Observations

Attachment Observation
1. Part A
1. The child is a six-year-old boy of average height, based on his
kindergarten class of 13. He is one of six boys and seven girls and
make up this class at the Adelson Educational Campus. I had the
opportunity to observe him 2:15 pm to 3:20 pm. This time included
packing up to go home, waiting for a parent to show up and finally
child going home with the mother.
2. The boy and his classmates sat on the carpet waiting for the teacher
to called their name. When his name was called the boy got up and
went to the teacher table. The boy and the teacher talked about the
boy’s day as well as reminded him about his homework. The teacher
mentioned how proud she was that he received an extraordinary on
the behavior chart that day. The boy was excited; he clapped his
hands and jumped up and down. Exclaiming that he “can’t wait to tell
his mom.“ After a hug the boy went back to the carpet because it was
someone else’s turn with the teacher. When the bell rang, the students
and teachers went down the hall to wait for parents. The boy waited
10 minutes for his name to be called. He got up and quickly ran to the
teacher and grabbed her hand, jumping up and down a little.When he
had his mother and his eye sight he let a squeal of happiness and ran
to her. They embraced she stood up exchanging words with his
teacher and the boy and his mother left.
2. Part B - Base the following answers on your objective observation (Part
A/2) of the child’s interaction with their parent. (This is your interpretation
of the objective observation.)
1/2. When the child had his mother excitement. He ran to her, she
bent down and gave them a big hug. Listen to him for a minute
 then stood back up to talk to his teacher. Once they were finished
talking the boy took his mothers hand and off they went to the car.
He was talking about his day she was listening, smiling and
answering when needed. Last I saw them the mother leaned down
to kiss the boy’s head and he smiled at her and opened the car
door.
3. /4. The teacher responded to this reunion with a smile and a
laugh. She commented to the mother about how lovely it is to see a
young boy so happy to see his mother. With a sweet handshake
and a high-five hug and a smile for the boy the teacher said
goodbye and was off to the next parent. The mother of the child
seemed to be happy and laughed right along with the teacher.
Smiling fondly at the goodbye the teacher and child had.
3. Part C - Base your answers on your objective observation (Part A/2) of the
child’s interaction with the caregiver. (This is your interpretation of the
objective observation.)
1. From what I observed, the boy shows great respect for his teacher.
The boys seemed eager to please his teacher and comfortable enough
to give her a hug. When the teacher called his name to go home, he
grabbed her hand like it was nothing but really it was a symbol of the
bond they share.
2. At the end of the day when the teacher spends 3 to 5 minutes with
each day did you can really see the bond she shares with each of them.
The teacher shared how proud she is of his accomplishments that day
as well as reminding him of his homework so he can succeed. Her
acceptance of his hug and a large high-five she gives can only reassure
their bond.
4. Part D
1. One of my favorite parts about working with children is seeing the
bond between parent and child. Seeing a parent’s unconditional love
for their child is a beautiful thing. One of the main reasons I became a
 teacher is because of all the teachers who helped me learn, grow,
understand and cared about my welling being as an individual.
Watching this teacher and the bond she had not only with the boy but
her whole class was inspiring, I only hope that I can achieve that bond
with my students.
2. I don’t know if I would give any advice to the caregiver or parent.
They seemed to have a good thing going. As this is a private school the
class sizes are small there are more frequent for bonding moments
then in a public school setting






















