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Field Observations Little Sprouts Learning Center #1

GENERAL INFORMATION

1. Name and address of the school: Little Sprouts Learning Center, 11177 Springfield pike, Springdale

Oh 45246

2. Date: 1-16-15 Time of Day: 9:15am-2: 45pm Weather: Cold, Overcast

3. Type of School (Public/ Private): Private

4. Hours the school is in session: 9:30-2:30

5. Description of the group you observed: 12 Students

What is the age range of the group? 3-5

How many children in the group?

o No. Of boys? 8

o No. Of girls? 4

Ratio of staff to children? 2-12

3 Children were sick

6. Basic philosophy of the school-- its stated aims and objectives of handout:

Environment reflecting Christian values and developmentally appropriate instruction

Uses a developmental approach to learning in the classroom with appropriate play experiences,

learning centers, small group activities creative art, dramatic play, puzzles and manipulatives.

Curriculum uses a variety of teaching materials a comprehensive Language Arts program,

exploration and self-directed learning.

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B.THE PHYSICAL ENVIRONMENT - INDOOR

1. List the 5 materials the children used most often in free play, or materials observe the children might

use.

o Puzzles

o Dollhouse imaginative play

o Water table

o iPad

o Construction zone in dress up

o Painting easel

o Dress up flat people

Describe the above free play:

The assistant set out the puzzles, Legos and the flat people. Students selected the water table, the

painting easels and the dollhouse play. The children obviously had chosen these areas of play before

and were happy to select them. The Children did not go to the shelves to make selections.

2. Is a variety of material available in open shelves for the children to use when interested?

Yes, there was a variety but they were not really open for play every day.

3. Indoor furnishings, materials and equipment well spaced for safety and usage?

Excellent Average Poor

Describe:

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The area seemed a little crowded, though the children did not seem to notice. When the children were

seated at the carpet or at the table the room was roomy. However, at center it seemed a little busy and

a bit loud.

4. Indoors materials and equipment that is unusual or unique?


Describe:

This room is chock full of new materials and interesting manipulative. The water table and sand table

were especially interesting and the children loved it. The students also enjoyed the dramatic play area

and dressed up as princesses, fairies, restaurant cook and servers, and construction workers.

5. Give 2 examples of play materials conducive to small motor skills-digital (finger) dexterity.

Flat People (Wooden dolls that students dress up with magnetic clothing. I overheard

the students call them Flat people. SO cute).

Rubber band manipulatives.

6. Give 2 examples of play materials conducive to imaginative and creative play.

Dress up play area, fairies, construction workers, restaurant cooks, vet doctor and

princesses and knights.

Water table. The children played an ocean animals game. The teacher had dyed the

water blue with food coloring.

7. Give 2 examples of play materials especially conducive to concept development (i.e. number

recognition, shapes, seriation, size, color, symbol, word recognition, etc.). Be specific; please list

material and concept it promotes.

Puzzle’s-develops problem solving skills, spatial and creative thinking.

Construction zone- motor skills, hand-eye coordination, social skills and language.

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8. Give 2 examples of indoor equipment and materials that might be used to help a child release and

cope with negative feelings.

None in the room

The Gym had scooters and a wide space to ride them in. Bean bags for throwing, and

balls for bouncing, basketballs and hoops, and a slide. This could help with energy

release and that may help with frustration.

9. Are materials stored neatly and well-spaced in individual units, i.e., boxes, \plastic pails, pans,

drawers, etc., so children can use them and return them without confusion and without being

forced to share with a group.

Yes No

Describe how they were stored:

Materials are stored in cubbies in square clear tubs that are labeled. Large items are stored in larger

tubs and are labeled. There were no open materials like scissors the teacher handed those out as

needed although they were in the writing center.

10. Can quiet and noisy activities go on without disturbing one another?

Yes Some No

Is there an appropriate place for each? Yes Some No

Describe:

The teacher divided the room in half during center time. The floor side and the carpet side. The floor

side students had access to table jobs that mostly required sitting. Puzzle’s, iPad, water table paint

easel, play doh and Flat people. The carpet side had the dollhouse, construction zone, large blocs, car

track, restaurant, and big Lego blocks.

