ECE 430 week 2 journal
ECE 430 Week One Case Study
Focus: Classroom Environment
Park Lane Early Childhood Center is accredited by the National Association for the Education of Young
Children (NAEYC). Mrs. Ashland was thrilled when the center director , Mrs. Ford , hired her . Mrs.
Ashland knew that the center had demonstrate d its com mitment to using developmentally, culturally , and
linguistically appropriate and effective teaching approaches in order to become accredited . On a daily
basis Mrs. Ashland strives to engage in meaningful relationships with her students and their families,
collaborate with her colleagues , and create a safe learning environment.
When you walk into Mrs. Ashland’s 4-year -old preschool classroom at Park Lane Early Childhood
Center , you instantly feel welcomed. The learning environment provides a secur e and stimulating
climate. The entryway is covered with a beautiful mosaic made up of primary colored tiles with a skylight
above. The children’s artwork is displayed along the walls , and you can tell that each child is a valued
member of the group. The displays containing the children’s work are at eye level , as are the materials for
student use , and whiteboards. You can also gain a sense of the appreciation for each child’s culture as you
look at the friends and family board displayed in the room. Mrs. Ashland has arranged the room so that
the children are able to easily move around the classroom , which promotes a social learning environment.
Each child has an individual space to store personal belongings or hang jackets. The classroom contains
many elements such as rugs, cushions , and rocking chairs that give the class a cozy feel. In the center of
the room , there is a large carpeted area where the class can meet as a whole group. At the beginning of
each day, the class meets in this area to listen to the daily schedule. Throughout the day , Mrs. Ashland has
the children gather on the carpet to listen to stories, engage in language experience s, learn concepts,
engag e in conversations , and simply build their classroom community. All around the classroom there
are learning center s that facilitate a variety of developmentally appropriate activities to be conducted
simultaneously.
Mrs. Ashland’s classroom also opens up to a covered patio so that student learning can be extended
outside. This outdoor area is surrounded by a safety fence that protects the children from accessing the
street or other potential hazards. The outdoor learning area includes open spaces for fre e play, a large
sand box for digging, equipment for riding and climbing, and plenty of shade. Mrs. Ash land supplements
this area daily with materials to support such areas as gross motor skills, science exploration, social ECE 430 Week One Case Study
Focus: Classroom Environment
emotional development , and creat ive arts. The children typically play outside for 30 minutes each
morning and afternoon. During outside play times, the children are able to develop their social skills,
participate in physical activities, and simply be kids.
During center time , the children in Mrs. Ashland ’s class are free to choose from a variety of activities.
The centers are designed to encourage children to be creative with the projects they choose and to engage
in meaningful conversations with their peers. While the ce nters are flexible, they frequently include block
building, sociodramatic play, art, music, science, math, manipulatives, computers , and literacy. The
materials provided at each of the centers are individualized and challenge child ren's intellect in a
deve lopmentally appropriate way . Mrs. Ash land often uses this time to talk to the children about their
activity of choice and documents what she sees in their portfolios. The materials in each center are clearly
labeled using pictures so that all students feel successful. All of the materials in the centers are stored on
shelves that contain pictures showing where each item belongs .
Finally, you can feel the sense of community in the classroom. The children have opportunities to learn
the language of school s uch as following directions, participat ing in a class discussion, problem solving ,
and listening to the teacher. These important daily routines are rei nforced throughout the day , which
allow s all children the opportunity to be successful.