Quality Rating 4: Learning Materials

Instructions

To meet the requirements for Developmentally Appropriate Learning and Practice: Learning Materials: DAP 2.4, your statement should include how your program selects and uses learning materials that:

The Policy or Statement Builder provides a step-by-step guide for creating your statement.

Developmentally Appropriate

Children learn and develop by actively exploring their environment and interacting with materials that match their age and development. Because children grow and develop at different rates and at different times, it is important to provide a variety of toys and materials that allow all children to meet challenges, receive feedback, and experience success.

A baby boy sits on the floor with big blocks.
A toddler walks behind a push toy.
  • How old are the children in your care?
  • What skills are they working on?
  • What materials will promote those skills?
  • Will the materials challenge the children and encourage development?
  • How do you include each developmental domain in the materials? (physical, language, cognitive, social emotional)
A preschool boy puts together an alphabet puzzle.
A school aged girl reads a book.
What does the documentation look like?

Your statement includes a description of how the materials and equipment you select and use in your program match the age and developmental levels of the children enrolled. You may use photographs from your environment to support your statement as a way of showing your materials are appropriate and accessible to all children.

Accessible

All materials and equipment intended for children should be within their reach. Accessible materials encourage independence and responsibility particularly during free choice and clean-up activities. Low shelving for infants and toddlers allows the youngest of learners to access materials that interest them. Making adaptations can help ensure materials can be accessed by all children. For example, adding wooden blocks to tricycle peddles or adjusting the height of an easel can make a big difference in a child’s ability to participate fully in activities.

A toddler reaches for a toy duck on a low shelf.

Can children reach the materials
on their own?

A woman and infant sit on the floor with toys within reach.

Are materials placed near children who are not yet mobile?

A young boy puts his toys in a bin.

Can children clean up independently?

A boy with a disability plays with a stacking toy outside.

Have you adjusted materials so that all children may equally access them?

What does the documentation look like?

Your statement explains how materials and equipment are accessible for all the children in your program.

Promote Multiple Modes of Exploration

Children grow and develop from being able to experience and explore the world in different ways. The materials you select should encourage children to use their senses, ask questions, explore, test their ideas, and move, work, and play. Your materials should provide different ways for children to explore. These materials are called “open ended.” They should also encourage and support different ways that children learn (example: visual experiences, hands-on experiences, or learning through movement).

Two boys play with blocks and cones.

Are the materials open-ended allowing children to explore in different ways?

A basket of leaves, twigs and other nature items.

Do the materials encourage children to use their sense of sight, hearing, tasting, touching and smelling?

A girl pours water into a cup at a table holding plants.

Do your materials support the different ways that children learn?

What does the documentation look like?

Your statement describes the materials you use that allow children to explore and learn in many different ways.

Reflect Children’s Interests, Cultures and Languages

Understanding children’s developmental levels, background experiences, cultures, and home languages helps you select materials that appeal to children and gives them a sense of belonging and acceptance.

Including play materials that reflect the children’s cultures and home languages helps them feel welcomed and included in your program.

  • Ask families to bring in common household items that are familiar to the children and represent their cultures.
  • Display family pictures and other images of the various cultures in your class.
  • Label objects in multiple languages.
  • Include books and materials that build on children’s specific interests and backgrounds.
Two children play at the sand table.

What materials excite the children and spark conversation?

An Indian family celebrates Diwali.

Are the children able to see their culture represented in your setting?

The manipulative materials are labeled in English and Spanish.

How do you incorporate a child’s home language?

What does the documentation look like?

Your statement explains how you select materials that respect the children’s interests, cultures, home languages and experiences.

Support Children of all Abilities

Ensuring that every child has access to materials that support his or her ability is important when selecting toys and materials. Some children may be able to hold a regular cup, while others may need cups with handles. Traditional scissors may be appropriate for children with more experience, and spring scissors may help other children develop these skills. Assess and observe each child and ensure that materials and equipment allow all children to fully participate successfully in all aspects of your program.

  • How will you use your observations of children to inform what materials you use with the children?
  • How can you provide materials to support their growth?
  • How do you decide what materials will challenge but not frustrate them?
A boy with a disability plays with a bead tracking toy.
What does the documentation look like?

Your statement includes a description of ways you select specific materials to support each child in your program. Consider including specific examples to support your statement.

Policy or Statement Builder

Develop a Statement that describes how your program selects and uses materials to support children’s learning. The Reflection Questions below will help you think about what you do in your program to capture it when creating your statement. Once you have spent time reflecting on the questions below, you’re ready to build your Selection and Use of Materials statement.

  1. How do you ensure that the materials selected and used are developmentally appropriate for the children enrolled in your program?
  2. Where do you keep your materials so that they are accessible to the children?
  3. How do you learn about the children’s preferences so that you choose materials that interest them?
  4. What kinds of materials do you have that support children of all abilities?
  5. How do you select materials that promote multiple modes of exploration and learning? Give some examples.
  6. What kinds of materials do you select that reflect the children’s primary languages and cultural backgrounds?
  7. When and why do you rotate materials? (Optional Level 4)

Once you have spent time reflecting on the questions, you have the option to download and save your Selection and Use of Materials Template and create your statement.

Technology Tips

Download the PDF.

Save the PDF.

Print the PDF.

Edit the PDF.

Do you need more time to think about writing your Selection and Use of Materials Statement? Use Writers Tips and Prompts to find examples and get more guidance on creating your statement.

Where can you learn more?