{"id":455,"date":"2019-10-23T14:40:13","date_gmt":"2019-10-23T14:40:13","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/?post_type=chapter&#038;p=455"},"modified":"2019-10-23T14:40:13","modified_gmt":"2019-10-23T14:40:13","slug":"creating-activity-areas-or-learning-centers","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/chapter\/creating-activity-areas-or-learning-centers\/","title":{"raw":"Creating Activity Areas or Learning Centers","rendered":"Creating Activity Areas or Learning Centers"},"content":{"raw":"<div id=\"application\" class=\"ic-app\">\r\n<div id=\"wrapper\" class=\"ic-Layout-wrapper\">\r\n<div id=\"main\" class=\"ic-Layout-columns\">\r\n<div id=\"not_right_side\" class=\"ic-app-main-content\">\r\n<div id=\"content-wrapper\" class=\"ic-Layout-contentWrapper\">\r\n<div id=\"content\" class=\"ic-Layout-contentMain\" role=\"main\">\r\n<div id=\"wiki_page_show\">\r\n<div class=\"show-content user_content clearfix enhanced\">\r\n\r\nThe physical environment of early care and learning environments reflects the goals, values,and expectations of programs. Environments can support relationships, support children\u2019s development and independence, support staff members,and contribute to\u00a0a general community of caring (Greenman\u00a02005). A high-quality environment welcomes\u00a0children; engages children in a variety of activities;\u00a0provides space for individual, small-group,\u00a0and large-group activities;and generally supports\u00a0the program\u2019s philosophy and goals.\r\n\r\nThe physical environment sets the stage\u00a0and creates the context for everything that\u00a0happens in any setting: a classroom, a play\u00a0yard, a multipurpose room. It is a place\u00a0where children and staff spend multiple\u00a0hours each day; where routine needs are met;\u00a0where relationships are developed, skills are\u00a0learned, abilities are enhanced, and attitudes\u00a0toward school and learning are formed. For\u00a0all of those things to happen well, program\u00a0planners must carefully design the physical\u00a0environment to support the development of\u00a0children; welcome program families; and provide\u00a0for the health, safety and comfort of all\u00a0who use it.\r\n\r\nThe physical environment goes beyond\u00a0the building, the equipment, and the materials.\u00a0It is an active entity that conveys values\u00a0and messages about who is welcomed, what\u00a0is important, and what the beliefs are about\u00a0how children learn.\r\n<ul>\r\n \t<li>\r\n<h4>Infant Classroom<\/h4>\r\n<\/li>\r\n<\/ul>\r\n<img src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963680\/download?wrap=1\" alt=\"\" width=\"453\" height=\"366\" \/>\r\n\r\nThis infant classroom is designed for up to 8 children and ideally planned considering the ITERS-R criteria and the NAEYC accreditation standards,\u00a0 and providing ample space for activities with allowance for normally excluded areas, such as doorways, built-in sinks, etc. The classroom should include areas for routines (diapering, meals\/snacks, nap\/rest, etc.) as well as play spaces for activities with various materials, including books, music and sound making toys, fine motor toys, gross motor toys, blocks, and dramatic play materials. The classroom\u00a0should be equipped with basic furniture and equipment.\r\n\r\nIt's very important to remember that infants are in the sensorimotor stage (Piaget), therefore the areas should be stimulating, visually attractive, and safe. Children will be mouthing toys! Keeping in mind that mobile infants will explore the environment while non-mobile infants will need to be safe is important. One other key factor is that the infant classroom is centered on routines such as napping, diapering, feeding and napping, while also stimulating sensory play.\r\n<ul>\r\n \t<li>\r\n<h4>Toddler Classroom<\/h4>\r\n<\/li>\r\n<\/ul>\r\n<img src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963583\/download?wrap=1\" alt=\"\" width=\"468\" height=\"498\" \/>\r\n\r\nThis toddler classroom floor plan is designed for up to 8 children, ages 12 to 24 months. The classroom floor plan supports ITERS-R criteria and NAEYC accreditation standards and provides ample space for different types of activities with allowance for normally excluded areas, such as doorways, built-in sinks, etc. It includes areas for routines (diapering, meals\/snacks, and nap\/rest, etc.) as well as play spaces for activities with various materials, including books, music and sound making toys, fine motor toys, gross motor toys, blocks, and dramatic play materials. This room is outfitted with appropriately sized furniture and equipment that support the children's independence.