Increasing Toy Play Among Toddlers With and Without Disabilities By Modifying the Structural Quality of the Classroom Environment

Abstract

The effects of modifying the structural quality components of inclusive classrooms on material engagement among toddlers (18-36 months) with and without disabilities were evaluated. Initially, three classrooms were evaluated using items that addressed structural quality from the Infant/Toddler Environment Rating Scale, the National Association for the Education of Young Children Classroom Observation Form, and the Assessment Profile for Early Childhood Programs. Each classroom environment was then modified based on the results of the evaluation by adding toys, furniture, and supplies. Results demonstrate that modification of structural quality elements increased overall engagement with materials for eight of nine children. Areas for future research noted include modification of the structural quality components of child care classrooms to increase mastery toy play.