Social/Emotional Observation
• Part A- Emotional
o 1a. while trying to catch his friend in a game of tag a two-year-old boy
tripped on the playground. Before he hit the floor he caught himself
but started crying anyways appearing to have scared himself.
o 1b. His teacher was watching him play tag. She didn’t go over when he
tripped right away because she wanted to see if he would self soothe.
When he clearly was sad she went to him got down on his level and
gave them a hug asking to take a deep breath and doing a body check.
Asking him if his toes knees stomach fingers arms etc. were hurt.
When he answered no she then asked the boy why he was so upset.
He said, “I scared because I almost crashed. “ then the teacher said I
understand and continued to sue the boy talking to him about coming
himself down.
o 1c. I think her responses was appropriate because the teacher
understood that the child was really frightened. Talking throughout
the boy wasn’t hurt and the talking and asking him questions about
what was upsetting him talk trying to talk him through his fear.
o 2a. A 2 1/3-year-old girl inside her classroom became frustrated with
another boy knocks out her tower. She yelled and knocked down his
tower.
o 2b. The teacher who was watching/building with the children on the
carpet made a big dramatic “ Oh No! It’s not very nice to not on others
hard work.” Addressing the girl, you didn’t like when the boy not done
your tower I could tell because you shouted we have to be kind to
others if you don’t like it don’t do it to other people. We need to use
our words to tell others how you feel. How do you feel? What should
we do the next time?
o 2c. I think the teacher response was appropriately. She talked a little
girl about her feelings and others feelings saying that we need to use
our words and talk through it if we have a problem.
o 3a. Child is a boy 2 years 5 months, observation at his school.
! Activity level- the child struggles to sit still for long periods of
time. Always fidgeting and it is difficult for him to stay focused
on a task such as art reading or even eating his lunch.
! Regularity -child falls in great with the classroom routine and
according to his teachers he is hungry around the same time
every day and wakes from his nap at the same time without
help.
! Persistence-although he has a hard time staying focused, this
child is determined to finish everything by himself. Often or
learning new skills he tries and tries and delegate do it. During
movement, students were asked to balance on one foot, the boy
couldn’t balance but throughout the day you could see him
trying all the way to the end of the day until he could balance.
! Distractibility-this child notices everything always watching
what’s happening around him. During centers his friends were
having trouble with the puzzle and he left his game of cards to
help his friends and then went back to the cars.
! Mood-this boy has a positive mood, often laughing and smiling.
He just seems so happy to be at school doing all activities and
just being himself.
! Intensity -this little guy is a text, all very passionately talks
about subjects. He was wearing storm trooper shoes and I
asked about them and I got the longest most serious lecture
about Star Wars.
! Approach and withdrawal- this child is an approach her, he
went headfirst into any activity. Jeans were learning that
bouncing and teachers have provided a little balance beam;
before teachers could give an explanation he was on it running
jumping off the end.
 ! Sensitivity-this boy is it really bothered by change once change
happens he adapts to it.
! Adaptability- according to his teachers this child is adaptable.
At the beginning of the year he became used to the routine
often going with the flow. Just needing basic simple directions
before taking off and exploring.

o 3b. I would say this is an easy child he is happy follows your team, but
I adapts to changes. He jumps right in and is determined to swim.
o 3c. To continue to encourage the child to grow. Giving him activities
that he can master as well as be his cheerleader.

• Part B- Social
o 1a. Little girl two years old just started school is crying because
parents just left her teachers offers comfort the girl takes it. This is a
positive trust versus miss trust because this little girl trust as parents
do that the teacher will take care of her.
o 2a. During lunch and eight-month-old little boy doesn’t know what to
do with the spoon, so we cannot use his corn he decides to put his
plate off the table. This is negative because the child is fed at home
and has never really had to feed himself. So when his parents are not
there to help him he cannot complete the task gets frustrated and ask
out.
o 3a. It’s cold outside in 2 1/2-year-old girl is trying to get her jacket by
herself. She’s being helped by her teacher who is also putting on her
jacket, the teacher place her jacket on the floor, then the little girl, the
teacher puts her hands in her jacket, then the little girl, the teacher
flips her jacket over her head putting it on, the little girl flips her
jacket over her head putting it on.
o 3b. The caregiver does a great job. Showing each step truly helped the
little girl learn.
 o 4a. Children are playing in classroom one little boy 2 1/2 and a little
girl 2 1/3 are playing with years. Little girl is getting frustrated and
asked the Boy to help her connect two pieces together. He shows her
how and then she tries and succeeds.
o 4b. The caregiver’s reaction to this is proud. She’s proud of a little girl
for asking for help and she’s proud of a little boy for helping. Later at
goodbyes circle she mentions that the little boy helped little girl.




















