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Babs Crane

ECD 105
Observation 4
April 20, 2016
ECD 105 Observation 4: The Whole Picture
In this observation, you will be looking at the “whole” picture rather than a part of the picture like
classroom set-up or temperament. The goal is to use what you have been thinking and learning in
class to see how it applies in an actual child care setting.

Observation Guidelines:
 Some children tell me hi when I walk in
 The children are playing in centers
 The teachers are walking around monitoring the children and talking to them
about the things they are doing and building.
 Two children are fighting over a toy car, they teacher walks over and talks to
 To children are playing together in the kitchen area. One child said, “We
need plates.” And the other child got the plates.
 Some children are playing with blocks. When asked they responded, “It’s a
 One teacher asks the children to start cleaning.
 The children are putting away their toys and as they finish they go sit on the
 One teacher calls her group to line up and they do. They are going outside.
 The other children talk and play to the carpet.
 Outside the children run and play in the little houses and drive the toy cars.
 The teachers walk around and monitor them.
The 3-year-old classroom is sectioned into five areas. The block/science, dramatic
play, manipulatives, art/music area and the library. The small tables in the room
are used for completing work and eating. There is a big carpet for circle time and
two small rugs in the dramatic play and block area for children to play on. Near
the restrooms is a changing bed for children who are not quite ready for the
restrooms. The ratio in this particular classroom is a 1:12 and there are 3 teachers.
Their daily schedule is:
6:00am- 7:30am: Arrival and Greeting
7:30am-8:30 am: Personal Care and Routine
8:30am-9:00am: Breakfast
9:00am-9:15am: Personal Care and Breakfast clean up
9:15am-9:30am: Morning meeting time
9:30am-10:30am: Primary Care Group Learning and Outdoor
10:30am-11:30am: Primary Care Group Learning and Outdoors
11:30am-11:45am: Personal Care Routines and Lunch Preparation
11:45am-12:15pm: Lunch
12:15pm-12:30pm: Transition to rest
12:30pm-2:30pm: Rest Time

Babs Crane
ECD 105
Observation 4
April 20, 2016
2:30pm-3:00pm: Snack
3:00pm-4:00pm: Primary Care Group Learning and Exploration
4:00pm-5:00pm: Primary Care Group Learning and Exploration
5:00pm-6:30pm: Pick -Up and Cleaning

Figure 1 Far side of classroom and centers

Figure 3Changing station and restrooms

Figure 5 Center of the room


Figure 2Reading center, sink, restrooms and changing station

Figure 4Cubbies for personal items

Figure 6 Cubbies for work

Babs Crane
ECD 105
Observation 4
April 20, 2016
o The teachers had the children sit on the carpet after cleaning and
called a specific group to line up.
o Sitting on the carpet also gave the children staying inside time to calm
down to get ready for craft.
 Child-child interactions:
o When playing in centers two children had pots on the stove cooking.
One child said, “We need plates.” And the other child got the plates.
o Two boys were playing with the dinosaurs together.
o A little boy and girl were building with block and when I asked what
they were building they responded, “A space ship.”
 Child-Teacher interactions:
o Two little boys were fighting over a car and the teacher walked over
and talked to them and told one little boy that since the other had it
first than he needed to wait.
 How conflicts and problems are addressed and solved:
o The conflict I saw was handled with the teacher making the decision
in the end after listening to the story of what was going on.
 Role of the teacher in guiding behavior:
o To help children talk out their problems and to find positive solutions.
 Class rules, structures, and routines
o Children are to wash their hands before every meal and after entering
the classroom after coming from outside.
o Children are to throw their plates away and pour any unused milk in
the toilet.
o Children are to get their mats out after eating and place them in their
napping spots.
4. After you have completed your observations, analyze your results.
 I think that the teachers have install in the children’s minds what needs to be
done when a certain time comes. For example, when they called the first
group of children to go outside they knew who they were and lined up to
go. I feel that that was good because they children knew so they day went
by smoother.
 I do feel that they should try the 6 conflict resolution steps because it could
make the process easier as well as lower the conflict rate because children
will know how to solve them on their own.
5. As you write your analysis, think about what you have learned about child
development and guidance. Make connections in your write-up.
In the classroom I saw a lot of different interactions. For the most part I feel
that they have a good classroom environment. Every classroom is going to have its
flaws but we just have to work on developing our classroom as best when can with
the resources we have. I did notice that some of their books are put away for the
safety of the books and some are out for the children to read. When necessary the
teachers to add to the book collection that the children can read. In this way I feel

Babs Crane
ECD 105
Observation 4
April 20, 2016
they are teaching the children to value and take care of the books and if they
treat the books that they have right than they get more choices. The way they
have daily routines and schedules drilled into the children’s mines are another
thing I found interesting because they are learning to follow procedures other
reasons, but also safety reasons. They are leaning to be clean and to be
organized. According to what I have learned children need guidance as well as
stability. These things help them feel important and inferior as well as independent.
Assignment Template:
Babs Crane
ECD 105
Observation 4
January ##, 2016
1. Identify the ages represented in the child care class you observed.
2. Discuss what the children & adults were doing/saying during your observation.
3. Discuss your observations related to room arrangement, schedule, transitions,
child-child interactions, child-Teacher interactions, how conflicts and problems are
addressed and solved, role of the teacher in guiding behavior, class rules,
structures, and routines
4. Analyze your results.

What went well in the classroom related to positive guidance? Explain why you think it went well.
What changes would you suggest to improve positive guidance in this classroom? Why would you make these

5. Document connections between what you have learned about child
development & guidance and this observation.