Lea Martinez

Professor Alyce Gray

ECE 250-1001

21 April 2017

Observation Date &Time: March 23, 2017/9:30-11:30 Teacher’s name: Valerie Stevenson

Name of Facility/School: CSN Early Childhood Lab

Address & Phone Number: 3200 East Cheyenne Ave., North Las Vegas, NV. 89030

(702) 651-4004

Age & Number of Children: 3-4 years old / 10 children

Section 1: Physical Environment

Classroom:

1. Type/Name of Learning Center: Art Center

a. Number of Children: 6

b. List of equipment/material and furniture: table with six chairs, one easel, shelves,

paint, paintbrushes, cardboard tubes, markers, glue, colored construction paper, scissors, colored

pencils, crayons, collage materials, scrap paper basket

c. Types of Learning Experiences Possible: self-expression, fine motor skills,

creativity, identify and mix colors

2. Type/Name of Learning Center: Block

a. Number of Children: 4

b. . List of equipment/material and furniture: shelves that contained block books,

blocks of various sizes, hard hats, cars, trucks, rainbow blocks, city blocks, lego people, small

and large cylinders, pillar, unit blocks, basket of cardboard rolls

c. Types of Learning Experiences Possible: learn about manipulating objects; create

structures/buildings, fine motor skills; math concepts like size, shape, area, pattern, and length;

classifying objects; learn to cooperate with each other, language and verbal skills

3. Type/Name of Learning Center: House

a. Number of Children: 4

b. List of equipment/material and furniture: clothes to dress up in, basket with doll

clothes, basket with blankets, toy pet carriers, teapots, plates, plastic cutlery, cups, cash register,

stove with sink, potholders, plastic toaster, plastic shopping cart, dolls, shelf to hang clothes,

cubbies, with names to put items

c. Types of Learning Experiences Possible: Children practice role playing; social skills;

language skills; verbal expression; negotiating skills; cooperation

4. Type/Name of Learning Center: Music

a. . Number of Children: 10

b. List of equipment/material and furniture: shelf with drums, rain stick, tambourines,

bells, triangles, tone blocks, clackers, shakers, gourds, scarves, radio with cd player
 c. Types of Learning Experiences Possible: cooperation; music appreciation, gross and

fine motor skills; rhythm; coordination

5. Type/Name of Learning Center: Writing

a. Number of Children: 3

b. List of equipment/material and furniture: table with 3 chairs, plastic letter,

crayons, colored pencils, glue, scissors, word tags, paper, smelly markers, stickers, keyboard,

books, alphabet poster on wall

c. Types of Learning Experiences Possible: fine motor skills; hand-eye coordination;

self-expression; creativity

6. Type/Name of Learning Center: Science

a. Number of Children: 4

b. List of equipment/material and furniture: shelf with sea shells, specimen mirror,

magnifying glasses, colored buttons, colored letters, nature colored pencils, bug scooper game,

science books, plastic blocks, stars, a live fish in small aquarium

c. Types of Learning Experiences Possible: exploring hands on; fine motor skills;

hand-eye coordination; appreciation for nature; explore world that is around them; verbal skills

7. Type/Name of Learning Center: Math

a. Number of Children: 4
 b. List of equipment/material and furniture: table with 4 chairs, plastic bears in

basket; shelf with magnifying lens, number puzzles, math activity, math books, shape sorter,

measuring tools, sorting dinosaurs, number boards, pegs

c. Types of Learning Experiences Possible: cognitive skills; sorting; sequencing;

counting; measuring

8. Type/Name of Learning Center: Reading

a. Number of Children: 6

b. List of equipment/material and furniture: bookshelf with books, 6 pillows, basket

with stuffed animals, a shelf with stuffed animals, collage made with paint on wall, collage with

glitter, popsicle-sticks, and puzzle pieces on the wall

c. Types of Learning Experiences Possible: work on reading skills; letter recognition;

language and verbal skills; vocabulary; concept of writing and print

Outdoors:

1. Available Equipment: magna-tiles, dinosaurs, legos, various blocks, community centers,

books, wagon, tricycles, helmets, scooters, various size balls, sand buckets, small dollhouse,

small basketball hoop, art easel

2. Fixed Components: jungle gyms with slides; Covered sand area. Covered art area with a

table and 8 chairs; mailbox; bench; a shed with small couch, carpet, costumes, shoes, basket of

toys, and a chair inside; Water fountain

3. Natural Features: pots of plants, flowers, trees, grass area, bike path
4. Types of learning experiences: Social skills; motor skills like running, jumping, and

coordination; sharing and negotiating skills; cooperation; taking turns; verbal skills

Evaluation:

Caroline Pratt believed in “Children directed learning through free choice of materials and

activities” (Week 2, slide 36). When I arrived in the classroom, the teacher had her students in a

morning circle meeting. She asked each student which learning center they wanted to work in.

The children were free to choose the activity they were interested in. According to DAP,

“Besides oral language development, a number of elements are essential to an effective literacy

program. A fundamental goal is making literacy experiences meaningful, interesting, and

satisfying for children” (DAP, 147). During story time, the teacher asked questions before she

read the story. She also asked them questions throughout the story. For example, she asked

“How long do you think he has to wait for his friend?” A child answered, it’s an egg!” The

teacher replied, “Yes, it is an egg. He will waiting a long time.” Another child asked the teacher

who the author of the book was. I saw each child looking at the pictures in the book and

answering questions the teacher asked.

DAP states, “To engage children actively in a variety of learning experiences, teachers create

interest areas and furnish these with materials based on program goals and knowledge of

children’s varying interests and abilities. Materials include blocks, books, writing materials,

math related games and manipulatives, dramatic play props, equipment for physical movement,

art and modeling material, sand and water, and tools for science investigations” (DAP, 154).

Through my observation, the teachers engaged the students with many materials and activities. I

thought the science discovery center was interesting because it had so many things to keep the

child’s interest. The children did enjoy feeding the live fish that was in the science center. The
writing center had colored pencils, glue and smelly markers. The materials were there to bring

out the child’s interest and creativity. The reading center was set up with a variety of books so

that the children can read on their own comfortably and on pillows with a stuffed toy if they

preferred. The block center gave the children a variety of blocks to choose from to build

structures. The art center was very well done with a variety of materials, including glue,

scissors, colored pencils, paper so that each child can be as creative as possible. The math center

allowed the child to work on sorting and counting skills. The house center had props and dress

up materials to stimulate the child’s imagination. The music center had many instruments that

the child could explore and they had enough room so they could work on gross motor skills.

According to DAP, “The outdoors is an ideal environment for promoting gross motor

development, but its use must be planned and supervised. Equipment is needed, such as a small

net and beach balls for playing volleyball, foam bats and balls, tricycles or scooter boards”

(DAP, 117). During my observation, I noticed the outdoor area had equipment such as balls,

bicycles, and scooters for the children to play with. The children could work on their gross

motor skills by running on the grass and climbing on the jungle gym. The teachers were always

outside supervising the children. I saw the teachers involve themselves with the children during

outdoor play too. I did not observe any inappropriate practices in the physical environment.

Section 2: Curriculum

1. Philosophy

a. Center/ School: The ECE Lab Program is administered with thoughtful respect for

each person’s uniqueness, a shared commitment to build supportive relationships, and guided by
the principles of developmentally appropriate practice, to provide children and adults with rich

learning experiences fostering all areas of development and education.

b. Teacher: Valerie Stevenson said, “Children learn best in a developmentally

appropriate practice environment. They also need hands-on learning. They learn through their

senses. They need to see, touch and taste. They are active learners engaged in their

environment.”

