FAQ’s for the Infant & Toddler Classroom Environment Checklist (CEC)

At this time, we do not have data to validate a specific number of materials that are proven to be meaningfully different from each other. We found that numbers created arbitrary cutoffs that forced decisions that might not otherwise make sense (e.g., “failed” to get a score of 3 because of 1 fewer item than needed, when other features related to the item would clearly earn a 3). When we field tested scoring both ways, we found that using specific numbers of materials made raters less reliable. With experience, coaches will begin to get a holistic feel for the different rating categories.

This depends on the type of item and whether more than one child can use it at a time. There should be enough of popular items or those needing to be washed frequently for several children to play with at a time. For example, several children might use a bucket of blocks or a tunnel to crawl through, but only one child can use a rattle or other toy instrument at a time. Children may fight over items such as riding toys and balls if there is only one. Teething toys need to be taken out of circulation for washing after a child has used it.

Yes, if a particular toy or other item fits the description of more than one checklist item, you may credit both items. For example, a book about feelings may also show photos of diverse families, so it may be used as evidence when rating both “Materials to Promote Emotional Awareness” and “Representations of Diversity” items.

Homemade materials count as long as they are safe and age-appropriate! For example, a large cardboard box to crawl through can count as a gross motor play item. Homemade sensory bottles are scored the same as purchased ones. It would also be appropriate to give credit for clean, empty food boxes that children can build with or use for pretend play.

Infant classrooms may range in size from small to very large. In a very large space, infants may feel overwhelmed by too much open space, so the space should be divided into smaller cozy areas. In a small room, there may be less need for division of spaces, but there should still be at least three areas defined by furniture. An area with cribs may be counted as one defined area.

More than half of the activities in the written lesson plan should be explicitly linked to learning objectives, goals, and/or developmental areas in order to receive a rating of 3. The purpose of the “Lesson Plans” item is to ensure that teachers are being intentional in their provision of daily play and learning activities for infants and toddlers, and that they are guided by an awareness of the skills that infants and toddlers are working on. Therefore, written lesson plans should show that a variety of specific activities are planned that follow an age-appropriate curriculum or thematic framework from week to week. Learning objectives may or may not be clearly labeled on the lesson plan form, but there should be documentation of what developmental area(s) and/or skills the activity is promoting (e.g., fine motor skills, communication skills, learning names of body parts).

“Promoting sensory exploration” means that the caregiver invites infants and toddlers to learn with all five of their senses (see, hear, touch, taste, smell). Young children need daily opportunities to explore toys and materials that have different visual properties (e.g., contrast, color, shape, pattern, movement), sounds, textures (e.g., smooth, rough, squishy, bumpy, wet, soft), tastes, and smells. They can explore by looking at, touching, holding, manipulating, shaking, pressing, chewing on, listening to, crawling or stepping on, tasting, and smelling many different objects and surfaces as they play and participate in daily routines.

If children are served finger foods such as Cheerios™ for meal time or snack time, this does not count toward the sensory exploration item even though children may indeed explore their food. However, if there is evidence of activities that use these items outside of meal or snack time (such as having a sensory bin full of dry cereal for children to play with or making artwork using marshmallows), then those materials may be counted when scoring the sensory exploration item.

Problem solving means figuring out how specific objects work (like a pop-up box with different kinds of buttons to open each door or nesting cups that fit inside each other) or how to get a desired result (such as putting shapes into the correct holes in a puzzle or shape sorter, or getting blocks to balance on top of each other). The baby or toddler needs to do some mental and physical work to achieve a goal, often by manipulating something with hands or feet in a purposeful manner.

To score a 3, there must be at least some natural objects in the classroom as well as outdoors.

Yes, you can count any photos of diverse children and families that are posted in the classroom and in teacher-made books, BUT there need to be additional representations of diversity as well. We want children and families to see representations of their cultures or family structures beyond their own child/family. To score a 2 or 3, representations of diversity must go beyond showing the children/families from the class.

Diversity includes people from a variety of ethnic backgrounds, cultures, and appearances; people of different ages, body shapes, and sizes; people with physical or developmental disabilities; different family structures (e.g., two parents, single parents, grandparents or other kin, same-sex parents); different religions; different languages; and different gender roles (for example, female construction workers, male nurses). Materials in the classroom should depict many types of diversity.

Promoting emotional awareness means helping children to notice facial expressions, learn names for different feelings, and begin to label their own feelings.  “Emotional awareness” is part of self-awareness. It includes the child’s understanding that they are a separate person from other people, that they have feelings, and that there are names for feelings, such as “happy,” “sad,” “mad,” and “scared.” Children also learn that there are facial expressions and body language associated with different feelings. They begin to learn that feelings are often linked to events; for example, they feel mad when someone takes their toy away.

Self-regulation means being able to keep one’s own level of emotional arousal and behavior from being too high (overwhelmingly intense) or too low (tuned-out, passive) most of the time. Self-regulation also includes being able to focus attention on what they are doing. Infants and toddlers rely almost completely on their caregivers to give them positive stimulation and to soothe them when they are upset. However, babies and toddlers do start using strategies to soothe their own distress, such as sucking their thumb or pacifier, cuddling a soft blanket, finding a small cozy space for quiet time, or falling asleep to shut out too much stimulation. These are early self-regulation behaviors. Promoting self-regulation means creating an environment that is not too overstimulating (e.g., brightness of lights and noise level), providing objects and spaces that offer comfort or time to play alone, and offering items that teach about concepts such as handling frustration without hitting or biting.

Many infant classrooms have exersaucers, so they are included in the examples section for this item as they do allow for gross motor movement. However, because children should spend limited time in these devices,  there should be other items in the room that encourage unconstrained movement in order to earn a score of 3 on this item.

You may count materials and structures for gross motor play that are available in locations other than the classroom in which children spend the majority of their day. To earn a score of 3, there must be multiple types of materials within the classroom, not only outside the classroom. If children regularly rotate between two classrooms (for example, a morning space and an afternoon space), there must be a variety of materials for gross motor play in both spaces to earn a 3. If you see gross motor play materials but it is unclear how often children have access to them, you may ask the teacher this question.