I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations. The classroom that I observed in was arranged in a simple way. In the dramatic play center there was a long coat rack and each hook was labeled with an image and name of the outfit. This was done so the children know where do place the clothing when they are done with it or cleaning up. Also in this center was a cash register, puppets, an oven, refrigerator, ironing board, sing, dishwasher, a table set and a comfy chair. Their block center was small, and sectioned off by a shelf and an arch way in the corner of the room. In this center there was also a table. I felt that they children would not have enough room to build although I did not measure the area. The art center had stamps, children’s art work, an easel, magazines and other essential art supplies. In the same area as the art center was the writing center. In this center was maps, chalk and chalk board, stencils, a ruler, notepads, loose paper and pencils. The library had a poster of the alphabet and numbers, a large amount of books and puzzles. Located behind the library was a shelf with musical instruments and movement accessories such as scarves. Along with a library being used as a quiet area, there was a couch placed near the art center out of the way from all centers for children to sit on. Most of the time that I observed was during free play, centers and circle time. When they start their circle time, they begin with saying their five classroom rules. The rule... ... middle of paper ... ...theory, which I do feel is a great philosophy. A teacher who displays best and developmentally appropriate practices should always provide children with new materials, ideas and activities especially in pretend play. During my observations I did not see the same interest materials out twice. The basic materials were always provided yet there was also that added extra to enhance each center. Overall my time in this preschool classroom met all of my expectations based on best practices. I feel that on a typical day when it is the primary teacher or teachers, the room meets the expectations of best practice, NAEYC, ECERS and state standards. Once meeting the teacher, you are able to tell that she is up to date on her research and theories about children and early childhood education. The teacher truly cares about the children, their education and their future.
Overall, I was very impressed with the infant room I observed. To start off the day, the teacher warmly welcomed all of the children and parents. The teacher asked the parent how their night was since they left the daycare the night before, when they ate last, had a diaper change, and when did they wake up. I made me feel like the teacher really cared about the children even when they where not in her care and waited to make sure everything went ok at home. All of the personal care routines where fallowed and the teacher where constantly washing their ha...
The facility I did my observation at was Tutor Time in Fairfield, and I arrived there at 3:15pm. When I arrived there, I could instantly see that it was a child centered program by the feel of the artwork the kids had made that were on the walls, the passing classrooms and it smelled like sugar cookies throughout the building. It was very quiet in the office area and in the halls when I was walking to the class of preschoolers.
When people think about a room for children to reside, they do not always take into consideration all the aspects that go into making a room ideal for children. I agree whole-heartedly with what the authors are stating in the article. Environments should reflect what interests the children, as well as educators’ goals and objectives for a space. A developmentally appropriate space for children should reflect on both the educator and the children. There is no point in creating a space that is “perfect” for the teacher. If it does not meet the children’s needs; chaos will ensue. But as a teacher, I also understand the importance of maintaining a space that is orderly and flows nicely to keep my sanity. There is a happy medium that must be met in finding the right materials to be used, space and furniture arrangement, and overall flow of the room to satisfy everyone. But I do believe it is important to keep the needs of the children above the educator’s because without the children, there would be no job. With that being said, creating an environment for children that promotes their creativity with open-ended materials, and furniture that helps keep them centered, with like pillows and soft materials to calm down when needed, is very beneficial. An important key point that really stuck out to me was that educators sometimes forget why rules and regulations are in place. They are
The purpose of this assignment is to critically examine and discuss about the document of National Quality Standard (NQS). This assignment will provide an insight into various theoretical perspectives and demonstrate an understanding of the importance of teacher’s presence as an integral component of the learning environment in facilitating and scaffolding children’s learning. This essay will examine the National Quality Standard and discuss about how physical environment, staffing arrangements, and building positive relationships with children can directly impact on children’s learning and development in the early childhood settings.
