Classroom Observation Project: Circle One Age Group/grade: 4-5

CLASSROOM OBSERVATION PROJECT
Circle one age group/grade: 4-5
Section 1. Physical Environment:

Equipment (general listing of large items)
Indoors: toys, tables kitchen, dolls, drawing center, books, arts and crafts, sand table, musical
instruments, coat racks for coats and backpacks, Stairs, bathroom, sink, drinking fountain.
Outdoors: Jungle gym, bikes, sand, sand equipment, pillows/chairs, science equipment,
basketball hoop/balls, drinking fountain, blocks.
Room arrangement (drawing of room arrangement)
Centers materials:
Roleplay Area:
1. dress up clothes
2. kitchen
3. dolls
4. table
5. pillows
6. accessories
Reading center:
1. a table
2. journals
3. books
4. pillows
5. beanbag chairs
Art Center/math center:
1. scissors
2. pencils
3. paint
4. paper
5. containers
6. things for sorting
7. a table and chair
8. easel
Circle Time:
1. Lily pads for children to sit in
2. A couch for the teacher to sit on
Stairs:
1. Books
2. Table
3. Shelves
4. More blocks
*D. EVALUATION (15 points)

1. According to DAP “Teachers ensure that the environment is safe, healthy and conductive to
children exploration and independence, they provide attentive supervision, within safe
boundaries, teachers support children’s exploration and learning of new skills (e.g., cutting with
a knife, climbing an outdoor climbing structure) although teachers let children do for themselves
what they can do safely. They recognize that some cultures stress interdependence over
independence and thus teachers work with parent to determine a mutually acceptable strategy” in
each center everything was below eye level for children, there was nothing thrown on the floor,
and there was room for the children to walk around and get to the centers, as well, the teachers
would let them do things themselves but they also had a teacher present with each group of
students. (page 152)
2. according to DAP (page 153) teachers create a learning environment that foster children’s
initiative, active exploration of materials, and sustained engagement with other children, adults,
and activities. In choosing materials and equipment, teachers consider children’s developmental
levels, interests, and established social/cultural contexts (e.g. providing items and experiences
familiar in their homes)
3. I feel like there could be more materials outside, because according to DAP it says “ engage
children in in-depth exploration of a topic over time in a carefully prepared environment” and I
feel if they had more outside they would be better prepared.(page 140)
Section 2. Curriculum: As a laboratory site, the ECE Lab Program does not adhere to any one
curriculum method, rather we are familiar with and inspired by many trends in early childhood
education and use a variety of resources to inform and assist with curriculum development. The
primary goal for all curriculum planning is developmental and individual appropriateness for the
particular age group.
We consider the individual needs of the children, family home values, beliefs, experiences,
language and the social dynamics of the group. Teachers provide children with daily routines,
environments and experiences that will best meet the needs of the specific age group and the
individuals within the group. They address content areas such as social-emotional, health and
safety, physical, language, early literacy, creative arts and expression, early mathematics,
science, technology and social studies.
Teacher interview:
What is your philosophy?
Her Response:
Children learn beast hands on, are able to manipulate materials, they need to They learn best
when its their interest and its easier so if you have a child that is interested in rocks you can teach
counting, sorting, what is same what is different by taking something that they are interested in
another child might be interested in bugs and use those different materials and teach the same
concept, open ended. I like to ask question that help them to think farther, and I don’t think
children now compared to when I first started had much experience with that so it takes them a
little while to get there I think that things with tech has changing a lot of things, they need to
have things extremely fast coming at them or they get bored, so if they have something that they
aren’t interested in its not going to happen so it makes it difficult.
What are the children expected to learn?

