The environment is primarily marked by pleasant conversation, spontaneous laughter, and exclamations of excitement rather than harsh, stressful noise or enforced quiet. Involved children Children and teachers are actively involved with each other and with materials. Teachers help children play cooperatively. Aimless wandering, fighting, and withdrawn behavior is kept to a minimum. Accessible teachers Children show no hesitation to approach teachers with questions, bids for affection, and requests for help.
Teachers liberally provide individual attention when they are asked or when it is needed.
Teachers do not spend long periods talking to other teachers or involved in housekeeping chores that don't include children. Affection Affection is expressed spontaneously and frequently, and children in distress are comforted. The curriculum, or educational plan, encourages children to be actively involved in the learning process, to experience a variety of activities appropriate to their age and rate of development, and to pursue their own interests in the context of life in the community and the world. Children learn through play that is planned by teachers to help children learn about language concepts, the physical world, social skills, problem solving, motor coordination, and self-confidence. Variety A wide variety of materials is available, geared to young children's interests, such as picture books, records, puppets, blocks, puzzles, paints, climbing equipment, and props for make-believe play.