ECED 243 Cognitive Curriculum: Engaging the Brain Project

2. Assessment of Environment: LITERACY

Name: ________________________________________
Date & Time: ___________________________ Observation Site: ___________________________
Site Supervisor Signature: ____________________________Position: _______________________
1. During your observation, explain how reading and writing was presented to the children:
Children at this school are more independent than most children in other child-care settings. The
instructor sees it as children should be able to explore and learn at their own pace, so some of the time
throughout the day is spent on letting children explore different activities within the room. The children
have access to all materials, some of which they take to their individual rugs spanned on the floor where
they complete these activities. Through practice and completion, children strengthen specific skills which
aid them in later learning.
2. Were books readily available for the children? Evaluate the quality, quantity, and variety of books.
Were at least some of the books culturally relevant for the children in the classroom? Explain.
There are so many books that are available for all the students within the classroom. Each book pertains
to a particular area of learning whether it is Math, Science, Social Studies, Art, Culture, or just reading and
writing. There are about two bookshelves in the main room of the school and then one bookshelf in the other
rooms of learning (Science and Art). Many books presented were very culturally relevant. Not only did they
pertain to certain areas of the world, they also pertained to exceptional families or even the uniqueness of
the child. The teacher informed me she does not see diversity as just the physical appearance, culture, or
ethnicity, but also as family structure, uniqueness of the individual, and also familys everyday life.
3. How was literacy incorporated into the math, science, and social studies activities and/or learning
centers? Explain how literacy concepts were incorporated into the everyday happenings in the
classroom
Literacy is found in every section of the school. There is print literacy posted on the walls in each area
pertaining to the area of study. There are also labels on each part of organized materials so the children
know where things can be found and also where to put them when finished. Not only are there physical
materials provided in the classroom to help with the development of literacy, there are also signs of it in
every area of the room. Again, labels are provided to note specific materials within the classroom, whether it
is on the animals cages, art supplies, snack areas, Social Studies supplies, or even Math materials.
Everywhere I look in the classroom literacy is promoted. Based upon this evidence I can see it is
exceedingly important to the instructor that children have the ability to read and write in order to access the
proper supplies throughout the classroom. Based on all of the evident literacy promotions throughout the
classroom, many of its concepts are also in play when it comes to the childrens learning. As everything in
the classroom is readily accessible, children can easily learn the names as well as learn information with
each object or piece of material.
4. What evidence of print did you observe in the classroom? Did you observe books that were
written/made by the children about their work, fieldtrips, special guests, etc.? Explain
The instructor informed me that each child has their own notebook where they practice their writing and
also have the ability to place any of their work inside. This, I noticed, was the strongest piece of evidence of
print I noticed within the classroom. With the provided materials for reading and writing, children have
access to sandpaper letters, flash cards, pictures, labels, writing utensils-all sorts of supplies to help aid them
in practicing their literacy. Again, the instructor feels children should work at their own pace, so the children
are able to work on these areas for as long as they deem needed.
5. Were writing materials readily available for the children? (pens, paper, pencils, etc.)
Were the children allowed to use these writing tools freely or were they required to practice writing
letters?
In the designated Literacy area, children have a plethora of supplies readily available to them. I noticed
supplies such as pencils, colored pencils, crayons of different thicknesses, paper, construction paper, flash
cards, sandpaper letters, pictures, and labels for the children to manipulate and explore. The children have
access to various materials to help guide them in their Literacy learning. The children were not forced to
work with these materials. The instructor felt it best for the children to approach and experiment with the
materials when they were ready. The only push I noticed from the instructor was if the child had avoided
the area completely for a long period of time. The instructor would ask the child if maybe they wanted to
explore the cool and neat materials over in the Literacy area. By no means did the instructor force any
student to perform a task.
6. Were the activities child-centered or teacher-directed? Explain.
The only teacher-directed activity I noticed was when she read the book, Our Earth, by Anne Rockwell.
She directed the children to the front of the room to discuss more about the Earth and connect it to the
learning taking place at that period of time. The book talked about the basic parts of Earth-what certain parts
of the world are like today, and what they used to be like. It provided astounding illustration for the children
to pay attention to and stay interested in. The children oood and awed at the pictures on each page,
paying attention so quietly as the teacher read each page.
Apart from reading the story, the children were able to approach any of the other literacy activities as
they wished. Some children chose to work with sandpaper letters while others worked with flash cards.
Some children chose to work in groups, while others worked independently on certain activities.
7. What open-ended questions were asked of the children?
The following is a list of open-ended questions asked while the children worked on their Literacy activities:
Are there any other languages you know of besides English?
Does anyone know how to speak another language?
How would you write the word Earth?
In what ways can you use the materials to help you write the word Earth?
8. Did you see evidence of teacher-made activities? Describe
I did not see any activities that were teacher-made. All materials I noticed were either provided by the
facility, or provided by the teacher to help aid the children in their Literacy learning. For example, some of
the materials I noticed were provided by the facility were the sandpaper letters, and flash cards. Some
supplies I thought were provided by the teacher were the paper, and writing utensils.
9. What do you think could be done to improve the activities that you observed?
I believe the instructors thoughts on the way the students learn is fantastic. I believe children should
work at their own pace in order to learn the specified material. The only concern I have for this is if children
are working on whatever they want to, how is there any organization in completing the appropriate
curriculum in the specified amount of time? I know I was only here to observe for one day, so maybe I am
witnessing something in which is different on most other days.