Observation of /Caring Classroom Elements
School: Adelson Educational Campus Telephone: 702-255-4500
Teacher: Miss. Steele Age/grade level: Kindergarten
Date: Monday February 26th 2018 Beginning & Ending Time 12:00-3:10
Teacher Characteristics
1. Meeting the teacher.
I met Miss. Steele, for the first time two years ago. My first
impressions of her where, she had great energy, she knew her stuff and she
look like someone who has high expectations and expects her students to rise
to that standard. This is the first time; I had the opportunity to see her
interact with your students longer than a glimpse in our school hallways.
Miss. Steele has energy, from the moment the students finished with their life
skills with the school counselor, tell she said goodbye to them with their
parents. She was loud when needed, quiet we needed, she uses her body
language to keep the students engaged and she was always on it. Miss. Steele
is very organized and well prepared. She knows what she was teaching, how
she’s going to teach it, who would need extra time, and who might need extra
help. She knew her students and what they were capable of, how to push
them if they needed it and how to study them if they faltered.
2. Individual differences
During guided reading groups, children are divided by the level at
which they can read, comprehend and their fluency. Miss. Steele works with
groups of three and one group of four on their skills. During this time, one
group or team met their goal on how many words they can all read in one
minute. When she announced to the class of the group at reach their goal the
rest of the class cheered. When I spoke to her later about it she told me that it
is one of her biggest goals that her students learn to recognize that they “are
all working towards their own goal.“ She wants to students to compete
against themselves, and encourage each other. Every child is different and
she believes children should be learning how to use their individuality as a
tool in there success.
3. Challenging behaviors
Miss. Steele‘s challenges come in the form of students who seem to me
to be emotionally immature, they don’t understand the material so they cry
and cause a disturbance. For the emotionally mature students Miss. Steele
 will talk to them quietly, reassuring them that everything is all right
reminding them that they don’t need to worry about whether others are and
then if they are trying and doing their best they will get there. She reminds
them that they are on their own paths and not to worry about others
milestones. She gives them more time. On this day one student a boy was
having a difficult time with his writing for his space project. He broke down
into tears, because another boy had finished and was able to move on to the
next step, while he struggled. Miss. Steele sat with the boy talking and
encouraging. Helping him with his writing tell he felt comfortable to continue
on his own. There weren’t that many challenging behaviors, whether that’s
with the small class sizes, or because it’s spring and the class has been whip
into shape or the fact that I came on is good day. From what I saw of Miss.
Steele she would handle other miss behaviors the same way she handles her
emotional is behaviors.
Bonding
Bonding rituals/other ways
During Recess, Miss. Steele bonds with her students by shooting
hoops, jumping rope, and playing tag/hide and seek. This gives her a chance
to talk to you students about non- school related topics. What TV/
movies/music they like, what’s going on at home, how there teams or outside
lesson are going. Showing the students that she is invested in what they like
or are doing. At the end of the day the she spends 3 to 5 minutes with the
children and you can really see the bond she shares with each of them. Miss.
Steele talks with each student about his or her day. Their accomplishments,
as well as the things they need to improve, weather it be work or behavior.
One little moment at the end of the day was extremely sweet. Ms. Steele
shared how proud she is of her accomplishments that day in both her reading
and her penmanship. The little girl jumped up and down and gave her a huge
smile and a large high-five, which only reassure their bond to me.
Schedule & Routines
1. Schedule.
 2/26/18
8:00-8:10 Morning Work
8:10-8:40 Morning Meeting
8:40-9:00 Sight Words
9:00-9:20 Snack
9:20-9:40 Recess
9:40-10:20 PE 9:40-10:20
10:20-11:00 Math
11:00-11:20 Guided Reading
11:20-11:50 Lunch
11:50-12:20 Life Skills
12:20-12:40 Guided Reading
12:40-12:55 Chapter Book Read Aloud
12:55-1:25 Space Group/Centers
1:30-1:50 Recess
1:50-2:10 Space Centers/ Teacher Meetings
2:10-3:10 Hebrew

2. Routine
During the first week of school, there was a lot of instruction on
classroom routines. A few of the grade school teachers prepared videos and
pictures of themselves completing the daily routines in both positive and
negative ways. Miss. Steele said that she spoke to her class about the proper
way to do something, then showed the pictures or videos, asking students if
they thought the teachers in the videos did a good job or not. She then had
the students practice; videotaping them and showing it back to see how good
of a job they did.
3. Transition
A. Students were headed to afternoon recess. Miss Steele rang a bell
and announced it was time for recess. The student started tidying up as well
 as my Steele who then went to stand at the door. Students lined up behind
the line leader and in front of the room check her/caboose. When the room
checker put her thumb up Miss. Steele lead the class into the Hall. In the Hall
chaos irrupt it as students begin putting on their jackets. Eventually all the
students had their jackets on and we’re back in line, when the caboose put
her thump up Miss Steele thanked those who were ready with lips and hips
and they were off to recess.
B. This transition was appropriate because students knew exactly
what to do. We miss Steele rang the bell they froze and looked at her. She
said it’s time to start cleaning up and go to recess they cleaned and knew to
line up at the door when I finished. All students in the classroom have jobs
and the line leader was ready reminding everyone to be quite in line. While
the caboose was in charge of checking the room for anything anyone missed.
Miss. Steele thanked positive behaving students, which reminded students
who were still talking what to do.
C. The chaos in the hall getting jackets could be improved. Maybe in
the winter instead of lining up right away students sat on carpet, where they
were excused 2 or 3 at a time to go get their jacket and come back. Once all
students had on their jacket they could line up.
Rules
1. Posted.
(1) Use inside voices
(2) Keep hands to yourself
(3) Respect the teacher, the stuff and each other
(4) Pick up after yourself-be responsible
(5) Raise your hand
(6) Share, ask, speak, or get up if you need help.
2. Verbalized or implied
(1) Everyone is working towards their own goals
(2) Try to work out your problems first
 (3) No running
(4) No side conversations
(5) I am (teacher) here to teach you (students) so please stop trying to do
my job for me.
3. Consistent
Miss Steele was very consistent with reinforcing her classroom
rules. She runs a tight ship some might even say she is strict. Several
of the boys were playing basketball and I don’t know exactly what
happened but all of a sudden there was a whole lot of pushing going
on. Breaking the rule of keeping your hands to yourself. Miss. Steele
noticed shortly it started and was after the basketball court to find out
what was wrong. After lining the boys up and talking to them about
how they should solve conflicts and behave. They went back to
playing basketball; she stayed and shot some hoops for a while.
4. Nature and use of rules
In my opinion rules and routines are very similar in a
classroom setting. Students are guided by the routine of what they
should be doing rather than a long list of rules. This classroom uses
this theory. Although they have six rules, one could say that they only
have two.
Rule #1Respect the teacher, the stuff and each other
Rule #2 Share, ask, speak, or get up if you need help.
The other rules just fall into these categorizes. Not that they aren’t
good concepts, I just think they would be better as implied rules
rather than posted rules.








