Michelle Benzon

Professor Alyce Gray

ECE 250

November 28, 2017

Classroom Evaluation

Observation Date and Time: November 20, 2017 at 9:45a.m.

Teacher’s Name: Miss Amber

Name of Facility/School: Creative Kids Learning Center

Address and Telephone #: 4855 West Pebble Rd. (702) 270-7770

Ages and Number of Children: 3 year old classroom, 26 students

Section 1: Physical Environment

Classroom:

1) Art Center

a) Number of children: 8

b) List of equipment/material and furniture: one rectangle table, 6 chairs, painting easel,

crayons, smocks, paintbrushes, markers, paint, water color, paper plate cutouts,

playdough, stampers, sponges, different sizes of paper, scissors, glue, paintbrushes

c) Types of learning experiences possible: collage art, practice cutting, mold playdough,

learn how to use a paintbrush, paint with watercolor, explore color mixing
2) Sensory Table

a) Number of children: 2

b) List of equipment/materials and furniture: One red sensory bin with magnetic fish,

magnetic letter and two magnetic fishing poles

c) Types of learning experiences: children can pretend to catch fish, children can catch a

letter with their fishing pole and then name the letter or its sound. Children are able to

learn how to steadily use their fishing pole. Children learn how to take turns.
3) House/Kitchen Area

a) Number of Children: 6

b) List of equipment/materials and furniture: stuffed animals, dress up clothes, dolls,

baby crib, variety of pretend foods, cooking utensils, pots, pans, plates, cups, spoons,

forks, one round table with 4 chairs, 1 shelving unit, a wooden stove top, wooden

sink, and wooden closet

c) Types of learning activities: pretend play with friends, prepare food, try on dress up

clothes, take care of the dolls

a) Number of Children: 4

b) List of equipment/materials and furniture: abacus, lacing cards, sorting activities,

sequencing activity, sensory squares, two shelving units

c) Type of learning activities: children can explore the different textures on the sensory

squares, children can learn to sort by shape or size, children can practice counting the

beads on the abacus, children can use fine motor to lace with the string, children can

learn how to sequence and become familiar with 1st , 2nd, 3rd , etc.
5) Block Area

a) Number of children: 6

b) List of equipment/materials and furniture: 4 shelving units, large Legos, Lincoln logs,

trains, puzzles, airplanes, cars, train tracks, car track, wooden blocks, hollow wooden

blocks, card board bricks

c) Type of learning activities: children can explore building different structures using

different types of blocks, children can engage in pretend play with friends as they use

the cars, airplanes, blocks, etc. Children can use teamwork to complete a puzzle,

children can build using the Legos

a) Number of children: 4

b) List of equipment/materials and furniture: large soft carpet square, 1 shelving unit for

books, 1 shelving unit for puppets, variety of books and puppets

c) Types of activities: Children can enjoy a soft area to look at book on their own, with a

friend or with the teacher, children can play with the puppets and act out their own

stories

7) Manipulatives/Table Toys

a) Number of children: 4

b) List of equipment/materials and furniture: one shelving unit, one rectangle table with

4 chairs, bristle blocks, small Legos, various connectors, small geometric shape

blocks, Mr. Potato Head pieces, plastic waffle blocks

c) Types of activities: children use fine motor skills to connect and take apart pieces,

children learn how to build small structures, children explore different textures of
 blocks and how they be used for building. Children learn to share and use team work

while building.

Outdoors:

1) Available equipment: The children did not have access to any outdoor toys. They could

only utilize the fixed structures. However, they do visit a different playground each day

that has equipment they may use. On the day I was here it was their turn to be on the

Dinosaur playground that only had fixed structures.

