Classroom

Environment
Observation

PUrpose:
NAEYC Professionals should have the
ability to use assessment tools to identify
safe and stimulating environments that
are conducive to learning. (NAEYC
Standard: 1c)

Directions:
You will contact a STAR 3 or 4 Early Care Facility for your observation placement. You
will spend eight hours in this placement, but only two hours will be spent on this specific
observation task.

1. Have a teacher at the center sign your attendance form (on D2L) documenting your
two hours spent at this placement.

2. During your two hours (spent in one or two visits), observe each of the five focus
areas below to understand the classroom environment.

• What philosophical/theoretical position about child development and learning does the teacher have? What
evidence and teacher action supports your ideas?
• What role does play have in this environment? Are there areas inside and outside that support open-ended
play? Sketch the layout of the classroom and playground. How are material arranged?
• What types of language are heard in the classroom? Who does most of the talking? What are adults and
children saying? Describe their conversations.
• How do space and time effect student learning? How are students grouped (small group, whole group,
independently) Describe the daily schedule. Do students have time for exploration? How do the students
transition?
• How do classroom decorations, time, curriculum effect diversity and individual differences? What supports
you answer?
4. Place the typed observation in the “Classroom Environment” Dropbox by the due
date
5. Don’t forget to also complete ONE 15 minute snapshot while you are at this placement
and drop it in the “15 Minute Snapshot” Dropbox by the due date
 Classroom Environment Observation Q&A

1. I believe that the teacher believes that children can learn through play and exploration. They can
learn in a student-led way rather than just teacher led. This reminds me of Dewey’s philosophy. There
are student-led centers that support my thoughts.

2. Play is a huge part of this environment. The centers are student-led and allow for creative play. The
students take the toys and play independently of the teachers. The materials are organized by theme.
There is a kitchen center, car center, science center, and a marble center. Loose items are stored in bins
placed in the cubbies that make up one of the walls of the classroom. I have attached a drawing of the
classroom. The class did not go outside while I was there so I was not able to sketch the playground, but
one of the teachers said it is a small playground with a slide, ladder, and sandbox. They also have a large
grassy area for the children to run around.

3. The only language I heard in the classroom was English. The majority of talking is done by the
teacher. However, I may think that because the teacher talks so much louder than the students. The
children were talking the whole time in their small groups during center time. The adults in the
classroom are saying things like, “Share with your friends!” “Put your mask back on!” “No, no, you may
not take the cars off of the car carpet.” The children typically do not respond to these instructions, but
do as they are told. The teacher is the facilitator in the classroom and her comments are meant to guide
the children, cue acceptable behavior, and make way for deeper thinking. The children are playing
amongst themselves in the centers, discussing aspects that are related to their respective centers.

4. The students are spaced out in their centers and they take advantage of all the space! They switch
every 5-10 minutes or so. When I arrived in the classroom initially, the students were doing circle time
in a whole group. Once that was over, they broke into groups of 4-5 students and the teacher assigned
them to centers. To transition, the teacher gives them a few minute’s warning and then has them
switch centers. The students are able to explore inside, but exploration is limited because of the small
space.

5. There are posters on the wall with multi-ethnic children. There is a poster with different appropriate
ways children can sit to accommodate preferences. There is also a place for children to go when they
are upset or overwhelmed. There is a “This Is How I Feel Today” poster on the wall to help children
identify their feelings.
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