GROUP TIME EVALUATION
1. School: Adelson Educational Campus
Telephone number: (702) 255-4500
Teacher: Stacey M. and Stephanie A
Age/grade level: 3 years old.
2. Beginning and ending of group time.
8:30-9:00am (30 min) Large Group
3. Number
Adults: 2
Children: 16
4. Group time.
I had the opportunity to join this class for large group and small
groups/centers. The first large group session started off with a good
morning and welcome song. They talked about who was there at
school; teachers laid out the plan for today. They went over the
calendar, singing days of the week song then saying the names of the
days of the weeks. They danced to the months of the year and then
said the months in order. They jump 7 times because it was the 7th day
of the month. The weather helper will check on the weather and made
sure the weather doll was dressed appropriately, as it was starting to
become chilly they talked about how our clothes are changing in to
long pants and shirts with sweaters. The teachers provided examples
of uniform pieces the children might wear. The children pointed out
that some of them where already wearing the warmer clothes. They
then made a human graph. Grouping those with short sleeves, shorts
and no sweater in one group, long sleeve, long pants in another group,
long pants, short sleeves and sweaters in another group, and everyone
 else in another group. They transitioned to the next group activities,
by all standing on a letter on the carpet and jumping from one to
another until they had counted to the 16, one jump for each student.
Then sitting down.
They went to Letterland (phonics program) to learn about the
letter H. They discussed the shape, sound and words that start with
the H, the children participated by finding items in the classroom that
started with the H sound as well as played the games on the
Smartboard.
5. Appropriate
Most of these activities are appropriate and some are not. The ones
that are not are the next level of development; they are still beneficial
because they are preparing children for the next step. They are asking
students to notice and care for their well being as well as others. They
are introducing the concept of calendars/time, but in a fun dancing
and singing way. Helping with their route counting and encouraging
children to look at their surroundings and be prepared by discussing
the weather and what we will be wearing. While learning the letters
shape and sound is not DAP, it is apart of the curriculum given to them
by the center.
6. How long/appropriate for the age
This large group time was 20 minutes, which is a long time for a 3
year old to be focused. These teachers knew their class and how long
they could sit and what sort of things focused them, giving them
chances to get up through out the time together as well as move their
bodies.
7. Space
The space was your typical large group space. Carpet with the letters,
were the children’s sit, teacher chairs, props, books and activities. On
the wall was the calendar and a SmartBoard. The Letter H was
featured H surrounded by items to reference during group time.
8. Bring the children together
The students were playing/exploring the classroom with the teacher
ring a bell students starting to clean up.
9. Percentage of the time actively vs. passively
15 minutes of group time the students were actively participating and
15 minutes they were passive. These teachers did a great job about
with balancing having the children sit and listen with activities.
10. Children react
The children responded well to group time, participating in songs,
dances and activities. Answering questions posed by teachers and
asking questions of their own. When the teacher rang the bell some of
the children cheered. Hurrying to clean up and come to the carpet.
11. Flexibility
One of the teachers was more flexible, willing to let children asked
questions and talk, try again or even see that a child might benefit
from a break to jump and roar like a dinosaur. While the other teacher
was focused on having everyone sit still and listen to what she was
saying instead of bring it to life.
12. Individualization special needs and the typically developing
They individualized the lessons well. For a boy who can’t sit still he
was asked to be the helper. For the little girl who knew the answers to
every question she was given more challenging questions or asked to
help those who did not know the answer. For student who is too shy
to speak teachers would let them use props to participate. For one
little boy whose glasses broke they moved his spot on the carpet until
his glasses get fixed.
13. Gender inappropriate behaviors
Neither gender tended to engage in inappropriate behavior more than
the other.
14. Inappropriate behaviors / behavior management techniques
 During hopping to 16, one little boy kept pushing others out of his
way. After two warnings the little one was quietly removed from the
game and had to watch his friends. Then he had a chance to try again.
Overall these teachers knew their class and how to redirect each child
when needed by distraction or by ”me” time.
15. Ended group time.
The way group time and it seems so natural, you could tell it was
routine. They ended with questions for the children. Questions about
what they were wearing, counting, what was a day of the week, about
the letter H and some even were asked if they had anything they
wanted to share.
16. Activity followed
After the first time students were dismissed they washed their hands
and to have snack before recess. These following activities are
appropriate, because it gives the children chances to talk, play and
discover what they want to about.

