B-6a. Active media that children can control,
such as videotaping, cameras, audiotaping, and developmentally appropriate
computer software may be used in the classroom as active learning materials,
along with other materials that children can choose. If such technology
is used, the program provides equal access for all children. Teachers
help children use these media as independently as possible. (This criterion
applies to children 3 years of age and older; it is not applicable to
infants and toddlers.)
B-6b. The use of passive media, such as television,
films, videotapes, and audiotapes is limited to developmentally appropriate
Programs are previewed by adults prior to use.
Another option for activity is always available.
No child is required to view the program.
Teachers discuss what is viewed with the children to develop critical
Passive media are used only as infrequent events, rather than as regular,
11. Routine tasks are incorporated into the program as a means of
furthering children's learning, self-help, and social skills.
B-11. Routine tasks are incorporated into the
program as a means of furthering children's learning, self-help, and social
For infants and toddlers, routines are used as a time for pleasant
interaction and learning.
Routines such as diapering or toileting, eating, dressing, and sleeping
or resting are handled in a relaxed, reassuring, and individualized
manner based on developmental needs.
Teachers plan with families to make toileting, feeding, and the development
of other self-regulation skills a positive experience for children.
Respect infants' individual sleeping schedules; provide alternatives to
preschoolers who are early risers; offer kindergartners choices or permit
preferences whenever possible; provide school-agers with a place to rest
if they choose; respect school-agers' increasing interest in personal