Noelle Uranga

ECE 251
3/22/2016
Physical Environment Observation
1. School: Clarence Piggott Elementary
2. Teacher: Ms. Miranda
3.
4.

5.
6.
1.

Telephone: (702) 799-4450

Age/grade level: 7-8 years

old/ 2nd grade

Number of children enrolled in the class: 18 children
Centers and amount they can accommodate:
Writing center: All the children in the classroom
Reading center: 4 children
Spelling center: 5 children
Math center: 5 children
Computer center: 4 children
Art center: All the children in the classroom
Floor plan with each center identified on separate piece of paper
Environmental Checklist:
Indoor space: There was enough indoor space that allowed children and the
staff to circulate freely. There was enough space for group time, and each
activity that they had throughout the day. Each center or activity had its own
space. There was no natural lighting though, as there are no windows in the

classroom.
2. Furnishings for care, play, and learning: There was more than enough
furniture in the classroom for the children. There were book shelves, five
student tables, plenty of cabinets to hold classroom items. Each piece of
furniture was in decent shape. Nothing was brand new, but it wasn't falling
apart either. There was no soft furnishing for relaxation and comfort though.
3. Room arrangement for play and learning: Easily able for teachers to
supervise. None of the centers are blocked from viewing from any point in the
classroom. Space is arranged so that classroom pathways do not interrupt

play. Most centers are along the outside of the classroom walls so they don't
clash.
4. Space for privacy: There is no space set up for privacy. Each area can fit
many children, none where just one or two children can go.
5. Child-related display: Almost all the displays around the room are work of the
children. IE: drawings, paintings, writings, etc. Even if the work was not done
by hand by the children, they still had something to do with coming up with
what is on that piece. The children are well represented in the room.
6. Space for gross motor play: No true space for gross motor play inside the
classroom. Was not done during observation.
7. Fine motor: There were at least 10 different choices of fine motor materials in
the classroom. Those materials were made accessible for a good portion of
the class time during observation. Plenty of containers and shelves that have
labels for the children to help themselves. Plenty of supplies such as markers,
puzzles, etc.
8. Art: Art center is along the wall of the classroom. It is not something that is
always put out on the desks for the students. The teacher has full
involvement of the art center, as students must ask to be able to use certain
items from art. Old art pieces of the students do hang on the walls for
inspiration to other students.
9. Music and movement: No opportunity for music and movement for the
children in the classroom during the observation day.
10.Blocks: Not many blocks are out for children to use. Blocks are to be used in
the math center only with the 5 students who are allowed in the math center
at a time. They are clearly labeled, and there is enough space around that
center for the students to be able to count with and use the blocks.
11.Dramatic play: No dramatic play materials seen for the children to use.
12.Math materials and activities: Math center in the front of the classroom. Two
shelves stacked with math blocks, and the children's math folders. The math
folders change each week with the new topic of what they are learning.

Children are encouraged to use the materials around them to help with their
learning of math.
7.By sitting in on and observing the classroom I did not notice any way the teacher
tried to represent the issue of diversity, as it pertained to the physical environment.
There were no posters on the wall of different cultures, nothing. They did have a
library of books that I did not have the chance to look through during this
observation. So they may or may not have had different culture books in the library
tucked away. But as it pertains to proudly showing them on the walls of the room,
there was no noticeable way the teacher represent diversity in the classroom.
8.They way that the furniture is set up allows the children to interact with each
other really well. Especially the ways that their tables are set up. They aren't set up
in rows, one behind the next. The tables together almost make a circle. The children
can see each other at all times while they are sitting at desks. For example, while
they were working on a project together as a class, it wasn't difficult to work as a
class. If they needed materials from another table they were able to walk around
the inside circle and ask to borrow some pieces. The children weren't walking
around a maze trying to get from place to place, all they had to do was simply walk
through the middle. They can pay attention to who is talking, and see what others
are doing too. They way the tables are set up also make for a perfect circle time
right in the middle of the classroom when they join together multiple times
throughout the day. Ms. Miranda calls the back to circle time whenever she needs to
talk with them all, and considering the desks make a circle all the children had to do
was sit right in the middle of all of it. Gives them a perfect outline of where to be.
Each center and materials are easily accessible too. All centers are along the
outside of the walls. Math and spelling in front, writing in back, reading and

computers on one sides, art on the other. Since they are so easily spread out it
gives easy access to the children to reach their materials.
9.
a. I would rate this learning environment a 4
b. Strengths and weaknesses: I easily like to believe that this classroom would
be a solid 4 out of 5 rating. I do not believe that a classroom would be able to
hit a perfect 5, because there is always something you could improve inside
of a room. The strength of this classroom, and what everyone relies on is the
way the tables are set up for the students. They help define the classroom
and the way it is set up. The way the tables are give children easy access to
each other. They can have discussions as a class, all easily see the teacher
when she is in any part of the room, and it provides an excellent circle time.
On the outside of the tables is where she has all the centers. So it gives an
easy way to define where the centers are, and keep them away from what is
mainly going on in the room. Every classroom has its weakness though and I
believe this room's weakness is the way the centers are set up for the
children. All of them are pushed up against the wall, and most of them you
have to take back to your desk to do, because she doesn't provide much
space for you to sit at the center together and work. And a big thing is that
there is no relaxation part of the room. No rug, or pillows for the children to
be on during reading centers.
c. Improvements: One of the improvements that I would make would be to
change the way the library/reading center is set up. The kids need one place
in the room to be able to relax. Throwing a nice rug, and some pillows
wouldn't be a hard change to make, but it would make a big difference for the
children. Another change I would make would be to have the art on each

table for the children already ready to go. Children don't have access to art
supplies unless they ask and are able to get up to go to the art center and
grab whatever supplies they asked to have. Lastly, more space for each
center. Most of her centers are envelopes on a wall, or a couple of bins on two
shelves up against a wall. The children must find what they need and take it
back to their desk. The children should be able to stay at the centers they
have chosen, and use their materials there, so they can specifically be around
one center, not have them mixed with who is sitting right next to them at
their desk.