It was dark and rainy on Thursday, March 3rd 2016 at 4:45-5:45PM, yet inside Suttles it was sunny. Each room is specifically arranged via evidence based research, targeting precise stages of human growth and development, specifically for children birth to five. The Infant room (I.R.) has a no shoes policy, and is constructed for open exploration of the surrounding environment. The room had 5 caregivers to 6 students, and was divided into 3 sections. The feeding area contained 3 highchairs, a climb and explore floor toy, and wall posters of infant’s faces eating food. The carpeted play area contained rocking chairs, a white L shaped shelf with soft plastic toys, and a floor to ceiling window providing an unobscured view of the playground.
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For example, I recall a scenario in the I.R., where a female infant (KK) was standing, grasping the lever in an attempt to open the door to the napping area. The caregiver did not verbally address her, she gently redirected KK’s attention away by giving her a toy to entertain herself with, and KK placed the toy in her mouth. The second scenario I recall, happened in the T.R. It was music time, all of the toddlers were sitting up against the cabinet holding instruments. A male Toddler (JT) was spinning in circles with a toy drum, the teacher asked JT to stop spinning. The child refused and threw the drum down. She asked him “if he wanted to play music right now”, he replied “No”. JT continued to be disruptive until he had the teacher’s undivided attention, and by this time he was sitting in her lap, he then began to play the drum the appropriate …show more content…
In regards to Erikson, the classrooms were designed to support developmental stages of birth to five. Behaviors seemed to directly coincide with their appropriate social developmental stage, (e.g. KK and JT’s scenarios). The teachers and caregivers displayed predictable, consistent, love, care, and education throughout all of the classroom settings. The way the rooms where arranged supported, Piaget’s project approach to learning in all classrooms, e.g. the climbing toy in the I.R., the musical instrument playing in the T.R., and the literacy section in the PK room. The activities were themed with the child’s stage of cognitive development in mind. For example, the mobiles in the Infant room were basic, this is because infants do not have the visual perception to distinguish specific objects by eyesight alone. Infants rely more on their sense of touch, taste, and smell. In regards to Vygotsky, the communication between teacher and child provided scaffolding to higher levels of learning. For example, in the PK room the lesson was on “getting hurt”. The teacher was asking questions to the students, she asked, “What should I do if I fall down and scrape my knee?” A child replied, “Tell your mom”, another said “Get a ban-aid”. The teacher then asked “should I
For example, I recall a scenario in the I.R., where a female infant (KK) was standing, grasping the lever in an attempt to open the door to the napping area. The caregiver did not verbally address her, she gently redirected KK’s attention away by giving her a toy to entertain herself with, and KK placed the toy in her mouth. The second scenario I recall, happened in the T.R. It was music time, all of the toddlers were sitting up against the cabinet holding instruments. A male Toddler (JT) was spinning in circles with a toy drum, the teacher asked JT to stop spinning. The child refused and threw the drum down. She asked him “if he wanted to play music right now”, he replied “No”. JT continued to be disruptive until he had the teacher’s undivided attention, and by this time he was sitting in her lap, he then began to play the drum the appropriate …show more content…
In regards to Erikson, the classrooms were designed to support developmental stages of birth to five. Behaviors seemed to directly coincide with their appropriate social developmental stage, (e.g. KK and JT’s scenarios). The teachers and caregivers displayed predictable, consistent, love, care, and education throughout all of the classroom settings. The way the rooms where arranged supported, Piaget’s project approach to learning in all classrooms, e.g. the climbing toy in the I.R., the musical instrument playing in the T.R., and the literacy section in the PK room. The activities were themed with the child’s stage of cognitive development in mind. For example, the mobiles in the Infant room were basic, this is because infants do not have the visual perception to distinguish specific objects by eyesight alone. Infants rely more on their sense of touch, taste, and smell. In regards to Vygotsky, the communication between teacher and child provided scaffolding to higher levels of learning. For example, in the PK room the lesson was on “getting hurt”. The teacher was asking questions to the students, she asked, “What should I do if I fall down and scrape my knee?” A child replied, “Tell your mom”, another said “Get a ban-aid”. The teacher then asked “should I