Observation Date: May 12, 2017

Time: 9:00am-10:00am

Teacher: Ms. Susan Smytne

Facility: ECE Lab School Program

Address: 3200 E. Cheyenne Ave North Las Vegas, Nevada 89030

Telephone: (702) 651-4001

Age: 4 years-5 years

Number of children: 5

SECTION 1: PHYSICAL ENVIRONMENT

Classroom:

1. Entering the classroom section

a. Number of Children: Fits about 2 kids at a time.

b. List of Materials/Equipment/Furniture: There is a cubihold for children to

place their personal belongins. In this section there is a personal cubihold for each

child. It is decorative with the child's art work.

c. Types of learning: No type of learning in this section in the classroom. It is a

place to welcome the kids in and greet parents as they come in to drop of their

child.

2. Dress Up Section

a. Number of Children: About 3-4

b. List of Materials/Equipment/Furniture
 i. Costumes

ii. Dresses

iii. Shoes

iv. Hats

v. Mirrors

vi. Play kitchen

vii. Wood table

viii. 4 small chairs

ix. Plastic food

x. Cash register play one

xi. Shopping cart

xii. Stroller

xiii. dolls

c. Types of Learning: Here the kids are learning about different roles and

imagination. Kids learn by observing adults so here when they are playing kids

are role modeling what they learned the objects are used for. The children use the

visuals that they see at home and in media.

3. Sensory Section

a. Number of Children: 3 to 4

b. List of Materials/Equipment/Furniture:

i. A wood table

ii. A plastic tub container

iii. Measuring cups

 iv. Plastic bottles

v. Black Beans

vi. A large mat

c. Types of Learning: Children in this station use their sense of touch to measure

and play with the beans in the container. They learn about empty and full.

Children also learn about touch and description in this area.

4. Upstairs Section

a. Number of Children: 2

b. List of Materials/Equipment/Furniture:

i. Books

ii. Light table

iii. Building blocks

iv. A pet hamster

v. 6 big pillows

vi. Number puzzles

vii. Timers

viii. Magnifying glass

ix. Rocks

x. Sorting caps

xi. Animal cards

xii. Sea life cards

xiii. Sensory bottles

xiv. Abacus
 xv. Blocks

xvi. Cotton balls

xvii. Pinecones

xviii. Legos

c. Types of Learning: The type of learning the children learn here is the math

skills. The light up table makes it interesting to make counting fun with the clear

transparent shapes. The abacus, legos, and other things in this section help the

child learn basic math skills. They learn to count with objects.

5. Group Section

a. Number of Children: 3-4

b. List of Materials/Equipment/Furniture:

i. Books

ii. Book shelves

iii. Mats

iv. A chair

v. Lamp

vi. Cushions

c. Types of Learning: Children here learn to read. They do their group sessions

here together. They sit here and sing along together and interact with each other.

This is the section where reading as a group is conducted.

6. Art Tables

a. Number of Children: 2-3

b. List of Materials/Equipment/Furniture:
 i. Paper

ii. Color Pencils

iii. Markers

iv. Watercolor Paint

v. Paintbrushes

vi. Cupboards

vii. Table

viii. Glue

ix. Scissors

x. Creative art supplies

xi. 4 small chairs

xii. mat

c. Types of Learning: Hands on learning. Children here learn more with their hands

and this is the area where there creative learning comes into play.

7. Building Section

a. Number of Children: 2-3

b. List of Materials/Equipment/Furniture

i. Cubihold with sections

ii. Baskets

iii. Stacking cups

iv. Legos

v. Building blocks
 c. Types of Learning: Here children learn how to hold the legos and build towers.

They being to learn pretend play as they play in groups or individual. They are

learning concepts such as sorting, ordering, counting, one to one correspondence,

size and shape.

Outdoors

1. Available Equipment:

a. Playground

b. Garden Area

c. Experiment Area

d. Painting Area

e. Bird Houses

f. Water Experiments

g. Art supplies

h. Paint (water)

i. 2 Tables

j. 8 small chairs

k. Sensory table

l. Bicycles

m. Scooters

n. Hula Hoop

o. Jump rope

p. Baskets

q. Sea animal figures

 r. Paper

s. Painting Stands

t. Sand Shovels

u. Buckets

v. Balls to Play

w. Basketball Area

x. Dressup area

y. Books

z. Crayons

aa. paintbrushes

2. Fixed Components:

a. There is cabin in the outside area that has air conditioner. There is fans that have

air coolers as well to keep the kids cool. The playground has a shade area as well.

Painting area is also covered with shade as well.

3. Natural Features:

a. Trees

b. Large grass area

c. Plants all over the yard

d. Sand area

4. Types Of Learning Experiences: In the outside area there is all types of learning. There

is learning of all kind from physical to auditory. Children outside are able to

Evaluation: Page 191 of DAP states “The ideal environment offers children opportunities to

develop both fine and gross motor skills.” The environment that I observed had a lot of sections
where children grow their motor and gross motor skills. There is sections in the environment

where the child gets to hold things and build and learn.

