Materials have great influence on learning and behavior. Although environmental design and interest areas provide the spaces for learning to happen, it’s the materials within that can spark children’s imaginations and support their development. Staff should provide interesting and purposeful materials that are intentionally linked to curriculum activities. It’s important that in addition to the items above, you and your staff ensure that learning materials are:

• 安全和耐用
• 没有教师的帮助或许可都可以访问
• 发展恰当
• Supportive of all the domains of development
• Sufficient in quantity to support interests and learning goals
• Aligned to curriculum and lesson plans
• 合并良好

Ensuring that there are plenty of the right kinds of learning materials can help reduce conflict and boredom. If staff know that multiple children are interested in trains, they should make a point of providing materials that relate to that interest. If children enjoy play-dough, staff should have enough for a group of children to play together and perhaps create an idea together. When children are able to access materials on their own, time that would normally be spent waiting on staff members’ help becomes learning time.

无论您的工作人员如何在规划活动和创建支持性学习环境，儿童和青少年在您的程序中花费仍然可以感觉很长时间。狗万app怎么下载重要的是，您的员工认可定期更改学习空间和材料的价值，以确保儿童在您的计划中有各种经验。狗万app怎么下载

关于环境资料，您的必须重要的角色作为经理是为您的计划提供适当的材料。您如何帮助员工决定哪些玩具和材料值得在他们的计划中？您如何与您的培训师和教练一起工作以进行购买决策？您对儿童发展的了解应该指导您的选择和建议。

每个课堂或计划中的材料都应有意选择以下因素：

• Cultural relevance
• Developmental appropriateness
• 与儿童兴趣有关
• 种类
• 链接到学习目标狗万app怎么下载

Cultural Relevance

Cultural relevance means that the toys and materials you provide reflect the backgrounds, knowledge, and experiences of the diverse children and youth in your program. By choosing materials that validate and empower children of all racial, ethnic, and social backgrounds, staff members build a bridge between children’s home and school lives that will support a strong foundation for learning.

通过查看来自各种背景的人的积极形象，儿童可以在方案中体验多样性。工作人员应提供代表来自世界各地的文化的物品：烹饪书籍与食物的图片，来自民族杂货店，织物，炊具，传统服装的飞行员。鼓励工作人员提出家庭带家庭照片并将计划物品借入他们的家庭。储存图书馆或阅读区域与书籍提供关于年龄，性别，种族，文化，家庭类型，特殊需求和语言多样性的积极信息。

发展适当性

随着儿童时代，他们的需求变化。您的计划中的材料应帮助儿童满足与每个发展阶段相关的重要学习目标。狗万app怎么下载由于儿童以不同的速率发展，选择了发展合适的材料意味着提供一系列可以适应个人儿童技能，兴趣和特征之间的差异。

A program stocked with developmentally-appropriate materials “fits” the child—the child should not have to adjust to fit the program. See the发育适当的材料指南at the end of the Learn section for details about what children need at different stages in their development. Use the guide to facilitate decision-making by program staff and leadership.

Connection to Children’s Interests

Children learn best when their interests are incorporated. When possible, staff members should provide materials that capture children’s interests and extend their learning.

By considering children’s interest when choosing classroom materials, staff members can make connections that extend children’s learning to new areas. For example, if a few children become very interested in construction during the summer, the teacher could turn a part of the learning area into a construction zone by providing hard hats, shovels, measurement tools, gravel, or toy construction equipment. The creation of this construction zone might spark children’s interest in learning about bridges, which could lead to discussion about rivers and oceans or to types of transportation that move through water.

在这张照片中，注意教师如何利用儿童的兴趣，并提供检查和收集错误的材料以及记录其调查结果。

种类

并非所有玩具都是平等的;有些玩具火花想象力和其他人阻碍了想象力。你可能已经注意到幼儿在盒子里比在里面的玩具更感兴趣。为什么这么好？因为对于一个孩子，盒子可以成为任何东西。当你击中它时它变成了一个鼓。当你放入其中的娃娃时，它成为房子。当你把它放在头上时，它会成为一顶帽子。可能性是无止境。

孩子学习和探索当玩具和伴侣rials have multiple uses. Unlike an empty box, toys that limit imaginative play, such as action figures or dolls with pre-set accessories or movements, can only be used in a limited number of ways.