2) Fixed Components: large dinosaur climbing structure with 4 climbers and 2 slides,

dinosaur arch for children to walk through and sit under, small rock climbing wall

structure for climbing

3) Natural Features: there was a tree for them to sit under and a nice open area for them to

run and play.

they can learn how to take turns, they can learn how to be safe on the playground,

children learn about nature as they observe the tree and its leaves

*Here is the schedule for the other playground areas available to the students throughout week

Evaluation: I really enjoyed the physical environment of this classroom. The children were

engaged with the activities provided and were happily exploring the classroom. Miss Amber and

her assistant were engaged with the students. The shelving units were evenly placed and allowed

for plenty of walking room for the children. There was a lot of variety in materials and the feel

the “teachers create a learning environment that fosters children’s initiative, active exploration,

and sustained engagement with other children, adults, and activities” (DAP Pg.153). The

children knew where everything was and felt safe in the environment. As we have learned this
semester it is important that children are able to explore and try new skills. Miss Amber was

ready to foster this “within safe boundaries, teachers support children exploration and learning of

new skills (DAP pg. 152) this was taking place while the children were painting during center

time. Miss Amber encouraged using the paintbrushes, mixing colors, and supported what the

children wanted to do while painting. Although the centers were well stocked one inappropriate

thing about them that I observed was that a few of the centers shelves were scattered with

materials that did not pertain to that center. As an observer I was confused as to which center I

was really at based on some of the materials I found there. It seemed to me that the materials

were out of place at some of the centers.

Outdoors: The playground area was amazing for the kids to explore. I loved how they have a

playground schedule that allows them to explore different equipment an areas each day.an

inappropriate practice that I observed while outside was the teachers did not interact with the

students while they were playing. They were clearly there to have a break themselves and to

make sure the children were safe. It was hard to observe that when as an education student we

know how important it is for “teachers to talk often and warmly with every child- getting to

know children, building positive relationships with them, and gathering information about them”

(DAP Pg. 156) I also did not like that there were no hands on toys like balls, dress up clothes,

etc. for the children to use.

Section 2: Curriculum

1) Philosophy

a) Center/School: We believe children are natural explorers and need hands on

experiences to help stimulate their individual imagination and growth.

have access to hands on activities that assist with their over- all development.

2) Goals

a) Program Goals: To provide a complete nurturing environment for the growth and

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

b) Classroom Goals: Miss Amber’s goals for her classroom are for her students to

develop a love for learning through exploration.

3) Classroom Schedule:

9:00 am Arrival/outside play

9:30am Hand washing/snack

9:45 Hand washing/ Circle Time

10:00-11:00 Center Time/ Art

11:00-11:30 Outside Play

11:30am Handwashing/ Lunch time

12:00pm- 2:30pm NAP TIME

2:30-3:00 Handwashing/Snack

3:00-3:15 Circle Time

3:15-4:00 Center Choice Time/ Art

4:00-6pm Outside Play/ After School Activities/Playdough

4) Lesson Plan
5) Individualization

a) Children with special needs: Miss Amber does not currently have any students

with special needs in her classroom but she does have the ability to switch out

materials as necessary to assist these students. The school does have enough

assistant teachers that would allow for more one on one time with these students.

b) Typically developing children: Miss Amber switches out her material every

month to keep the children engaged. She told me that she asks them regularly

what they want to learn more about. She is able to use redirection to help those

students that struggle with the classroom routine. Miss Amber also will direct

students to the library to take a break if she feels they need to calm their bodies.

Evaluation: The Curriculum for this classroom was well rounded and provide

hands on learning for the children. I noticed that the daily schedule and the

week’s curriculum was not easily visible in the room. I had to ask for both. The
 schedule was very conducive to the children needs and the “teachers organized

the daily schedule to allow for periods of alternating active and quiet time,

adequate nutrition, and naptime” (DAP pg. 153). As I observed the curriculum

and flow of the classroom it was obvious the “teachers provide many

opportunities for the children to play and work together, both in groups they form

themselves and in small teacher created groups”(DAP Pg. 151).

Section 3: Guidance

1) Routines:

a) I observed the children lining up to go outside. The children proceeded to line up and

were then able to either sit down or move like their favorite animal in place while

they waited for their friends to get in line. This was also the time given to any

students needing to use the bathroom before heading outside. Once everyone was

lined up Miss Amber and her assistant each counted the children to make sure

everyone was accounted for being opening the door to go outside.

b) I observed the children during their clean-up routine. I noticed Miss Amber beginning

to clean up the classroom about 5-10minutes before announcing clean up time to the

children. When the children as her why she was picking up toys she let them know it

was almost clean up time. When it was time to clean up Miss Amber turned on the

clean- up song and the students began cleaning up the few toys left to put away since

both teachers had already been cleaning up for them. Once the room was cleaned up

the children knew it was time to then line up to go outside.