ECED 243 Cognitive Curriculum: Engaging the Brain Project
2. Assessment of Environment: Observation MATH

Name: ________________________________________
Date & Time: ___________________________ Observation Site: ___________________________
Site Supervisor Signature: ____________________________Position: _______________________
10. Draw a floor plan of the math area in the classroom & attach your floor plan to this observation form.
11. Identify or list all materials relating to math development:
Dotted Blocks: 10s, 100s, 1000s Single colored beads and cups (to place them in)
Same-sized toothpicks to count Block numbers (different colored numbers)
Sandpaper numbers Decamonial Squares Number rods
Number flash cards Abacus Strip board Block Tower (different sized blocks)
12. Explain how parents are informed about math development in young children.
The instructor takes observable notes of each childs progress. From there, she analyzes them and
discusses them with the parents at parent-teacher conferences. The two discuss where the teacher as well as
the parents would like to see improvement, if any. They also talk about the parental concerns, if any.
13. How is math incorporated into the various learning centers in the classroom?
Explain how math concepts were incorporated into the everyday happenings in the classroom:
Like all other areas within the classroom, each section is divided based upon the area of learning. For
Math, it is within one large room including Social Studies/Culture, and also Literacy. Depending on the
target of study at the appointed time, the teacher will involve all areas of learning into that specific area.
Because the concept of study was about Earth and its many attributes, the teacher was able to come up with
a specific activity involving Math to help the children understand the material a little more.
14. How did the teacher identify math concepts to the children throughout the course of the day?
The instructor was able to incorporate specific Math concepts to the students with a specific counting
activity. Using a strip board, the teacher was able to help the children identify numerous characteristics of
the world.
15. What math concepts were presented during your observation time? How were they presented?
The following is a list of the Math concepts used within the activity:
MA.K.1.1 2000: Match sets of objects one-to-one.

MA.K.1.2 2000: Compare sets of up to ten objects and identify whether one set is equal to, more than, or
less than another.

MA.K.1.3 2000: Know that larger numbers describe sets with more objects in them than sets described by
smaller numbers.

MA.K.1.7 2000: Find the number that is one more than or one less than any whole number up to 10.

MA.K.1.8 2000: Use correctly the words one/many, none/some/all, more/less, and most/least.

