By Marki

1. Environments
Project
Marki Cutchin
CHD 120
J.Hopkins

2. Dramatic Play Environnent
 Accommodation
 Materials
 Diversity
 Skills
 Teachers Role
 Milestones

3. How to Accommodate
Infant Toddlers Special Needs Diversity
Accommodation, to me, is
about Age Appropriate
toys for the infants
• Instead of complete
dress up outfits, only
have loose items
• Provide puppets
dressed to match hats.
• Provide smaller dolls
for a better grip.
The goal is to allow
infants to explore every
day items.
Accommodating toddlers
focuses on some of
everything and
Developmentally
Appropriate
• Plenty od space for
imaginative play
• Have enough toys and
materials
• Provide enough time
and clean up
responsibility
• Always consider
developmental levels
Accommodating special
needs is about
environmental courtesies
• Defined markings to
relay toys/specific
spots
• Easy dress up
clothes/toys to easily
grip
• Create scenes to help
imagine play
• Always keep a watchful
eye to maintain
modification.
Accommodating diversity
is about having an
inclusive environment.
• Provide dolls of all
races and genders
• Provide glasses/
implants for play
• Diverse cooking props
• Diverse dress up
• Diverse food
• Diverse menus

4. Materials
This Photo by Unknown Author is licensed under CC BY-SA-NC
Furnishings are used to create
a scene for dramatic play
This Photo by Unknown Author is licensed under
CC BY-SA
5 Dress up Clothes and
3 each Accessories
4 Baby dolls
and 3 each
Accessories
This Photo by Unknown Author is licensed under
CC BY-SA-NC
Food and Storage
Accessories
Mirrors and wall hanging accessories
Determine the amount of materials you
need by the amount you plan in the
center. For example, If you allow 5 in the
center have at least 3 of each item.
Then determine by popularity and make
sure to have enough.

5. Providing Diversity in Dramatic play
I will make sure to have diversity in culture, age, ability, race and gender.
I will provide diversity in play props.
I will provide pictures to encourage play
I will have enough space, storage and materials for ample play

6. Skills and Developments
• Social Skills
• Emotional Skills
• Language Skills
• Creative Skills
• Expressive Skills
• Exploration Skills
When Children get a chance to
play with everyday “adult”
props It peaks their curious
nature so they can explore
them freely and imaginatively

7. Teachers Role
• Provide routine
• Allow timed center when needed
• Interactive
• Provide open-ended questions or
scenarios
• Encourage thinking/processing
• Provide/encourage connections
• Toy swap each quarter
• Relationships
• Adaptable
• All inclusive

8. Dramatic Play Milestones
Social/ Emotional Development
Strand 3 Expression of feelings and self regulation
C5 use of toys purposefully and safe
Approaches to learning
Strand 4 reasoning and problem-solving
D1 exploring objects and characteristics
Language and literacy
Strand 1 listening and speaking
A9 Able to initiate and respond appropriately in
conversations with peers and adults.
A11 understand and use language for a variety of
purposes
Physical development
Strand 2 fine motor development
B7 using Eye-hand coordination to complete simple tasks

9. Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New York, NY: Teacher’s
College Press.
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New York, NY: Teacher’s
College Press.
Harms, T, Clifford, R, and Cryer, D. (2003). Infant toddler environmental rating scale.
New York, NY: Teacher’s College Press.
Harms, T, Clifford, R, and Cryer, D. (2005). Early childhood environmental rating scale.
New York, NY: Teacher’s College Press.
Virginia Department of Social Services. Milestones of Child Development. Retrieved from
http://va.gapitc.org/wp-content/uploads/2014/03/Milestones_Revised2014.pdf
Whitener, C. (n.d.). Activities. [PowerPoint slides].
Resources