Rebecca Fischer

EDU 251

Alyce Gray

October 13, 2016

Observation Physical Environment

1. School: Creative Kids Learning Center Phone: 702-255-0443

2. Teacher: Ms. Monyke Age: 3-4 years old

3. Number of Children: 19 enrolled

4. Centers

a. Music/Large Motor – 1 to total children in attendance, depending on the activity.

b. Dramatic Play – 4-6 children

c. Art – 2 at easel and at least one table that seats 8 is also set up with process art materials

d. Nature – 4 children

e. Science – 4 children

f. Math – 8 children. Math activities are on shelves that children may take to a table to

work with.

g. Small Motor/Manipulatives – 8 children at a table

h. Writing – 2 at easel. Other children could be accommodated at a table.

i. Block – 4-6 children

j. Library – 4-6 children.

5. Insert Floor Plan or See Attachment

6. Checklist

1) Clear pathways: Yes. The room is easily navigated without disrupting anyone’s

activities.

2) Ease of supervision: Yes. All areas are easily supervised from different areas of the

room.

3) Pics of family: Yes. There is a family tree with family photos displayed on the wall.

4) Artwork displayed at eye level: Yes. There were five displays of artwork at eye

level throughout the classroom.

5) Labeled cubbies: Each cubby was labeled with a child’s name, child’s picture, and a

picture representing their name’s beginning sound.

6) Ample indoor space that allows children and staff to circulate freely, enough

space for mealtimes, group times, and suitable space for activities in free play:

Yes. It is a large room that could accommodate up to 26 3-4 year old children.

7) Most indoor surfaces are durable and easy to clean and maintain: Yes. Surfaces

are easily cleaned.

8) Three or more pieces of furniture designed for a specific activity are used:

Sensory table, easel for art, easel for writing, housekeeping furniture (fridge, stove,

sink.)

9) Quiet and noisy play areas are all separated from one another: The library and

large motor area are adjacent to each other. However, because the areas have some

carpet space between them, they don’t interfere with each other.

10) All areas are accessible to children with disabilities: Yes. All areas are accessible

to children with disabilities.

11) Materials in centers are appropriate for children’s developmental levels: Yes.

All materials were appropriate for children to play with.

12) Multiple favorite toys: There didn’t seem to be multiples of single items. However,

there was a large variety of large cars, dinosaurs, blocks, babies, play food, science

items, manipulatives, etc.

13) Materials are accessible to children: All materials stored in boxes were at

children’s reach and without lids.

14) Materials are stored in see through containers: Materials were stored in see

through containers with labels of items stored in them. Labels were also on shelves

where they belonged.

15) Materials and equipment can be used by children with minimal direction from

the teacher: Yes. All equipment and materials are easily used by the children.

16) Centers requiring more space have sufficient space to accommodate the type of

play require3d and number of children who want to participate: Large motor

area, blocks, and dramatic play each have large areas in the classroom with plenty of

room for many children to play in both.

17) Areas are provided for children to play on their own in more secluded spaces:

There are many places where a child could move toys to play on their own.

18) Routine care furniture is convenient to use: Yes. There are two areas where cots

are stored. They are easily accessed by the teacher. Cubbies are also in the

classroom. Coat racks for backpacks and jackets are also found in the classroom.
 19) Enough time is allowed for children to choose activities and become engaged:

Yes. Plan-Do-Review is a one-hour block of time in the morning and in the

afternoon.

20) Activities in centers change over time: According to the teacher’s posted lesson

plan, different items are added to the centers that encourage learning about the theme

of the week.

7. Diversity is represented in this classroom in many ways. There were different types of play

food and cultural dress up items in dramatic play. Also, there were pictures of different types

of cultural foods on display on the walls. Many books could be found that had different

types of families, children, and ethnicities, careers where both men and women were

represented. A family tree with children’s family pictures was on the wall. The teacher

played music from different cultures. There were also musical instruments that were also

from different cultures.

8. 4:15 p.m. Plan-Do-Review: 10:1 ratio. In the Blocks Center, there are two boys playing

with large dinosaurs, and one girl building a train track around the boys. Three students are

painting with the teacher at a table. One boy is at the round table near the science center and

playing with magnets. Five children are at the sensory table. Four are seated around the

table. One child is watching. There is colored rice, and the children are funneling and

scooping the rice into small bins. One child is eating food from his lunch box at a table.

After a few minutes, the child watching at the sensory bin, goes to the large motor area and

gets the bean bags. She throws each bean bag out of the bin onto the large rug. She walks

away to the Block Center. The girl in the block center has left and is now at the science

table. She brings a large puzzle to the table. The girl that is now in the blocks area is picking
up large rectangle blocks. She is noticed by the teacher painting at the table, who comes over

to remind her to use two hands when holding the large blocks. Around 4:30 p.m., another

class combines. They sit at a table until the teacher explains the activities available and each

child let’s her know a plan for what they will be doing.

Overall Evaluation

a. Rating: 4

b. Strengths and Weaknesses: Each child was engaged. There were many materials to

choose from. The teacher helped children by offering choices of activities. She was able

to sit at a table with students doing process art and still observe the rest of the class.

When she saw a child being unsafe with blocks, she walked over to speak with the child.

There were clear paths for children to access each area without being disruptive to other

students. One child went from activity to activity and seemed to cause more chaos than

engaged in meaningful play.

c. Improvements: Some toys seemed dingy and need to be scrubbed. The science and

nature centers needed more interactive items. Also, science and nature books in the

centers would also be good.