EVALUATION:
I would say that this group time was well thought out and well executed. It loosely
followed DAP philosophy. I could tell that these teachers try to be DAP, but also have
standards from the school they teach. They create lessons based on both what
they are told to teach and what interest the children. They understand that students
learn by seeing, hearing, repeating and doing. The children know the routine, which
is fantastic. They know when the bell rings to clean up and come to the carpet.
Although I did find this to be a well working classroom, I sometimes felt the way one
teacher talked and interacted with the children was a little intense. Going from calm
to last consequence easily. The other teacher however was great when
communication. She not only spoke she listened. Everyday is different especially
with children, but I think on this day with these large group times the teachers were
great and I hope my large group times will more often than not be like this.



















POWERFUL INTERACTION OBSERVATION
Date: 11-7-18
School: Adeslon Educational Campus
Teacher: Ms. Stacey M
Age of Child: 3 years old
Time: 9:10-9:15am
Setting: Classroom Tables. 3 round tables 6 chairs at each.
Interaction: Children are eating snack. One little girl is not eating. Ms. Stacey stops
preparing for the next activity and goes over to her.
“Karen, how are you?’
“I’m good”
“ I’m glad, I see that you are not eating.”
 “Yes, I had a big breakfast with my daddy, so I’m not hungry”
“Wow that sounds fun, did you go to a restaurant?”
“No, Daddy made waffles at home.”
“That sounds very nice. I like my waffles with peanut butter on them. How do
you like your waffles?”
I like mine with butter and syrup, but daddy puts peanut butter and syrup on
his, do you put syrup on your peanut butter?”
“ No, I don’t put syrup on my waffles, just peanut butter.”
“ You should try it you might like it”
“I will try it. Did you have anything else besides waffles?”
“I had milk to wash it down and dad had coffee.”
“Well I’m glad you enjoyed your breakfast with dad, is mom still out-of-
town?”
“Yes! She is in California. She comes home in two sleeps!”
“Well that will be exciting, maybe dad can make waffles for the both of you
when she gets home.”
“I hope so! Ms. Stacey, can I put these crackers in my cubby and go look at a
book in the Library.”
“Yes, but don’t forget to wash your hands before you go to the library
“Okay!”
PI Characteristics: This powerful interaction was a great piece to a relationship
between Ms. Stacey and Karen. First, Ms Stacey realized that Karen wasn’t eating
and decided to pause from her work to slow down and be in this present in the
moment (page 11 and 35) with Karen by having a conversation (page 95). Asking
lots of questions (page 123) and listening (page 45) to what Karen was saying.
Learning about how she likes her waffles (page 39).

Improvement: At the end of the conversation, Karen asks Ms. Stacey if she could go
read in the Library. To keep the PI going, Ms. Stacey might have suggested going to
the kitchen and making some waffles together. Growing Karen’s imaginative play
(Page 101)










