During this course you have been building knowledge and understanding of the complexities, challenges, and importance of quality preschool environments. This week, you will have an opportunity to observe in a preschool setting. As you have learned, the quality of the environment in terms of teaching practices, physical environment, materials available, opportunities for play and learning that engages children in meaningful exploration and discovery can have a significant impact on children's development in all domains. Click on the links below to download and print out the Observation Assignment documents. You will use these documents to carry out the assignment. Observation Assignment Sheet Step One: Plan · Review the learning resources for the course, as well as your application and discussion assignments. Think about the videos you watched and the glimpses you were given into preschool settings. · Confirm your observation, make certain you understand where to go when you arrive, and thank the school for this opportunity. · Carefully read over the Observation Guide before you observe in your preschool setting.  Use this sheet to record your thoughts, insights, observations, and questions. You may also want to bring along a laptop for taking notes. Step Two: Observe Note: When you observe in a classroom and reflect on what you have seen, keep in mind that you are observing “one moment in time.” Due to time constraints, there are many things that you cannot know or see—details of who children are as individuals, children’s history in the program, children’s developmental strengths and challenges, specific reasons for teacher interactions, etc. In other words, you are glimpsing a part of a big picture that is best understood by the adults who work with these children daily. · Introduce yourself to the teacher and ask for suggestions about where to sit. Find a place, or places, where you can see different areas of the room and different kinds of interactions. (You may want to sit in several places in the course of the hour you are in the room). · Use the Observation Guide as you observe the adults and children in the classroom. Take notes that will help you remember what you are observing; also note any questions you have about what you are observing. · Review your notes. Read over the notes on your Observation Guide, filling in any “blanks” while your memory is fresh. Step Three: Reflect · Reflect on what you have learned in this course, what you observed in the preschool setting, and additional thoughts you have had since. With all of this in mind, complete the following: Summarize: o Ways in which the philosophy and practice of encouraging, guiding, and supporting children learning through play was demonstrated in this setting o Ways in which the environment you observed represented a quality physical environment for young children. o Ways in which the environment you observed fostered encouraged, guided, and supported chil.

1. During this course you have been building knowledge and
understanding of the complexities, challenges, and importance
of quality preschool environments. This week, you will have an
opportunity to observe in a preschool setting. As you have
learned, the quality of the environment in terms of teaching
practices, physical environment, materials available,
opportunities for play and learning that engages children in
meaningful exploration and discovery can have a significant
impact on children's development in all domains.
Click on the links below to download and print out the
Observation Assignment documents. You will use these
documents to carry out the assignment.
Observation Assignment Sheet
Step One: Plan
·
Review the learning resources for the course, as well as your
application and discussion assignments.
Think about the videos you watched and the glimpses you were
given into preschool settings.
·
Confirm your observation, make certain you understand where
to go when you arrive, and thank the school for this
opportunity.
·
Carefully read over the Observation Guide before you observe
in your preschool setting. Use this sheet to record your
thoughts, insights, observations, and questions. You may also
want to bring along a laptop for taking notes.

2. Step Two: Observe
Note: When you observe in a classroom and reflect on what you
have seen, keep in mind that you are observing “one moment in
time.” Due to time constraints, there are many things that you
cannot know or see—details of who children are as individuals,
children’s history in the program, children’s developmental
strengths and challenges, specific reasons for teacher
interactions, etc. In other words, you are glimpsing a part of a
big picture that is best understood by the adults who work with
these children daily.
·
Introduce yourself to the teacher and ask for suggestions about
where to sit. Find a place, or places, where you can see different
areas of the room and different kinds of interactions. (You may
want to sit in several places in the course of the hour you are in
the room).
·
Use the Observation Guide as you observe the adults and
children in the classroom. Take notes that will help you
remember what you are observing; also note any questions you
have about what you are observing.
·
Review your notes.
Read over the notes on your Observation Guide, filling in any
“blanks” while your memory is fresh.
Step Three: Reflect
·
Reflect on what you have learned in this course, what you
observed in the preschool setting, and additional thoughts you
have had since. With all of this in mind, complete the
following:
Summarize:

