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Evaluation of an early childhood setting

Circle one age group/grade: 3-4 4-5 K 1st 2nd

Section 1. Physical Environment (this section may include pictures)

Equipment (general listing of large items)


• Tables Outdoors
• Chairs
• Tables
• Shelfs
• Black board
• Baskets
• White board
• Pretend kitchen set
• Chairs
• Bathroom
• Cabinets
• Sink
• Bicycles
• Sensory table
• Slide
• Animal cage
• Playground set
• Water fountain
• Scooters
• Couch
• Helmets
• Book shelf
• Sink
• Board with schedule
• Wagon
• Big building blocks
• Bookshelf
• Cabinets
• Hula-hoops
• Car ramp
• Balls
• Water fountain
• Kitchen tools (pots, pans)

Room arrangement (drawing of room arrangement)

Centers (include type of each center and materials available to children within that

• “House area”
Pretend kitchen with refrigerator, stove and sink
Table and chairs
Baby chair
Market cart
Baby dolls
Toys animals
Doctor kit
Baby items
Cash register
Dress up clothes

• “Block area”
Big blocks
Lego people
Street signs
Farm animals
Side roads
Unit double
Unit pillar
Floor board
Small column
Circular curves
Construction hats
Tools/ measuring tape
• “Art area”
Water color
Collage materials
Paint brushes
Paint board

• “Writing area”
Alphabet letters
Table and chair

• “Science area”
Bug puppets
Mini kaleidoscope
Color views
Musical frogs
Color pencils
Sea shells
Sound blockers
Number puzzle
Pine cones
Magnifying glasses
Sensory bottles
• “Math area”
Stringing shapes
Sorting beads
Lacing noodles
Waffle blocks

*D. EVALUATION (15 points)

1. In choosing materials and equipment, teachers consider children’s developmental
levels, interests, and established social/cultural contexts. (Providing items and
experiences familiar in their homes). Page 153
2. Teachers allocate extended time periods in learning centers (at least 60 minutes)
so that children are able to deeply involved in an activity and sustain dramatic
play, construction, and other activities at a complex level. Page 153
3. To engage children actively in a variety of learning experiences, teachers create
interest areas and furnish these with materials based on programs goals and
knowledge of children’s varying interests and abilities. Materials include blocks,
books, writing materials, math-related games and manipulatives, dramatic play
props, equipment for physical movement, arty and modeling materials, sand and
water, and tools for science investigations. Page 154

Section 2. Curriculum (make appointment with teacher for interview)


Teacher's philosophy (interview of teacher)

“They learn best what they are interested about.”

Center/School philosophy (copy of statement)

Program goals (should be found in parent handbook)
Goals (What children are expected to learn)
Getting the children to adapt to school, getting them to learn how to sit in circle time, learning
classroom rules. Learning about values like how it looks to be kind
Classroom goals (interview of teacher)
Learn how to be kind to each other when they are talking, respect each other and their space,
learning to share. Make a community or family out of the children in the classroom.

Lesson Plans (A copy of at least one week’s plans)

Individualization (interview of teacher concerning planning for individual children's
needs/learning styles/etc.)
One little boy doesn’t have much language so adding to his vocabulary. For others children are
behavior learning to be kind and use their words. Another little boy has special needs and his
mother just wants him to just be a child so he can wonder in the classroom to have fun because
he goes to therapy so he is constantly pushing him.
A lot of hands on activities, put out thing the kids would want to do, a lot of them like to play
pretending (superheroes, wrestling).
*E. EVALUATION (15 points)
1. Teachers organize the daily schedule to allow for periods of altering active and quiet
time, adequate nutrition, and naptime (for younger children in full-day programs). Page
2. In planning and implementing learning experiences, teachers draw on their knowledge of
the content, awareness of what is likely to interest children of that age, and
understanding of the cultural and social contexts of children’s lives. Page 161
3. Teachers connect curriculum topics with children’s interest and with what children
already know and can do. Young children learn best when concepts, vocabulary, and
skills they encounter are related to things they know and care about and when the new
learning are interconnected in meaningful ways. Page 162

Section 3. Guidance (3 specific objective observations for each)

Routines (specific objective observations of routines being carried out)
1. Clean up
The teacher used a song to motivate them they needed to finish up cleaning
before the song stop. Almost every children helped clean up a couple of kids were
dancing or wondering around but ended up helping out. The teacher helped them
clean up, the kids really enjoyed the song because they wanted the song to be

2. Reading time
Teacher sits at the couch and all the kids gather around to listen to a book. Some
of the kids are paying attention other are not interested the ones paying attention
are answering questions about the story. Some kids were sitting down correctly
other were laying down but still listening. One children was not interested in the
story and had a lot of energy he was standing around and playing. The teacher
was making voices and children seem to enjoy more the book. When the story
ended teacher asked if the liked the story and they started participating and
sharing what they thought.

Classroom rules (specific objective observations of posted rules as and/or how children
are reminded of rules)
1. Respectful
2. Helpful
3. Kind
Teacher Interactions (Specific objective observations of how teacher interacts with
children during regular activities/lessons)
1. The teacher was playing in the sensory table with a little girl and while they were
playing she would ask her questions about what she was doing things that could
relate to what she was doing at some point the little girl started talking about her
mom and about going to the doctor just random facts about herself.

2. The teacher sat down with the children during lunch time and while they were
eating they started a conversation related to the children interest at a point a girl
said she went to the destiny and all the kids started participating saying they always
get stickers or toothbrushes and that they get to see TV when they go.

Guidance Techniques (Specific objective observations of the teacher utilizing guidance)

1. One child didn’t want to join the group so she told him to sit next to her but gave
him the decision of choosing from two places where he wanted to sit, he then went
and sat down where he wanted to.
2. The teacher separated children so they are not together in the reading center so
they wouldn’t bother each other so she model with her hands how separated they
had to be from one and another.

*E. EVALUATION (15 points)

1. Teachers provide many opportunities for children to learn to collaborate with
others and work through ideas and solutions, as well as develop social skills such
as cooperating, helping, negotiating, and talking with other people to solve
problems. Page 155
2. Teachers model and encourage calm, patient behavior and facilitate children’s
development of self-regulation by supporting them in thinking ahead, planning
their activities, and thinking about and using strategies to solve social problems.
Page 158
3. Every day, teachers read aloud to children, in both small and large groups when
possible. To promote children’s engagement and comprehension, teachers use
strategies such as reading with expression and asking questions. Page 167