I passed by The Child Day Schools, Hidden Canyon Campus in San Ramon, on my way to Las Trampas Regional Wilderness Park, this sparked an interest in the program. After some research on the program’s philosophy, I thought it would be a great choice for my observation; especially since it was close to my house and would provide some perspective on one program in my community. My impressions form as soon as I parked the car and walked to the office. The outdoor environment was beautiful; the school was surrounded by the lush green hills, trees, and nature. Thus radiating an atmosphere filled with life and tranquility. I entered the program around 9:00am and was able to observe the three year old’s classroom. The school values a small teacher and
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My initial impressions of the program flourished as I felt it displayed a positive and comfortable environment. The teachers and director were highly involved in building and fostering relationships with the families and children, as the staff greeted each child by name as they entered and acknowledge the parents. The program further exemplified the child-center curriculum by offering opportunities to play and allowing children to make decisions in their educational endeavors. The school provides a great environment for children to explore, experiment, and learn. The environment is a child’s third teacher as it offers experiences and sends messages about the space. The messages proclaimed children are valued in the space, while creating an atmosphere of tranquility and coziness. The messages sent through deliberate construction, organization, and aesthetics of learning zones. The …show more content…
The library a quiet intimate/seclusion area with low mobility offered soft items such as teddy bears, blankets, and pillows; accommodated three children comfortably as they listened to a book being read. The simple simulation created a peaceful atmosphere through closed objects; since stories never changed and could only be utilized by reading and looking at the pictures. A child exemplified this as he stated “This is my favorite part” before the page was even read. The dramatic play area located across the room rendered more noise, inclusion, and mobility. It was filled with hard items, constructed out of wood and plastic as one child pretended to be a chef, and the other children sat around the table waiting for their dinner. The intentional teaching was further displayed by listening to a child’s interest and providing materials to foster that interest. One parent dropped the child off and the teacher mentioned a video of a dump truck in which she wanted to show the two of them. The child got excited and discussed the cars he saw over the weekend. The classroom fully displayed the interest as there were cars, dump trucks, and tow trucks available to play with. The children were highly interested in the materials, which influenced complex stimulation. The teacher told one child that his tire looked flat and might
My initial impressions of the program flourished as I felt it displayed a positive and comfortable environment. The teachers and director were highly involved in building and fostering relationships with the families and children, as the staff greeted each child by name as they entered and acknowledge the parents. The program further exemplified the child-center curriculum by offering opportunities to play and allowing children to make decisions in their educational endeavors. The school provides a great environment for children to explore, experiment, and learn. The environment is a child’s third teacher as it offers experiences and sends messages about the space. The messages proclaimed children are valued in the space, while creating an atmosphere of tranquility and coziness. The messages sent through deliberate construction, organization, and aesthetics of learning zones. The …show more content…
The library a quiet intimate/seclusion area with low mobility offered soft items such as teddy bears, blankets, and pillows; accommodated three children comfortably as they listened to a book being read. The simple simulation created a peaceful atmosphere through closed objects; since stories never changed and could only be utilized by reading and looking at the pictures. A child exemplified this as he stated “This is my favorite part” before the page was even read. The dramatic play area located across the room rendered more noise, inclusion, and mobility. It was filled with hard items, constructed out of wood and plastic as one child pretended to be a chef, and the other children sat around the table waiting for their dinner. The intentional teaching was further displayed by listening to a child’s interest and providing materials to foster that interest. One parent dropped the child off and the teacher mentioned a video of a dump truck in which she wanted to show the two of them. The child got excited and discussed the cars he saw over the weekend. The classroom fully displayed the interest as there were cars, dump trucks, and tow trucks available to play with. The children were highly interested in the materials, which influenced complex stimulation. The teacher told one child that his tire looked flat and might