2. Goals:

a. Program Goals: Children are provided with a caring, safe and secure environment

that utilizes their natural desire to learn through play. To help children develop positive social

relationships with adults and peers. To encourage active learning and creative thinking. To

provide children with learning foundations allowing for future educational success.

b. Classroom Goals: Valerie Stevenson said, “Each child is different. Social-emotional

learning is the foundation of our school. They develop emotionally and socially, get their needs

met, they are part of a group. They learn to be a friend and communicate with others.”

3. Classroom Schedule:

7:30 A.M: Centers/child directed play as children arrive

8:30 A.M: playground activities

9:00 A.M: Morning meeting

Child-directed play

Snack

Free choice of centers

 Small group time

10:00 A. M: Doors open

Aspen Room

Patio

10:30 A.M: Clean up and story time

10:45 A.M: Playground time

11:15 A.M: Movement/music

11:30 A.M: Lunch time

12:00 P.M: Patio and playground/prepare for nap

12:30 P.M: Nap time

1:15 P.M: Quiet activities for children who are awake

2:30 P.M: Wake up/snack

3:00 P.M: Centers/child directed play/movement/story

3:45 P.M: Outside playground activities

4:30P.M to closing: snack/centers/table activities

4. Lesson Plans: Teacher had me take picture of lesson plan with phone (see attached document)

5. Individualization:

a. Children w/identified special needs: Valerie Stevenson said, “If the child is special

needs, they have an IEP and conference with the family. If there is no IEP, we talk with the
family and bring a copy of what the goals are of the IEP. I work with a special education teacher

to reach the goals of the child and we all work as a team.”

b. Typically developing children: Valerie Stevenson said, “We have a developmentally

appropriate program. The teacher needs to know each child, their strengths, any deficits, what

they have trouble with. We need to meet the children where they are at. We need to have a

relationship with children to know where they are at.”

Evaluation:

Pearson Custom Education states, “Thoughtfully planned curriculum for 3-through 5– year-olds

addresses the development of the whole child, including physical well-being and motor

development, social and emotional development, approaches to learning such as curiosity and

persistence, language development, and cognition and general knowledge” (Education, 237).

During my observation of the curriculum in the classroom, the teacher had a hands on, play-

based approach for her students. She let the children make choices of what activities they wanted

to work on that morning. The children learned and practiced creativity with the many items

available to them such as paint, glue, smelly markers, and seashells. The curriculum also gave

the children a chance to work on their social and emotional development. For example the block

and the house center gave the children a chance to work on their social skills with peers. During

circle time, the children were able to dance to a song called “The Body Rock Song.” The teacher

also participated with them in the song and dance. Through this activity, the children were able

to work on their gross motor skills. According to DAP, “Teachers organize the daily schedule to

allow for periods of alternating active and quiet time, adequate nutrition, and naptime (for

younger children in full-day programs)” (DAP, 153). While looking at the daily schedule I

Noticed that the teacher did alternate active and quiet time in her schedule. For example, the
teacher would have story time, followed by playground time, movement/music time, and then

have lunch time. The schedule was posted on the wall so that the children knew what to expect

and have a predictable routine for the day. According to DAP, “Teachers allocate extended time

periods in learning centers (at least 60 minutes) so that children are able to get deeply involved in

an activity and sustain dramatic play, construction, and other activities at a complex level.

Children have ample time and opportunity to investigate what sparks their curiosity” (DAP,

153). When I looked at the schedule, the schedule had 60 minute time for children to be in the

learning centers. I also noticed that some of the children would go in one learning center and

then explore another learning center. I did not observe anything inappropriate in regards to the

curriculum.

Section 3: Guidance

1. Routines:

a. Snack time- students helped to set up the table and washed their hands before sitting

down for their snacks

b. Teacher tells class 5 more minutes then we need to clean up.

2. Classroom Rules:

a. There were no posted rules. However, there was a sign that said wash your hands.

