ECED 398 Week 3 Environmental Observation and Reflection

1. Environmental Observation Context: This is an on the ground, preschool and child care program. They are open 5 days a
week from 7:30 am – 5:30 pm. The age ranges are birth – 5 years old. I observed the preschool classroom and outdoor play
area. There are 17 children in this class age ranging from 2.5 years – 4 years.

Environmental Observation Template using

the Preschool Learning and Development Domains
Strengths and Rationale
Domains ● Describe (2) strengths of the
environment in supporting
this domain (Hint: which
foundations or strands are
well supported?)
● Provide a rationale and
citation. (Rationale can be
found in the Frameworks
volumes.)
Missing or Could be Improved
What is missing, or what would
be great to see in the
environment to support this
domain?
● Describe one or two
environmental elements in
each domain that could be
better supported
● Describe how they could be
improved. (Environmental
strategies which support
specific strands or substrands
can be found in the
Frameworks volumes.)
Outcomes
What one outcome for young
children would you like to see
better supported in this domain?
● State your outcome clearly and
in measurable terms, include a
supporting foundation and
rationale. (But use the
frameworks to find and support
your environmental strategies.)
Example: The outcome I desire is to
increase the quality and number of
incidents of cooperative play by 100%
(CDE, 2008, p. 27).

Social and
Emotional 1. There are routines, schedules
Domain and classroom rules for
supporting the self-regulation
strand. (CDE, 2008, p. 7). The
Toy kitchen. The location is up on To see increase of use of the
a second flight away from the kitchen with 4-5 children daily to
other dramatic play centers. support social interactions.
Children are not drawn to play
routines are for breakfast, lunch,
check children with pull ups,
potty breaks, and washing
hands. Schedules for transitions
to large group, outdoor play,
and naptime. Classroom rules.
The CA Frameworks states that
young children are better able
to manage themselves and their much. The kitchen is an extended cooperative efforts.
relationships when daily
routines and activities are
predictable, transitions are
signaled and supported, and
there is a balance between
relatively active and relatively
quiet play and between group
and individual activities (CDE,
2010, p. 44).
2. Two quiet/private spaces.
This supports the self regulation
strand. (CDE, 2008, p. 7). A child
can take a break from the group
and sit quietly or gather their
emotions.
The CA Frameworks states the
physical environment has “both
public spaces that encourage
peer interaction and private
spaces where children can take
with the kitchen very often. Supporting Foundation
When they do, they typically onlyDomain: Social-Emotional
stay a short period of time. Development
Strand: Social Interactions
To improve, I would suggest to Substrand: 2.0 Interactions with
incorporate play materials that Peers
promote and encourage peer play Foundation: 2.1 (48 months)
(CDE, 2010, p. 67). I don’t think Interact easily with peers in shared
the location can be changed activities that occasionally become
one and long. I think by just
adding a child-sized table and The outcome I would desire will be
chairs, moving the baby dolls, and to see 4-5 children playing in the
add a baby doll highchair would kitchen daily. To support social
improve its appeal, and allow interactions provide ample space,
more positive social interactions use child-sized shelves and
and promote longer durations of furnishings, and adapt materials to
play. make all learning areas accessible
(CDE, 2010, p. 57). I believe that if it
is possible to add a child-sized table
and chairs, move the baby dolls,
and a baby doll highchair will
generate more interest in this area.
This would give a chance for and
have positive social interactions
and role playing. Teachers can
model play and engage the children
to spur on conversations and be
available for any problem solving.
 a break from sociability” (CDE,
2010, p. 43).
Language and 1. There are many different
Literacy kinds of book experiences
available that support the
concepts about print strand.
(CDE, 2008, p. 63). In the center
children encounter books daily
in their free play, on shelves,
and have books read aloud.
2. Postings of letters, days of
the week, names of the month,
and name tags support
alphabetics and word/print
recognition strand. (CDE, 2008,
p. 67).
The CA Frameworks states to
create literacy-rich
environments. “Literacy
materials and props, embedded
throughout the learning
environment, make using
language and engaging in
reading and writing a routine
part of each preschool day”
(CDE, 2010, p. 103).
1. Book corner. This area could
be more aesthetically interesting
and inviting. Since I have been at
the center, I have not seen
children using this corner to read
books.
2. Too many books crowded in a
tight space. There are 10 cubbies
full of books. 8 are in a central
location, 2 are inside next to an
indoor play structure. The only
time I have seen children utilizing
them is when the teacher asks a
child to go and select one to read
aloud in circle time.
To improve the book corner, I
would add a soft couch and a
puppet rack, remove the shelf
cabinet and replace with a book
rack or a wall hanging display
with clear plastic pockets to hold
individual books. The CA
Frameworks states, “Books
should be displayed cover-
forward on shelves” (CDE, 2010,
p. 106)
I would like to see 3-4 children
using the book corner daily to
support interest in books.
Supporting Foundation
Domain: Language and Literacy
Strand: Reading
Substrand: 5.0 Literacy Interest
and Response
Foundation: 5.1 (48 months)
Demonstrate enjoyment of literacy
and literacy-related activities.
The outcome I would desire is to
see 3-4 children using the book
corner daily to develop interest in
books and the joy reading. It is
important to read stories daily
(CDE, 2010, p. 148). Having a soft a
new comfy couch, and changing out
the cabinet for a colorful more
accessible book rack with books
visible, and adding puppetry items
would make this corner more
inviting. Children could sit down
and make a selection. It helps if
they are familiar with how to use
books already. Teachers could