Environment Observation
1. School: Adelson Educational Campus Telephone: 702-255-4500
2. Teacher: Melissa H and Deborah T Age/grade level: 4 years-old
3. Number children 16
4. Centers
1. Building Center (7 Children)
2. Library Center (4 Children)
3. Dramatic Play Center (6 Children)
4. Writing Center (3 Children)
5. Technology (4 Children)
6. Art (8 Children)
5. See page 7
6. Checklist
1. Arrangement of Physical Space
1. Large Open Spaces
2. Small intimate Spaces
3. Several Centers clearly defined
2. Learning Materials, Equipment and Furniture
 1. Appropriately sized tables, and chairs
2. Centers invoke self discovery
3. Storage of Materials and Equipment
1. Safe storage of Materials and Equipments
2. Easy access of Materials for students
3. Equipment is well kept
4. Other Elements
1. Natural Light
2. Easy to Clean Centers
7. Checklist Quality of Presence
1. Arrangement of Physical Space
1. Large Open Space- There are large spaces, for children to build,
create, and imagine. Including the Carpet, dramatic play and art
areas.
2. Small intimate Spaces- The library, writing center and technology
centers offer a space for a smaller number of children.
3. Several Centers clearly defined- most centers are well defined.
2. Learning Materials, Equipment and Furniture
1. Appropriately sized tables, chairs and other furniture – Tables,
chairs and other furniture are the appropriate height for children.
2. Centers invoke self discovery- Most of centers invoke self
discovery
3. Storage of Materials and Equipment
1. Safe storage of Materials and Equipments-The furniture was
appropriately placed for materials and equipment to be stored
safely. .
2. Easy accesses of Materials for students- most materials are easily
accessed by students
3. Furniture is well kept- although you could tell that the furniture
was not new; you could tell it was taken care of.
 4. Other Elements
1. Natural Light- a great window brought in lots of Natural light,
which added to the welcoming atmosphere to the environment.
8. Diversity
1. The classroom was set up as if diversity was needed. There was plenty of
space between furniture for those who might need it. On the ceiling
covering the lights were LED dimmers to help children with light
sensitivity, in someplace there were different types of chairs, or more
activities students. If a child could not get down on the rug to play a table
was available. Although these teachers did not need to diversify their
classroom you could tell, that they were prepared if need be to adjust and
change depending on what their students need.
9. Classroom in action/evaluation
Students had just come in from outside when I joined them. It was interesting to
see how they moved around the room, even before Child Directed Activities began.
They stood in line to wash their hands, taking advantage of both sinks. Then
automatically going to the carpet to wait with a teacher. While at the carpet students
talked and laughed, until all the students were there. Then the Ms. Mellissa reviewed
for a few minutes the theme of the week. “Where the Wild Things Are”. Students
were then dismissed one by one to “explore” the room and all that it had to offer.
Most students started out at the building, dramatic and art center. Two went to
the library to play a sight word game, while one went to the writing center. The
students interactions where so intelligent, and they environment helped promote
positive interactions. At the building center students built a town, one boy got out a
car and started driving it around the town, other children followed suit and soon
they were taking down the town to build a racetrack. At the art center students were
laughing and having fun. Two girls were creating pictures of “wild things” using
white crayons and then water coloring over them. Ms Deborah told me that it was
part of one of the projects that they had done the week before and that the girls just
loved it. Another group where making “wild things” out of play dough another
group were cutting and gluing what turned out to be crowns. They then took their
crowns over to the dramatic play area, which had been decorated to look, like a
scene from the book. They then took turns being Max, his Mom and the Wild Things.
In the library, two students were putting together a Jungle puzzle. Ms. Mellissa was
helping them and after they fished one little boy asked if they could match the
animals from the carpet center with the animals in the jungle.
After about 15 minutes, the centers began to change. One girl went and got a few
dolls and took it to the library, where she then pretended to be the teacher. She
asked Ms. Melissa if she could use “The Where the Wild Things Are” book. She then
had her dolls listen to the story. This attracted a boy and a girl from the building
area. They joined the little girl in her game, becoming some students then taking
turns as the teacher. The student, who started out at the writing center, took her
“book” to the art center, where she began to illustrate pictures for it. One of the
students there saw this and took his picture he drew back to the writing center and
created a story for it. The racetrack came down and the blocks where put a way and
gears and magnets shapes were pulled out. Out of gears the students made boats
and ships that would take them to where the wild things lived and to space. Out of
the magnet shapes students were creating all sorts of things. It’s wonderful that the
carpet space was big enough to house these two different projects. Students were
still at the art center creating and the dramatic play had turned into a restaurant. At
the technology table students played different math and sight word games to listen
to many books, take picture around the classroom and edit them.
When it was time to clean up there was some chaos, but students got right to
work. They cleaned up the area in which they were in, taking back things that were
stored in other areas. One student was by himself at the writing center and asked
one of his friends to come help him clean up. Once the room was clean
students were asked to sit on the carpet, where they were divided into two groups
to discussed what each child had done during room “exploration”.
10. Overall evaluation of the physical environment. (21 pts)
1. Rating: I would rate this classroom a 4.
2. Strengths & Weaknesses: Throughout this whole experiences students
came and went as the pleased from one center to the next. They knew the
 routine and what was accepted of them. If they had to go to the bathroom,
they just left their toys, projects or games, with an “I’ll be right back.” The
teachers, spent time at each center, playing along, adding suggestions,
inspiring children to think bigger. The classroom environment allows
growth and development, it is welcoming and encourage for students to
step out of their comfort zone. Like all classes there was a few conflicts,
but the teachers where always watching, involved and present. There
were a few things that I though weren’t conducive, a math center and the
placement of the art supplies.
3. Improvements: The art supplies needs to be moved to a more conducive
place. Although teachers pulled out basic supplies students either wanted
more or different supplies. Having to go over to get it disrupted the
writing and technology centers. There is no official math center, math
games and manipulative are in shelves by the door. Students who want to
can take them to the math table. This however doesn’t encourage children
to explore math because it’s not readily available for them.













Cognitive Observation
Part A
1.
 a. A 10 month old little girl watch her mother build with blocks, after
watching for a few minutes she tires to put to blocks together to make
a tower.