\r\n\r\nPredictable routines will be important, and the structure of the day should include sensory play, as well as routine care for feeding, napping, and toileting. A well designed space that allows quite areas away from active areas would be important. The environment should be adapted as children grow to provide more challenging opportunities for exploration.\r\n<ul>\r\n \t<li>\r\n<h4>Young Preschoolers Classroom<\/h4>\r\n<\/li>\r\n<\/ul>\r\n<img src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963691\/download?wrap=1\" alt=\"\" \/>\r\n\r\nThis young preschoolers classroom floor plan is designed for up to 12 children, ages 36 months to 4 years. The classroom floor plan is designed to support ECERS-R and ECERS-3 criteria as well as NAEYC accreditation standards. Additionally, the floor plan provides ample space for a lot of different types of activities with allowance for normally excluded areas such as doorways, built-in sinks, etc. It includes areas for routines (meals\/snacks, nap\/rest, etc.) as well as many different types of interest centers (blocks, art, sand\/water, dramatic play, science, computer, literacy, manipulative\/fine motor) for a variety of learning and play opportunities. The environment includes basic furniture and equipment.\r\n<ul>\r\n \t<li>\r\n<h4>Older Preschoolers Classroom<\/h4>\r\n<\/li>\r\n<\/ul>\r\n<img src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963649\/download?wrap=1\" alt=\"\" \/>\r\n\r\nThis older preschooler\u00a0classroom floor plan is designed for 18-20 children, ages 4 to 5 years. The floor plan supports ECERS-R and ECERS-3 criteria as well as NAEYC accreditation standards. Additionally, the floor plan provides ample space for different types of activities with allowance for normally excluded areas such as doorways, built-in sinks, etc. It includes areas for routines (meals\/snacks, nap\/rest, etc.) as well as many different types of interest centers (blocks, sensory, art, fine motor, dramatic play, science, math, computers, literacy, manipulative\/fine motor, writing\/listening) for a variety of learning and play opportunities. It is also outfitted with basic furniture and equipment.\r\n<h4>The Kindergarten Classroom<\/h4>\r\n<img src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963679\/download?wrap=1\" alt=\"\" width=\"511\" height=\"668\" \/>\r\n\r\nChildren in kindergarten and early primary grades should meet the needs of children who are ready to be engaged in exploring, reasoning, and problem solving. These children continuously\u00a0practice\u00a0social skills and engage in physical activities. At this age, children need to be provided with concrete experiences to make connections and learn. An ideal environment for these children should include:\r\n<ul>\r\n \t<li>a daily schedule to allow for physical activity as well as quiet time<\/li>\r\n \t<li>Active involvement between children, engagement between adults and children, as well as with a variety of materials.<\/li>\r\n \t<li>Predictable schedule with transition reminders<\/li>\r\n \t<li>Class rules that promote safety and boundaries to prevent children to be hurt<\/li>\r\n \t<li>a safe and rich environment<\/li>\r\n \t<li>flexible grouping\u00a0as well as individual work.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<h4>NAEYC<\/h4>\r\nAccording to NAEYC, the staff must arrange the environment to be welcoming and accessible. A welcoming and accessible environment contains elements such as (but not limited to):\r\n<ul>\r\n \t<li>multicultural materials that promote appreciation for diversity while being respectful of the cultural traditions, values, and beliefs of families being served<\/li>\r\n \t<li>clearly defined places where families can gather information regarding the daily schedule and upcoming events;<\/li>\r\n \t<li>clearly defined places where families sign in, sign out, and gather information about their child\u2019s day;<\/li>\r\n \t<li>places for displaying children\u2019s work; and<\/li>\r\n \t<li>features that moderate visual and auditory stimulation.<\/li>\r\n \t<li>Clear pathways are available for children to move from one area to another without disturbing\u00a0other children\u2019s work and play.<\/li>\r\n \t<li>Indoor space is designed and arranged to\u00a0provide children with disabilities full access\u00a0(making\u00a0 adaptations as necessary) to the\u00a0curriculum and activities in the indoor space<\/li>\r\n \t<li>In general, the facility meet Americans with Disabilities Act\u00a0(ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking\u00a0fountains, outdoor play space, and all classroom\u00a0and therapy areas.<\/li>\r\n<\/ul>\r\n<img src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963673\/download\" alt=\"Border.png\" \/>\r\n<h4>Resources<\/h4>\r\nKaplan Early Learning Company: Classroom Floor Planner. Retrieved on 9\/20\/2018 from\u00a0<a class=\"external\" href=\"https:\/\/www.kaplanco.com\/resources\/floorplanner.asp\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.kaplanco.com\/resources\/floorplanner.asp<span class=\"screenreader-only\">\u00a0(Links to an external site.)