The teacher introduced an addition strip board to the students. She explained the numbers at the top and
the strips to each of the sides of the board. On small slips of paper, she wrote three Math equations. Because
they were learning about Earth, she had the problems pertaining to the subject. The first question was how
many hemispheres were on the globe. The first equation was 1+1. She had a small group of students line
up the correct strips and add them together. Secondly, she asked how many oceans there were in the world.
The second equation was 2+3. She had a different set of students perform the same task with the correct
strips, adding as they completed the problem. Finally she asked how many continents there were on Earth.
The third equation she presented was 4+3. Using the strips, she had different students line up the correct
numbers and add them to get the correct amount of continents.
16. Were the math concepts identified in questions #6 DAP for the children involved? Why or why not?
Were the activities child-centered or teacher-directed? Explain.
The activity was developmentally appropriate as it was not only working with the children on addition,
but also carrying on the concept of Earth and its many characteristics. All of the children interacted with the
activity, helping to either grab the correct number strip, or by simply adding the end product together to
come up with the correct sum. This was also incorporated into the theme as it pertained to Earths attributes.
This activity was teacher-directed with child participation as it was considerably interactive for the
children. The teacher made sure all students were involved in the addition problems, whether it was picking
the correct number strips, adding them together, or by simply answering any of the questions after the
activity.
17. What open-ended questions were asked of the children?

The following is a list of open-ended questions asked within the activity:
What is another equation we can make to come up with the seven continents on Earth?
How else can you discover the five oceans on Earth?
Has anyone ever traveled to another continent?
Has anyone ever swam in any of the five oceans?
18. Did you see evidence of teacher-made activities? Describe.
The only portion of the activity that was created by the teacher was coming up with the equations to test
the students. The activity was mainly materials provided to the classroom to engage the child in working
with others to solve specific problems. The teacher only aided in presenting the activity to the children along
with the equations. From there, the students took on the activity and answered all questions along the way.
19. What do you think could be done to improve the activities that you observed?
I believe this activity was helpful to the childrens learning as it promoted the theme of Earth as well as
incorporating Math into understanding addition concepts. I found this activity fun because the children were
so excited to take part in some portion of the activity. The only thing I would have done differently for the
children would have been to just increase the length of the activity. I also would have suggested to maybe
have multiple strip boards so more children could interact at the same time or to do their own independent
activities to help strengthen their Math skills.


ECED 243 Cognitive Curriculum: Engaging the Brain Project
2. Assessment of Environment: Observation SCIENCE

Name: ________________________________________
Date & Time: ___________________________ Observation Site: ___________________________
Site Supervisor Signature: ____________________________Position: _______________________
20. Draw a floor plan of the science area in the classroom & attach your floor plan to this observation
form.
21. Identify or list all materials relating to science development:
Animals: tarantula, snake, iguana, fish tank
Water table: two different sized bowls, objects to sink/float (foam letters/animals, plastic blocks, cups to
pour)
Books: Science related
Plant life: small bowls of plants, 2 plastic watering cans
Tables: 2 tables for children to take their supplies to
Shelves: 2 shelving units for supplies including magnets, diagrams of organisms skeletal,
muscular and physical make-up, print outs of different Biological anatomy to color and draw,
flash cards of animals and Earth Science, rulers, thermometers, and a small weight scale
Corner of the room: 4 rugs to lay work out on the floor
22. Explain how parents are informed about science development in young children.
The instructor carries a sheet with her to document anecdotal notes from observations of each student.
She takes detailed notes which are then analyzes and incorporated into parent-teacher conferences. Also, at
the front of the school, the instructor places bulletin boards of events taking place within the classroom for
all parents to see, especially if they were interested in getting involved within the room. The instructor sends
home newsletters to inform all parents of what is taking place within the students classroom.
23. How is science incorporated into the various learning centers in the classroom?
Explain how science concepts were incorporated into the everyday happenings in the classroom:
Each room within the school is designated for a particular area of learning. For example, Science
learning takes place within the Science area of the school. Each designated area holds the particular supplies
and information for the specific subject. In the main area of the school, where meetings and most of the
learning takes place, are charts for daily weather, season, and dates for the children to participate in. Also,
throughout the school, there are various pieces of artwork from famous artists portrayed on the walls. These
are used at times to help explain some areas of Science.
24. How did the teacher identify science concepts to the children throughout the course of the day?
The teacher presented science concepts to the children through a specific activity pertaining to their
learning of the day. Through a simple but complex activity, she introduced the concept of air, land, and
water in a detailed way to help the children understand each category. She explained how Earth is composed
of those three things and how we use them every day.
25. What science concepts were presented during your observation time? How were they presented?
The following is a list of science concepts presented during the observation within the Science area of
the classroom:
SCI.K.1.1 2010: Use all senses as appropriate to observe, sort and describe objects according to their
composition and physical properties, such as size, color and shape. Explain these choices to others and
generate questions about the objects.