During lunchtime little girl could not grab her cup to bring it closer
instead she grab the straw and dragged the cup to her until she could
grab the cup to drink.

b. I think this little girl is in the sub stage four: coordination of secondary
circular reactions, because she thinks about how to complete her goal
with little or no assistance, “coordinating several schemes to generate
a single act.“
2. Musical instruments, shape puzzles, sensory table, color stack, toys, ball
ramp, sensory board and books. These materials help this baby grow by
stretching her mind. What happens if I shake this instrument what happens
if I beat this instrument against the table. What happens if I push this button
or try to put this shape through this whole? As for the books reading to your
child is important, at this age it will help them expand their word
knowledge. The more words they know the better.
3. The mother of this little girl encourages her to be independent and guide
her in the development. Praising her when she does something good, reads
to her, plays copy cat games with her and dances and sings to her. She backs
away when needed and although the girl wines she either wait for her to
figure out how to do something or guides her, trying very hard not to do it
for her.
Part B
1.
a. On the way to recess is 18 month old points to another classroom and
says “Ella, sister, Ella”. Indicating his sister’s classroom.

 While in the kitchen, the boy makes breakfast for his dolls he then fees
them and talks to them about their day.

b. This boy is in the sub stage six: beginning of that. He recognizes his
sister Ella is in her classroom even if she isn’t seen and imitate his
family‘s dinner routine by making dinner and then talking to them
about how their day was.
2. This classroom is filled with toys that will help this little one grow. Stacking
and sorting, Sensory table, things that move (cars, planes, trains, balls),
building blocks, musical instruments, books simple puzzles, kitchen, a
puppet show. Stacking and sorting out the basic math skills, things that
move grow their curiosity. What happens if I push the car, how far will it go,
does it go farther than the plane. Dramatic play is a great way for the child
it’s there’s been no is he at home and books are always helping us learn new
things
3. The teacher helps grow this little one by talking to him, playing grouping
Games in small groups. Encouraging imagination play by participating in
“breakfast “at the Dramatic play or flying airplanes are things that move.
Encouraging fine motor with play dough, slime and finger paint. Gain their
independence by asking them to get their own cup or cleaning up.
Part C-
My student is 1 years and 5 month old.

1. I chose Scale V: Developmental Achievement of the Construction of the
Object in Space.
13. Barrier: object retrieval- once I set down the toy and ask the student
to go get it, she followed my path around the barrier to the toy. Didn’t thin
anything of it.
14. Examiner serves as screen or barrier: Child had no problem
approaching me, at one time falters and grabbed me for balance before
finding toy behind my back and showing it to me with a big smile!
 15. Nested boxes- I had to demonstrate to the child three times, how the
boxes fit together. She kept getting the little one and the big one together
and leaving out the middle box.
16. Pads (supports): Toy retrieval- Before I could explain, that she had to
pull on the sting to get the toy, she had gotten off her mothers lap, to
retrieve toy, but after the explanation, she pulled on the string, she didn’t
have a lot of strength to pull the pad to her, but she tried.
17. Ball and cube (or block and cube): Discrete removal- this turned out
to be more of a peek-a-boo- game for the little one, where did Miss
Katherine put the small ball. I honestly don’t know if she passed this,
because I don’t know if I was caring out the task correctly.
18. Understanding the trajectory of a slowly moving object behind a
screen- after the teddy bear, went behind the screen, she looked at me,
and then said, “Bring it back. The second time I took the teddy bear
behind the screen she watched the other side of the screen waiting for the
teddy to appear.
19. Making detours- we were playing with a castle, with some wooden
dolls. I rolled a doll underneath a close by chair. She pushed the chair out
of the way to retrieve the toy.
20. Bottle and pellet: Deliberate removal- This is where we had to stop,
although she did manage to retrieve the bead out of the bottle eventually,
it took a long time and I think it was an accident. She knew what she was
supposed to be doing, but did not have the patience. Every time the bead
got closed to get out she would shake the bottle again and the bead would
start spinning at the top again.
2. To help this girl pass # 20, I would encourage more simple puzzles, and
encouraging her to stretch and use her brain to solve simple problems. I also
think that with time, her attention spend will be longer and she would be
able to wait until the bead dropped to the bottom.












































Observation #1
A. Observation of Guidance
Students are playing outside of the classroom with a sand bucket,
small kitchen, chalk, cars and other items. Child “A” has a big scooper
and is scooping dirt from the sand bucket into a smaller cup. Child “A”
spends several minutes scooping and the cup was full. Child “B” who
was also in the sand bucket and grabbed the cup flipped it over and
said, “ To full.” The Child “A” was upset, their face got pinched and
they started whacking Child “B” with the scoop. Child “B” then started
screaming. Their teacher came over and asked Child “A” to stop
whacking Child “B” with the scoop. Then she said to both children, “ I
see that you are both upset, Child A you are upset because Child “B”
flipped over your cup when you were not ready and Child “B” you are
up set because Child “A” is whacking you with their scoop. Child “B”
lets remember that we only dump out the dirt that we put in our own
cup.” Child “B” then stated, “To full” The Teacher replied, “ I
understand that you thought it was to full, but it’s for Child “A” to
decided. Here is another scooper and cup, you can fill and dump your
own cup when ever you like.” Turning to Child “A”. “When Child “B”
dumped out your cup I noticed you had lots of feelings, some of
 sadness and anger. Lets try to remember that when we don’t like
something we use our words. Scoops are for scooping. Can I help you
fill up your cup back to where you had it?”

