Name of Facility/School: Childrens Learning Adventure

Teachers Name Ms. Vanessa, Ms. Geri & Ms. Sarah

Address & Telephone #: 3470 West Ann Road, North Las Vegas 702-389-6133

Ages & Number of Children served in the classroom observed: There were 24 four

year olds in this Prekindergarten Classroom

SECTION 1: PHYSICAL ENVIRONMENT

Classroom:

1. Writing Center

a. Number of children center can accommodate 5 students and a teacher

b. List of equipment/material and furniture in center There is a six chair table, one

shelf with the students writing journals, pencils, white boards, dry erase markers, chart

paper, variety of lined and blank paper.

c. Types of learning experiences possible in center The students are taught a new

letter each week and use dry erase boards to practice. They also have journals that they

write about new topics in each week. For the students who arent writing yet the journals

allow for pictures as well. The chart paper is used to model proper writing skills.

2. Hatch Center

a. Number of children center can accommodate 6

b. List of equipment/material and furniture in center Six Hatch tablets and sets of

headphones

c. Types of learning experiences possible in center The students log in using their

picture and play learning games. The teachers pull up a report that tells them what

skill each child has mastered or needs more work on. Then they can focus on the

specific needs of the children.

3.Puzzles Center

a. Number of children center can accommodate 2

b. List of equipment/material and furniture in center Puzzles

c. Types of learning experiences possible in center The students use hand eye

coordination to complete the puzzles. Some of the puzzles are letters and numbers so

this gives the students more practice in this area as well.

4. Math Center

a. Number of children center can accommodate 4

b. List of equipment/material and furniture in center A shelf with different math

materials such as bear counters, scales

c. Types of learning experiences possible in center The students focus on their

math skills, such as counting, addition and subtraction.

5. Art Center

a. Number of children center can accommodate 6

b. List of equipment/material and furniture in center Art easel, table, paint, markers,

paper, smocks and a wide variety of materials to create art

c. Types of learning experiences possible in center The students are able to

express themselves artistically

6. Sensory Center

a. Number of children center can accommodate 4

b. List of equipment/material and furniture in center A sensory table that can be filled

with materials such as water, corn meal, paper or whatever the focus is on that week and

a shelf with tools to use.

c. Types of learning experiences possible in center The students experience a

multitude of sensory experiences when they are encouraged to experiment with different

materials.
6. Blocks Center

a. Number of children center can accommodate 4

b. List of equipment/material and furniture in center One shelf with a variety of

different sized and shaped blocks, animals, cars, tracks and wooden city props.

c. Types of learning experiences possible in center The students can build what they

want to. When they learn about animals, they can make their habitats or when they learn

about transportation they can build roads.

7. Dramatic Play Center

a. Number of children center can accommodate 4

b. List of equipment/material and furniture in center There is a small round table, a

shelf with pretend food, a pretend sink/stove combo, another shelf with dress up clothes

and baby dolls and a tall shelf with more dress up clothes and a mirror

c. Types of learning experiences possible in center The students can participate in a

variety of role playing skits. When they learn about Community Helpers they can dress

up like a police officer or fireman. They mimic the world around them.
8. Library Center

a. Number of children center can accommodate 2 to 3

b. List of equipment/material and furniture in center Books, puppets and felt boards

c. Types of learning experiences possible in center The students can pic which book

they want to read and work on their reading and comprehension skills. They can use the

puppets and felt board to depict the stories

9. Music Center

a. Number of children center can accommodate 2 to 3

b. List of equipment/material and furniture in center One shelf with a variety of

musical instruments

c. Types of learning experiences possible in center The students learn to express

themselves through music

Outdoors:

1. Available equipment: A equipment cart with sports balls, Frisbees, hula hoops, cones

and a parachute

2. Fixed components: A play structure shaped like a ship with several slide, stairs, tic

tac toe, a keyboard, telescope. Two benches and drinking fountain. Another area with an

enclosed tennis court and a picnic table.

3. Natural features: Fake grass outline, three palm trees in the play yard area and

another one by the tennis courts.

4. Types of learning experiences possible outdoors beyond the standard gross

motor and sand play opportunities. The teachers have curriculum that they implement

outside in order to bring the learning outdoors. Then the children can use whatever

equipment they wish. They are encouraged to interact with each other.
Evaluation:

Page 113 of DAP states that Preschoolers are extremely physical creatures. The

classroom and outdoor space that I observed gives them room to run around, dance, role

paly and engage in sensory stimulation. Even when it is too hot to go outside the students

are able to engage in activities in the schools gym. This is important because children

need an outlet for their energy.

