Georganna Pizanowski

ECE 251-1001/Spring

Professor Gray

February 26, 2017

Environment Observation

School: CSN ECE Lab (Cheyenne campus) Telephone: 702-651-4004

Teacher: Valerie Stevenson Age/grade level: varied ages/ Preschool

Number of children enrolled in class: 14

Centers: Art- can accommodate 1-8 children, Reading- can accommodate 1-4 children, Science-

can accommodate 1-2 children, Home center- could accommodate 1-6 children, Building center-

could accommodate 1-4 children, There was another center but I could not tell what it was

because the children were playing up there while I was there.

Arrangement of physical space:

1) Dead Space: Not present

2) Centers are clearly defined: The centers were defined by the materials I could not really

see the labeling of what each center was called I assumed that the center was what it was

because of the materials that was in each center. The one center that you could tell what it

was though was the art center. There was a two-sided easel and art supplies next to the

wall. The table for art was also used for meals.

3) Open space for supervision: The arrangement was set up so that teachers could view

children always when they are playing in the centers.

 4) Space for adequate play: Each center had enough space and carpeted areas for the

children to play with the materials in the center they chose.

5) Quiet area: Although it was not set apart from the rest of the room there was an area that

had an umbrella type covering and soft cushion with a basket of books on the side. It

looked as though this was an area for quiet time.

6) Play areas accessible to children with disabilities: Not present

7) Pictures or art work of students: There was a picture of each student on a popsicle stick to

put in an envelope what chore that is assigned to them. There were pictures on the walls

of the children, also there was art work displayed that the children had created.

8) Personal belongings: There were cubbies for jackets, each cubby had two childrens

names in it. There were also storage containers with each childs name on it by the cubby.

9) Whole group activities: When you walk into the room there was this amphitheater

looking area where it was arranged for whole group time and the teacher had a little circle

cushion for each student to sit on. The students could see the teacher no matter where

they sat because it went in levels. The teacher was on the bottom level then a row of

students on the first stair, then another row on the top stair.

10) Accessible areas for children with disabilities: Not present

Learning materials, equipment and furniture:

1) Physical appearance of furniture: Furniture was well maintained there was no obvious

damage to the chairs or rugs. There seemed to all be level and in good condition.
2) Furniture for play: There were specific furnitures used for playing, the easel was

used for art, and then there was the cushion in the quiet area that was used for when

someone needed quiet time.

3) Adequate amount of materials in each center: Each center had several materials for

the children to choose from. The centers also accommodated the interest of the

children in the classroom.

4) Dramatic play materials: There was dress up clothes, and the teacher brought out a

new bag and said she had brought some more purses for the friends. She told them

to go check them out when they are ready.

5) Music and movement: There was music playing during the free play time. When it

was time to transition one teacher would begin singing a song then everyone would

join in. The teacher sang a song with little hands movements so the children would

follow and settle down.

6) Blocks: There were wood blocks, Legos and plastic shapes in the building area. There

were enough for more than two children to play at a time and they had different

shapes and sizes of blocks.

7) Nature/Science: I first spotted this area because there was a beta fish on top of the

shelf. There was a table with two chairs placed in front with different colored bottles

on top of the table. The shelf had plenty of exploratory items for the science area like

different plastic bugs, animals, and shells.

8) Math materials: I did not notice any of these materials. I did however see one of the

teachers helping a students count smaller objects on a table. I was not sure what it

was but the teacher told the child to start over a couple of times.
 9) Technology: Not present

10) Materials for free play: Materials were open to any child during free play. They did

not have to stick to any certain material. They had a variety of choices to choose

from.

11) Furniture for children with disabilities: Not present

Storage of materials and equipment:

1) Labels on shelves: The labeling on the shelves had pictures on them also so the children

knew what belonged on that shelf.

2) Organization: Every material was put in a certain place and separated by which center it

belonged in.

3) Teacher supplies: The teachers supplies were kept in a cabinet but very accessible to the

teachers in the room.

4) Furniture: The chairs when not being used were stored pushed in under the tables. The

individual cushion for each child were stacked on top of each other and set off to the side.

5) Storage bins: Each storage bin had a label that explained what was in that bin. Then there

were the personal bins for the students with their names on those.

Other elements of physical environment:

1) Natural lighting: Not present

2) Ventilation: There was plenty ventilation in the room.

3) Lighting: There was plenty of light from the patterned lighting on the ceiling.
 4) Meal and snack area: Table doubled as art and snack area.

5) Sanitary station: There was a sink of to the side with soap and paper towels. Everything

was low so the children could reach it.

Diversity: The physical environment showed diversity by personal pictures on the walls and by

having different culture clothing in the home area.

Classroom in action: When I first walked into the room at 9:30 am the kids were already into

their play. I sat down on the floor and watched as a little boy (Logan) and little girl (Jacyra) were

playing. Logan was pushing around a shopping cart and filling it with different toys. Jacyra was

dressing up in pretty dresses. She told Logan it was her birthday and she had to get ready for

school. Soon Sunny joined there play time and they decided that they were going to have a

wedding so they all changed into dress clothes. The teacher told Sunny that the music was ready

so all three children go over to the amphitheater looking area and begin dancing together in a

circle. The teacher tells Logan how nice it was that he danced with Sunny and Jacyra and the

same time. The housing area was well equipped and allowed the children to flow freely with the

materials into a big open space. The children utilized the open space for their play and

imagination. When Logan was pushing the shopping cart around he stopped at teachers and even

myself to ask if we needed anything from his cart. He personally asked me if I liked his babies

and I just smiled and moved out of his way. The arrangement of the room allowed the children to

see what each other were doing or playing. If it was interesting to that child, they would then join

if not then they played with what they were interested in. One girl named Tati was painting at the

easel by herself when she looked over and seen Logan and Jacyra playing dress up then she went

and got a purse and heels.

My Evaluation of the arrangement of the room is that the way that it was set up was good for

socializing and imagination. The reason I say this is because it was very open and had plenty of

dramatic materials. There were so many things the children imagined what they were doing like,

shopping, having a birthday, and getting married. The arrangement is also set up for social

interaction because there was only a few times that a child went off by themselves. The centers

had enough space and materials to enhance the childs imagination and had enough space so the

children can imagine a scene together.

Rating: 4

Strengths and weaknesses: The strengths of this room were the space and materials. The room

was arranged with the children in mind. There were pictures of each of the children on the walls.

The childrens art work was displayed, and they even had their own portfolios on a book shelf.

You could tell that the children enjoyed their room and the play time that they got. Weaknesses

would be the labeling on the centers was not visible from far away, you had to walk up to the

area to tell which center that it was from my view. Then there was the one center I couldnt tell

what it was because I couldnt get close enough to it and I didnt want to disturbed the children.

Improvements: I would like to see the labeling of the centers improved. Maybe put a bigger sign

or a picture on the wall so if a child is new they can tell right away what that center is about.
 Science

Sink

Art Supply Rack

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