Shard’e Carter

ECE 250-3001
Project

Age group/grade: Kindergarten

Section 1. Physical Environment
Documentation/examples
A. Equipment
1. indoors
 Table, chairs, bean bags chair, toy shelves, book shelf, rugs, sink,
bathrooms, computers, fish tank, sensory table, naptime mats, posters,
plants, and water fountains
2. outdoors
 Slide, monkey bars, balls, jump ropes, jungle gym, ladders, grass, dirt,
trees, and water table
B. Room arrangement

C. Centers
 Art Area
o Paintbrushes, crayons, sponges, aprons, construction paper, easel,
pencils, stamps, paint, cups, playdough, daubers, scissors, glue,
pipe cleaners, feather, ink pads, rulers, stapler, whole puncher, and
chalk
 Book Area
o Couch chairs, rug, book shelf, stuffed animals, and books
 Math/Science Area
o Wooden-colorful Dominoes, magnets, wooden number & alphabet
blocks, clocks, abacus, counting dinosaurs and bears, small and
big legos, people, cars, farm animals, two microscope, tubes,
scales, bones, tape measures, and sea creatures
 House Area
o Pots, pans, table, chairs, utensils, rug, babies, clothes, shoes,
books, plant, bags, cash registers, money, food boxes, and play
food
 Writing Area
o Paper, pencils, crayons, markers, stencils, two computers, books,
white boards, daubers, scissors, glue, pipe cleaners, feather, ink
pads, rulers, stapler, whole puncher, alphabet magnet boards,
notebooks, construction paper, chalk and chalk boards
  Toys/Game area
o 10 types of puzzles, games, 3 different kind of connectors, links, big
legos, potatoe head, magnet blocks, alphabet and number cards,
and lacing boards, jenga blocks, tiles, screws and wood, and
dominoes, peg boards
 Cozy Area
o A mat, stuffed animals, a mirror, and pillows
*D. EVALUATION
The children had many opportunities during center time to explore the classroom and
not be confined to a desk and chair. The way the classroom was set up made it easier
for the centers to flow together. The children were not confined to one area at a time.
Children went from center to center mixing objects to make their next choice of activity
interesting. DAP (environment and schedule, pg. 294) Teachers organize a daily
schedule to allow alternating periods of physical activity and quiet time. In the art area,
all of the supplies were available for the kids to use. They went crazy with the paint and
the area was right next to the sink so the teacher consistently reminded them to mindful
that paint is messy and clean as they go. One child paint a picture of a cat and dog and
said, “My mom loves cats and I love dogs so she can have this picture to keep forever”.
DAP (Teaching methods, pg. 294) Teachers provide a variety of materials and activities
that are relevant to actively engage them in a range of learning experiences. During
outside time, there were two kids racing up the stairs to see who can slide down the
slide first. There was one little girl that was scared of the slide. The two kids kept
running while leaving the third friend behind. The teacher intervened and prompted the
little girl to take her time. She encourage the girl to make her way up the stairs and she
did but she would not go down the slide. The teacher suggested she race down the
ladder instead and the girl gladly did so. DAP (Guidance, pg. 300) The teacher had an
one-on-one opportunity with a child, encouraging individual choices and self-regulation
in an activity.
Section 2. Curriculum
Documentation/Examples
A. Philosophy
1. Teacher's philosophy
 “Being an Early Childhood Educator gives me the responsibility to
create a developmental program to assist children in growing to their
fullest potential by recognizing each stage of development and
constructing a curriculum that will nurture and facilitate growth in each
child as an individual during their growth, development stages. The
children see teachers as their main source for knowledge, communication,
support, opportunities and direction. As I further my experience and
 education in Early Childhood Education, I began gaining skills that gave
me the ability to meet children’s needs and whenever I am working with
children, everything then came natural. I believe that students deserve a
teacher that is dedicated and passionate about education. The teacher
should have high expectations and believe that all students can learn
regardless of gender, race or ability. Most importantly, relationships
develop between the teachers and students, giving the students a sense
of trust and comfort ability, especially when the students observe the
teachers’ having positive interactions with the teachers helps the home
structure and school structure combine. There are children that do not get
the benefits of having interactions with their parents so it is left up to the
teachers’ to be the provider they naturally need and want.”
2. Center/School philosophy
 “Watch Me Grow has been serving children in the North Las Vegas
Community since 2008. We have a commitment to quality child care
services. The Watch Me Grow Philosophy is provide programs that meet
the developmental needs of young children. Programs that provide
experiences to enrich and enhance each child’s cognitive, language,
social, emotional, physical, and creative development. Within the center’s
daily schedule, each child has opportunities to create, explore the
environment, learn problem solving and personal interaction skills, and
