Answer to Question 1
ANSWER:
Refer to the text, Figure 9-4. Some examples of how an inclusive program considers these aspects of the environment include:
Physical: There are ramps in addition to or instead of stairs.
Visual: Visual clutter is avoided on walls, contrasting colors are used on edges and when surfaces change, and displays are at children's eye level.
Auditory: Auditory competition is avoided, background noise is filtered or dampened, and nonauditory signals are used, such as turning lights on and off.
Social:
Learning materials and toys include representations of all kinds of people; social cues are used to signal children of changes; and people with disabilities are represented in active and leadership roles.
Answer to Question 2
ANSWER: Children have the ability to take in and make sense of information obtained from their senses: visualto see, auditoryto listen, olfactoryto smell, tactileto touch, and gustatoryto taste. Sensory awareness, the use of the senses, promotes self- discovery. It is another way the body gives the mind information. It is important to remember that children and adults inhabit different sensory worlds. Therefore the environment in early childhood classrooms should be filled with sensory activities that are sticky, squishy, slippery, smooth, heavy, light, soft, loud, crunchy, colorful, aromatic, and flavorful. Furthermore, daily interactions with young children should be peppered with statements and questions that show the wonder and value of the sensory qualities of the environment.
There are multiple pathways for heat exchange between organisms and the environment.
Adaptations to the Environment
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Selective pressures from the environment influence adaptation