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11. Where their teacher planned (vs. free play) and/or teacher directed indoor activities for the

children? Yes No

Give three examples of teacher planned activities or directed activities children are or could be involved

in.

Craft time

Upon arrival children glued marshmallows (snowballs) to an outline of their names

Reading /Listening to DVD headset and in circle

Calendar time, Number Bear

12. Is the children’s artwork displayed at the child eye level?

Yes No

Describe types of art displayed:

Artwork is displayed in the hallway at parent’s eye level. The Letter “I” for ice cream craft was displayed.

13. Did you observed any inappropriate equipment? Yes No

14. List and describe 2 things that made the room attractive.

Bulletin Board

The arrangement of the room. The brightness of the room by paint color and all the play

areas.

15. List and describe 2 things that made the room unattractive.

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Signs probably needed to be updated. They looked a little worn and faded.

16. How would you describe the overall space?

Very attractive better than average average needs some improvement unattractive

17. Describe: colors of walls and flooring, decorations in the room, kind and color of furnishings.

The walls are creamy yellow; carpet is on one half of the floor and tile on the other. There were hanging

decorations over the tables. The chairs were yellow, blue and red. The tables, two, were half moon

shaped and there was a long brown table as well.

18. Describe how the materials--furniture and activities, etc., are arranged and placed in the room.

(DRAW on a separate page.)

Picture is attached at the end.

C. THE PHYSICAL ENVIRONMENT -OUTDOOR

1. The variety of outdoor equipment is:


Describe:

2. Give 3 examples of large permanent apparatus.

Two Spinners

Pirate Ship

Climbing structure

3. Give 3 examples of portable play materials conducive to gross motor skills.

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Open space for running.

Balls, Footballs, Basket balls

4. Outdoor equipment is will arranged for safety and usage.


Describe:

5. Any outdoor materials and equipment that are unique, different?

Excellent average poor

Describe: Spinners and pirate ship

6. Is there a variety of outdoor surfaces? No, just mulch

Grass cement asphalt dirt sand gravel

7. Describe 2 things that made the yard attractive.

The spacing is great.

Trees surrounded one side of the fence.

8. Describe 2 things that made the yard unattractive.

Gray fence

Church building on one side instead of trees all the way around the playground.

1. How would you describe the overall play space? Very attractive

Better than average Average Needs some improvement Unattractive

2. Describe the shape of the yard, landscape (trees, flowers, grass, etc.), the arrangement of

equipment, activities and choices for children. (DRAW on a separate page.) Winter, no leaves and no

flowers were visible.

3. Is the yard easy to supervise? Yes No

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D. INTERPERSONAL ENVIRONMENT

TEACHER/CHILD RELATIONS

1. How did the teacher provide a warm overall interpersonal environment (i.e., talk, touch,

involved with children)?

Describe: give a specific example

The teacher positively greeted each child and parent, at the door upon their arrival at preschool. When

the teacher greeted each child she said something positive about their appearance, or a unique

welcoming statement. At circle time the teacher stated, “I’m so glad all my friends are here today.”

2. How did the needs for basic trust and security met (i.e., sharing feelings, teacher approachable)?


The children asked the teacher questions, smiled at her, said I love you, and returned her hugs. The

children obviously were well tuned with the class routine and responded eagerly to her suggestions and

directions.

3. Does the teacher use “open-end questions” encouraging the child to answer and think and

participate in learning and discovery?

Occasionally Sometimes Never Did not observe


“I need help with our bible verse, can you help me today.” “Would someone like to pray today?” A small

boy volunteered. The children said Amen together.

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“Can you help me count the letters in her name?”

“Do you think I can make right this time?”

4. Does the teacher use errors or mistakes as learning experience for the child and move forward

on a positive not?

Always Often Occasionally sometimes never did not observe

5. Does it make a difference if a teacher uses positive or negative techniques for the child to move

forward? It makes a difference because the child may become conditioned to negative

responses and continue his negative behavior as a self -fulfilling attitude.

7. COMPETITION All of the time

Most of the time

Some of the time

Seldom Not at all

Is their outright Fostering of

competition?

X

Are there enough equipment

and materials?

X

Does the teacher compare

children?

X

Are there too many children

in one activity at one time?

X

Is there an apparent plan for

taking turns?