learn concepts through first-hand experiences. Children develop a
positive self-concept through a balance of self- and teacher-facilitated
activities. Opportunities for solitary play as well as group activities are
provided. Staff serve as positive role models and provide care that is
supportive, nurturing, warm and responsive to each child’s individual
needs. The adult’s responsibility in a developmental program is to assist
the child in growing to his or her fullest potential by recognizing each stage
of development and fashioning a curriculum that will nurture and facilitate
growth during that stage. We respect parents as the primary and most
important provider of care and nurturing, and we believe parents and
teachers are partners in children’s care and education”.
B. Goals
 “Our mission is to provide a safe, pleasant place with warm loving care
where children feel secure and happy and can learn to work and play with
others. We want to help the children express themselves and learn social,
emotional, physical and intellectual skills that will prepare them for their
futures”.
1. Program goals (should be found in parent handbook)
 Infant Care- Our First Impressions Program was created for infants as
young as six weeks old. In this early development program, we’ll work with
 your little one to achieve developmental milestones each and every day. If
you’re concerned your child won’t receive the individual attention he or
she needs, we’re here to tell you that your child will! With a low child to
teacher ratio, our infant caregivers are dedicated to helping your child
thrive and grow in a safe and secure environment. We’ll sing to your little
one, read them educational stories, cuddle with them when it’s time for a
nap, and provide you, the parent, with daily reports.
 Toddler Care - If your child is 18 months of age or older, he or she can
enroll in our innovative Toddler Care Program. In this program, your child
will be invited to explore hands-on projects that will challenge and
stimulate his or her growing mind. Your bundle of joy will be exposed to
some of the most basic subjects including math, language arts, science,
and music. Our Toddler Care Program also includes:
o Exposure to pre literacy skills through activities like reading,
singing, and conversation.
o Daily reports on your little one’s milestones and developments
o Breakfast, lunch, and a snack are all included in this program
 Preschool- Looking for a preschool in North Las Vegas that will give your
child plenty of individual attention? If so, Watch Me Grow is the perfect
place for your kid! Our Great Minds Program is dedicated to the growth
and development of children ages 3 to 5 years old. This unique program
begins with basic preschool curriculum that is divided into monthly theme-
based units. We’ll work with your child to learn letters, colors, numbers,
and more. Learn more about the amazing benefits of our child
development center!
 Before & after School Programs- At Watch Me Grow, we understand the
challenges of a busy parent. If you’re looking for a before and after school
program for your child in North Las Vegas, you’ll love what our childcare
center has to offer. With the help of our Voyager school transportation
program, we can ensure your child gets to school on time if you need help
with transportation in the morning. Need assistance after school, too?
We’ve got you covered. We can pick up your child from school and drive
them back to the Watch Me Grow Child Development Center where your
child can work on their homework and interact with children of the same
age.
 Summer Camp- All children look forward to summer, especially if they
have a fun summer camp to attend. Our summer camp is a wonderful way
for your child to try new things, make new friends, and learn new skills.
The Watch Me Grow summer camp includes 3 to 4 field trips off-site per
week, so your child will always have something to talk about when you
bring him or her home at night. We’ll also make sure your little one gets a
well-balanced breakfast and lunch, and we’ll provide him or her with
snacks throughout the day.
2. Classroom goals
 “My greatest pleasure of teaching is observing children adapt to new
strategies and using new information to help them progress. In the
classroom there is structure but most of the learning and interactive
activities are exercised through exploratory play. I provide several areas
that touch each of the Childs’ developmental stage that they can explore
when they feel they are ready, more comfortable and other areas where
they want to challenge themselves. I involve myself into the children
exploratory play to monitor their engagements while playing alone and
with others, as I take documentations. The program promotes teachers
and students working together in a learning environment allows them to
enrich and enhance each child’s Cognitive, Language, Social, Emotional,
Physical and Creative development. Also, providing a safe, pleasant
place and with warm, loving care where a child feels secure, happy and
can learn social and mental skills that will prepare them for the future and
create a place where there are opportunities for children from
economically and culturally diverse backgrounds actively participate in
playful learning experiences that ignite a love of lifelong learning.”
C. Lesson Plans

