Raigen Huss

ECE Classroom Evaluation

ECE 250
6/19/2021

MODIFIED FOR COVID

Circle one age group/grade: highlighted  3-4       4-5       K         1st        2nd

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

Documentation/examples  (15 points)

A.  Equipment  (general listing of large items) 

            1.  indoors:

 Library

 Hard/wooden toys

 Soft/cloth toys

 Quiet area

 Art area

 Small area rug

 Tables/chairs

 Mats/beds

 Coat/backpack hooks

 Cubbies

 Changing table

DAP text explains that “play materials are well organized and made accessible to children,”
(pp.83). This supports my vision of the interior of a classroom because the centers in my ideal
classroom are distinct and separate. Children should know what each center in the room is for to
establish a routine.

            2.  outdoors   

 Balls
  Hoolah Hoops

 Bicycles

 Wagons

 Jump ropes

 Sandbox

 Shovels

 Gardens

 Climbing structure

 Slide

The text explains that there should be open areas for children to practice gross-motor skills.
“Outdoor play equipment includes small-scale climbing equipment that lets toddlers go around
and in and out…” the text explains, regarding toddler’s outdoor play.

           

B.  Room arrangement  (drawing of room arrangement)      

                                    

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

o Paper, pencils, crayons, alphabet.

 Art center

o Paper, crayons, scissors, paint, easel

 Reading center

o Books, pillows, soft animals

 Blocks center

o Blocks, legos, manipulatives

 Dramatic Play center

o Dress up clothes

These centers, according to the text, are the common centers found in preschool and kindergarten
classrooms, as well as some other centers depending on the classroom. “Teachers establish
centers for blocks, dramatic play, art, and books,” (pp. 40)

             *D.  EVALUATION (15 points)

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

Documentation/Examples (15 points)

ANSWERS ARE BASED OFF MY OWN BELIEFS WHILE IN THE CLASSROOM DURING
THE 2020/2021 SCHOOL YEAR.

           A.  Philosophy 

                   1.  Teacher's philosophy (interview of teacher)

Play based philosophy believes in encouraging problem solving through play and social
interaction. The children should not be given literacy or mathematics related material before
kindergarten.

DAP supports this idea in the Positive Guidance section of The Toddler Years. “Caregivers
patiently redirect toddlers to help guide them toward controlling their own impulses and
behavior,” (pp.95).
                  
                   2.  Center/School philosophy (copy of statement)
School website statement: “In our Early Childhood Program, each child learns through imitation,
imaginative play, and the gentle structure of story time and circle. This develops a sense of
wonder and reverence for the world around them.”

           B.  Goals (What children  are expected to learn)

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

Children will learn to solve problems on their own, with teacher intervention when it is needed.
Children will learn a series of rhymes and songs to coincide with the daily rhythm.

DAP supports this goal in Play Development of The Toddler Years. “Caregivers allow toddlers
the freedom to explore their movements by testing what their bodies are capable of doing,”
(pp.98). This guideline promotes independence and the ability for the child to solve problems on
their own.

                     2.  Classroom goals (interview of teacher)        

To have a consistent daily and weekly rhythm that the children become accustomed to. The
children will be taught to work through social and personal issues with their teacher.             

           C.  Lesson Plans (A copy of at least one weeks plans) MODIFIED FOR COVID

           D.  Individualization (interview of teacher concerning planning for individual children's
needs/learning styles/etc.)

When there is a child that needs individual attention, there is first a conference with the family.
Consistent language is agreed upon to address specific issues. Family is kept updated on progress
and methods may change accordingly.

According to the text, teachers should have open communication with families. “Caregivers ask
the family what sounds, words and nonverbal cues their toddler uses to better understand what
the child means when she uses beginning speech…” (pp.94).

           *E.  EVALUATION (15 points)

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

Documentation/Examples (15 points)

ANSWERS ARE BASED OFF MY OWN CLASSROOM OBSERVATIONS DURING THE

2020/2021 SCHOOL YEAR.

            A.  Routines (specific objective observations of routines being carried out)
                1. Every day, the children go straight to the sink to wash their hands before doing
anything else. It is understood that we must wash our hands when we come into the classroom

                2. Before meals start, the children “get their blessing ready” with their hands, holding
them in the shape of a blossom to sing “Blessings on the Blossoms”

     The use of routines is supported in the DAP text in the Routines section of The Toddler
Years. “Caregivers recognize tasks of living, such as eating, toileting, and dressing, are important
opportunities to help children learn about their world, acquire skills and regulate their own
behavior,” (pp.101).           

B.  Classroom rules (specific objective observations of posted rules as and/or how
children are reminded of rules)

The classrooms at my school do not have “posted rules.” The rules are expressed through song
and word of mouth.

1. If one child hits another, they are reminded to use kind hands and to talk to the person
they are upset with.

2. If a child is laying down during story time, they are reminded that we sit up during story
time.    

DAP supports reinforcement of rules in the Positive Guidance section of The Toddler Years.
“Caregivers try to limit telling children no only to situations that relate tot their immediate safety
or well-being,” (pp.95).

C.  Teacher Interactions (Specific objective observations of how teacher interacts with children
during regular activities/lessons)

    1. Teachers watch interactions between children. If a teacher needs to step in with a conflict,
the verbal interaction is kept short. The teacher will ask what happened then ask what the
children can do to fix it. Sometimes suggestions will be given if they need it.

    2. Teachers put a hand gently on the back of a child who is being disruptive during story time
before telling them, verbally, to quiet down. Sometimes verbal reminder is not needed.

    3. Teachers give verbal reminders to children to use their manners (yes, please and no, thank
you).
DAP supports these interactions in the Interactions section of The Toddler Years. “The tone of
the interactions is warm and caring; caregivers use pleasant, calm voices as well as simple
language and nonverbal cues,” (pp.91). 

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

guidance)

              1. When the children need to follow the teacher to another part of the room or outside,
the “follow, follow, follow me” song is sang. The children sing along and follow the teacher. 

             2. When the teacher needs the children’s attention she sings “1, 2, 3…Look at me…”
until the children are all quiet and looking.

             3.   When the teacher wants the children’s hands off the table, she sings “Open, shut
them. Open shut them, give a little clap, clap, clap! Open, shut them. Open, shut them, place
them in your lap, lap, lap!”

According to the text, teachers should “give positively worded directions or choices,” (pp.95)
which is what the teachers at my school do. Rather than saying “don’t touch the table,” they tell
them what they CAN do, which is put their hands in their lap.