链接到学习目标狗万app怎么下载

Perhaps the most important consideration in terms of the materials in your program is the ways they support learning goals. Provide toys that promote math skills like sorting and patterning, literacy skills like letter matching and rhyming, social skills like turn-taking and problem solving, scientific knowledge, and knowledge of the social world around children. The general rule is that children should想玩这些材料。

使用互联网和技术作为学习工具狗万app怎么下载

作为计划管理员，您将制定学龄计划人员和儿童如何使用互联网和技术的规则和政策。Applications or “apps,” computer games, and the internet are learning materials, just like toys and books, and your role is to collaborate with the coach or trainer to ensure your program has appropriate technology to support your school-age program’s learning objectives and curriculum. All children who use technology in your program will need support in learning digital citizenship. This is essential for their safety, and you can reviewLesson Three of the Safe Environments coursefor guidance on supervision and safety during internet and technology use. The Office of Educational Technology, U.S. Department of Education defines digital citizenship as, “a set of norms and practices regarding appropriate and responsible technology use… and requires a whole-community approach to thinking critically, behaving safely, and participating responsibly online” (2015). Work with your coach or trainer to ensure that your program has specific digital citizenship rules for children, and review these rules on an ongoing basis so they reflect updated technology.

When determining appropriate devices and software to purchase for your program, consider how these learning materials support the Three C’s and accompanying questions developed by Lisa Guernsey:

• Content: How does this help children learn, engage, express, imagine, or explore?
• Context: What kinds of social interactions are happening before, during, and after the use of technology? Does it complement, and not interrupt, children’s learning experiences and natural play patterns?
• 个人孩子：这个孩子现在需要什么来提高他们的增长和发展？这项技术是否适合与此儿童的需求，能力，兴趣和发展阶段相当匹配？

教育技术的办公室,美国Department of Education suggests caregivers and educators understand the difference between passive and active technology use. During passive technology use, a child consumes the content through watching a video or program without follow-up or an opportunity to connect what they viewed to something in their life. Active technology use involves creation, reflection, and storytelling. For example, a child who has a special interest in cheetahs creates a PowerPoint Presentation using pictures, facts, and other resources. This child may, with the help of an adult or peer model, research facts about cheetahs from reputable online websites or books and insert found pictures to support information about specific cheetah traits. This example of active technology use supports the child’s knowledge of the life sciences, ability to determine fact from fiction, collaboration with peers, and word processing skills. Think about what type of technology use you observe when you walk through your program. What ways can you support staff so technology use is active, aligns with learning goals and the curriculum, and connects to children’s lives and interests?

Computers, tablets, and other devices are types of learning materials that not every child in your program may have at home. Their opportunities to learn how to use technology may only occur in your program and their school, and it is important that you think about how technology creates equitable and culturally responsive learning experiences. Though printed books will always be an important learning material, having online references and materials more immediately provides children access to more and different types of information. A program with few children who are members of a tribal nation, for example, must work within the constraints of their budget to buy books, pictures, and toys that reflect these cultures. Using online resources, program staff may more easily be able to find pictures and information to create books and other learning materials that represent all children’s cultures.

模型

As you work with staff members, trainers and coaches, you will need to model appropriate decision-making related to materials. When staff, trainers or coaches have questions about materials, ask four important questions (Dodge, Colker, & Heroman, 2002):

• 这些材料是否反映并尊重计划和更广泛的社区的种族，种族，文化，语言和家庭多样性？
• 这些材料是否反映了儿童目前的兴趣，帮助引发新的利益？
• 这些材料允许儿童以各种方式发挥吗？
• 这些材料有助于我们为儿童达到重要的学习目标吗？狗万app怎么下载

看

让我们来看看婴儿和幼儿，学龄前儿童和学龄儿童和青年的发展适当材料的一些例子。万博体育全站app在这个第一个例子中，观看这位老师如何涉及学龄前儿童做出关于材料的决定。万博体育全站app其次，您将看到经理和工作人员之间一对一会议的视频，审查工作人员最近的活动计划和相关材料在课程方案中。第三，你会观看不同的程序如何使用材料来帮助发送消息，“你属于这里。”

