Академический Документы
Профессиональный Документы
Культура Документы
Gia Shafer
Prefessor Westfall
ECE 252
1, October 2017
1. Description (5 points)
The Beetles Classroom consists of child ranging from 18-24 months. The classroom is clean and
cozy. There is evidence of children’s projects and photos posted on specifically labeled boards:
creative art, writing, math, science, enrichment. The windows are open allowing fresh air to
circulate within the classroom. At 3:40 there are eight students and three teachers. It is a time of
transition from afternoon snack. Ms. Gem is changing diapers, Ms. Alexis is assisting hand
washing, and Ms. Autumn is sitting in the large group area reading books with children. The
classroom is arranged with centers, dramatic play, blocks, tabletop manipulatives, library, large
motor, and a cozy area. After hand washing, Ms. Alexis does not give any direction to the
children, but all of them migrate over to Ms. Autum’s story, getting their own books and
participating in “What does a cow say?” Some children stay focused and interested, and other
children begin to lose interest leaving to go to other areas of the classroom, playing with other
items.
a) All materials were available and age-appropriate, there was nothing out of reach, and all
centers were open. Block Center consisted of bins of plastic animals, soft plastic cars, soft-
wooded large blocks, bight misshaped links and large mega blocks. Library Center has a mirror
and a low bookshelf with a variety of large and small hard cardboard books. Dramatic Play
includes a little plastic table and chairs for students to sit at, kitchen materials, babies, dress up
PLAY OBSERVATION Shafer 2
clothes, and items from home. Manipulative are kept on a tall shelf and in individual bins. This
area includes links, musical instruments, puzzles, and large trucks. The large motor corner
b) Children chose to spend time in library with Ms. Autumn, dramatic play and blocks.
c) Books, blocks and dramatic play items were all equally played with in the 30 minutes of my
observation.
d) In the library area, some children were interacting and participating with Ms. Autumn. Ben
was vocal answering the animal sounds, Sloane was reading her own books, turning pages,
sticking out her tongue, and placing the book on her head and laughing. Wolfie and Harper were
gathering books from the library, bringing them to Ms. Autumn and trying to sit on her lap. Nora
and Zain were in Dramatic Play Zain was cooking on the stove, and Nora was sitting between
two babies patting their backs. Alysha and Tommy chose blocks and played with the animals and
cars. Tommy was stacking two large blocks and crashing the car into them making them fall
over. Alysha mostly wanted the animals and was carefully examining them. In the library area,
some children were interacting and participating with Ms. Autumn. Ben was vocal answering the
animal sounds, Sloane was reading her own books, turning pages, sticking out her tongue, and
placing the book on her head and laughing. Wolfie and Harper were gathering books from the
library, bringing them to Ms. Autumn and trying to sit on her lap. Nora and Zain were in
Dramatic Play Zain was cooking on the stove, and Nora was sitting between two babies patting
their backs. Alysha and Tommy chose blocks and played with the animals and cars. Tommy was
stacking two large blocks and crashing the car into them making them fall over. Alysha mostly
e) The children were learning literacy, animal sounds; teacher-directed play and child-directed
PLAY OBSERVATION Shafer 3
play, cooperative play, independence, self-help skills, nurturing, cause and effect, how the world
works around them, communication, sharing, and practicing both large and small motor skills.
a) Once Ms. Alexis was finished with handwashing she placed objects on the table as options if
children wanted to participate. At one table she set playdoh, trays, rollers and cookie cutters. At
the other table, she placed paper, markers, and crayons. She positioned herself between the two
tables to assist children. Tommy saw the playdoh, screamed and ran to the table leaving the
blocks and cars he was playing with. He quickly positioned himself in the chair and began
squeezing and rolling playdoh. He starts pulling it apart in small pieces on the tray then uses both
hands to rub the playdoh in a back and forth motion. Tommy does not look up at the teacher and
b) During Ms. Autumn’s reading Ben left the group and got a big truck, he placed his hands on
the truck and quickly pushed it across the room while laughing. He stood up looked around. Ben
left his truck in the dramatic play area went to get another large truck. He takes the truck to
Wolfie, attempts to hand it to him when he loses his balance and falls down. Ben says “truck”
and ran to his truck and began pushing it across the room. Wolfie watched him and then began
pushing his truck across the room. Both boys are smiling and laughing often mimicking each
other.
c) The play materials help determines the level of social play by providing open-ended, child-
directed play that was suitable for each child's needes. There was an opportunity for teacher lead
play in the library where children interacted together and also read their own book close to the
group. Dramatic play, block center, playdoh and creative art table included rich materials were
PLAY OBSERVATION Shafer 4
provided to meet the individual needs of the children. They can engage in both solitaire play or
parallel play. Also, children, emerging on cooperative play were allowed create their own play
by taking the trucks off the shelf creating their own game.
d) The adult interaction was perfect. Ms. Autumn read to the children and interacted through
story capturing the students interest. Ms. Gem was diaper changing, explaining what she was
doing and creating an intimate, individual conversation. Ms. Alexis talked to each child as she
was assisting hand washing and then providing support and encouragement at the playdoh and
art table.
a) What I learned from this observation is how much learning is going on in a room filled with
toddlers. I witnessed teachers letting the children choose their educational path, and the children
enjoyed it. They did not have to conform and all sit at the table or rug for story time. They were
able to express their interests and move freely from one are to the next. Nora was allowed to
bring her baby doll to the art table and not forced to choose one activity or the other. Ben and
Wolfe were allowed to run in the classroom pushing their trucks in a run path they created.
Tommy was able to play and explore on his own, entertaining himself. Other students remained
listening to the stories and bring Ms. Autumn more books to read. Every child was engaged and
happy!
1. While at the art and playdoh table Ms. Alexis could have asked more open-ended questions or
stated what she saw “Tommy I notice you are pulling the playdoh apart in "little," "small," or
2. All the materials provided had a plan and purposeful intention behind them except for the
manipulative shelf, that was a mix of everything. I would recommend the teachers collaborate
assessing the children's interest and place items children want to engage within that area.