X

Is there outright favoritism? X

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Describe your conclusions on competition at this school

The teacher fosters inclusion, sharing, taking turns, and is willing to consistently re-explain.

8. When limits are placed or directions given, do adults use reasoning and consistently follow through?

Always Often Occasionally sometimes never did not observe

Give a specific example:

One child kept leaving his center. He was redirected to his correct side with firmness, explanitions, and

respect.

9. Is the teacher a positive model for behavior and healthy attitudes (tone of voice, manners, treatment

of children, etc.)?

Yes No


The teacher consistently used explanatory language when she made a request or gave directions. “We

keep our feet on the floor to keep our bodies safe.”

The teacher would correct the children by saying, “Remember, friends, in Preschool we raise our hands.”

Children were directed to kiss their brain after each answer.

Students sang and danced to the chicken dance. They said it was their favorite song.

The teacher often said, “I’m going to wait until my friends get ready. Get your bodies ready” to get

attention to her subject matter.

Teacher recited a chant “tootsie roll, lollipop we’ve been talking now lets stop” instead of shushing

motions. This helps students to choose self-regulation.

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10. Was there evidence that the teacher tried to include most of the children in some manner during the

activities you observed.

Yes No


The teacher asked one student if he knew one of the numbers on the board and if to whisper it to his

neighbor. Then they all sing a chant “Hi Ho Hi Ho, we came to school…days ago….”

11. Where their children who did not engage in play activities? Yes No

Describe:

The teacher encouraged all of her friends to participate and encouraged friends to make friends with

some one they had not met before. She read the book “Good Job Little Chickens.”

4. Is there much freedom of choice allowed? Yes No

What were the alternatives for the children?

Describe:

There were some free choices for children. The children could not just go and get something off of the

shelf they had to ask the teacher first. Students were often redirected to different activities first.

The teacher also, offered language to help the children interact with each other, “George, Lilly would

like to help you build. Will you make space for her?”

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5. Were the majority of activities you observed:

Teacher selected Child selected Combination of both


The assistant set out the centers on the floor side. The children could choose from what was put out for

that time frame. On the carpet side the students could choose from anything on the shelves. The

children switched sides of the room halfway through the center time.

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E. ACTIVITIES TO STIMULATE DEVELOPMENT (EITHER DISPLAYED OR BEING USED)

1. Are there opportunities for dramatic play? Yes No

Example:

There was a netted tub full of dress up clothing. There was also a mirror so students could see what

they looked like when they were dressed up.

2. Is there a housekeeping area, dollhouse? Yes No

Dress- up clothes for boys as well as girls? Yes No

Any other materials that might encourage interest and involvement in dramatic play?

Yes No

Examples:

There were a carton of hand puppets and a puppet stand with a curtain. Super cute!

3. Did you observe a variety of basic art supplies? Yes No Did not observe

Examples:

There is a painting easel with paints, a chalkboard with chalk and a dry erase board. There were

crayons, glue, stamps and scissors in the writing center.

4. Are there equipment and materials to stimulate language development?

Yes No Did not observe

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Examples: An CD audio book listening center with headphones. There were also tubs of books for the

tables and a book center that had books the students had written at the beginning of the year about

Pete the cat.

5. Are there equipment and materials to stimulate concepts about people and how they live together

(families, community helpers, etc.?)?


Examples:

Restaurant center with a menu and dishware. Farms, baby dolls, doll houses with small jointed dolls and

furniture.

6. Are there equipment and materials to stimulate science concepts?


Examples:

Magnifying glasses, science tub with shells cotton balls and butterflies.

6. Are there small manipulative toys to build eye-hand coordination and finger dexterity?


Examples:

Legos, rubber band board and magnetics.

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7. Are there some opportunities to follow patterns or achieve a predetermined goal: puzzles, design

blocks, dominos, matching games?


Examples:

The teacher had an Oreo matching game on the shelf. Although it was not set out today.

8. Do children do things like cooking, planting a garden, caring for animals, field trips?


Examples:

9. Are there provisions for children to learn through their senses (taste, smell, touch, etc.) as well as

verbally?


Examples:

Senses-mostly through the water tub table.

10. Are there materials in the room that address the multicultural world in which we live?


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Examples:

Books

12. Are there materials that encourage and foster care about our environment: recycling, posters,

books, etc.?