D. Individualization
  On the child’s planning sheet include some information about the child,
such as their name, date of birth, date on observation, and what they
accomplished & didn’t accomplish during the activity. Other areas should
include each week of child’s interests and a next step box. It is also
recommended to include an adult initiated activity section so the parents
and other teacher know what was being performed and how to plan the
next activity.
*E. EVALUATION
The teacher has classroom goals that are set to ensure she has a rich learning
environment for her students will have fun, receive positive support and understanding
of their developmental levels. The children have become aware that the teacher
supports them and attempts to meet the expectations, ex: Hailey had difficulty drawing a
bunny for her book. Jack, that has ADHD and low social skills, took initiative to do hand
over hand technique to help and informed the teacher, “I did it for you Ms. Aspen”. DAP
(Building classroom community, pg. 292) Peer interaction is common is the classroom.
The teacher provides opportunities for children to work together where peers can model
and assist others with scaffold skills. The teacher has created activities on the
curriculum that are based off each child’s developmental level and interests. The
teacher gave the small group a booklet with blank pages and instructed the children to
design a book they would like to share with the class. They enjoyed it and shared ideas
with others as they worked. DAP (Curriculum essentials, pg. 302) The curriculum
addresses key goals in the domains creative arts, social, emotional, language and
literacy, and cognitive. The programs goals is responsive and respectful for all children
that will attend the program and assure the parents that they have chosen the best
learning environment for their child. DAP (Effective Implementation, pg. 304) In planning
and learning experiences, teachers draw their knowledge of the content and awareness
of what is likely to interest the children of that age.
Section 3. Guidance
Documentation/Examples
A. Routines (specific objective observations of routines being carried out)
1. Upon arrival at 7:00am, the children would enter the classroom, hang up the
items on their cubbies, wash their hands then choose a table top activity until
breakfast arrived. When the children saw the cart come into the classroom
they knew it was time to clean up. The teacher reminded the class,
“Remember to wash your hands before every meals so all the germs can go
away”. The children washed their hands again and sit at the table with their
hands in their lap.
2. At 9:00, the children were in two small groups. The teacher was prompting
them to tell her what center they wanted to go in and what will they plan to
do. At 9:15, they played in centers until 9:55 and had 5 minutes to clean-up.
 Some children got distracted and some weren’t helping so the teacher began
singing the clean-up song. That caught some of the children attention but not
most. Then she put a sand time on and challenge the class to beat the clock.
Then all the children started to rush and put toys away. When they were all
finished they rushed to their seats and sat quietly then shouted, “Can we
read 3 books today?” The class knew story time was next from 10:00am-
10:20am.
3. At 10:30, it was outside time. During outside time, there were two kids racing
up the stairs to see who can slide down the slide first. There was one little girl
that was scared of the slide. The two kids kept running while leaving the third
friend behind. The teacher intervened and prompted the little girl to take her
time. She encourage the girl to make her way up the stairs and she did but
she would not go down the slide. The teacher suggested she race down the
ladder instead and the girl gladly did so.
B. Classroom rules
1. There was a poster posted on the side of the shelf in the toy/game area.
 Be respectful
 Wait your turn
 Ask for help
 No running feet in class
 Inside voices
 Listening ears
3. The teacher prompted an activity with classroom rules that would apply to
the activity and how children would collaborate. When she was reading a
book during story time, she stated the books title then followed with, “Now
let’s put on our listening ears so we don’t miss any details and if you have
any questions raise your hand”.
4. When the activity was finished, the teacher acknowledged the students
efforts to remember the rules saying, “I want to say thank you to all my
friends that help each other with the glue. Thank you for being nice and
respectful because you made this project fun!”
C. Teacher Interactions: one-on-one
1. I saw a child in the block area making a tall fixture by himself. The teacher walks
over to him and asked him what he was building. He responded, ‘The biggest building
ever!” The teacher commented, “That is the biggest building I’ve ever seen. What made
you want the biggest building ever?” He responded, “I don’t know. I just want to make it
big”.
2. A child is in the corner and seems upset. The teacher walked over to the child,
looked around to make sure no one was around and asked, “What’s wrong?” She spoke
calmly and met her eye to eye. The child didn’t respond and the teacher suggested to
go rest in the cozy area until she was ready to communicate.
3. As students arrive, the teacher greets the child and ask them how they’re doing
individually.
D. Guidance Techniques: one-on-one
1. During center time, all of the children were playing in the preferred area. The
teacher noticed one kid is always following directions so when the class got crazy, she
pointed out the child’s positive behavior rather than focusing on negative behavior.
2. The teacher a child was angry and started throwing toys across the room.
Instead of giving him a negative consequence she guided him with positives choices he
can make. He said no to the choices and she negotiated with him and he chose to sit at
the table with his down.
3. A child kept running around the class from center to center. The teacher
repeatedly intervened the child’s running path and provided ways that was appropriate
to move such as crawling, tip toe, walk, and marching.

*E. EVALUATION
During the 20 minutes of story time, the teacher read a book called A Bear Called
Paddington. The children were so turned in to see the adventures and mishaps of a
polite bear found abandoned at a London train and taken in by a British family. They
had so many questions, “Where did the bear come from? What does British mean?
What will they do with him? Why did he get lost? Will they keep him forever? Why did
the bear do that? Etc.” The teacher listened to all of the questions and said, “Let’s see
what happens”. DAP (Language and Literacy, pg. 308) Teacher gives children
opportunities to listen and respond to stories. Read-aloud sessions is used to
encourage active listening and to help children monitor their own listening
comprehension. The teacher made many of attempts to help students make better
choices that will keep her and everyone safe while playing in the classroom. DAP
(Environment and schedule, pg. 293) Teachers anticipate and prevent situations in
which children might be hurt, while supporting children’s risk-taking behavior within safe
boundaries. The teacher interacted with children individually to acknowledge and
encourage their effort with a specific objective. DAP (Guidance, pg. 300) Teacher offer
numerous opportunities that promote initiative, cooperation, prosocial behaviors, self-
regulation, and encourage individual choices. Also ensuring opportunities for one-on-
one time with teacher.