SECTION 2: CURRICULUM

1. Philosophy

a. Center/School: The ECE Lab provides participants with education and resources

that focus on the unique period of early childhood, and provides students,

participating parents and the local ECE community opportunities for educational

observation and practice. Administered with thoughtful respect for each person's

uniqueness, a shared commitment to build positive relationships, and guided by

the principles of developmentally appropriate practice, the program provides

children and adults with rich learning experiences to foster all areas of

development and education.

b. Teacher: “My philosophy in teaching children to have hands on learning. Every

year the aspect changes because it is a different group of children that I work

with. Every child is different when it comes to learning in my classroom.”

2. Goals

a. Program Goals: The primary goal for all curriculum planning is developmental

and individual appropriateness for the particular age group.

b. Classroom Goals: “ The goals in my classroom are to have social interaction in

my classroom. The cognitive part of teaching is important but i feel that the social

interaction in my classroom is important in the children’s learning. My goal is to

 always include time for the kids to be social with each other. I want children to

learn to be kind and social and learn to share with each other.”

3. Classroom Schedule

a. 7:30am Centers/Child Directed Play

b. 8:30am Playground Activities

c. 9:00am Morning Meeting

d. 10:00am Doors Open

e. 10:30am Clean Up & Storytime

f. 10:45am Music & Movement

g. 11:00am Playground Time

h. 11:30am Lunch Time

i. 12:00pm Patio & Playground/ Prepare for Nap

j. 12:30pm Nap Time

k. 1:15pm Quiet Activities (for kids that have woken up)

l. 2:30pm Wake up/ Snack

m. 3:00pm Centers/ Child Directed Play

n. 3:45pm Outside Playground

o. 4:30pm to Closing Snack/ Centers/ Table Activities

4. Lesson Plans:

a. Monday-Counting Numbers 1-10

b. Tuesday- Sort and Match

c. Wednesday- Bug Math

d. Thursday- Float and Sink

 e. Friday- Mother's Day Tea Cup Party

5. Individualization

a. Children w/ identified Special Needs: When dealing for special needs every

child is different. The only way to have a good learning process for children with

special needs to have the support from both the parents and the professor. The

communication between the teacher and the parents is the most important

concept.

b. Typically Developing Children: When dealing with kids in the classroom there

is so much energy that there is kids in the group that have a lot of energy in them.

The way that this classroom is set up is set up in a way to have kids make a plan

for the day. The children choose 3 activities they will do in the day to have them

set a plan. That is way for children with misbehaving behaviors to keep their mind

set on the plan.

Evaluation: Page 180 of DAP states “teachers assess children on an ongoing basis (i.e. observe,

ask, listen, check) during daily activities, including play. They document children’s learning and

development, including in written notes, photographs, audio recordings, and work samples. They

use this information both in shaping their teaching moment by moment and in planning learning

experiences.” The environment I observed children play and the teachers observed them and look

at them to make a plan. They use 3 plan activity to have kids in a guided routine. They make

plans with the children on a one on one correspond.

SECTION 3: GUIDANCE

1. Routines
 a. Morning Meeting

b. Child Choice Time

c. Snack Time

d. Clean Up Time

e. Group Time

f. Outside Time

g. Lunch Time

h. Quiet Resting Time

i. Snack Time

j. Outside Time

2. Classroom Rules

a. Keep yourself safe

b. Keep others safe

c. Keep materials safe

d. Listening ears

e. Closed mouths

f. Sitting bodies

g. Looking forward

h. Follow Classroom Jobs:

i. Lunch keeper

ii. Time keeper

iii. Choose Back

iv. Watering plants

 v. Toy inspector

vi. Door holder

vii. Transition game

viii. Bell ringer for clean up time

ix. Sensory table

x. Snack helper

xi. Hermit crab spray

xii. Bell ringer inside

xiii. clipboard

3. Teacher Interactions:

a. When the children are making a plan they sit on one on one correspondence with

the assistants in the classroom. They are asked a series of questions to get them to

know what the child wanted to do for the day.

b. When the child was painting a picture for mother's day. The teacher asked a series

of questions to understand the child’s drawing. The child was telling the teacher

about this mom and why she was drawing a huge flower for her mom.

4. Social-Emotional Guidance Techniques:

a. There was a child that was sliding on the blocks they have. She kept sliding the

teacher reminder her of the consequences of failing. She gave the child an

example of what could happen if the she fell and hurt herself.

b. There was a child that kept interrupting the class and yelling while they were

singing in a group. After the group went on to do activities. That child was pulled

aside to create a 3 plan. The plan was to have the child choose the activities that
 they want to do throughout the day. The child choose 3 activities and it kept the

child on tract from yelling in the classroom.

Evaluation: Page 266 of Education states “ Acknowledging is the positive attention a teacher

gives to a child that tells the child that the teacher noticed what the child did.” Acknowledging

children gives the child an idea there is someone watching their good and bad behavior. In this

center there was a lot of teachers that were taking into account of the children. They

acknowledge the good and bad behavior of the child. This center demonstrates good

acknowledging behavior.