I've been in Early Childhood for 30 years, and toddlers are my passion!
You are correct that the toys should be available on open shelves for the toddlers to access.
Also, as per Montessouri child development theory, toddlers have a developmental "window" for order. Maintaining order in both the classroom layout and in daily routines benefit children at this stage.
You will have the best results when there is a balance of both.
I may repeat, in agreement, with some of the comments already posted... and add a few suggestions:
In your classroom routines, plan for both
self-directed play and
guided play. Self-directed play usually occurs while teachers are involved in daily routines, such as diapering time. This is when most of the mess occurs. :) There should also be plenty of time each day when teachers are involved with toddler activities. This time becomes more manageable if the teacher assists the children in putting activity props, (toys) away as they finish and move on with the next activity. Teachers should encourage the toddlers to assist with this.
Classroom arrangement and set-up can have a huge impact on how well the mess is managed. I suggest there be storage space that is in-accessible to the toddlers, but within easy reach of the teachers. I have 72" bookshelves (secured to the wall), and use the top levels to store the "messy" items that only come out during guided play: crayons/paper, puzzles, bins of beads, pegs, etc. For the same purpose you can also use upper cupboards, mount shelves, or make use of lower cupboards with locks.
Choose carefully the items that will be accessible on open shelves at toddler level. Baby dolls, toy trucks, set of large soft blocks, pop-up toys, bin with shoes/hats etc. Customize according to the interests of the children and eliminate what they do not use. Keep the
inventory relatively low, but rotate regularly from a storage closet to keep the toys "fresh". The selection can grow as the toddlers mature and become more proficient at picking up. I customize according to season and holiday themes, as well as following the interests of the children in the group.
When transitioning from a period of self-directed play, encourage the children to help put things away. This is an important life habit, and it teaches order and classification, (ie. hats go in one bin, toys cars in another, etc.) I will also do quick little "pick-ups" when toddlers have discarded toys and moved on to something new. If they are engaged in something new, I want to encourage periods of focus and not interrupt. If the children are "loose" and not really engaged in anything, picking up is a great way to get everyone doing something useful and then transition to an engaging activity to follow.
"Let's pick up so we have room to dance", for example.
I always plan for guided play activities during the last hour of the day when parents are picking up. We have one activity out at a time that is put away as we move on to the next. That way the room appears orderly for parents, and there isn't much pick up left to do after everyone has gone home.
Children who are raised in an environment that makes time for regular periods of guided play involving the teacher are more focused. When the teacher guides children in appropriate play activities such as stringing beads, building towers, or rolling balls down a ramp, the children then know "how" to play appropriately. They are less inclined then to run around, throw/dump toys, climb book cases, etc. when the teacher is not directly involved for short periods of time.
They also need periods of time and space where they can appropriately practice gross motor movement. It is ideal if you have room in your classroom for a climbing structure. I do not have room, but I do at times bring in a slide, balance beam, or tunnel during guided play time. If not, be sure you make use of time available outside.
Hope you find some of these suggestions helpful!
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Elizabeth Werner
Blessed Beginnings
Cody WY
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Original Message:
Sent: 02-13-2019 11:04 AM
From: Gabriella Gscheidle
Subject: Keeping toys available in toddler room
Hello,
Yes- I have encountered this before when visiting toddler or two year old classrooms. I have encouraged teachers to leave the shelves open/toys assessible but perhaps limit the number of toys on the shelves to what the children usually enjoy playing with as well as guiding them to establish clean up routines so there is less mess. As the children gain skills in the cleanup routine, they can add additional toys and continue to work on cleanup. In terms of climbing, I have recommended that they include a soft indoor climbing area for the children. This will depend on the space available in the room as well as ability to purchase the soft climbing structures. The teachers/directors that I have worked with on this have taken on the challenge and it is working well- teachers and children are enjoying the classroom !
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Gabriella Gscheidle
Provider Services Specialist
Early Learning Colition of Orange County Florida
Orlando FL
Original Message:
Sent: 02-12-2019 03:27 PM
From: Hannah Gemar
Subject: Keeping toys available in toddler room
I have been finding that many toddler teachers are turning shelves to face the walls or taking toys off of shelves to prevent toddlers from making a mess, climbing, or whatever the case may be. Has anyone had experience with correcting this? My center has <g class="gr_ gr_210 gr-alert gr_gramm gr_inline_cards gr_run_anim Grammar only-ins replaceWithoutSep" id="210" data-gr-id="210">play-based</g> curriculum which I feel may be hard to explain to potential families when there are no toys readily available in the classroom. I would like to make the teachers feel heard though as I do know they are struggling with the mess/climbing.
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Hannah Gemar
Mesa AZ
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