3. o
Ways in which the philosophy and practice of encouraging,
guiding, and supporting children learning through play was
demonstrated in this setting
o
Ways in which the environment you observed represented a
quality physical environment for young children.
o
Ways in which the environment you observed fostered
encouraged, guided, and supported children’s social-emotional
development and learning
o
Ways in which the environment you observed encouraged,
guided, and supported children’s language and literacy
development and learning
Compare and Contrast:
o
At least one example of an aspect of the opportunities children
had to play that you observed during this observation with the
information presented in the Learning Resources.
o
At least one example of an aspect of the physical environment
(e.g., layout of the center) that you observed during this
observation with the information presented in the Learning
Resources.
o
At least one example of an aspect of the social and emotional
environment that you observed during this observation with the

4. information presented in the Learning Resources.
o
At least one example of an aspect of the language, and literacy
environment that you observed during this observation with the
information presented in the Learning Resources.
Contribute:
Based on what you observed and the learning resources from
this course:
o
Articulate at least two suggestions you would like to make in
order to help this setting encourage, guide, and support
children’s development and learning
o
Share two aspects, concerns, insights related to your
observation about which you would like to learn more should
you have had the opportunity to speak with this teacher further.
Reminders:
·
For this assignment, you must submit all parts of Step 3.
·
When writing about your observation, do not use actual names
of children.
Assignment length
: Approximately 4 pages
Preschool Observation Guide
Date:

5. School/Program:
Number of Children:
Number of Adults:
Ages of Children:
Length of Observation:
The Role of Play in this Environment:
Ways in which the philosophy and practice of encouraging,
guiding, and supporting children’s learning through play were
evidenced:
Opportunities and Kinds of Play Observed:
Children’s Actions:
Adult Actions:
Physical Environment

6. Ways the environment encouraged, guided, and supported
children’s play, learning and development:
Classroom arrangement and activity/learning areas
Classroom atmosphere
Learning experiences available
Materials accessible
Types of interactions supported
Social/emotional Environment
Ways the environment and the adults in the room encouraged,
guided, and supported children’s social/emotional development:
Classroom arrangement and activity/learning areas
Classroom atmosphere
Learning experiences available
Materials accessible
Types of interactions supported
Language and Literacy Environment
Ways the environment and the adults in the room encouraged,
guided, and supported children’s language and literacy
development:
Classroom arrangement and activity/learning areas

7. Classroom atmosphere
Learning experiences available
Materials accessible
Types of interactions supported
General
Questions:
Insights:
Things to Remember:
Article
:
Seitz, H. J. (2006).
The plan: Building on children's interests
.
Young Children 61
(2).
Copyright 2006 by National Association for the Education of
Young Children. Reproduced with permission of the National
Association for the Education of Young Children in the format
electronic usage via Copyright Clearance Center.
Optional Resources
Article
: Geist, E., & Baum. A. (2005). Yeah, but's that keep teachers
from embracing an active curriculum.
Young Children
on the Web. Retrieved from
http://journal.naeyc.org/btj/200507/03Geist.pdf

8. Article
: Bodrova, E., & Leong, D. (2004).
Scaffolding in the zone of proximal development
. Retrieved from
http://www.naecs-sde.org/3OPI.pdf
(Begin on p. 21)
Article
: Project Approach.org (2008). Three phases—Project
development. Retrieved from
http://www.projectapproach.org/planning.php
Article
:
Clearinghouse on Early Education and Parenting (CEEP).
(n.d.).
The project approach
. Retrieved August 28, 2009, from
http://ecap.crc.illinois.edu/eecearchive/digests/1994/lk-
pro94.html
Article
:
New, R. S. (2000). Reggio Emilia: Catalyst for change and
conversation. Retrieved from
http://ecap.crc.illinois.edu/eecearchive/digests/2000/new00.html
Article
:
Illinois
State Board of Education (n.d.).
The project approach for preschoolers
. Retrieved August 28, 2009, from
http://illinoisearlylearning.org/tipsheets/projects-overview.htm
Article
:
Cassidy, D. J., Mims, S. Rucker, L., & Boone, S. (2003).

9. Emergent curriculum and Kindergarten readiness
. Retrieved from
http://www.uncg.edu/hdf/facultystaff/Cassidy/Already%20ready
%20to%20learn%201-8-03.pdf
This assignment is due in 12 hours or less
APA format please
All orginal work