Arellano 1

Meghan Arellano
ECE 250 FALL 2013
29 November 2013
Project
This is an evaluation of an early childhood setting (preschool ages 3 or 4 in a typically
developing classroom, or early elementary kindergarten through 2nd grade in a typically
developing classroom). The project requires you to do objective observations, interviews and
use specific examples of behaviors. For each area listed you are to gather information
(documentation/examples equipment might be a listing of the equipment found in the
classroom, room arrangement might be a description or pictures of the classroom, philosophy
would be a statement from both the center/school and teacher, etc.). Evaluation of each section
will be written from this information. (Be sure to include enough information so that the
instructor can have a complete picture of the classroom.)
*Evaluations MUST include references to SPECIFIC ideas/theories learned in class or through
text. DAP (Developmentally appropriate practice by NAEYC) MUST be referred to in the
written evaluation (include page and short quote). Use at least 3 references per section. Both
appropriate and inappropriate practices should be noted.
Form must be followed:
Circle one age group/grade:

3-4

4-5

1st

2nd

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

Documentation/examples (15 points)
A. Equipment (general listing of large items)
1. Indoors: Fish tank, sink, changing table, water fountain, cubbies, shelves (8), tables
(7), balcony/staircase, and book/magazine rack.
2. Outdoors: Playgrounds (2), play houses (3), metal jungle gym, trees, metal cart with
wheels, boulders, tables (3), shelves (3), shed, drinking fountain.

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B. Room arrangement (drawing of room arrangement):

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C. Centers (include type of each center and materials available to children within that
center): Sand table outside: includes buckets, plastic toy shovels, rakes, hoes, tractor toys. Water
table outside, drama center outside: buckets play house, costumes, toys, paper, markers, crayons,
a trashcan, small wooden chairs (2), white board easel, and small yellow plastic stool. Painting
easel. Art/painting center: markers, crayons, scraps of construction paper, colored tape,
notebooks, Tupperware containers, paint brushes, paints. Drama center inside: costumes, dolls,
blankets, a brush, hats, plastic jewelry, baskets (4), small wooden chairs (2), small wooden tables
(2), wooden toy stove, wooden toy refrigerator, small mirror windows. Reading center inside up
the stairs: pillows (6), shelves, stuffed animals, book rack, hamster tank, small lamp. Reading
circle center inside downstairs: stuffed chair, books, baskets (2), lamp, Ipod player, toy cars, and
cardboard tubes. Playing center: wooden tracks, wooden trains, baskets (5), wooden blocks,
sleeping mats, blankets.

*D. EVALUATION (15 points):

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The fact they had 2 playgrounds I thought was a good idea, letting the smaller children have their
own playground and the older children a bigger, more grown up playground. However the
playgrounds jungle gym did not have any safety measures other than sand to help a child in case
they were to fall for it states in the DAP, Under climbing structures, six to twelve inches of
appropriate cushioning material is necessary to protect children from falls, a major cause of
childhood injury. (pg 118-119) They did have multiple drama centers, one both inside and
outside the classroom, Preschoolers should have access to many kinds of material and objects to
help them develop and practice fine motor skills such as.clothing and things that zip, button,
and tie for dress-up play (pg 119, DAP) The teacher I interviewed also mentioned having an
English Learner class, having books with many visual aids to help children learn English if it is
not their first language, but they also have toys, dolls of many different races in the room.
Teacher creates a classroom that reflects the diversity of the community and society and
involves every childs home culture and language in the shared culture of the group. (pg 152,
DAP)
Section 2. Curriculum (make appointment with teacher for interview)
Documentation/Examples (15 points)

A. Philosophy
1. Teacher's philosophy (interview of teacher): I need to provide a safe and nurturing
environment where children can grow at their own speed and of their own choosing and
providing a rich environment where they can learn.
2. Center/School philosophy (copy of statement): She could provide a copy of the
statement but she had it memorized: We are a family. We strive to be helpful, respectful and
kind.

B. Goals (What children are expected to learn)

1. Program goals (should be found in parent handbook): Goals are to provide a rich and
safe environment for children to grow. For children to learn, for them to become socially
competent.
2. Classroom goals (interview of teacher): Pretty much the same [as the program
goals.]

