Danielle Pertile

ECE 251/ Spring 2016

03/23/16

Observation: Physical Environment

School: Vanderburg Elementary School

Telephone: 702-799-0504

Teacher: Linda Floth

Age/grade level: Kindergarten

The number of children enrolled in the class: 23

Centers/Number of children each can accommodate:

Writing center: 2

Computer/technology center: 2-4.

Reading center: 2-4

Manipulative center: 4-5

Checklist and Evaluation
1. Ample indoor space for children
o The classroom is small and somewhat cramped. It is large enough to accommodate all of
the children, but there is not much room for the children to spread out at all.
2. The room is not crowded. Arrangement allows children to easily move around room
o
3. Some direct natural lighting
o Yes.
4. Natural lighting can be controlled (Blinds, curtains, etc.)

o Yes, blinds.
5. Ventilation can be controlled (opening windows, fans, etc.)
o Door to play yard can be opened, not windows.
6. Space is accessible to children and adults with disabilities
o The space is somewhat cramped and walking paths are narrow. Would have to rearrange
to accommodate a wheelchair or other accessibility equipment.
7. Indoor surfaces are durable and easy to clean/maintain
o Yes.
8. Enough furniture for routine care, play and learning (cubbies, shelving for toys/books)
o Yes, every child has their own cubby, and classroom is well-organized with shelves and
cubbies for supplies.
9. Routine care furniture is easy to access without leaving the room
o Yes, all in one room.
10. Chairs and tables are child-sized for 75% of the children
o Yes.
11. Furniture is sturdy, clean, and in good repair
o Yes.
12. Space is arranged so that classroom pathways do not interrupt play
o This classroom is not set up for open play, most everything is done at tables. The only
time children play on the floor is during centers the manipulatives are taken to the circle
time rug. In this case, children and teachers do walk directly through this area to get to
the other centers because the rug is in the middle of the room.
13. The room is arranged in aa way that dead space is not present
o Yes, the room utilizes every ounce of space.
14. Quiet and noisy play areas are separated
o Not applicable. As mentioned, there is not a designated free-play time in this classroom.
Manipulatives could be considered quiet play, but noisy play is not an option inside the
classroom.
15. Teachers can adequately supervise children most of the time
o Yes.
16. 3-5 interest centers are used, including cozy area
o No cozy area. Centers are more academic-based than interest-based.
17. There are at least a few soft furnishings in the room
o Not present. Only soft furnishing is the circle time rug.
18. An indoor space for privacy is accessible
o This classroom is too small and cramped to allow a space for privacy (other than the
bathroom).
19. Centers are clearly defined

Somewhat. Some centers are clearly defined, such as the writing center (which has
available writing supplies, and writing samples are hung on the wall over the table) or the
computer/technology center (a table with two computers, headphones, keyboards, etc.).
The reading center is not well-defined because there is no designated place to sit while
reading, and books are on shelves in different areas of the room. The manipulatives are
stored on a low shelf and children must bring these out to the circle time rug in order to
use them. The computer area is also separated from the table next to it by a shelf, but is

the only center to have that separation.

20. At least two pieces of childrens artwork displayed
o Yes.
21. Some of the display is related to topics of current interest
o Yes. The class is learning about spring and St. Patricks day, so they have made rainbow
22.
23.
24.
25.
26.

mobiles which hang from the ceiling.

Child products are displayed at eye-level
o Except for the mobiles, yes.
Child products include original work (i.e. Each childs product is different from the others)
o No, each product is the result of a class-wide project.
Most children have at least one item displayed
o Yes, every child has their rainbow or writing sample displayed, for instance.
Child products include 3D products, not just paper (paintings, drawings, etc.)
o Yes, the mobiles.
Most materials can be independently accessed by children
o Yes, everything in the classroom is on low shelving except some teacher-specific

materials.
27. Basic first-aid materials are present in the classroom
o Yes.
28. At least one adequate gross motor space, either indoors or outdoors
o Yes, outdoors.
29. Gross motor space is easily accessible
o Yes, the back door of the classroom leads directly to a play yard. Children to not need to
walk through another classroom or down a hallway to access it.

2.

Describe and evaluate how the teacher has represented the issue of diversity in the physical
environment.

There is not much diversity represented, but in fairness there are not many humans represented in
the classroom. Most of what is on the walls are posters of letters, numbers, calendars, vowels,
etc. There is a collage of pictures of each child in the class, which is about 20% non-white. There
are diverse books available as well. I would recommend to Mrs. Floth to utilize the wall space
more for the representation of diversity and display of childrens artwork than for educational
posters.

3.

Observe this classroom in action. Focus your observation on how the room arrangement impacts
the childrens social interactions, and their use of the room and its materials.

I was there during center time, at which point each child is pre-assigned to a center task. They
then rotate through their tasks when the teacher rings a bell. The low tables (seating eight
children each) and child-sized chairs allow children to speak quietly with each other. Children
would compare their work, ask their classmates to pass them materials, or ask their classmates
how to spell certain words. Children seem knowledgeable about the classroom layout and are
capable of using the centers correctly an efficiently. One little girl who was assigned to the
technology/computer center was able to go directly to the radio, put on the headphones, and start
the CD of an audiobook. Other children, assigned to the manipulatives, went directly to those
and each got out a box containing a different activity. Children working on manipulatives worked
separately on different areas of the circle time rug. There was not much interaction, but rather
concentration on their individual tasks.

4.

Write an evaluation of the room arrangement based on what you observed re: the childrens use
and social interactions. Include specific examples from your observation to support your
conclusions.

As previously mentioned, this classroom is really not set up for social play. The most social
interaction I was able to observe during my time in Mrs. Floths class was when the children at
the tables would speak quietly with each other. There are not areas for imaginative play, gross
motor, or large construction play. I did observe that all children were well-acquainted with the
room and were able to access the supplies they needed without assistance. Overall this classroom
is well-organized and easily accessible (though a child or adult with disabilities would like have
trouble getting around the cramped space) but does not allow for very much organic social
interaction. I am not sure if the children working on manipulatives have been instructed to play
separately or if that was just what happened while I was there.

5.

Write an overall evaluation of the Learning Environment.

Rating: 2

Strengths & Weaknesses: The strength is that the classroom is organized and clean. Children are
able to access and put away materials on their own. There is enough space for each child to have
a seat and a personal cubby. The weaknesses are that the space is very small and cramped with
23 students and the usual two adults, and that the classroom has no spaces for privacy, rest (a
cozy area) or free-range imaginative play such as blocks or dress-up.

Improvements: I would remove most of the posters on the walls to allow more space for
childrens artwork. I would condense the books to one shelf and add some cushions or pillows to
create a better-defined reading center. Unfortunately, there just isnt very much space in the
classroom to begin with, so there are not many improvements that can realistically occur.

Shel
f

White
Board

Manipulatives

CD
player

Computer
Center

Storage
Closet

Writing Table 3
Center

Window
s

Book
s
Shel
f

Table
2

Bathroo
m

Circle Time
Rug

Table
1
White
Board

Sink
Door to
hallway
Door to
play
yard

Teache
r Chair

Shelves and
cubbies

Shel
f

Easel
Books

Calend
ar