Health 1. Hygiene routines and rules.
For the prevention of spreading
viruses and disease.
Handwashing, regular use of
wipes, morning drop off
temperature checks, and
teachers wear masks and use
sanitizer all day. Children taught
to cover when they cough, use
tissue to wipe noses. In this way
children learn healthy habits.
This supports the health habits
strand and substrand 1.0 basic
hygiene. (CDE, 2010, p. 80)
2. Sunscreen routines. While
outdoors, children understand
and cooperate when it is time to
put on sunscreen. This supports
the health habits strand and sun
safety substrand. (CDE, 2010, p.
83)
What is missing is oral hygiene
care. There is no oral hygiene
care practiced at this program.
To improve, I would add a
toothbrushing routine before nap
time. This way children’s faces
and hands can be washed, any
potty needs can be addressed.
There always seems to be a few
that need to go. The CA
Frameworks states as children
grow and seek independence,
they begin to understand the
actions and behaviors necessary
to be healthy and safe (e.g.
handwashing, toothbrushing,
following safety rules) (CDE, 2011,
p. 228).
position themselves in the corner
and select interesting stories with
colorful pictures, demonstrate
turning and pausing to look at
pictures, and model puppet play.
I would like to see 100%
participation of the children
practice a routine for oral hygiene.
Supporting Foundation
Domain: Health
Strand: Health Habits
Substrand: 2.0 Oral Health
Foundation: 2.1 (48 months)
Demonstrate knowledge of some
steps of the routine for brushing
teeth, with adult supervision and
instruction.
The outcome I would like to see is
100% of children practice a routine
for oral hygiene. To support this
remind children about health
practices throughout the day (CDE,
2010, p. 236). I can see this being
incorporated slowly with step by
step planning. Notifications sent
out to parents, parents can provide
the hygiene materials, have
 The CA Frameworks states that
children learn through their
experiences, including play,
routines, and scripts, modeling,
and developing and sustaining
relationships at preschool (CDE,
2011, p. 228).
Physical 1. Large selection of tricycles,
Development mini cars, slides and play
structure. They support the
active physical play strand. (CDE,
2010, p. 55).
2. Large outdoor space and
grass size. This supports the
active physical play strand and
substrand 2.0 cardiovascular
endurance. (CDE, 2010, p. 56).
The CA Frameworks states,
“There should be a daily quest
to minimize sitting, waiting, and
watching so children enjoy
meaningful participation in
physical activities” (CDE, 2011,
p. 133).
More ball equipment. There are
two basketballs on the
playground. One does not
bounce, and no other selection.
There is a basketball hoop
positioned at a 5’ height.
For improvement, add a variety of Skills
appropriately sized yard balls
include another basketball.
Lower the basketball hoop so
children can actually have a
chance at making a shot.
Purchase grass equipment, such
as a soccer goal. The CA
Frameworks states that the
outdoor play space should
promote a variety of activities
through the use of balls, low
balance boards, hula hoops,
tricycles, and other wheeled toys motor skills. It’s important to
(CDE, 2011, p. 136).
supplies handy. Class discussion on
the importance of oral hygiene and
finding the best spot, and
adjustment of time to the schedule
would help make this a successful
routine.
To see 5-6 children involved in ball
play experiences daily promoting
gross and fine motor development.
Supporting Foundation
Domain: Physical Development
Strand: Fundamental Movement
Substrand: 3.0 Manipulative Skills
Foundation: 3.1 (48 months) Begin
to show gross motor manipulative
skills by using arms, hands, and
feet, such as rolling a ball
underhand, tossing underhand,
bouncing, catching, striking,
throwing overhand, and kicking.
The outcome I would like to see is
5-6 children involved in active ball
play daily to develop gross and fine
provide balls of different sizes,
shapes, textures and weight (CDE,