Her response:
For me I want them to learn how to get along I want them to be able to sit next to another child
and be able to focus, and when they get into a primary school if they can sit in their spot focus on
what the teacher is saying, and keep their hands to themselves. Where they aren’t hurting each
other, learning how to share, give and take. Then I feel like I have done my job . other things
knowing numbers and letters, that comes, I have not seen a child leave that hasn’t had the basics
in counting in numbers and stuff but the ones I feel who are more successful are the ones who
can get a long with children and learn how to respect.
What are your classroom goals?
Her response:
I want the children primarily to feel safe in their environment, for them to take risks not just
physical but also mental. Creativity comes from wanting to jump outside the box and I want
them to be able to bring their thoughts what they want to do their interest to me, so I can help
support in their learning. It changes with each class due to personalities, this classroom I think I
can go farther with them in telling stories and language and stuff, where is classes I’ve had
before have been more done on building, goals change for me for each class by the children that
are in there.
(individualization) what is your plan to address different learning styles?
Her response:
That one I’m learning, I’ve just been taking classes and reading some books and its brought up
new information, and understanding, I’ve always been really flexible with them taking one
materials to from one place to another. They just need to put it back when they are finished
playing with it, I’m understanding now some children will stay in an area the whole time until
they figure out what is its they want to know other ones will go and pick things up kind of mush
things together understanding that some children need to get up and move around while they are
learning. I had a little boy who needed to have things in his hands to be able to learn and listen
and when he didn’t have anything in his hands it was hard for him to sit. To let him sit farther
back from the other children.
Center/school philosophy and program goals are written on this page:
Lesson Plans:
*E. EVALUATION (15 points)
1. I think the lesson plan is very organized because in page 153 in the DAP book it says
“teachers organize the daily schedule to allow for periods of alternating active and quiet time,
adequate nutrition, and naptime (for younger children in full day programs)
2. curriculum is appropriate because in page 161 in the DAP book “ the curriculum, which is in
written form, provides teachers with a useful and flexible framework for planning learning
experiences and materials and for seeing how those experiences can fit together to accomplish
the programs stated goals.
3. The philosophy of the children and the goals are appropriate because on page 154 according to
DAP “teachers promote children’s learning and development by scaffolding, that is they provide
assistance and or add supports to enable each child to master a challenge just beyond his current
level. The teacher gradually reduces this support as the child is able to proceed independently.
Routines (specific objective observations of routines being carried out)
1. In the morning when the children arrive they put their things away in their shelves
and then they go outside to play.
2. After centers they all had clean up time and then they would do story time when
everything was done being picked up.
Classroom rules (specific objective observations of posted rules as and/or how children are
reminded of rules)
Classroom rules: Be respectful, helpful, kind, sitting, listening, looking.
1. After the children had came from outside they were asked to sit in circle time, and each
kid sat in circle time and she reminded them about listening and they all became quiet
and they began circle time .
Teacher Interactions (Specific objective observations of how teacher interacts with children
during regular activities/lessons)
1. During circle time the teacher sang a song with the students and had each student say each
others name which seemed like a form of roll call, during this time she noticed a student
was absent and said they would wait while they sang the song for him to come in, and then
after they were finished he came into the classroom.
2. During the center times there was a teacher who was rolling these toy cars down these
blocks with the student and he told them lets see which car can go faster.
Guidance Techniques (Specific objective observations of the teacher utilizing guidance)
1. There was a little boy who was playing with a ball and he started to throw the ball
inside the classroom and the teacher told him to roll the balls instead and then we can
throw them outside.
2. There was also a child who was playing with different colored bears and one of the
teachers was helping her sort them out by color.
*E. EVALUATION (15 points)
1. I think this is appropriate because in the DAP book it says that “teachers are warm, caring and
responsive, they make it a priority to know every child and family well and build a relationship
with each of them.”page: 150 And this would work for how the teacher waited a little while
during the roll call for that student that was late.
2. Also according to the DAP book “Teachers talk often and warmly with every child, getting to
know children, building positive relationships with them and gathering information about them”
page:156 I believe this works because the teacher redirected the child without yelling at him,
instead she was warm and calm with him.
3. I think that engaging with the students was also appropriate because according to DAP on
page 150 “Teachers actively seek to ensure that all children, including children with special
needs are included in the social relationships. Play, and learning experiences of the classroom.:

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CLASSROOM OBSERVATION PROJECT

Circle one age group/grade: 4-5

Section 1. Physical Environment:

*D. EVALUATION (15 points)

What are the children expected to learn?

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