Name of Facility: Creative Kids Learning Teacherʼs Name: Yvonne Finch

Address & Telephone #: 2575 Fort Apache, Las Vegas, NV 89117 702-255-0443

Ages & Number of Children: 4 years old, 13 students

SECTION 1: PHYSICAL ENVIRONMENT

Classroom:

1. Science Center

a. Number of children: 4-6 students

b. List of equipment/material and furniture: One shelf with three levels, butterfly net

container to observe chrysalis, pinecones, rocks, scales, magnifiers, plastic insects and

animals, sea shells, insect/butterfly nets, observation containers, measuring tools (such as

measuring tape, cups, spoon)

c. Types of learning experiences possible: Helps students to understand the world around

them and help them broaden their vocabulary and thinking skills. Opportunities for

observation, classifying, and predicting. Children can explore together or on their own.

2. Math and Manipulatives Center

a. Number of Children: 4-6 students

b. List of equipment/material and furniture: One cubby-style shelf with room for 16

shoe-sized boxes for storage. Lacing boards, variety of plastic connecting toys in various

shapes and colors (elephants, blocks, circles, rings, etc.), small wooden blocks, bean bags

with letters printed on them, bean bags with numbers printed on them, domino-style

blocks, letter bingo game, pattern boards.

 c. Types of learning experiences possible: Classifying by size, shape, and color.

Developing one-to-one correspondence. Identifying patterns and similarities and

differences. Graphing information. Trying different strategies to a problem.

3. Art Center

a. Number of children: Two students at the easel. Any number of students at the

classroom tables.

b. List of equipment/material and furniture: Supplies are stored on a large two-way

desk with open shelving in the style of a hutch. There is also a shelf with three levels at

the end of the desk. Trays, construction paper, scrap papers (such as packaging materials

and leftovers from previous projects), yarn and string in various colors and widths, foil

shreds, colored sand, colored chalk, variety of paint brush sizes, crayons, scissors,

markers, glue bottles, colored feathers. Items are stored in separate bins.

c. Types of learning experiences possible: Develop creativity and individuality and a

sense of pride. Cooperate with others. Understand cause and effect. Use shapes to

represent objects. Develop planning skills. Develop hand-eye coordination.

4. Dramatic Play and House Center

a. Number of children: 4 students.

b. List of equipment/material and furniture: Two shelves with three levels, a dress-

up open storage with hooks and long space between shelves for clothes to hang. Five

dolls, doll clothes, baby bouncer seat for dolls, cash register, variety of dress up

accessories (such as shoes, purses, hats), dress up clothes, play food from real packaging,

play fridge, play stove with cupboard, play sink with cupboard, plastic dishes, plastic

play foods, table, two chairs, variety of large stuffed animals.

 c. Types of learning experiences possible: Develop interest and concentration,

imagination, creativity, enjoy symbolic play. Understand conflict and problem solving.

Experiment with different roles and their meanings.

5. Pre-Writing Center

a. Number of children: Any number of students that can be seated at the classroom

tables.

b. List of equipment/material and furniture: One shelf with three levels for storage.

Items separated and stored in plastic containers. Chunky pencils, playdough, playdough

toys, lined paper with top, broken, and base lines, lined white boards, three plain, lap-

sized, white boards, copied lined paper with students names written for tracing practice.

c. Types of learning experiences possible: Awareness of sounds in words. Use letter

sounds and names. To write letters and numbers. Talk about absent objects or people.

6. Library

a. Number of children: Seating for four students on two small couches.

b. List of equipment/material and furniture: Smaller area rug. Two slanted forward-

facing book shelves. Variety of books that the teacher rotates with school library on a

regular basis. Variety also includes homemade multicultural books, class and student-

made books, audio books with listening devices.

c. Types of learning experienced: Share time and materials with others. Increase

vocabulary. Predict events by guessing what happens next. Understand sequence by

opening a book and turning pages in order. Understand symbols. Develop self-esteem

when children make own books about themselves.

7. Block Center
 a. Number of children: 4-6 students.

b. List of equipment/material and furniture: Large area rug with printed road. Space

outlined with five shelves. Two shelves store large, wooden blocks separated by various

shapes and sizes. Three other shelves provide storage for wooden train set and

accessories (train with many cars attached by magnets, wooden people), dinosaurs, farm

animals, wild animals, toy castle.

c. Types of learning experiences possible: Classify by size, shape, and function. Work

independently. Predict cause and effect. Solve problems related to function. Use large

and small muscle skills. Understand concepts of length, height, and weight.

