The state of Alabama sets forth a list of detailed guidelines strictly for the Alabama First Class Pre-K programs to follow in relation to their learning environment. These guidelines were constructed for the inside and outside learning environment. The UWA campus school is considered to be an Alabama First Class Pre-K program, therefore; it must abide by these rules. This paper serves to discuss the inside and outside learning environment of the UWA Campus School and Mrs. Angie’s class. Specifically it will discuss how this learning environment is aligned to the Alabama Pre-K guidelines, if any areas are missing, the safety of the equipment, the traffic patterns, and how the environment is guiding the children’s learning and behavior.
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The state of Alabama made a set of guidelines for pre-k programs specifically for the outside environment that are based of NAEYC and DHR safety standards. The first standard under section A of the gross motor and put door play section states the play equipment should be age and developmentally appropriate. Indeed, all of the play equipment is age and developmentally appropriate. From the merry-go-rounds to the slides, the students are able to engage and play in a safe way. Next, the guidelines demand the environment should have sixty square feet for each child. This guideline is not active at the campus school. The playground is too small for all of the classes to play at once, in which they do. Also, the guidelines says the environment should be enclosed by a fence in which the campus schools play ground is. You cannot enter the playground unless you enter through the building first. Also, there are fences throughout the playground where teachers can barricade students from entering. The fifth guideline insists activities such as dramatic play, block building, or art activities should be provided. On the playground these activities are not provided for students. This is also accompanied by the guideline that says equipment needed to meet developmental skills must be provided. These materials include water and sand, art materials, and various sizes of balls. …show more content…
The purpose of the position statement is to, “to promote quality in the care and education of young children” (NAEYC). The position statement is broken down into three main aspects: knowing about child development and learning, knowing what is individually appropriate, and knowing what is culturally important. The UWA Campus School closely follows the framework of the position statement. Mrs. Angie and Miss. Allie are very knowledgeable on the topic of child development and learning as it is obvious in their classroom arrangement, teaching styles, and curriculum. Each day they take each individual child and how he or she learns best into consideration. For example: one student does not do well during naptime because of others around him so Mrs. Angie used sheet to cover his area and keep distractions to a minimum, therefore; he is rested and ready to continue the day. Lastly, Mrs. Angie and Mrs. Allie know each individual detail of each and cultural aspect of each child’s personal life. One example is when I asked Mrs. Allie about a Chinese student in the class and if he spoke English or Chinese. She said that he does not speak either language and his parents do not even understand him. The NAEYC DAP Position Statements goals are to reduce the achievement gap, allow comprehensive and effective
The state of Alabama made a set of guidelines for pre-k programs specifically for the outside environment that are based of NAEYC and DHR safety standards. The first standard under section A of the gross motor and put door play section states the play equipment should be age and developmentally appropriate. Indeed, all of the play equipment is age and developmentally appropriate. From the merry-go-rounds to the slides, the students are able to engage and play in a safe way. Next, the guidelines demand the environment should have sixty square feet for each child. This guideline is not active at the campus school. The playground is too small for all of the classes to play at once, in which they do. Also, the guidelines says the environment should be enclosed by a fence in which the campus schools play ground is. You cannot enter the playground unless you enter through the building first. Also, there are fences throughout the playground where teachers can barricade students from entering. The fifth guideline insists activities such as dramatic play, block building, or art activities should be provided. On the playground these activities are not provided for students. This is also accompanied by the guideline that says equipment needed to meet developmental skills must be provided. These materials include water and sand, art materials, and various sizes of balls. …show more content…
The purpose of the position statement is to, “to promote quality in the care and education of young children” (NAEYC). The position statement is broken down into three main aspects: knowing about child development and learning, knowing what is individually appropriate, and knowing what is culturally important. The UWA Campus School closely follows the framework of the position statement. Mrs. Angie and Miss. Allie are very knowledgeable on the topic of child development and learning as it is obvious in their classroom arrangement, teaching styles, and curriculum. Each day they take each individual child and how he or she learns best into consideration. For example: one student does not do well during naptime because of others around him so Mrs. Angie used sheet to cover his area and keep distractions to a minimum, therefore; he is rested and ready to continue the day. Lastly, Mrs. Angie and Mrs. Allie know each individual detail of each and cultural aspect of each child’s personal life. One example is when I asked Mrs. Allie about a Chinese student in the class and if he spoke English or Chinese. She said that he does not speak either language and his parents do not even understand him. The NAEYC DAP Position Statements goals are to reduce the achievement gap, allow comprehensive and effective