2) Classroom Rules:

1) Use walking feet in the classroom

student and said” Remember, we use walking feet in the classroom” The child

acknowledged Miss Amber and began to walk.

b) A little boy was hopping to a table. The assistant asked the child “Are you a

rabbit?” The child then said “No, I just like hopping” The assistant then

said”Well, you can hop when we go outside. You need to when in the classroom”

2) Be respectful to Teachers and classmates

a) A child was having a disagreement with a friend. Miss Amber listened for a

moment before approaching the children. When she approached she asked”

What’s going on?” “Are we using kind words?” Each child was able to tell their

side about wanting their turn with a certain toy. Miss Amber then reminded them

that we have to use kind words and be respectful when taking turns.

b) A student was upset with the assistant when they were asked to leave a center for

being disrespectful to the other children in the center. The assistant guided the

upset child to the library and asked that the child take a break until they are ready

to be respectful to their friends.

3) Be respectful to the materials

a) A child began throwing a Lego and the assistant teacher approached the child and

asked them to pick up the Lego. She then said to the student” The Legos are for

building. Please take care of the materials.” The child listened and preceded to

build with the Legos.

Amber went up to the child and asked” Can you please go back and clean up you

toys?” Both Miss Amber and the child walked back to the center and began

cleaning up the area. While the child was cleaning Miss Amber said” If we don’t

clean up our toys they can get lost or broken. That’s not taking care of them is it?

The child said “No”. Miss Amber then thanked the child for cleaning up and let

them move to another center.

3) Teacher Interactions:

a) There were four children painting at a table with Miss Amber. While the children

were painting Miss Amber was asking the children “What are you painting? What

colors are you using? “Do you like painting?” The children each had a chance to

answer a question. One child said” I am painting a flower. I like flowers.” Another

child said “I am painting with brown and yellow. It looks like mud.” Another child

said” Painting is my favorite. The colors are so pretty”.

b) During center time Miss Amber was with a child in the block area building with the

wooden blocks. Miss Amber asked “What should we build?” The child said “I want

to build a castle”. Miss Amber then said “Ok, what pieces do we need?” The student

then began to gather the wooden blocks while explain what each block would be used

for. “This piece is for the top. This one can be the door. These ones can be for the

tower”. Miss Amber continued to listen as the child began building and she put the

blocks where the child wanted them to be placed.

4) Social Emotional Guidance Techniques:

dropped of inside the classroom. Miss Amber consoled the child and asked if they

wanted a hug. When the child said yes she bent down at eye level to the child and

gave the child a hug letting them know how hard it can be when mommy has to go

work. She then asked the child if they wanted to paint or maybe go into the library

and look at book until they feel ready. Miss Amber also offered the child another hug

and assured them they will have a good day and that mommy wants them to have a

good day.

b) I observed the assistant helping a child calm down after getting angry at a friend for

not sharing a car. The assistant approached the child and said” I see that you are

angry, can you tell me why? What happened?” The child explained “he took my car

without asking and I wasn’t done playing. I want it back”. The assistant listened and

assured the child” I understand why this would make you angry” “Would you like to

talk to your friend?” The assistant then proceeded to guide the child on what words he

could use to talk to his friend. She also made sure the upset child took deep breaths to

help calm down.

Evaluation: Miss Amber and her assistant both showed great DAP practices throughout my visit

when they were inside the classroom. There were two inappropriate practices observed which

were when they chose not to really interact with the children during outside play time and when

Miss Amber and her assistant began cleaning up for the children. However, when a child was

talking Miss Amber would “take into account preschoolers capabilities as speakers, giving

children time to express themselves and respond attentively to their speech” (DAP Pg. 156). She

was actively engaged with them and really listened to what they had to say. Another moment that
was nice to see was the assistant was engaging with a group of children on the rug and she was

able to “use verbal encouragement in ways that are genuine and related to what the child is

doing.” The assistant “acknowledged the child’s efforts and work with specific objective

comments such as , “You really put a lot of detail in your drawing” and “ I see you drew your

older sister bigger than your brother”(DAP Pg. 158) The assistant was with a group of students

that were building with wooden blocks when she said “ I see that you are really taking your time

on making sure the blocks are steady before you put another block on top” The children smiled

and this type of interaction lead to conversation about how they were building and why.