Katherine

Kirk 1
ECE 251-1001
Environment Observation

1. School: Adelson Educational Campus Telephone: 702-255-4500

2. Teacher: Melissa H. and Deborah T. Age/grade level: 4 years-old

3. Number children 16

4. Centers

1. Building Center (7 Children)

2. Library Center (4 Children)

3. Dramatic Play Center (6 Children)

4. Writing Center (3 Children)

5. Technology (4 Children)

6. Art (8 Children)

5. See page 7

6. Checklist

1. Arrangement of Physical Space

1. Large Open Spaces

2. Small intimate Spaces

3. Several Centers clearly defined

2. Learning Materials, Equipment and Furniture

1. Appropriately sized tables, and chairs

2. Centers invoke self discovery

3. Storage of Materials and Equipment

1. Safe storage of Materials and Equipments

2. Easy access of Materials for students

4. Other Elements

1. Natural Light

2. Easy to Clean Centers

7. Checklist Quality of Presence

1. Arrangement of Physical Space

1. Large Open Space- There are large spaces, for children to build,

create, and imagine. Including the Carpet, dramatic play and art

areas.

2. Small intimate Spaces- The library, writing center and technology

centers offer a space for a smaller number of children.

3. Several Centers clearly defined- most centers are well defined.

2. Learning Materials, Equipment and Furniture

1. Appropriately sized tables, chairs and other furniture – Tables,

chairs and other furniture are the appropriate height for children.

2. Centers invoke self discovery- Most of centers invoke self

discovery

3. Storage of Materials and Equipment

1. Safe storage of Materials and Equipments-The furniture was

appropriately placed for materials and equipment to be stored

safely. .

2. Easy accesses of Materials for students- most materials are easily

accessed by students
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3. Furniture is well kept- although you could tell that the furniture

was not new; you could tell it was taken care of.

4. Other Elements

1. Natural Light- a great window brought in lots of Natural light,

which added to the welcoming atmosphere to the environment.

8. Diversity

1. The classroom was set up as if diversity was needed. There was plenty of

space between furniture for those who might need it. On the ceiling

covering the lights were LED dimmers to help children with light

sensitivity, in someplace there were different types of chairs, or more

activities students. If a child could not get down on the rug to play a table

was available. Although these teachers did not need to diversify their

classroom you could tell, that they were prepared if need be to adjust and

change depending on what their students need.

9. Classroom in action/evaluation

Students had just come in from outside when I joined them. It was interesting to

see how they moved around the room, even before Child Directed Activities began.

They stood in line to wash their hands, taking advantage of both sinks. Then

automatically going to the carpet to wait with a teacher. While at the carpet students

talked and laughed, until all the students were there. Then the Ms. Mellissa reviewed

for a few minutes the theme of the week. “Where the Wild Things Are”. Students

were then dismissed one by one to “explore” the room and all that it had to offer.
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Most students started out at the building, dramatic and art center. Two went to

the library to play a sight word game, while one went to the writing center. The

students interactions where so intelligent, and they environment helped promote

positive interactions. At the building center students built a town, one boy got out a

car and started driving it around the town, other children followed suit and soon

they were taking down the town to build a racetrack. At the art center students were

laughing and having fun. Two girls were creating pictures of “wild things” using

white crayons and then water coloring over them. Ms Deborah told me that it was

part of one of the projects that they had done the week before and that the girls just

loved it. Another group where making “wild things” out of play dough another

group were cutting and gluing what turned out to be crowns. They then took their

crowns over to the dramatic play area, which had been decorated to look, like a

scene from the book. They then took turns being Max, his Mom and the Wild Things.

In the library, two students were putting together a Jungle puzzle. Ms. Mellissa was

helping them and after they fished one little boy asked if they could match the

animals from the carpet center with the animals in the jungle.

After about 15 minutes, the centers began to change. One girl went and got a few

dolls and took it to the library, where she then pretended to be the teacher. She

asked Ms. Melissa if she could use “The Where the Wild Things Are” book. She then

had her dolls listen to the story. This attracted a boy and a girl from the building

area. They joined the little girl in her game, becoming some students then taking

turns as the teacher. The student, who started out at the writing center, took her

“book” to the art center, where she began to illustrate pictures for it. One of the
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students there saw this and took his picture he drew back to the writing center and

created a story for it. The racetrack came down and the blocks where put a way and

gears and magnets shapes were pulled out. Out of gears the students made boats

and ships that would take them to where the wild things lived and to space. Out of

the magnet shapes students were creating all sorts of things. It’s wonderful that the

carpet space was big enough to house these two different projects. Students were

still at the art center creating and the dramatic play had turned into a restaurant. At

the technology table students played different math and sight word games to listen

to many books, take picture around the classroom and edit them.

When it was time to clean up there was some chaos, but students got right to

work. They cleaned up the area in which they were in, taking back things that were

stored in other areas. One student was by himself at the writing center and asked

one of his friends to come help him clean up. Once the room was clean

students were asked to sit on the carpet, where they were divided into two groups

to discussed what each child had done during room “exploration”.

10. Overall evaluation of the physical environment. (21 pts)

1. Rating: I would rate this classroom a 4.

2. Strengths & Weaknesses: Throughout this whole experiences students

came and went as the pleased from one center to the next. They knew the

routine and what was accepted of them. If they had to go to the bathroom,

they just left their toys, projects or games, with an “I’ll be right back.” The

teachers, spent time at each center, playing along, adding suggestions,

inspiring children to think bigger. The classroom environment allows

step out of their comfort zone. Like all classes there was a few conflicts,

but the teachers where always watching, involved and present. There

were a few things that I though weren’t conducive, a math center and the

placement of the art supplies.

3. Improvements: The art supplies needs to be moved to a more conducive

place. Although teachers pulled out basic supplies students either wanted

more or different supplies. Having to go over to get it disrupted the

writing and technology centers. There is no official math center, math

games and manipulative are in shelves by the door. Students who want to

can take them to the math table. This however doesn’t encourage children

to explore math because it’s not readily available for them.

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