Look at these photos of infant-toddler classroom environments. Answer the questions that follow.

A very messy, but colorful, classroom with art supplies on tables. Artwork and projects are posted on the walls. Lots of books are available for reading. A globe sits next to a row of computers.

  1. What messages (positive and negative) does this environment send to the children in it?

    Possible positive messages:

    • You can have fun here.
    • You can express yourself here.

    Possible negative messages:

    • You cannot be by yourself here when you want to be.
    • You cannot trust what happens here.

  2. What behaviors (positive and negative) would you expect to see in this environment?

    Possible positive behaviors:

    • Smiling, laughing
    • Active play, children working together

    Possible negative behaviors:

    • Yelling, screaming, crying
    • Pushing, shoving

  3. What emotions might children feel in this environment? How does this space help or hurt children’s ability to meet their own physical and psychological needs for privacy, organization, personal space, and ability to move around? How does this ability (or inability) to meet these personal needs affect children’s emotions?

    Children in this environment might feel excited, happy, frustrated or overwhelmed. Although there are many opportunities for fun and active play, it may be difficult to move around and there is no space for children to be by themselves. The messiness and disorganization might make children feel like they do not know what to expect and cannot predict what will happen next. This could create stress for children and, as a result, they may act more aggressively with each other and with their teachers.

A very clean classroom space. Nothing appears out of place. Artwork on the walls match colors in the room and look very similar. Children seem to be very calm in the photo each playing with a single toy. A blank art-easel is off to the side.

  1. What messages (positive and negative) does this environment send to the children in it?

    Possible positive messages:

    • You can trust what happens here.
    • You can be by yourself here when you want to be.

    Possible negative messages:

    • 你不能在这里表达自己。
    • You cannot do things on your own here.

  2. What behaviors (positive and negative) would you expect to see in this environment?

    Possible positive behaviors:

    • Quiet play
    • Attentive listening

    Possible negative behaviors:

    • Crying, whining
    • Clinging, self-soothing (e.g., thumb-sucking)

  3. What emotions do children feel in this environment? How does this space help or hurt children’s ability to meet their own physical and psychological needs for privacy, organization, personal space and ability to move around? How does this ability (or inability) to meet these personal needs affect children’s emotions?

    Children in this environment may feel calm and content or frustrated and constrained. The environment is well-organized, implying there are predictable routines and that children will know what to expect at school. However, the classroom feels cold and impersonal. It is more adult-centered than child-centered. There appear to be few opportunities for children to access materials and toys on their own without adult assistance. The absence of pictures of family and friends, children’s artwork on the walls, and other home-like touches may make children feel like they cannot express themselves fully in this environment. Children may struggle to develop peer relationships and independence from adults in this type of environment.