Christine Reece
ECED 398: Reflective Journal 1 – Week 2
My Ideal ECE Environment
Connections from Three ways that I found helpful to prepare for
this week’s this assignment is reading about what high
readings: Identify quality programming means, think intentionally
at least 3 ways the about the environment setting for optimal
readings and learning, and plan schedules that encourage
videos from this children to feel emotionally prepared and
and last week will confident in knowing what happens next, as
help you prepare well as have structured daily care routines.
for each Schuyler (2012) explains that “The National
assignment. Be Association for the Education of Young Children
specific and use (NAEYC) describes a high-quality program as
citations. providing “a safe, nurturing environment that
promotes the physical, social, emotional and
cognitive development of young children while
responding to the needs of families.” (p. 2). I
noticed how the environment plays an
important role in children’s learning and this is
something I value. 2. What I learned about the
environmental set ups came from the CompSAT
Learning Environments and Curriculum (2015)
video. It explains that “our job then, if we’re to
set up the educational program for young
children, is to really think in terms of how do we
prepare context for learning? How do we
prepare a setting that allows the children to
encounter something new? To take what they
already know, but then encounter it in a
Child Study
Three ways that will help me prepare for this
assignment are: 1. Researching and reading
articles on work samples, pedagogical narrations
and learning stories; 2. Become familiar with
formal assessments and checklists; and 3. Know
what the standards are for the child’s
development. Not only will those ways help me,
but I also need inspiration and direction. As a
fellow EC educator, what helped encourage and
support my understanding about the observation
process came from the CompSAT Observation,
Screening, Assessment, and Documentation (2015)
video. A teacher says “Observing children gives
me an opportunity to really see a child and look at
what their strengths are and see how they operate
and the best way they function and to determine
their development” (03:02-03:14). Another
teacher shares “I’m looking for various things to
see where they are in their development. How
they are communicating, how they’re asking me
questions, how they’re answering my questions”
(03:32-03:43). In the Observation, Screening,
Assessment, and Documentation introduction of
the CA ECE Competencies (2011) it states “In
general, this competency area addresses the
knowledge and skills that early childhood
educators need in order to conduct responsible,
surprising way for example” (0:32-0:52). After
hearing this it really challenged me to think
about the whole child and the best way for them
to learn. This really supports one of the key
Learning Environment and Curriculum concepts
in the CA ECE Competencies (2011) where it
states “support for children’s learning and
development occurs in the context of
meaningful relationships, builds on children’s
strengths, incorporates multiple approaches to
learning, and reflects the cultural and linguistic
experiences of the children” (p. 67). 3.
Schedules and routines. Another key Learning
Environment and Curriculum concept I read is
also from the CA ECE Competencies (2011). It
states “curriculum for young children includes
personal-care routines, schedules,
environments, and interactions that meet
children’s individual needs and reflect diverse
perspectives and interests” (p. 67). Without
good thought out routines and schedules
children would feel confused and not secure, but
with them in place this supports their social and
emotional development. The CompSAT Learning
Environments and Curriculum (2015) video
further explains that “the classroom
environment is another teacher. So we put a
huge amount of thinking of what is the
environment teaching here? Is there adequate
materials? Is there too much? Is it too
distracting? Is it inviting?” (9:13-9:33). This is
something that makes me take a pause and look
around and observe what is going on in the
ethical, and effective observation, screening, and
assessment of young children and the
identification of special needs. It includes an
understanding of the goals, uses, benefits, and
limitations of various assessment approaches” (p.
51). I realize this skill is valuable to my
professional development and part of quality
programming. Epstein (2014) has a teaching
practice called assessing children’s development.
She says, “In addition to collecting objective
assessment data (that is, based on reliable and
verifiable observed behavior, not subjective
impressions), teachers should be able to interpret
and apply the data objectively” (p. 27). This is
supportive. It reminds me to remain objective and
focus on the strengths of the child, so I can plan
and apply strategies unique to him/her for best
skills building outcomes.
For learning about assessments, and ways to
observe I will read, have read the following
articles and watch the videos:
https://eclkc.ohs.acf.hhs.gov/video/collecting-
using-work-samples
Early Childhood Assessment (EEC, 2014)
Learning Stories: What is a Learning Story? And is
it a good way of assessing a child's learning? (My
ECE, 2013-17) is from the MyECE website in New
Zealand
classroom with the children. Epstein (2014)
defines some best practices for teachers. One is
structuring the physical learning environment.
In this section she outlines ways to provide
safety, organization, supply materials and
equipment, and display work samples. One
thought resonated. She says, “While most
materials should be present each day to
encourage in-depth exploration, some may be
rotated periodically to expand children’s
experiences and respond to new skills and
interests” (p. 14). This energizes me! I love
thinking and creating new experiences.
References
California Department of Education. (2011).