Mathematics 1. Small manipulatives area
includes wooden blocks, color
tiles, train tracks, and
connectors support the algebra
and functions strand (CDE, 2008
p.153)
2. Shapes and numbers posted
on the walls support the
geometry strand (CDE, 2008, p.
157)
The CA Frameworks states that
the most powerful mathematics
learning for preschool children
often results from their own
explorations (CDE, 2010, p. 234)
2011, p. 160). When children have
balls that are in good condition,
they like to experiment. Bringing
down the basketball hoop to their
level really would improve interest
in throwing and ball bouncing. If
more balls are included on the
playground, such as kick balls and
yard balls, children will really have a
chance to run and develop their
skills.
What is missing are large blocks. I would like to see 4-5 children
There are no large blocks in the playing daily in the large block area
classroom. Creating a space for to support mathematical reasoning
building sturdy block structures is skills and practice problem solving.
non-existent. There are smaller
blocks. When children play with Supporting Foundation
them, they do not stack high Domain: Mathematics
enough before tumbling down. Strand: Geometry
They are not used that often. Substrand: Mathematical
Reasoning
To improve the block play Foundation: 1.0 (48 months)
experience for children, I found Children use mathematical thinking
large blocks in another room. The to solve problems that arise in their
plan is to bring them over and set everyday environment.
up by the circle time carpet to
make adequate play space. The The outcome I would like to see is
CA Frameworks states to enrich 4-5 children playing daily in the

Science 1. Doctor and animal care
stations. With these stations,
children manipulate medical and
grooming tools. In this play they
are experimenting and actively
engaging in the scientific inquiry
strand. (CDE, 2012, p. 61)
2. Ramp. Children use the ramp
in the classroom to experiment
with rolling things down.
Watching movement supports
the physical science strand.
(CDE, 2012, p. 69)
the environment with objects and
materials that promote
mathematical growth (CDE, 2010,
p. 237).
Revise weekly schedule to visit
the STEM center located in
another room. The children have
not visited this room in 3 weeks.
For improvement, I would revise
the weekly schedule to visit this
center more often. Daily would
be ideal, but 2-3x a week would
suffice. In this way children could
continue their experiments and
explorations of open-ended
materials regularly. Include
objects and materials that allow
large block area to build on
preschool children’s natural
interest in mathematics and their
intuitive and informal mathematical
knowledge (CDE, 2010, p. 234).
This area can give children space
and time for figuring out how to
build structures and manipulate
large blocks. When they gather on
the carpet, they can spread out
their designs. At the same time,
practicing social skills; sharing
space, turn taking, and
cooperation. And provide a great
space for language opportunities.
I would like to see the weekly
schedule to include 100% of the
children visiting the STEM center
regularly. Either daily or 2-3x’s a
week to support children’s skills in
scientific inquiry.
Supporting Foundation
Domain: Science
Strand: Scientific Inquiry
Substrand: 1.0 Observation and
Investigation
Foundation: 1.1 (48 months)
Demonstrate curiosity and raise
 The CA Frameworks states that
preschool science provides
children with focused
experiences that allow them to
learn ways to explore and
extend their knowledge (CDE, p.
2013, p. 136).
Responsiveness 1. Framed Mona Lisa by
to diversity, Leonardo DaVinci. Weekly
routine to discuss painting that
for creativity and open-ended
investigation (CDE, 2013, p. 143).
What is missing are community
rules posted. Children need
regular reminders of code of
simple questions about objects and
events in their environment.
The outcome I would like to see is
the weekly schedule to include
100% of the children visiting the
STEM center regularly. Either daily
or, if possible, 2-3x a week to
facilitate children’s observation
skills. (CDE, 2013, p. 156). Changing
the weekly schedule to include
more frequent visits to the STEM
center would increase the
children’s natural curiosity about
how things work and investigative
skills. A space in the schedule I can
see where to add it already is after
naptime. Their normal routine is to
have a snack and go outside to play
until parent pick up. This time
could be better utilized with hands
on exploration. I could see children
running up to their parents eager to
share what they just discovered
and, even better, bring them over
to see, present artwork, or invite
them in to see designs.
I would like to see 100% of the
children listening and agreeing to
the community rules at circle time
culture and includes culture, diverse society,
language and past history. This supports
sense of time (history) strand.
(CDE, 2012, p. 15).
2. Birthday board and names
posted. With these
represented, children get the
sense that they are important
and belong to a community.
They support becoming a
preschool community member
(civics) strand. (CDE, 2012, p.
11).
The CA Frameworks states that
this knowledge helps young
children understand themselves
in a wonderfully expanding
world (CDE, 2013, p. 45).
conduct where they learn
responsibility and respect for one
another.
For improvement, create a
display of community rules and
have a regular routine of
discussing them. Find a way to
generate community rules and
expectations to protect the rights
of each individual and to create a
community of trust and security
(CDE, 2013, p. 72).
to support preschoolers becoming
civic community members.
Supporting Foundation
Domain: History-Social Science
Strand: Becoming a Preschool
Community Member
Substrand: 1.0 Skills for Democratic
Participation
Foundation: 1.1 (48 months)
Identify as members of a group,
participate willingly in group
activities, and begin to understand
and accept responsibility as group
members, although assistance is
required in coordinating personal
interests with those of others.
The outcome I would like to see is
100% participation of children
listening and agreeing to
community rules at circle time to
build a cooperative, inclusive
preschool community (CDE, 2013,
p. 45). To do this, teachers can
brainstorm a plan to include
children’s engagement in the
development process. An idea
would to pose questions that
trigger children’s minds to rules
already in place. This way they feel
 they have existing knowledge and
experience.

