Shade Evans ECE 250 Project

Age group/grade: Ages 3-4

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

A. Equipment (general listing of large items)

26 small cubby spaces one for each child.

5 tables and enough chairs for each student in the class (18)

1 child sized kitchen in imagination.

4 shelves on carpet area

1 long shelf on tile of the classroom

Book shelf
1. indoors

Stations/Interest areas:

Construction, Writing, Art, Library,Sensory, Imagination, Exploration

2. Outdoors

large jungle gym

large grass area

outside tricycles and scooters

balls and small shovels and buckets

B. Room arrangement (drawing of room arrangement

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

construction-wooden unit blocks, cardboard blocks,toy cars,animals, play people,

wooden career people, tool-box, colored blocks

imagination-dress-up clothes, play food, play dishes, baby dolls, barbies, hats,
purses
sensory-water and sand table

discovery-sea animals, insects, rocks, seashells, homemade sensory bottles

art-crayons, markers, play-doh, scissors, glue, blank paper, colored pencils, colored
paper

library-Books, stuffed animals, cozy mat space

writing- stamping stick,upper and lower case and numbers, tracing shapes, chalk and
chalkboards, pencils

exploration-large legos, small legos, counting cubes, puzzles, Mr. Potato head

EVALUATION
I felt the library area was inviting and very well placed in the classroom given the
space. On pg.167 of the DAP text under Bok and reading Motivation it was a variety of
high quality books.

The classrooms arrangement allowed children to freely have it as their own on pg. 152.
it states teachers ensure the environment is safe and healthy. All the toys are age
appropriate and their are very little to no blind spots where the teacher cannot see the
children while playing.

Although everything in the classroom is already in place for the teachers the toys are
age appropriate for them. Pg.153 Teachers create a learning environment that fosters
children's initiative, active exploration of materials and sustained engagement with
other children.

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

A. Philosophy

1. Teacher's philosophy (interview of teacher)

Teachers follow same as center. “Children are Hugged first, then taught”
2. Center/School philosophy (copy of statement)

“Children are hugged first, then taught”

B. Goals (What children are expected to learn)

There was not much about what children were to learn while attending the center but
while talking to the staff the social emotional part of their learning was something I
often heard. That children were aware of their emotions and could communicate on
how they felt and needed, instead of hitting screaming, or destroying materials in the
classroom.

1. Program goals (should be found in parent handbook)

**A parent hand book is not present at this center**

2. Classroom goals (interview of teacher)

For this age groups the goals were for children to have adequate communication skills,
follow daily classroom procedures, follow classroom rules and to finish the last stages
of potty training.
C. Lesson Plans (A copy of at least one week’s plans)
D. Individualization (interview of teacher concerning planning for individual
children's needs/learning styles/etc.)

The teachers had no knowledge of changing curriculum to a child's needs to always be

involved. She stated that usually if they needed to change anything it was materials. If
a child did not want to do an activity they did not have to.

EVALUATION
Pg.154 teachers choose the format that seems best suited to that specific purpose.
The teachers were not aware of any changes of the curriculum that could be made or
at least they had no idea on how to alter it for the age group or development of each
child.

Pg. 154 Teachers promote children's learning and development by scaffolding. The
teachers just followed what was on the curriculum with little to none additional
materials or information on the subject.
Pg.155 Teachers provide many opportunities for children to collaborate with others
and work through ideas and solutions. The teachers always did activities and teaching
in groups of 5 or as a whole class allowing the children to speak freely about what was
being taught.

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

I observed many terms of positive redirection in the classroom when speaking to the
children. Telling them what to do instead of what not to do. Many things one teachers
spoke with the children about feelings it being okay if a friend did not want to share or
if another child did not want to play with them.

A. Routines (specific objective observations of routines being carried out)

1.Handwashing was very important. Teachers constantly reminded the children when
to wash their hands and the proper steps with the hand washing procedures

2.Circle time was a time for the whole class to get together and cover classroom rules,
basic songs, numbers, colors, shapes and talk briefly about things like days of the
week the months and seasons.

B. Classroom rules (specific objective observations of posted rules as and/or

how children are reminded of rules)

1.Gentle touches whenever going outside for outside time the boys in the class have
been known to rough house while playing in the grass so the teachers would recite the
classroom rules when the children transitioned to outside adventures

2.Walking feet-rules were not only posted in various places around the room at child's
eye level. Circle time is a great time to speak to the children about the classroom rules
and why they have them. Walking feet inside the class keeps them safe from falling
and tripping on a toy.

C. Teacher Interactions (Specific objective observations of how teachers interact

with children during regular activities/lessons)

1.Free play- Teachers had open ended questions and playing with the children in each
station. Asking children about their weekend and even role playing about their
weekend.

2.Meal time- Teachers did not interact much at meal times no open ended questions. It
was a quick time for the children to eat quietly and go back to class.

3.Outside play-With the curriculum there are outside activities for the teachers to do
with the children. Many of the students did not want to join on the activity and it
eventually dissolved into the children just having free play. One teacher sat in the graa
and talked about clouds with the children. That eventually turned into a relay race
around the playground that consisted of crawling, running, jumping, and tip-toeing.

D. Guidance Techniques (Specific objective observations of the teacher utilizing

guidance)

1.While a child was getting very emotional in the class about sharing toys one of the
teachers helped the children in counting how many toys they had and how many extra
toys they could share with other students that were playing in the station.

2.Some children were running in the classroom and the teachers stated it in not safe
and that our feet need to stay on the floor at all times.

3. A few students took their curiosity and wanted to play in the sink with cups and
bowls. The teacher then took them to the water sensory table and added some boats
and animals for the children to have and play in the water with.

EVALUATION
Pg.159 Teachers set clear limits regarding unacceptable behaviors and enforce these
limits with explanations. The teachers told the children who were running that it is not
safe when running inside.

Pg.158 Teachers model and encourage calm, patient behavior and facilitate children's
development. For The child that was upset because they did not want to share the
teacher turned it into a teachable moment I thought that was great it helped him
understand and continuing on playing for free play.

Pg. 158

Teachers use verbal encouragement in ways that are genuine and related to what the
child is learning. During meal times it was short and it could have been a great
opportunity to encourage children to eat their vegetables and talk about the nutrients
they are getting while eating. Instead it was a quite short time for the children to eat
and go back to class.