好的做法:材料Selec儿童tion

突出员工的材料和活动选择

A Range of Materials That Help Children See Themselves

管理

如上所述，当涉及到环境时，您作为经理的最重要角色之一是确保您为您的程序提供适当的材料。您可以以多种方式执行此操作：

• Budgeting: Inevitably, some toys and materials will be broken or need repair each year. There will be wear and tear, especially in childcare and youth settings where materials are used by many children for potentially hours each day. It is important that you adequately budget for repairing and buying new materials.
• 采购：与您的培训师和教练一起工作，员工反馈，了解需要哪些材料。购买时，请记住考虑以下内容：
  • Is it durable enough?
  • 是否在文化相关？有助于对性别，种族，种族或能力的偏见有助于矛盾吗？它有助于代表您的计划和当地社区的多样性吗？
  • 它可以提供品种吗？花钱在更开放的物品上最有意义，可以以多种不同的方式使用。
  • 正如安全课程中所讨论的那样，从开始时确保这些材料是安全的（并且他们尚未回忆起来）您正在购买的年龄组。
  • 建立定期购买周期。这样，您，培训师或教练和员工可以充分讨论和准备订单，您的员工可以合理地预测，何时可以预期新的或更换物品。
• Networking and asking for donations: Not all materials must be purchased. One of the best ways to help staff members when new interests arise in their classrooms is to ask for relevant material donations from local area businesses, resources, or families. For example, if children have become increasingly interested in health-care settings and professions, a local university, hospital, or doctor’s office may be willing to donate relevant dramatic play items. If a group of school-age youth are interested in exploring pottery, is there a business nearby that could donate clay? Also, remember that you can involve families in simple ways by asking them to donate clean recycled materials or collect natural items for children to use in art or science and discovery areas. Just remember, with all donations, it is important that you check materials for safety before they are available for children to use.

Do not forget that materials also include the consumables that will be part of your program—paper, paint, stamp pads, and makers, pencils and crayons usually wear out or break after a few months use. Also remember the consumables that staff members use to make quality learning environments—pens for writing up curriculum, copies of checklists, ink and paper for photo printers, etc. Make sure you budget for these consumable items and that you have a regular cycle established to replenish them.

你也应该有办法跟踪娘家姓的是什么ded. You, trainers and coaches, and staff members should have systems in place to record what specific materials or toys were damaged and thrown out. Staff members may indicate in an art and writing storage area, for example, when they have taken a bottle of paint, a pack of construction paper, or a new crayon box. If you offer a quick and easy recording sheet right next to the materials, staff members can just check that they have removed an item. These kinds of systems will help keep your inventory up-to-date and make ordering and purchasing easier.

Staff Input

Also, to help staff provide materials based on children’s or youth’s interest, you should consider, as a manager, how you can logistically support this. As discussed above, one way to do this is to work with your trainers and coaches to ask for donations or seek out free resources. However, you could also consider providing each classroom its own small budget for materials. If you implement classroom budgets, you will likely need to establish some oversight for purchases. Offer clear guidance to staff about what the classroom budgets are for and how they should be used, and work with your trainers or coaches to make sure purchases reflect actual needs and that there are not more cost-effective ways of meeting classroom activity ideas. If giving each classroom its own budget is not feasible in your program, you could develop a material request form that would allow staff to offer suggestions.

You will likely receive catalogues showing you the new and latest items from a host of educational and childcare supply companies. Or, perhaps you will see new items vendors have on display when you attend child or youth related conferences. Remember to consult with your trainers and coaches and some of the staff members in your program before purchasing to receive advice and show that you respect the input of those who will use the materials with children on a day-to-day basis. If you cannot meet certain supply requests, explain why. If you let staff members know that other supplies were more critical at the time but that you have held onto their requests and will reconsider them in your next ordering cycle, this shows the staff members that you value their input. If a staff member requests an item that does not fit the characteristics outlined in this lesson, than you can use that as teachable moment to explain why you chose not to fill their request, and with your trainers and coaches, help the staff member find more appropriate materials.

Organization

Part of ensuring that staff have the materials they need involves your oversight of material storage and facilitating shared use. With help from trainers and coaches, you should have an inventory of materials across your program and know where they are located. Although some items may always remain in their respective classrooms, many other materials will rotate in and out of classrooms based on children’s current interests, learning goals, and planned activities. You should have a system in place for tracking “who has what” and for checking items out. You should also have systems in place that make it easy for staff members to find what they need in shared storage spaces. Just as labeling supports ease of use and independence for children, labeling both storage containers and shelves in storage spaces can help adults keep things organized. Having a strong inventory and an easy system for tracking where to find what will help make sure you are buying only what you need. Although having multiples of favorite items is important for decreasing frustration and increasing cooperative play amongst a group of children, this does not mean you need duplicates of all items for every classroom. Part of your role is to help facilitate the sharing and rotation of materials across program spaces.