The boy touched the fish in the fish tank and the teacher said, “Do you know what you need to

do after touching the fish?”

b. Children were reminded of safety rules. When the children were outside, two boys

were running in an area they should not be running in and the teacher said to them, “We talked
about running on the grass only. If not, you need you need to stay inside. It is not safe for you to

be running here.”

3. Teacher Interactions:

a. The teacher had the students gather and do what she called the body rock song. She

said to them, “Get hips together! Feet together! Arms up and down! Rock whole body!

Freestyle! Rock body side to side!”

b. Teacher sang a song when it was time for children to pick a learning center to work in.

4. Social-Emotional Guidance Techniques:

a. While the children were outside playing, a boy was yelling at another boy at the jungle

gym about a game. The boy yelled, “I am not playing the game!” The teacher tells him “You

need to say I don’t want to play that game.”

b. One girl tells another girl “If you do not play on my team then you are not my friend.”

Other girl folds her arms across her chest and starts crying. The teacher tells the girl who was

being hurtful, “That is not being kind and is hurtful.”

Evaluation

Pearson Custom Education states, “Give children a five-minute warning before a transition

happens, such as “Five more minutes till clean up time.” Point out the numbers on a digital

clock (which becomes a math/addition learning experience) or the hands on the clock to help

children grasp the concept of five minutes” (Education, 204). In my observation, the teachers

gave the children a five minute warning before they needed to clean up the classroom. She
would tell the children, “Five more minutes and then we need to clean up.” Another teacher also

gave the 5 minute warning and sang a clean-up song for the children. She sang, “Clean up, clean

up, everybody everywhere. Clean up clean up, everybody do your share.” DAP explains, “From

ages 3-5, young children make great advances in their friendships with others, their self-

understanding, and their ability to understand and regulate their emotions. The path is bumpy,

however; all preschoolers continue to struggle with social and emotional issues.” (DAP, 119-

120). In my observation, I saw the children playing together with each other. Children were

riding bikes and scooters on the bike path. Some of the children were sliding down the slide

together. However, there were some children that also struggled with social and emotional

issues. For example, the boy that yelled at the other boy because he did not want to play the

game with him and the girl that told another girl she would not be her friend if she did not be on

her team. Both situations needed the teacher to step in and help them with their social and

emotional skills. DAP states, “Teachers recognize community-building opportunities in various

parts of the day, such as mealtimes, cleanup, and whole group-times. During these activities,

they engage children in talking about shared experiences, singing, and discussing problems or

plans (such as planning an event for parents) ” (DAP, 151). During my observation, I noticed

that the teacher engaged the children in a song called the Body Rock Song. The children and the

teachers were all laughing, and moving their bodies to what the words said in the song. The

teacher would say, “Get hips together! Feet together! Arms up and down! Rock whole body!

Freestyle! Rock body side to side!”

When the teacher had them choose and plan which learning center they wanted to work in, she

interacted with the children by again singing to them. She would sing, “(child’s name), where do

you want to work today?” During the morning snack time, one teacher was talking to three
children at the snack table. The teacher asked a child, “What is your favorite snack?” The girl

said “cheeseballs.” The teacher responds, “I like cheeseballs too.”

The only thing I observed that may have been inappropriate were that the rules were not posted.

However, the teachers did remind the children of the rules such as washing hands and only

running in designated places outside. They also made the children aware when playing was

becoming too rough. For example, the teacher told a boy, “I heard her say ow. That means to let

go.” The boy then stopped and let the girl go.
 Works Cited

Bredekamp, Sue. Pearson Custom Education Effective Practices in Early Childhood Education.

Second ed. Boston: Pearson Education, 2013. Print.

Copple, Carol, and Sue Bredekamp. "The Preschool Years." Developmentally Appropriate

Practice (DAP). Third ed. Washington: National Association for the Education of Young

Children, 2009. Print.

Weekly Online Notes/Slides