Reflection

Answer the following questions with as much detail and care as possible.

1. What did you learn about intentionally supporting learning and developmental outcomes for children through the
environment?

From spending time on this assignment, I learned when I really took time to focus on the environmental setting, I was
surprised what I found. In some ways great opportunities were existing, in others, more could be accomplished.

To support learning, great care and consideration must be made in how the physical environment is set up because children’s
developmental outcomes depend on it. Intentional teachers pay attention to the details. They are providing the materials,
creating spaces, planning curriculum, setting schedules and routines, and taking into account health measures for
development to occur. It’s a continual process. When structuring the physical learning environment Epstein (2014) states
the setting must promote not only children’s learning but also their pleasure in learning and the motivation to pursue it (p.
13). It has become quite apparent how the physical environment really is that “third teacher” we hear so much about.
Another thing I learned from reflection, was to consider if each learning environment contributed to supporting children’s
developmental domains well. In this way, I can see the importance of open-ended materials. From now on, I don’t want to
underestimate how a child will interact with say, a small wooden rectangular shaped block. I watched a child pick it up and
quickly press it to their ear and lean over as if having a conversation. It is quite remarkable how children reimagine materials.
I learned the environments need to be strategically planned and well executed. For instance, quality means teachers take
the time to not only provide many learning areas, but arrange them by setting up furnishings in such away for optimal play
experiences, and filling them with rich meaningful materials that are useful to the area. They also plan well thought out
schedules, transitions and routines for children’s best interests. The environments must be age appropriately designed that
will develop them socially and emotionally, respect and accept diversity and cultures, provide opportunities for growth in
language and literacy skills, mathematical learning and science processing, and build them up physically by giving them
proper amounts of time to play indoors and outdoors. I also learned outcomes are measurable. This can determine if
something in the environmental planning is working or needs improvement. If so, teachers must be flexible and be ready to
rearrange, remove, or add something for the benefit of the children.

2. What is one way that you might specifically use the CA Preschool Frameworks, and resources such as Epstein (2014)
to create and improve an early education environment?

There are many ways I learned how valuable Epstein (2014) The Intentional Teacher and the CA Preschool Frameworks are.
The Frameworks provide guiding principles for each developmental domain, along with environments and materials to
support ideas, and teacher interactions and strategies that are helpful in planning. In these ways, when I go to create and
improve an early education environment, I will know how best to address each learning domain for planning purposes. I love
the creative and planning process, but the Frameworks will be an amazing resource for how to go about doing it for best
outcomes for children’s learning. Epstein (2014) is an excellent source for best practices that intentional early childhood
teachers do. I feel inspired to want to create the best possible learning experiences for children when I read this text.