8. Music and Movement Center

a. Number of children: 4 students

b. List of equipment/material and furniture: Large area rug also used for large group

time. CD player, variety of music, musical instruments (drum, wooden sticks, cymbals,

tambourines, clickers, maracas), bracelets with long ribbons, homemade streamers.

c. Types of learning experiences in center: To move to music. Explore and identify

sounds, rhythm, and beat patterns. Explore singing voice. Develop imagination, small

motor skills, and balance.

Outdoors:

1. Available Equipment: Six Yards (Red, Blue, Yellow, Castle, Green, and Car Yards).

Classroom has balls, jump ropes, parachute, outdoor art supplies (sidewalk chalk),

bubbles. Tricycles are available on the Red Yard. Little Tyke cars are available for

younger students on the Car Yard.

 2. Fixed components: Red Yard: Two play structures (Truck structure with metal bars,

structure with stairs, two slides, tunnel, bubble window). Blue Yard: Large play

structure (stairs, rings for climbing up and down, spiral metal stairs, three slides, curved

bridge-style walk way, monkey bars), fixed car structure with steering wheel and seats,

large plastic hippo structure. Yellow Yard: Play structure with three slides, four sets of

2-4 steps stairs, shaky bridge, tunnel, low monkey bars, two flat walk ways. Castle Yard:

Cube-style play structure (two slides, two tunnels, tiered ladder with landings leading to

slide, bubble windows, connected cubes with holes for climbing in and out, large

spinning tic-tac-toe activity). Green Yard: Two play structures. First one has three

ladders, monkey bars, one curved slide, fireman sliding bar, curved bridge walkway.

Second one has four slides at various heights and styles, one tunnel, catwalk-style bridge,

rope ladders, four ladders. Shade structure. Car Yard: Large play structure, turf with

black rubber cut in to make road ways.

3. Natural features: All yards have open areas except for the Car Yard. Each yard has

fake turf and rubber turf.

4. Types of learning experiences: Engage in energetic, noisy, and vigorous play. Expand

on indoor ideas. Experience weather changes and conditions. Develop socially.

Evaluation: Children learn best when they can make lots of different choices and engage in lots

of hands-on learning. When students have the opportunity to do so alongside their peers, it lays

a foundation of learning that helps them for the rest of their lives. By collaborating with others,

students learn to “work through ideas and solutions, as well as develop social skills such as

cooperating, helping, negotiating, and talking with each other to solve problems.” (DAP,

155) The variety of centers in the classroom promote “children’s deep engagement in play and
other child-guided activities” (DAP, 155). Such experiences help children develop skills that

promote learning across the curriculum. Playing in the block center will help a child learn

important math skills. After reading a book in the library, a student may find inspiration for

artistic expression or wish to explore a role in the dramatic play area. Practicing these develop

skills is “essential for mastery. Learning centers provide natural laboratories for children to

work out social problems with other children and practice their language.” (Pearson Custom

Education, 283-284)

No inappropriate practices were observed for this section of the evaluation.

SECTION 2: CURRICULUM

1. Philosophy

a. Center/School: Our philosophy is to provide a complete nurturing environment for

the growth and development of the whole child: socially, emotionally, physically and

intellectually. We believe children are natural explorers and need hands on experiences to

help stimulate their own imaginations. We provide and stress a developmentally

appropriate program that focuses on the individuality of each child. We try to meet every

child at their own developmental level and encourage them to advance to a higher level

of understanding.

b. Teacher: Her philosophy is to connect and teach all students regardless of their

learning styles. She thinks it’s important to make connections to each child to understand

their learning style. She feels like she has to be prepared to change her lesson plan to

accommodate children’s individual needs.

2. Goals

a. Program Goals:
 b. Classroom Goals: To make sure that my students have all the tools they need to be

prepared for kindergarten and to be lifelong learners to the best of her ability on a daily

basis and to do so in a variety of different ways.

3. Classroom Schedule

6:30-8:30 Child-initiated Activities

8:30-9:00 Outside

9:00-9;15 Snack

9:15-9:25 Greeting and Introduction to Daily Events

9:25-9:35 Class Community Group Activity in Music Movement

9:35-9:45 Small Group Teacher Initiated Activity

9:45-10:45 Group 1 Class time for Plan, Do, Review in curriculum areas

Group 2 Outside for physical fitness/play

10:45-11:45 Group 1 Outside for physical fitness/play

Group 2 Class time for Plan, Do, Review in curriculum areas

11:45-12:00 Storytime

12:00-12:30 Lunch

12:30-2:30 Nap time (Non nap activities available for children 4 years and older)