<\/span><\/a>.\r\n\r\nKindergarten Classroom Floor Plan Design.\u00a0<a class=\"external\" href=\"https:\/\/wikizie.co\/kindergarten-classroom-floor-plan-design\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/wikizie.co\/kindergarten-classroom-floor-plan-design\/<span class=\"screenreader-only\">\u00a0(Links to an external site.)<\/span><\/a>\u00a0 Accessed on 9\/20\/2018\r\n<p class=\"title single-title entry-title indent\"><\/p>\r\n&nbsp;\r\n\r\n<\/div>\r\n<div>\r\n<div class=\"module-sequence-padding\"><\/div>\r\n<div class=\"module-sequence-footer\" role=\"navigation\">\r\n<div class=\"module-sequence-footer-content\"><a class=\"Button module-sequence-footer-button--previous\" style=\"color: #2d3b45;text-decoration: none;background: #f5f5f5;border: 1px solid #c7cdd1;padding: 8px 14px;margin-bottom: 0px;font-size: 1rem;line-height: 20px;text-align: center;vertical-align: middle;cursor: pointer;overflow: hidden;float: left\" role=\"button\" href=\"https:\/\/canvas.instructure.com\/courses\/1487082\/modules\/items\/21109550\"><i class=\"icon-mini-arrow-left\"><\/i>Previous<\/a><span class=\"module-sequence-footer-button--next\" style=\"float: right\"><a class=\"Button\" role=\"button\" href=\"https:\/\/canvas.instructure.com\/courses\/1487082\/modules\/items\/21109552\">Next<i class=\"icon-mini-arrow-right\"><\/i><\/a><\/span><\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div id=\"aria_alerts\" class=\"hide-text affix\" role=\"alert\"><\/div>\r\n<div id=\"StudentTray__Container\"><\/div>\r\n<\/div>\r\n<div id=\"nav-tray-portal\"><\/div>\r\n<div id=\"walkme-player\" class=\"walkme-player walkme-colorado walkme-theme-white-green walkme-direction-ltr walkme-notie walkme-position-major-right walkme-position-minor-bottom  walkme-dynamic-size walkme-to-destroy walkme-override walkme-css-reset walkme-language-default\" role=\"button\">\r\n<div class=\"walkme-in-wrapper walkme-override walkme-css-reset\">\r\n<div class=\"walkme-question-mark walkme-override walkme-css-reset\"><\/div>\r\n<div class=\"walkme-title walkme-override walkme-css-reset\">Show M<\/div>\r\n<\/div>\r\n<\/div>","rendered":"<div id=\"application\" class=\"ic-app\">\n<div id=\"wrapper\" class=\"ic-Layout-wrapper\">\n<div id=\"main\" class=\"ic-Layout-columns\">\n<div id=\"not_right_side\" class=\"ic-app-main-content\">\n<div id=\"content-wrapper\" class=\"ic-Layout-contentWrapper\">\n<div id=\"content\" class=\"ic-Layout-contentMain\" role=\"main\">\n<div id=\"wiki_page_show\">\n<div class=\"show-content user_content clearfix enhanced\">\n<p>The physical environment of early care and learning environments reflects the goals, values,and expectations of programs. Environments can support relationships, support children\u2019s development and independence, support staff members,and contribute to\u00a0a general community of caring (Greenman\u00a02005). A high-quality environment welcomes\u00a0children; engages children in a variety of activities;\u00a0provides space for individual, small-group,\u00a0and large-group activities;and generally supports\u00a0the program\u2019s philosophy and goals.<\/p>\n<p>The physical environment sets the stage\u00a0and creates the context for everything that\u00a0happens in any setting: a classroom, a play\u00a0yard, a multipurpose room. It is a place\u00a0where children and staff spend multiple\u00a0hours each day; where routine needs are met;\u00a0where relationships are developed, skills are\u00a0learned, abilities are enhanced, and attitudes\u00a0toward school and learning are formed. For\u00a0all of those things to happen well, program\u00a0planners must carefully design the physical\u00a0environment to support the development of\u00a0children; welcome program families; and provide\u00a0for the health, safety and comfort of all\u00a0who use it.<\/p>\n<p>The physical environment goes beyond\u00a0the building, the equipment, and the materials.\u00a0It is an active entity that conveys values\u00a0and messages about who is welcomed, what\u00a0is important, and what the beliefs are about\u00a0how children learn.<\/p>\n<ul>\n<li>\n<h4>Infant Classroom<\/h4>\n<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963680\/download?wrap=1\" alt=\"\" width=\"453\" height=\"366\" \/><\/p>\n<p>This infant classroom is designed for up to 8 children and ideally planned considering the ITERS-R criteria and the NAEYC accreditation standards,\u00a0 and providing ample space for activities with allowance for normally excluded areas, such as doorways, built-in sinks, etc. The classroom should include areas for routines (diapering, meals\/snacks, nap\/rest, etc.) as well as play spaces for activities with various materials, including books, music and sound making toys, fine motor toys, gross motor toys, blocks, and dramatic play materials. The classroom\u00a0should be equipped with basic furniture and equipment.