SCI.K.1.2 2010: Identify and explain possible uses for an object based on its properties and compare these
uses with other students ideas.

There was one activity of the day in which the instructor had the children sit on their rugs on the floor.
She then took out different pictures of items in which one would commonly find within the air, on the land,
and in the water. The instructor brought out three jars containing water, air, and land. She showed the
children the first jar containing land. She explained how this is what Earth is made up of and what we walk
on daily. Next, she presented the water and talked about how much of Earth is covered in water. She talked
about what lives in water and how we use it as transportation. Finally, she presented the jar of air. She
explained what kinds of things fly in the air and what it may feel like. After discussing each jar, the
instructor took out the pictures labeled each jar. Then, with the other pictures, the instructor asked the
children where each picture should go and why. She asked what they saw in the pictures and had the
children match them with the correct jars.
26. Were the science concepts identified in questions #6 DAP for the children involved? Why or why not?
Were the activities child-centered or teacher-directed? Explain?
Each concept presented is developmentally appropriate for the children involved. While discussing land,
air, and water, the children and teacher discussed what it is, why, and how it is used in daily living. Each
child was able to observe each jar to see what exactly was placed into each, grasping the concept of what
land, air, and water really was.
The activities were child-centered completely. The instructor introduced the concept to the children who
then, independently, came up with where each object was used on Earth. They asked questions about what a
picture was or if it was placed in the correct spot. Much of the activity was child-centered as the students
were in charge of observing each object and understanding where each was supposed to be placed.
27. What open-ended questions were asked of the children?

The following is a list of some of the open-ended questions asked after the activity took place:
What does water look like? Where can you find it?
How many oceans does Earth have? Do you know the names of the bodies of oceans on Earth?
What kinds of objects do you see in the sky? Can people fly? Why or why not?
What objects travel on land?
How do you get to school every day?

28. Did you see evidence of teacher-made activities? Describe.
The only thing I saw teacher-made was the actual cards used throughout the activity. These were
pictures of objects she cut out and colored to use for this specific activity. She also included real-life
pictures along with the ones she created, just to give a visual of what it looks like in real life, just in case
some of the children have never seen/used the specific object before.
29. What do you think could be done to improve the activities that you observed?
I believe the activity was carried out very well. It incorporated a lot of child involvement and
independence to help gear them toward learning the material. There was no Ill give you this assignment to
complete on your own. You need to understand this within the activity. In the moment I saw the teacher
was very determined to help the children learn the concept in the most effective way. Maybe the next time,
instead of having the hand-made pictures of the objects, just to have the actual pictures and also incorporate
some objects related to the subject for all the children to manipulate. This deletes an unnecessary step and
also any possible confusion during the activity.


ECED 243 Cognitive Curriculum: Engaging the Brain Project
2. Assessment of Environment: Observation SOCIAL STUDIES

Name: ________________________________________
Date & Time: ___________________________ Observation Site: ___________________________
Site Supervisor Signature: ____________________________Position: _______________________
30. Draw a floor plan of the social studies area in the classroom and attach your floor plan to this
observation form.
31. Identify or list all materials relating to social studies development:

