Amy Benson

ECE 251

February 18th, 2018

Environment Observation

1. School: CornerStone Christian Tykes Preschool

2. Telephone Number: 702-939-5050

3. Teachers: Ms. Hmura and Miss Dominquez

4. Age: 3’s Preschool

5. Number of Children: 18

List of Centers:

Sand and Water Table= 2 children

Writing Center= 2 Children

Block Center= 4 Children

Dramatic Play/Music Center= 4 Children

Cozy Corner/Story Center= 4 Children

Art Table= 4 Children

Easel= 2 Children

Manipulative Center= 4 Children

Science Center= 3 Children

Literacy Center= 3

6. Observation:

I observed a three-year-old preschool class at CornerStone Christian Preschool. On the

day I observed, there were 14 students present with two teachers and a floater support staff. I

initially went in the room to take pictures of the centers and overall environment without

children present. My observation lasted around an hour. I observed free choice center play. The

room is large, with ample space throughout for exploration. Throughout the room child art is

displayed at their eye level. The room is very bright and inviting. This class uses a necklace

system for its center management. The necklaces are hanging in every center, the amount

according to how many children are allowed to play in each center at a time. The children were

using the necklaces appropriately moving from center to center according to their interest. There

are books and writing materials in every center, the books relating to materials in each specific

center.

My eye was immediately drawn to the Dramatic Play Center, where there was a white

plastic material taped down to the ground in an oval shape. This was an ice skating rink. The

teachers provided shoe covers and the children were pretending to skate on ice. Along with this,

there were several dress-up materials for both sexes, a kitchen set with real food product

containers, such as cereal boxes and milk jugs. This space was open with a lot of space to play.

There were several themes in this one specific center. I noticed one girl playing in the kitchen

area, while two other boys were exploring the ice skating rink. There were several different super

play units that promote language development in this center. This center displayed the

classroom’s theme of “Winter Wonderland”. There was enough space to allow for children to be

exploring the different play units available. This was also located next to the block center, both

being more stimulating centers for louder play.

The Block Center was located in the front central part of the room. This center is very

open with a large rug in the center. There are wooden blocks of different shapes and sizes, large

hollow blocks, play people of differing genders and abilities, cars and trucks, and animals. These

items are complex play units that allow for several children to be playing in the center at one

time. This center promotes socialization, as children are manipulating and building structures

together. There are four children allowed at this center at one time. There is enough space to

allow large structures to be built, although this center is a direct walkway to the dramatic play

center which leads to some dead space.

There are three spaces in which I saw that promotes individual exploration, or play with

no more than two children. These centers are the writing center, the listening center, the easel

and the sensory table. I notice one child painting at the easel for an extended period of time (I

clocked the time at 17 minutes). The art supplies shelf is located right next to the easel. The child

visited the art shelf several times to get different painting tools, and colors of paint to add to his

creation. He appeared deeply focused, and involved in learning throughout this self-directed

activity.

There were two children at the listening center listening to a book on CD. One of the

children got easily distracted by another child and quickly disengaged from the center, while the

other child continued to listen alone. A teacher was nearby to help the child get the CD going.

The listening center is at the “Cozy Corner” where there are several shapes and sizes of pillows

and soft seating. This center was bright full of color, trees and flowers on the walls, with a class

green house next to it. Right beyond the Cozy Corner was the Literacy Center with a table full

of puzzles. There were also other play units such as alphabots, stringing beads and peg boards.

At the sensory table, there were three children (although only two were allowed at a

time), playing with sand and sand materials. This is a super play unit, which seemed very

popular amongst the children in the class. The children appeared to be parallel playing and

cooperatively playing with one another at this center. There were enough sand materials to allow

for at least two children to be exploring at the table. I noticed 3 shovels, 4 plastic ice cream

cones, two ice cream scoopers, and different types of play food. The play in this center seemed to

be interactive amongst the children.

The writing center had a large table in the middle with several different writing materials,

such as colored pencils, crayons and markers, different colors and sizes of paper, scissors,

stencils and a computer key board. There were several complex play units available, although I

never observed a child playing at this center during my time in the room. This center promotes

individual play.

A few of the children were enjoying snack at the table while I was observing. The table

was set up to promote independence with self-serve items, such as scoopers, milk containers and

individual cups and utensils. Next to the snack table was the art table. There was bubble wrap,

blue paint and white card stock available on the table. I observed a few children creating art

while in the room. One of those children wanted to use another color of paint besides blue so she

helped herself to the purple paint as well.

Next to the snack table, and right outside the children’s bathrooms is the manipulative

center. There were three boys and one girl playing at this center for the majority of the time I was

observing. There is a train set, magnetic tiles, building sticks, castle blocks, a tool table, and

lincoln logs. There are a variety of complex play units in this center of the children’s interests. In

the middle of the center is a large curvy shaped table with four chairs around it. The materials

available creating open ended learning and improvisation.

The final center is the Science center set up against the back wall of the room next to the

Block Center. There is a two-person table against the wall, a tight walk area, and the science

shelf. There are many real-world items to explore. There is a sink or float kit set on the table with

water in a tub. There is a light block with x-rays, and transparent blocks. There are two potatoes

with vines growing out of them, sea shells, rocks, a sensory wall exhibit with different textures,

and books about lightning and thunder storms. There are many play units to explore in this center

that causes unpredictability, although it is very tight with little room to move around.

7. Overall Evaluation of the Physical Environment:

a) I would give this classroom a 4 rating. Overall this room is set up for active learning and

engaging experiences to take place.

b) There are many different play, complex, and super play units available for the children.

The room promotes individual, as well as cooperative play amongst the children. The

room is spacious with many different centers with developmentally appropriate materials

that allow for child lead activities. There are several items that bring the outside world

into the class. However, there is some dead space between the Home Living and Block

Centers. The Science Center is also very cramped and the Literacy Center is unorganized

with too many materials available. The Writing Center seems to need more inviting play

units in order to appeal to the children, as no child visited the center.

c) I would start by moving the furniture in the Home Living Center to clearly define that

space, and in turn get rid of the dead space. I would move the Science shelf back to gain

more room in the center. Another center that I would improve is the Literacy Center. I

would start by reorganizing the materials available, declutter the table, and stow some

other items away so the center is not so overwhelming to look at. I would imagine that

the writing materials at the Writing Center have not been changed out in quite some time

due to the lack of interest in the center. Therefore, I would add new complex play units to

 enhance interest. The final thing that I would change, is to allow 4 to the sensory table, or

add a sensory tub to another table, as that was a popular center and some interested

children were not given ample time to explore it.