<\/p>\n<p>It&#8217;s very important to remember that infants are in the sensorimotor stage (Piaget), therefore the areas should be stimulating, visually attractive, and safe. Children will be mouthing toys! Keeping in mind that mobile infants will explore the environment while non-mobile infants will need to be safe is important. One other key factor is that the infant classroom is centered on routines such as napping, diapering, feeding and napping, while also stimulating sensory play.<\/p>\n<ul>\n<li>\n<h4>Toddler Classroom<\/h4>\n<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963583\/download?wrap=1\" alt=\"\" width=\"468\" height=\"498\" \/><\/p>\n<p>This toddler classroom floor plan is designed for up to 8 children, ages 12 to 24 months. The classroom floor plan supports ITERS-R criteria and NAEYC accreditation standards and provides ample space for different types of activities with allowance for normally excluded areas, such as doorways, built-in sinks, etc. It includes areas for routines (diapering, meals\/snacks, and nap\/rest, etc.) as well as play spaces for activities with various materials, including books, music and sound making toys, fine motor toys, gross motor toys, blocks, and dramatic play materials. This room is outfitted with appropriately sized furniture and equipment that support the children&#8217;s independence.<\/p>\n<p>Predictable routines will be important, and the structure of the day should include sensory play, as well as routine care for feeding, napping, and toileting. A well designed space that allows quite areas away from active areas would be important. The environment should be adapted as children grow to provide more challenging opportunities for exploration.<\/p>\n<ul>\n<li>\n<h4>Young Preschoolers Classroom<\/h4>\n<\/li>\n<\/ul>\n<p><img decoding=\"async\" src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963691\/download?wrap=1\" alt=\"\" \/><\/p>\n<p>This young preschoolers classroom floor plan is designed for up to 12 children, ages 36 months to 4 years. The classroom floor plan is designed to support ECERS-R and ECERS-3 criteria as well as NAEYC accreditation standards. Additionally, the floor plan provides ample space for a lot of different types of activities with allowance for normally excluded areas such as doorways, built-in sinks, etc. It includes areas for routines (meals\/snacks, nap\/rest, etc.) as well as many different types of interest centers (blocks, art, sand\/water, dramatic play, science, computer, literacy, manipulative\/fine motor) for a variety of learning and play opportunities. The environment includes basic furniture and equipment.<\/p>\n<ul>\n<li>\n<h4>Older Preschoolers Classroom<\/h4>\n<\/li>\n<\/ul>\n<p><img decoding=\"async\" src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963649\/download?wrap=1\" alt=\"\" \/><\/p>\n<p>This older preschooler\u00a0classroom floor plan is designed for 18-20 children, ages 4 to 5 years. The floor plan supports ECERS-R and ECERS-3 criteria as well as NAEYC accreditation standards. Additionally, the floor plan provides ample space for different types of activities with allowance for normally excluded areas such as doorways, built-in sinks, etc. It includes areas for routines (meals\/snacks, nap\/rest, etc.) as well as many different types of interest centers (blocks, sensory, art, fine motor, dramatic play, science, math, computers, literacy, manipulative\/fine motor, writing\/listening) for a variety of learning and play opportunities. It is also outfitted with basic furniture and equipment.<\/p>\n<h4>The Kindergarten Classroom<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963679\/download?wrap=1\" alt=\"\" width=\"511\" height=\"668\" \/><\/p>\n<p>Children in kindergarten and early primary grades should meet the needs of children who are ready to be engaged in exploring, reasoning, and problem solving. These children continuously\u00a0practice\u00a0social skills and engage in physical activities. At this age, children need to be provided with concrete experiences to make connections and learn. An ideal environment for these children should include:<\/p>\n<ul>\n<li>a daily schedule to allow for physical activity as well as quiet time<\/li>\n<li>Active involvement between children, engagement between adults and children, as well as with a variety of materials.<\/li>\n<li>Predictable schedule with transition reminders<\/li>\n<li>Class rules that promote safety and boundaries to prevent children to be hurt<\/li>\n<li>a safe and rich environment<\/li>\n<li>flexible grouping\u00a0as well as individual work.