2:30-2:45 Snack

2:45-3:00 Class Community Group Activity in Music and Movement

3:00-4:00 Group 1 Outside for physical fitness/play

Group 2 Class time for Plan, Do, Review in curriculum areas

4:00-5:00 Group 1 Class time for Plan, Do, Review in curriculum areas

Group 2 Outside for physical fitness/play

5:00-5:15 Small Group Teacher Initiated Activity

5:15-6;15 Child Initiated Play

6:15-6:30 Storytime

4. Lesson Plans:
5. Individualization:

a. Children with Identified Special Needs: She includes the child by doing more one-

to-one time in order to connect with and better understand the child’s needs. She speaks

to family members about the child’s achievements and challenges and ways to help her

learning at home.

b. Typically Developing Children: Her main objective is to meet the student with

different needs by addressing the issues in small group and large group times. For

example, if a child is struggling with cutting, she will talk about it in small group about

how to use scissors. Also, she would provide other small motor activities for

strengthening the hand muscles that are used for cutting. If a child is not sitting still, she

encourages the class to stretch and move with a motion song that ends quietly. She may

also point out other students that are sitting correctly.

6. Evaluation: The center’s philosophy and goals, as well as the teacher’s, are in line with

course concepts. For example, the center and Ms. Yvonne engage students at their level and

work with them in unique ways. By employing a range of strategies, a teacher will be able to

“promote children’s learning and development by scaffolding . . . gradually reduc[ing] this

support as the child is able to proceed independently.” (DAP, 154)

Ms. Yvonne was observed to “actively seek to ensure that all children, including children

with special needs, [were] included in the social relationships, play, and learning experiences of

the classroom.” (DAP, 150)

Most children that are four years old and turning five as the students in Ms. Yvonne’s

class, do not understand time. Having a daily schedule that is consistent gives that child a gauge

by which to measure the time in the day. That student will expect that after they play outside,
they will have a story and then have lunch. They know that each day after nap that dad picks up.

“One of the most important aspects of managing the classroom and influencing children’s

behavior is planning and using time effectively . . . a regular schedule allows children to thrive in

predictable environments.” (Pearson Custom Education, p. 202)

No inappropriate practices were observed for this section of the evaluation.

SECTION 3: GUIDANCE

1. Routines:

a. As the students came in from outside, they each walked to the sink area and lined up to wash

hands. Each child took a turn at the sink.

b. At the end of large group time, the teacher excused students by color of their shirt to

transition to Plan, Do, Review activities.

2. Classroom Rules: 1.Eyes on the teacher. 2. Listen to learn. 3. Use my words 4. Use soft

hands. 5. Walking feet.

a. Students are engaged in the different centers in the classroom. Two boys are holding a large

play snake together. They begin to run across the room. The teacher reminds the boys to use

their walking feet. They stop running and walk.

b. During small group time, the students are seated at the tables. One boy said that another boy

was a “doo-doo head.” The second boy called out to the teacher that the first boy called him a

name. The teacher approached the boys at their level. She asked the second boy if he was a

“doo-doo head.” He says he isn’t. She then asked the first boy if he would like it if he was

called names. He said he didn’t. She reminded them it is best to use kind words and to call each

other by their names. She asked the first boy if someone called him a name, what would help

him feel better. He stated that he would want them to say sorry. The first boy stated he was
sorry to the second boy.

3. Teacher interactions:

a. A girl brought her painting to the teacher during Plan, Do, Review. The teacher said, “Great

job! I can really see how you used brush strokes to make the picture. Well done!”

b. During large group time, the teacher included each child as they thought about words with the

beginning sound of the letter Ll.

4. Social-Emotional Guidance Techniques:

a. The teacher observed two students taking turns at the sensory table. She gave each of them a

high five for taking turns.

b. One boy took a chair and pushed it to the ground. He stated he wanted a different seat that

someone else was sitting in. The teacher explained that the other child had sat their first. She

said she understood he wanted that chair. However, he would need to choose another seat so he

could come to small group. She explained that she had a fun activity and doesn’t want him to

miss it. He picked up the chair on the ground and sat down.

5. Evaluation: When working with her students, Ms. Yvonne always spoke to the students at

their eye level in warm, caring, and firm tones. She validated the emotions of the students and

suggested ways to look at the situations from someone else’s view and think about making

different choices the next time. “The most important contribution teachers can make to

children’s social and emotional competence is to establish a personal, nurturing, responsive

relationship with every child.” (DAP, 126)

By reminding and continually teaching appropriate behaviors and recognizing positive

behaviors, Ms. Yvonne set clear boundaries in her classroom. “Teachers set clear limits
regarding unacceptable behaviors and enforce these limits with explanation in a climate of

mutual respect and caring.” (DAP, 159)

Also, children learn best when they have clear and consistent guidelines to help them

manage their behavior. “Just as children thrive in predictable physical and temporal

environments, they also thrive when the expectations for behavior are clear and predictable.”

(Pearson Custom Education, 204)

No inappropriate practices were observed for this section of the evaluation.