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Running Head: PAPER #3 CLASSROOM ASSESMENT AND ANALYSIS

Maria-Antonieta Gomez

HD 390

Developing Anti-Bias Curriculum

Professor: Paola Sabio

PAPER #3 CLASSROOM ASSESMENT AND ANALYSIS

March 20, 2018

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PAPER #3 CLASSROOM ASSESMENT AND ANALYSIS

As a teachers and being a head of a classroom is essential to provide to the children

the best tools of learning and to assure to the parents that they children are in the best

educational place. On the other hand, as a teachers and being a head of a classroom is

essential to provide to the children the best tools of learning and to assure to the parents that

they children are in the best place.

According to Derman-Sparks, L. & Edwards, J. O. (2010), “The toys, materials, and

equipment you put out for children; the posters, pictures, and art objects you hang on the

wall; and the types of furniture and how you arrange them all influence what children learn.

What children do not see in the classroom teaches children as much as what they do see.”

(Pg. 161). Having said this, is important to point out that children at the very beginning of

their early child education should be exposed in a free judgement zone at our classroom.

This classroom observation and analysis it takes place at the Southwestern College

Child Development Center. First of all, the entrance at this center shows a free zone

judgment since many pictures of children are exposed, the staff welcome you speaking

English or Spanish, and walls and decoration have the children art work and pictures during

the process of the activities they are showing. Once inside the patio toward the classrooms

it can be seen different kind of decoration such as Native-American rugs and a cozy kitchen

with real kitchen tools. A small garden in a wood bench were children are allowed to water

these plants.

Once inside the classroom is easy to see the areas of learning and the organization.

For instance, the walls do have images around the classroom representing all the children,
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PAPER #3 CLASSROOM ASSESMENT AND ANALYSIS

families and staff in the program, in fact at the classroom are pictures of different racial and

ethnical population, as well as images and pictures representing the daily lives of the

families in the community such as a policeman and a mailwoman. In addition, there are

pictures of parents at their job, such as a male gardener and a woman cashier at Walmart.

At the reading area there is a complete variety of books such as, books with images

of African-America people, children on a wheelchair, grand-parents images, children from

Asian culture, Native-American books, books in English, Spanish, Tagalog, and Chinses;

for that reason there are children’s books including lifecycle and holiday celebration

representing all the children and families at the center.

Concerning the toys, materials and equipment, at the dramatic play area there are

items for a diversity of gender play such as tools and space for working in and out of the

house. There are also diversity in the personal objects, toys and pretend food that reflects a

wide range of cultural and ethnic backgrounds. There are also mirrors at child size and

height. Moreover, children are exposed to music from various cultural styles (pre-recorded

and with original instruments such flute, and tambourine.

In summary, this observation at this center was very illustrative and informative for

me since I could observe many concepts that I have learned so far in this class, and others

that I observe and make me aware of the importance of the inclusion in a classroom. From

the above, I can conclude that is highly important to be involved with children and parents

as well, in that way as an early childhood educator we can expand our expectations on both

way. We learn from our community and at the same time, we learn from our students.
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