Professional Documents
Culture Documents
ECE 251
Environment Observation
5. Number of Children: 18
List of Centers:
Easel= 2 Children
Literacy Center= 3
6. Observation:
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
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
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
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
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
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.
a) I would give this classroom a 4 rating. Overall this room is set up for active learning and
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
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