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
There are primarily three developmental class levels within the center. Each developmental level has two to three classrooms. The first level is the infant room where children range from six weeks old to 18 months old. At this age children learn best through play and most interact well together. While in this stage they eat and sleep on request and each infant is kept to their own schedule that best suits the parents and child, where in the rooms that precede this all the children are primarily on the classroom schedule. Once the infant turns 18 months old they move onto the next level of class which is the toddler room. The toddler classrooms accommodate toddlers from 18 months to three years old. In the toddler classroom is where we start to see children struggling. Many kids in the class are already stating their colors,...
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
For 12 weeks I observed a young pre-schooler Child C aged 31/2 years old, through my account I would give an observer’s view of Child C, three theories peculiar to Child C and my the emotions evoked in me as an observer. My observation assisted in my understanding of the changes in Child C as the week progressed over the 12 weeks.
In the Young Children May 2012 issue, it states “Strategic placement of materials in learning centers can encourage prolonged engagement and enhanced learning opportunities throughout the year.” One of the ways teachers can encourage provide learning opportunities is creating centers that are child-centered where they can role play, build, create, pretend and work on their motor skills. The centers are uniquely created with specific materials but children should be encouraged to integrate one center with another. Learning centers are a great place include lessons the teacher may have gone...
On the first day, I was lucky enough to go outside with them and see how their interactions outside of the classroom differed from inside the classroom. While outside I quickly noticed that the boys would all go play with each other and the girls just naturally gravitated to the other girls. But after timed has passed there were just kids running everywhere. I also observed these two boys who inside the classroom seemed to be the ones that when they were together something was up to no good. Around the play area outside there were a couple of slides placed around the perimeter. The two same boys were the only ones not going on the slides. I asked the teachers why they never wanted to go down the slides, and she told me that while on the slides the boys would be rough with each other and it never ended with something good. Since the boys did not know how to properly act on the slides they were not allowed to use them. I thought that not allowing them on the slide was a good idea but, I feel that they should have had specific time they were not allowed to go on them and then re visit the situation to see if it still happens. For this type of behavior, the two boys should realize what they were doing wrong and then give them an opportunity to change that problem
Additionally, a high quality early childhood program highlights on developmentally appropriate curriculum. I believe an early childhood classroom should be flexible, stimulating, clean, safe and organized. It should be a place where students can be engaged in learning through interacting with things around them.
When building a classroom, the indoor learning environment will be influenced by the building and play area that surrounds the building. A classroom needs to have adequate space for children to play, explore and learn. Children need to have continuous access to water, bathrooms and a sink for handwashing. Although each room or center will be different they need to maintain areas that are easily and safely supervised from all areas of the classroom. The space needs to be organized into learning centers with well-defined areas. Areas such as science, art, sensory, bathrooms and eating areas need to be near a water source. Other areas such as block areas, library and housekeeping should be kept in areas with large area rugs or carpet.
I have chosen to build my classroom to accommodate children between the ages of 5 to 7 years of age. In my classroom I decided to have two half-moon tables put together to form a circle for the children to sit and study or do classwork at. I think that this gives the entire class a feeling of unity and will help them feel closer to each other and be able to communicate better. I have placed a large screen smart television to the right side of the classroom which is where I will show educational films and do any presentations that I may show. On the right side of the room in also a reading corner with bookshelves, storage shelves, and comfy floor pillows for the children to use. In the front right corner I have the technology area which includes
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.
The two children that I have interacted with this week at the Early Childhood Education Center from the Willows group is Emily and Harriet. I got a chance to interact with these two girls this week. They are both so much fun to play with and be around. With Harriet, we played in the dirt box and played with the musical instruments. We also played with her stuffed little gray and white cat and a toy tiger. With Emily, we played doctor and played in the kitchen area. Together Emily and I played nurse and doctor to make her little baby feel better and got to play dress up with it. We also played some in the kitchen to make food for the baby as well. From what I have learned from Harriet and Emily is that they have two different personalities.