B. Appropriately or inappropriately
a. This interaction between teacher and children is appropriate. The teacher
understands the children don’t yet know how express their feeling or
actions. She didn’t raise her voice and she took both children feelings into
consideration. Talking them through what happened and gently showing
them how to resolve the issue.

Observation #2
A. Observation of Guidance
a. Class is outside on the playground for recess. There are two small blue
bikes and many other larger red and yellow bikes. The blue bikes are
popular because they fit the size of the children in the class. Child “A” is
riding the bike and “Child B” is chasing after them. When Child “A” stops
riding the bike and gets off “Child “B” get on and starts to ride away. Child
“A” steps in front of bike to stop it. They grab Child “B’s”’ hand and tries to
bite it. A teacher is observe ring this and shouts “No Biting!” taking Child
“A” away to the benches. Were they sat and she tells Child “A” that only
food goes in their mouth. The they read the book, “Teeth are not for
Biting”


B. Appropriately or inappropriately
a. This interaction between teacher and children is both appropriate and
inappropriate. The teacher did raise her voice to get the attention of the
Child “A” when they were about to bite, but did not use it after that. She
took Child “A” to the benches and discussed and read a book about what
 to use their mouth for. She did not however, reassure, or check on Child
“B”. She just let them ride off.

Observation #3
A. Observation of Guidance
a. Class is coming back to classroom from gym. There are two teachers in
front of group and one behind. The teachers turn left to go down the
hallway and one of the children turns the other directions and starts
running away. The teacher in the back chases after the child and says, “
We do not go this way. If you can’t follow the group you will have to hold
my hand. Let’s go.” Child continues down the other side of the hallway.
Teacher says, “ You didn’t listen, now you have to hold my hand.” Taking
the child’s hand she walks them back to the classroom.

B. Appropriately or inappropriately
a. This interaction between teacher and child is inappropriate. The teacher
doesn’t explain why the child should not go to the other side of the
hallway. Just telling them no and then “punishing” the child with holding
her hand. Nothing they did will stop the child from going to the other
hallway in the future.


Observation #4
A. Observation of Guidance
a. Children are playing in classroom. Four children and one teacher are
at the tables playing with play dough. The teacher is talking to the
children about how they can use the play dough to make hamentashen a
Jewish cookie, shaped like a triangle.) She is making some herself. The
children continue to play and she puts one play dough hamentashen on
each child’s tray of play dough. When Child “A” starts takes Child “B’s”
then “C’s” and “D’s” hamentashen, which cause them to shout, cry and
 grab at Child “A”. The teacher tells the Child “A”. “No, we do not take
other people’s play dough. Give it back.” Child “A” does not give the
hamentashen back and so the teacher says. “ I will do it for you.” She gives
back the hamentashen and says to the other three children. “You are fine
they gave it back.”

B. Appropriately or inappropriately
a. This interaction between teacher and child is inappropriate. Teacher
starts out with excellent interactions with children, but once a child does
something not social acceptable she doesn’t use it at a teachable moment.
She brushes off the feelings of Children “B, C, and D” and does not show
Child “A” the reaction to what they have done.

Observation #5
A. Observation of Guidance
a. Children are having lunch. They each have their own plate with pizza,
watermelon cubes, and green beans. Child “ A” is quick to eat their
watermelon and then starts to eat their neighbors, Child “B”. Child “B”
becomes upset saying, “Mine” and proceeds to push Child “A’s” hand
away. Child “A” loses balance and falls of their chair and begins to cry.
The teacher begins to talk with the children, “Child “A” lets stand up and
get back in our chair. Are you hurt anywhere? You fell off your chair and
your bum hit the ground. Child “B” do you see how upset “A” became
when she fell on the ground. I know you were protecting your plate, but
lets use only our words. Child “B” I see that you have finished your
watermelon. Would you like more? I have more, let ask a teacher for more
next time, because the food on “B’s” plate is theirs and they want it. You
were taking it that’s why they pushed you I want you to have your own
food on your plate.”

B. Appropriately or inappropriately
a. This interaction between teacher and child is appropriate. Teacher is
caring of both children’s feelings and how their actions affected each
other. She makes sure both children are taken care of heard and told what
they should do next time if this were to happen again.