C. Lesson Plans (A copy of at least one weeks plans):

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D. Individualization (interview of teacher concerning planning for individual children's

needs/learning styles/etc.): I see each child, who they are, where theyre at and then try to help
them grow from there. And so there are a variety of strategies that I use to helpsome children
need extra attention, some children need a hand on the shoulder instead of just a vocal command.
I vary.

*E. EVALUATION (15 points):

The first priority of the teacher I talked to, was having a safe and rich environment for the child
to learn and grow, which goes along with the DAP that states, Teachers ensure that the
environment is safe, healthy and conducive to childrens exploration and independence, and they
provide attentive supervision. (pg 152) Although the teachers goals were the same all around in
both the program and classroom, it was somewhat vague, she did not go into detail on what she
wanted the children to learn, the only detail I did hear was about their social competence.
Curriculum goals are narrowly focused on a few learning domains (e.g., literacy and math or

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social and emotional development) (pg 160, DAP) According to their lesson plan, there were
a lot of periods of time where the children would most likely be active from drama play to
having manipulative objects to discover which is great for their gross motor skills. Children
spend little time sitting; they are able to move around freely throughout much of the day. (pg
163, DAP)
Section 3. Guidance (3 specific objective observations for each)
Documentation/Examples (15 points)

A. Routines (specific objective observations of routines being carried out)

1. When teacher sat in the reading circle center, kids walked over and sat down in front of
her for a rhyming activity.
2. Child went to safe place (the stuffed chair) the cry, the other kids left him alone to give
him space.
3. A list outside on the doorway has the schedule for the children:
7:30

Early Morning childcare-Evergreen Room

9:00

Child directed play-snack, center choices, diapering, toileting

10:30 Child directed play-art, center choices, music and movement, stories, diapering,
toileting
11:20 Lunch Time
12:00 Preschool ends Parent pick up (preschool only), diapering and toileting
12:30 Nap time
2:30
toileting

Gentle Transition to wake-snack, center and small groups available, diapering and

4:00

Outside activities

4:30

Child directed play in the Evergreen Room-light snack, centers, stories, songs

5:30

End of Full-day childcare-parent pick up

6:00

School closes

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B. Classroom rules (specific objective observations of posted rules as and/or how
children are reminded of rules)
1. Three rules posted: Be Respectful, Helpful and Kind.
2. When one child went to hide behind the stuffed chair, another student called out
where he was and that he wasnt supposed to be there. Hes hiding behind the chair.

C. Teacher Interactions (Specific objective observations of how teacher interacts with

children during regular activities/lessons)
1. During the rhyming activity, teacher tells them the story of 10 Little Monkeys Jumping
On the Bed, giving the children laminated paper monkeys to hold.
2. When a child started to cry, the teacher gave him a teddy to calm down and then a
few minutes later changed his diaper.
3. A students starts to say Ow. Teacher asks him, Whats wrong? Student says, I can
do it. Teacher says, Okay, he can do it.

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

guidance)
1. Teacher sits next to child building something with tubes and throwing cars in the
tubes. I think your other ramp is making it stuck.
2. Teacher helped a student with a headache, letting him sit in the big stuffed chair.
3. Have to wash your hands, teacher to a student after changing his diaper.
4. Student starts hitting teacher with laminated paper monkey. Teacher says, I dont want
to be hit.

*E. EVALUATION (15 points):

There was plenty of teacher interaction when I went in between her and the students. She sat
down to do a rhyming activity which the kids were excited to do. They sang a little song and she
encouraged the children to finish the sentence to the story if they knew how it went. Teachers
engage in conversations with both individual children and small groups. (pg 165, DAP) The
kids got some time to play with little toy cars and create their own ramps using cardboard tubes
and wooden sticks, putting them together to create bigger ramps. Teachers provide opportunities

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throughout the day for children to develop fine motor skills through working with suitable
supplies. (pg 164, DAP) At one point, a young student kept making whoo sounds while
playing with his car. The teacher never asked him to be quiet or to stop, instead she asked, Is
that the sound your car is making? According to DAP, Teachers help children use
communication and language as tools for thinking and learning. (pg 166)

*Evaluations MUST include references to SPECIFIC ideas/theories learned in class or through

text. DAP (Developmentally appropriate practice by NAEYC) MUST be referred to in the
written evaluation (include page and short quote). Use at least 3 references per section. Both
appropriate and inappropriate practices should be noted.