According to page 153 of DAP, Teachers create a learning environment that fosters

childrens initiative, active exploration of materials, and sustained engagement with other

children, adults, and activities. During Exploration time the students are able to choose

which center they want to go to. They are encouraged to try different centers and each

week the centers have new materials for the students to use.

According to the Creating a Caring Community of Learners slide, the Community &

Culture of a Developmentally Appropriate Environment is well organized, develops the

whole child, i.e. all aspects of development, is safe and provides space for children to

be alone, interact in small groups and larger groups. This classroom allows for children

to work by themselves, in pairs and as a whole group.

The only negative aspect of this classroom would be the placement of some of the

centers. The Music Center is in between the writing center and the Library. Both of those

are quiet whereas the music center is loud. I would place the Music Center by Dramatic

Play. I think the Art Center should be closer to the sink as it can get quite messy and

being closer to the sink would allow for easier cleanup.

SECTION 2:

CURRICULUM

1. Philosophy

a. Center/School:

Our Philosophy
Children's Learning Adventure provides a nurturing environment for children and an

unprecedented level of training for its teachers, which redefines early care and

education programs!

Children's Learning Adventure is committed to providing an environment that fosters

healthy cognitive, physical, and social-emotional development. We create a classroom-

community by establishing a relationship among the children, families, and teachers.

Our programs are based on a sense of respect and belongingness. We provide highly

trained teachers and state-of the-art facilities and classrooms.

Children's Learning Adventure's Lifetime Adventures curriculum fosters physical

growth, cognitive and social-emotional development for your children, incorporating the

family and community as an integral component of learning.

Children's Learning Adventures variety of specialized learning classrooms, with

specifically designed and enriched curriculum, provide unique learning opportunities for

children.

Childrens Learning Adventures goal is to EXCEED parents' expectations and

ENHANCE children's potentials!

Childrens Learning Adventures Lifetime Adventures curriculum is based on best

practices that incorporate the works of early child development theorists Jean Piaget,

Erik Erickson, and Lev Vygotsky as well as neuroscientist Bruce Perrys extensive

research in brain development. Lifetime Adventures incorporates modern educators

theories of constructivism including John Bransford, Roger McClintok, Roger Shank,

and David Eklind. This curriculum follows the guidelines for developmentally appropriate
practice set forth by National Association for the Education of Young Children (NAEYC)

as well as the national academic school standards

Childrens Learning Adventure USA, LLC Parent Handbook | 1 Rev: 7/23/2015 DID7002F.v1 NEVADA

b. Teacher: The teachers are trying to get the students ready for Kindergarten. The

standards that the curriculum is based on are Kindergarten standards.

2. Goals

a. Program Goals:
Our Mission

In providing a loving, nurturing environment, our goal at Children's Learning Adventure

Childcare Centers is to help your children become confident, independent learners who

will develop a strong sense of self-worth, enabling them to make positive life choices.

Childrens Learning Adventure USA, LLC Parent Handbook | 1 Rev: 7/23/2015 DID7002F.v1 NEVADA

b. Classroom Goals: They are trying to teach the children what they will see in

Kindergarten. They want to increase their attention spans, teach them how to interact

with their peers and teachers and give them the basics for Kindergarten.
3. Classroom Schedule:
4. Lesson Plans:
5. Individualization:

a. Children With Identied Special Needs: Childrens Learning Adventure has any

child that has a special need complete an ADA process. They sit down with the director

and complete a questionnaire about the childs needs and accommodations. They give

the corporate office permission to contact the childs teachers, specialists, and doctors

regarding the childs potential care. Then they come up with a plan that will best suite the

child while they attend Childrens Learning Adventure. The teachers read this plan and

follow the guidelines, such as giving the child more of a notice before transitions. They

have one child in the classroom that goes to a CCSD Prekindergarten program for the

majority of the day. He has an accommodation packet for his speech delay. When he
comes back for the afternoon, they treat him like everyone else. They just give him more

time to answer questions and let him have a moment when he gets easily frustrated.

b. Typically Developing Children:

The teachers attempt to meet the needs of typically developing children who have

difficulty by different ways. For social skills they remind the students that, We are all

friends in here. For routines they give them lots of reminders. From what I observed they

gave them time to try to figure things out on their own. They didnt immediately jump in to

situations that the children eventually solved themselves, such as fighting over a piece of

paper in art.