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4>NAEYC<\/h4>\n<p>According to NAEYC, the staff must arrange the environment to be welcoming and accessible. A welcoming and accessible environment contains elements such as (but not limited to):<\/p>\n<ul>\n<li>multicultural materials that promote appreciation for diversity while being respectful of the cultural traditions, values, and beliefs of families being served<\/li>\n<li>clearly defined places where families can gather information regarding the daily schedule and upcoming events;<\/li>\n<li>clearly defined places where families sign in, sign out, and gather information about their child\u2019s day;<\/li>\n<li>places for displaying children\u2019s work; and<\/li>\n<li>features that moderate visual and auditory stimulation.<\/li>\n<li>Clear pathways are available for children to move from one area to another without disturbing\u00a0other children\u2019s work and play.<\/li>\n<li>Indoor space is designed and arranged to\u00a0provide children with disabilities full access\u00a0(making\u00a0 adaptations as necessary) to the\u00a0curriculum and activities in the indoor space<\/li>\n<li>In general, the facility meet Americans with Disabilities Act\u00a0(ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking\u00a0fountains, outdoor play space, and all classroom\u00a0and therapy areas.<\/li>\n<\/ul>\n<p><img decoding=\"async\" src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963673\/download\" alt=\"Border.png\" \/><\/p>\n<h4>Resources<\/h4>\n<p>Kaplan Early Learning Company: Classroom Floor Planner. Retrieved on 9\/20\/2018 from\u00a0<a class=\"external\" href=\"https:\/\/www.kaplanco.com\/resources\/floorplanner.asp\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.kaplanco.com\/resources\/floorplanner.asp<span class=\"screenreader-only\">\u00a0(Links to an external site.)<\/span><\/a>.<\/p>\n<p>Kindergarten Classroom Floor Plan Design.\u00a0<a class=\"external\" href=\"https:\/\/wikizie.co\/kindergarten-classroom-floor-plan-design\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/wikizie.co\/kindergarten-classroom-floor-plan-design\/<span class=\"screenreader-only\">\u00a0(Links to an external site.)<\/span><\/a>\u00a0 Accessed on 9\/20\/2018<\/p>\n<p class=\"title single-title entry-title indent\">\n<p>&nbsp;<\/p>\n<\/div>\n<div>\n<div class=\"module-sequence-padding\"><\/div>\n<div class=\"module-sequence-footer\" role=\"navigation\">\n<div class=\"module-sequence-footer-content\"><a class=\"Button module-sequence-footer-button--previous\" style=\"color: #2d3b45;text-decoration: none;background: #f5f5f5;border: 1px solid #c7cdd1;padding: 8px 14px;margin-bottom: 0px;font-size: 1rem;line-height: 20px;text-align: center;vertical-align: middle;cursor: pointer;overflow: hidden;float: left\" role=\"button\" href=\"https:\/\/canvas.instructure.com\/courses\/1487082\/modules\/items\/21109550\"><i class=\"icon-mini-arrow-left\"><\/i>Previous<\/a><span class=\"module-sequence-footer-button--next\" style=\"float: right\"><a class=\"button\" role=\"button\" href=\"https:\/\/canvas.instructure.com\/courses\/1487082\/modules\/items\/21109552\">Next<i class=\"icon-mini-arrow-right\"><\/i><\/a><\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"aria_alerts\" class=\"hide-text affix\" role=\"alert\"><\/div>\n<div id=\"StudentTray__Container\"><\/div>\n<\/div>\n<div id=\"nav-tray-portal\"><\/div>\n<div id=\"walkme-player\" class=\"walkme-player walkme-colorado walkme-theme-white-green walkme-direction-ltr walkme-notie walkme-position-major-right walkme-position-minor-bottom  walkme-dynamic-size walkme-to-destroy walkme-override walkme-css-reset walkme-language-default\" role=\"button\">\n<div class=\"walkme-in-wrapper walkme-override walkme-css-reset\">\n<div class=\"walkme-question-mark walkme-override walkme-css-reset\"><\/div>\n<div class=\"walkme-title walkme-override walkme-css-reset\">Show M<\/div>\n<\/div>\n<\/div>\n","protected":false},"author":142000,"menu_order":3,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-455","chapter","type-chapter","status-publish","hentry"],"part":442,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/455","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/users\/142000"}],"version-history":[{"count":1,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/455\/revisions"}],"predecessor-version":[{"id":456,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/455\/revisions\/456"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/parts\/442"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/455\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/media?parent=455"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapter-type?post=455"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/contributor?post=455"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/license?post=455"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}