Globe Rugs Table and Chairs Maps: World, United States
Puzzles Hanging pictures of famous art in different countries
Flash cards of common landmarks in different countries and states
Small figurines of animals found in different countries
3 small compasses Starter pictures on drawing an outline of different countries Pencils
Crayons of different thickness Colored pencils Books of different cultures
32. Explain how parents are informed about social studies development in young children.
The instructor takes detailed notes on the standpoint and progression of each, individual child. From
there, she analyzes all of her notes and presents them in parent-teacher conferences. She notes where she
would like the child to be as well as where the parent wants to see their child as far as their progression in
their learning growth and development.
33. How is social studies incorporated into the various learning centers in the classroom?
Explain how social studies concepts were incorporated into the everyday happenings in the classroom.
Like all other areas of the school, each learning area has their own designated place within in the school.
Each area has their own supplies and materials to help each child learn the concepts of that particular area.
Just like every other subject area, depending on what the concept of learning is at the particular time that
will be incorporated into all other areas of learning for the time being. For the activity presented during the
observation, the teacher made sure to incorporate specific Social Studies concepts to adhere to standards.
34. How did the teacher identify social studies concepts to the children throughout the course
of the day?
The instructor presented an activity to the children involving naming, placement, and labeling of the
seven continents of the globe. She also introduced specific naming to the children such as how Earth is a
globe which is also a sphere. Through presenting the activity, the instructor introduced specific Social
Studies concepts throughout this particular area.
35. What social studies concepts were presented during your observation time? How were they
presented?

The following is a list of the Social Studies concepts used within this specific area of the classroom:
SS.K.3.1 2007: The World in Spatial Terms: Use words related to location, direction, and distance,
including here/there, over/under, left/right, above/below, forward/backward and between.
Example: Give and follow simple navigational directions such as walk forward ten steps, turn
right and walk between the desks.

SS.K.3.2 2007: The World in Spatial Terms: Identify maps and globes as ways of representing Earth, and
understand the basic difference between a map and a globe.

The activity presented within the Social Studies area was one in which involved a discussion of the
globe. The teacher brought out a globe, pointing to all seven continents and naming each. She then brought
out a fabric map of all seven continents and their placement on Earth. She again, pointed to the continents
on the sphere as well as on the map, naming them. Next, the instructor brought out felt hemispheres, stating
what they were and placed them down on top the map. Next, she took out felt continents and had the
children place them in the correct spots of the map, stating the names of each. Finally, she brought out labels
of each continent and had separate children place the names onto each continent, again, stating the names of
each as well as the correct placement.
36. Were the social studies concepts identified in questions #6 DAP for the children involved? Why or
why not? Were the activities child-centered or teacher-directed? Explain?
I believe these concepts were developmentally appropriate for the children. The students were able to
learn the proper special placement of each continent on a map as well as understand where they are placed
on a globe. They could correctly label each of the continents and knew the names of each by the end of the
activity because of the repetition within. They also understood the key differences between the map and the
globe-how the globe is a sphere and the map was a flat observation of the entire earth.
The activities were child-centered completely. The teacher was able to introduce the activity to the
children who then took their independence by providing proper placement and labels to each of the seven
continents. The children took control of the activity as they were able to access all materials and work on the
activity as a group, and then again on their own if they wanted extra practice.
37. What open-ended questions were asked of the children?

The following is a list of open-ended questions asked within the activity:
What country and state do we all live in?
Where is Asia found?
How do you know where the United States is?
What is the key difference between a globe and a map?
What is a sphere? What other things can you find that look just like a sphere?
38. Did you see evidence of teacher-made activities? Describe
The only teacher-made portion of the activity was the creation of the felt pieces for the map as well as
the labels for each. I do not find this to be worrisome as it was a key part to the activity and the
understanding of the placements and names of each of the seven countries. The teacher created these parts in
the enhancement of the childrens learning and in no way did it take away from such learning.
What do you think could be done to improve the activities that you observed?
I did not see anything I would have done differently in this activity in which I observed. I really enjoyed
the uniqueness of the activity and how interactive it was for the children. I can see how getting the children
involved with the activity, as well as the repetition, could help them understand the concept so much more
quickly and efficiently. For this, I do not see a thing I would have changed to improve the activity.