Early Learning, Supportive Care 20, 30

(a)	Identify elements of an optimal indoor early childhood learning environment (e.g., open areas for music and movement, quiet spaces, carefully placed culturally responsive materials).
(b)	Observe the differences between infant, toddler and preschooler indoor environments.
(c)	Examine the macro level configuration (i.e., overall environment) of an early childhood learning environment (e.g., the location of furniture, accessibility, pathways and flooring and windows).
(d)	Examine the micro level set-up (i.e., specific materials found within the space) for an early childhood learning environment (e.g., accessibility, quantities and the cultural and linguistic relevance of materials).
(e)	Compare indoor play spaces organized according to play schemas and centres.
(f)	Explore ways to ensure safety and accessibility in indoor early learning environments.
(g)	Discuss how to set up a room to encourage positive interactions and behaviours.
(h)	Explore ways to make an early learning indoor environment visually appealing, comfortable, homelike and culturally relevant.
(i)	Discuss ways to use technology (e.g. shows, interactive screens) effectively and responsibly in early learning environments.
(j)	Discuss strategies to adapt the environment for children with diverse abilities, temperaments or interests (e.g., quiet spaces, muted color palates, natural light, natural materials).
(k)	Design, sketch or create a representation of a floor plan of an indoor early childhood setting.
(l)	Research the costs of materials used in early learning and child care environments.

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