California early childhood educator
competencies. California Department of
Education and First 5 California.
https://www.cde.ca.gov/sp/cd/re/documents
/ececompetencies2011.pdf
ECE CompSAT. (2015, July 20). Learning
environments and curriculum.
http://www.youtube.com/watch?v=PWx
TA9IjakI
Epstein, A. S. (2014). The intentional teacher: learning. National Association for the Education of
Choosing the best strategies for young
children’s learning. National Association the HighScope Educational Research Foundation.
for the Education of Young Children and
HighScope Press, a division of the
The article Pedagogical Narration: What’s It All
About? (Atkinson, 2012) is from the journal The
Early Childhood Education
For knowledge on the standards and teaching
strategies I will use these sources below:
California Department of Education. (2010).
California preschool curriculum framework. CDE
Press. Retrieved from
https://www.cde.ca.gov/sp/cd/re/documents/psframe
workkvol1.pdf
California Department of Education. (2008).
California preschool learning foundations. CDE
Press. Retrieved from
https://www.cde.ca.gov/sp/cd/re/psfoundations.
asp#psfoundvol1
References
ECE CompSAT. (2015, July 21). Observation,
screening, assessment, and documentation.
https://www.youtube.com/watch?v=O9-wCY3-
MZk
Epstein, A. S. (2014). The intentional teacher:
Choosing the best strategies for young children’s
Young Children and HighScope Press, a division of
 HighScope Educational Research
Foundation.
Schuyler Center for Analysis and Advocacy.
(2012). Quality: What it Is and Why It
Matters in Early Childhood Education.
https://www.scaany.org/
Questions: List at I noticed there is potential for cost mentioned in
least two week 5. Do students in this course normally
questions you have spend personal money on buying items for this
about the assignment? Because I don’t feel comfortable
assignments. asking the center to spend money since they are
doing me a huge favor letting me fulfill my
fieldwork hours as a volunteer.
I am thinking about buying items. Is this
normal? Regarding the schedule, what does
design elements mean?
My “To Do List”: Week 2 – Read and reread over assignment.
Create a plan for Watch videos and readings. Discuss MIE
what you will do assignment and implementation dates with
related to each mentor teacher. Ask for suggestions and
assignment each permission. Share my ideas to find realistic
week. Use the possibilities. Also find out what items are at the
assignment center (ie. puzzles, wood blocks, puppets, balls,
instructions as a balance beam, stuffed animals, can we move
guide. books, train table, activity rug, a couch?). Begin
research and continue brainstorming.
Week 3 – After completing the week 3
assignment, continue brainstorming ideas with
Should the child’s family be notified of my
intended study and possible implementation of
the plan in ECED 401?
I’m thinking to use the physical development
checklist provided by way of a link for this
assignment. It has very distinct items to check for.
I’m anticipating the child is still developing skills
in some of the areas. If she can’t or won’t do
something will that be a problem? Can I just
indicate that?
Week 2 – Read and reread the assignment. Ask for
a recommendation from mentor teacher for a
child to complete my study on. Particularly one
that goes to small group. Observe child informally
first in large group, individually, outdoors, and set
a time to observe in small group for the next few
weeks.
Week 3 – Obtain family background, observe child
in small group and take notes. Ask about informal
and formal assessments. Do they have a physical
development one too? When can I take part in it?
mentor teacher. Solidify my plan and get
approval. Continue research, purchase items?
Set up a timeline. Find out policies to take
photos of children.
Week 4 - Revisit Week 3 assignment. Step 1
Draft due. Select two outcomes for children,
physical and possibly social/emotional
development. Research environmental
strategies for indoor, outdoor, and schedule.
Plan the materials and strategies. Draw a map
of the classroom. Create a Google slideshow.
Week 5 – Decide and describe strategy chosen.
Communicate and confirm plan with center.
Write an action plan. Order, shop, and/or
collect materials. Add these slides to the Google
Slideshow.
Week 6 – Implement strategy. Make plans to set
up before children arrive. Take before and after
pictures, include children engaging in the new
environment. Create a draft with pictures
added to Google Slideshow.
Week 7 (assignment due) – Add pictures and
answers to reflection questions to Google
slideshow. Sign up to present and participate.
Read articles, refresh memory, and research what
pedagogical narration and learning stories are.
Week 4 – Continue observing child formally, with
note taking and a learning story or pedagogical
narration, in both large and small group, outdoors,
and individually. Collect one writing and one
drawing work samples.
Week 5 - Continue observations and
documentation. Complete a Physical Development
Checklist. Complete a formal assessment.
Week 6 - Analyze Data – turn in draft with
artifacts.
Week 7 – Continue writing. Write at least three
specific, data-based recommendations, with
measurable outcomes and teaching strategies.
Week 8 (assignment due) – Reflection of my
learning. Turn in a proper APA formatted
document.