org.
We thank the children and staff of the Children’s Learning
Center in Kingston NY, especially Michele Conklin, for their
time, patience and charm as the cameras flashed. The children
were great models because they simply showed up and played!
16
Mangione, Peter L. & Lally, J. Ronald & Signer,
Sheila. The Ages of Infancy: Caring for Young,
Mobile and Older Infants, California Department
of Education 1990
Mangione, Peter L. & Lally, J. Ronald & Signer,
Sheila. Meeting the Intimacy Needs of Infants and
Toddlers in Groups, Far West Laboratory 1992
National Research Council Institute of Medi-
cine (2000) From Neurons to Neighborhoods, The
Science of Early Childhood Development, Com-
mittee on Integrating the Science of Early Child-
hood Development. Jack P. Shonkoff & Deborah
A. Phillips, eds.
Olds, Anita Rui. Child Care Design Guide,
McGraw-Hill 2000
Schor, E.L. Early Brain Development and Child
Care, in Health in Child Care: A Manual for
Health Professionals (4th Edition), American
Academy of Pediatrics, 2005
We thank these quality early childhood vendors
for some of the props in our photo images:
The Book Vine for Children
www.BookVine.com
classic children's books
Folkmanis Puppets
www.Folkmanis.com
quality hand puppets
Learning Materials Workshop
www.LearningMaterialsWork.com
colored arches and towers
 Prime Times
Achieve quality care and
education in your infant
or toddler program with
this practical guide—a
sourcebook for establishing, organizing, and
maintaining a quality program. This edition includes
topics such as developmental issues; infants and
toddlers with special needs; staffing and staff train-
ing; creating learning and nurturing environments;
establishing routines; discipline; health, nutrition,
and safety policies; curriculum; partnering with
parents; assessment; and program evaluation.
By: Jim Greenman, Anne Stonehouse, Gigi Schweikert.
Redleaf Press, 2008.
Caring for
Infants &
Toddlers
in Groups
Caring for Infants and Toddlers in Groups is
designed to help caregivers, program directors,
coordinators, administrators, trainers, licensers,
families, and leaders in the field of early care
and education recognize the special knowledge
and skills needed to offer a nurturing group care
environment to very young children.
By: J. Ronald Lally, Abbey Griffin, Emily Fenichel,
Marilyn Segal, Eleanor Szanton, Bernice Weissbourd.
Zero to Three Press, 2004.

Community Spaces Collage,

Playthings Room Layout for Early our quarterly e-mail
Childhood Education newsletter, provides
catalog valuable articles on
The companion volume
Community Playthings to the booklet you’re timely subjects for
makes solid maple furniture and toys reading, Spaces is the room design busy early childhood educators. Each
designed for childcare settings. We handbook for 3 to 5-year-old environ- issue includes 3 hand-picked articles on
create environments that welcome ments. This 16-page booklet walks you a single topic such as:
children into a space of beauty, simplic- through 6 easy steps to create a quality · Block Play
This publication © 2008 by Community Products, LLC. 05/08

ity, and stability, where they can explore, classroom. Available free from Com- · Celebrating Culture in the Classroom
discover and learn through play. munity Playthings: · Infant/Toddler Care
For a free catalog, call 800-777-4244, or call 800-777-4244, or visit Collage can be a valuable staff de-
visit www.CommunityPlaythings.com www.CommunityPlaythings.com velopment tool for your program. We
include the theory behind each topic,
practical applications and lots of links
to resources you won’t want to miss.
tion?
Working on a Start-up or Renova
Best of all, it’s free.
Visit www.CommunityPlaythings.com
service. Our
Give us a call about our free room planning to subscribe.
lopmentally
planners can work with you to design deve
curriculum.
appropriate classrooms that match your
For other free resources: 1-800-777-4244
www.CommunityPlaythings.com
“Community Playthings has brought to life the eight major concepts
PITC recommends be considered when planning environments for
children under three. They suggest thoughtful designs that meet the
young child's need for intimate care, foster relationships with adults
and other children, and support development.”
– J. Ronald Lally, Ed.D.
Co-director, Program for Infant Toddler Care, WestEd

We thank the children and staff of the Children’s Learning Center,

(Kingston NY) for sharing their photogenic talent and beautiful
center in the pages of this booklet.