Professional Documents
Culture Documents
Number of children: 4
Number of adults: 2
Directions: Visit an infant or toddler classroom and comment on the following areas:
Setting
Environment that supports development:
List the opportunities in the room for physical development of the children.
The children have a soft area for climbing and crawling. There is a mirror on the wall for
them to see. There are stations such as dramatic play, sensory, and blocks.
List the opportunities for cognitive development of the children.
The children have access to many centers that allow them to manipulate materials and learn
about them. They have soft music playing in the background and provide opportunities for
rhythm and listening. The instructors talk to the children and use identifying terms and
directions when speaking. For instance, the children were doing a fine motor craft when I
arrived. They were told to push and stick paper shapes to contact paper.
Describe the interactions between the teachers and each child (emotional development)?
Miss Amy, I believe she is the assistant, did a great job calling the children by their names.
She was very vocal in her direction of the kids and very positive. She spoke in a calm, clear,
manner and seemed to know the kids and what they needed or wanted. Miss Kimber also had a
soft and gentle nature with the kids. She was clear in her expectations and directions and often
repeated words and sounds for the children to hear. They both praised the children and corrected
them when they were off course. For example, one little boy pushed another out of the way of
the tunnel because he wanted to crawl through first. The teacher knelt beside him and explained
he needed to let his friend go and wait nicely.
Describe the opportunities for children to be together with other children or the adults (the social
development).
There were only four children in the room when I observed. They had four children out this
particular day. The children didnt really interact with one another but they did interact with the
instructors. They would watch what their friends were doing and often participated in the same
task but didnt engage in each other. For instance, there were three of the four children crawling
through tunnels. They all expressed their joy and excitement of the tunnels individually but did
not pay any attention to their friends crawling before them or after them. They seemed to look to
the teachers for interaction, praise, and acknowledgement. At a different time, one child was
playing babies, another was sitting on the instructors lap reading a book, the third was crawling
through the tunnel, and the fourth was sitting watching everyone else. There were many
opportunities for the children to be together and near one another but the teachers did not
encourage them to play together or interact specifically with one another.
Describe methods of communication between the program and the families. Some hints: Do you
see bulletin boards with information? Is there a daily log sent home? What information is
exchanged between the families and the children? Other
The information for parents is posted on the back of the classroom door in this room. The
objectives, schedule and needs of the room are listed. There was also a warning that they had a
confirmed case of impetigo in the room. There is a daily paper sent home reporting the
childrens emotional day and whether or not they ate well. I did not see a parent pick-up, dropoff, or interact with faculty while I was there.
Your Comments:
I enjoyed the opportunity to observe in this particular classroom. The instructors were
welcoming and seemed to really love their job. The classroom was set up according to state
standards and had a wonderful, calm feel. The childrens work hung nicely on the wall where
they could see it and the room was set up for their size.