Yes some No Did not observe

Examples:

Books about God and taking care of the blessing of the earth. No posters or recycling information.

F. GOALS OF EARLY CHILDHOOD

1. Did observe the teacher helping a child development a positive self-image/ self-esteem?

Very helpful Helpful Helpful Did not observe

2. Did you observe the teacher help the child in learning or improving gross and small motor skills

(motor development)?


3. Did the teacher stimulate language development by helping the child learn new vocabulary?


4. Did the teacher help the child in encouraging cognitive growth in such areas as: understanding,

perception, knowing, analyzing, questioning?


5. Did the teacher help the child in encouraging creative growth by allowing the child to explore

materials rather than tell the child how to do things or by using predetermined crafts with only one right

way?

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6. Give one example from the above. (Give number from above.)

#2) The teacher helped each child to make the letter J,j on the erase board before they washed their

hands for snack. First, the teacher introduced the letter with a chant and had the students repeat it.

Then she wrote the letter. Finally each student wrote the letter standing beside the teacher. If the

student needed help she offered to help them. Finally she woul give praise or offer to help them the

second time.

G. GENERAL SUMMARY. YOU MUST ANSWER ALL AREAS OF THIS SECTION.

DESCRIBE, GIVE EXAMPLES IN EACH AREA

What is your overall opinion of indoor/outdoor environment?

1. Include a description of indoor/ outdoor environment.

The indoor environment was warm and inviting as well as colorful and organized. The environment

reflected a child centereded environment that was pleasant and comfortable. Everthing in the room

was child sized except the sink. The children had to stand on a stool. The potty was child sized,

although the bathroom had a small odor in it, it was still very nice and showed that it was cared for.

2. Interactions between teacher and children.

The teacher met each student at the door offering hugs, pats and pleasant recognition to any changes

she noticed in the children. “You got a hair cut I like it,”… “Little Pony is my favorite”. The teacher was

genuinely happy to see her students. The teacher also asked the parents to have a good day as they left.

3. Teacher characteristics and personality.

The teacher had a laid back personality. It seemed as if it would take an incredible amount of stress to

ruffle her feathers. She looked at each child and saw them. The teacher seemed to be very kind and

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smiley. She freely shared information about herself when aske or was appropriate. For example she

shared her favorite color was pink.

4. Activities.

All of the selected activities seemed age appropriate. I especially liked her idea of putting snowballs on

their names. They were really marshmallow. The children worked very intensely at getting the marsh

mellows on the glue correctly. They washed their hand and then they ate the leftovers. A perfect craft.

5. Selection of materials.

The teacher had incorporated materials that reflected the current weather into her environment. The

room seemed newer and she had many interesting puzzles, threading activities, and magnetized boards.

6. Goals of early childhood (see the 5 goals of this observation) give examples of goals being met or

not met.

1. I observed the teacher helping to create a positive self-image and self-esteem when

she acknowledged each child at the door and noticed something special about each one.

2. I observed the teacher in the gym showing one child how to climb the rails for the

indoor playhouse. Additionally the teacher worked with each student individually at the dry erases

board to construct the letter J.

3. Words that the teacher used to stimulate language development are when she

introduced the letter J. The teacher introduced the visual letter, the sound and when she wrote the

letter on the board. The teacher also introduced language when she read the mitten.

4. During the bible story the teacher asked, “What do bats see or hear with their eyes?”

She then waited for and acknowledged all of the student’s answers.

5.The teacher used picture sequencing of a bus stop and asked the children to help her

put it in order. Then the teacher used their language/words to create a new story. The marshmellow

craft could have been completed anyway the students picked. They could start in the middle or the end.

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The only instructions were to wash your hands before eating the marshmallows. The teacher was very

laid back the children could wiggle around and move. She said many times that wiggling did not bother

her.

7. How did you feel about the way they handled discipline at this school? Use examples.

I liked how discipline was handled in this classroom. The children were respected and treated with

dignity. The teacher was able to handle all discipline issues herself through conversation and waiting.

8. Would you send your child to this school? Why or why not?

Yes I would. I like the schools program and I think my son would have loved it there. The calluses are small; they only go up to 15 students. And the age group, 3-5, gives children a chance to learn from their peers.

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