6. Evaluation:
By having the curriculum based on areas of Academics, Behavior and Construction it

addresses key goals in all areas of development and the domains of physical education

and health, language and literacy, mathematics, science, social studies, and creative arts

(DAP pg 160)

According to the Chapter 7 Planning Curriculum Part 1, the curriculum is a mix of theme

based, scope and sequence and research based. Theme based curriculum is organized

around a big idea and increases motivation. This week the students were learning about

Animal Habitats based on the monthly Planet Earth theme. The July Scope and Sequence

shows the focus of the curriculum and how it will be taught. The curriculum model

reflects the program philosophy because it incorporates works by Jean Piaget, Erik

Erickson, and Lev Vygotsky as well as neuroscientist Bruce Perrys extensive research

in brain development. (Childrens Learning Adventure Parent Handbook)

The curriculum changes for each age group. The preschoolers have the same themes

but they will do activities that are on their level. This is important because, When

developing an activity, it is important for the activity to be DAP for the specific

group/individual child/children who will engage in the activity. ( Chapter 7 Developing

Activity Slide)

I think this is a great Developmentally Appropriate curriculum that makes sense. In each

area, the curriculum is consistent with high-quality, achievable and challenging early

learning standards. (DAP pg. 160) It is challenging but not to the point of frustration. It

seems to be getting the job done of getting the students ready for kindergarten. I did not

see any negatives when it came to the curriculum.

SECTION 3: GUIDANCE

1. Routines:

a. When coming back from their specialty rotations the students line up in the hallway,

one of the teachers calls their name and tells them to wash their hands and sit at a table

for lunch. They all seemed to be used to the routine.

b. When transitioning from one specialty to the next the Ms. Geri let the children know,

In five minutes we will be cleaning up to go to Art.

2. Classroom Rules: The rules are not posted. They go over them as needed.

a. When a student was running in the classroom during exploration time, Ms. Geri said

Use your walking feet.

b. When a student was sitting on her knees on the chair, Ms. Sarah told her, Sit the

right way in your chair.

3. Teacher interactions:

a. When they were doing a cooking project, Ms. Geri cut up the bananas for the

students.

b. When a student showed Ms. Vanessa her work she asked her to tell her more about

it.

4. Social-Emotional Guidance Techniques:

a. When the child who has a speech delay did not want to sit for morning meeting and

showed signs of getting upset, Ms. Vanessa let him sit on her lap and he was fine.

b. When a student was upset that their mom wasnt there yet, Ms. Sarah told her, She

usually gets here about this time, she should be here soon.

5. Evaluation:

The transitions went smoothly and it seems like they are consistent.

The teachers showed developmentally appropriate practice and inappropriate practice

when it came to the rules. When Ms. Geri told the student to use his walking feet she

set clear limits regarding unacceptable behaviors. (DAP pg. 159). When Ms. Sarah

told the student to sit the right way in her chair her instruction was not clear and she did

not model the right way to sit in a chair. Maybe to the child sitting on her knees is the

right way. I used to say seat to the seat and back to the back.
When it came to Ms. Geri cutting up the bananas, she should have modeled it for the

students and then let them cut it themselves. Four year olds need practice with fine

motor skills. Skills become more automatic and effortless only with practice-and plenty

of support. (DAP pg. 137)

Ms. Vanessa used verbal encouragement in ways that are genuine and related to what

a child is doing (DAP pg.158) when she asked the child to tell her about her artwork.

This was also listed as an Effective Teaching Strategy in the online reading Teaching to

Enhance Learning.

When Ms. Sarah comforted the child by telling them when their mom would arrive she

demonstrated the developmentally appropriate practice of getting to know children,

building positive relationships with them and gathering information about them. (Dap

pg.156). She is an authentic, emotionally safe person to be around. (Creating a Caring

Community Online Reading)

All the teachers showed that they genuinely cared about their students and that they are

concerned about them as individuals. The students will not learn anything if they do not

feel safe and comfortable in their environment. Prekindergarten and earlier is when and

where they learn to form these bonds with teachers. This has an impact on them for the

rest of their lives.