Angela Coppedge
Dr. Hanline
11/20/12
Program Observation- Creative Preschool & ERCCD
Description of Creative Preschool
Creative Preschool consisted of a variety of children with a variety of cultural
backgrounds. Here they accept all students and help all students become integrated into the
school and the curriculum. The preschool is separated into 2 buildings, the Baby Building and
the Big House. Children in the Baby Building are from infants to 3 years of age and the children
in the Big House are from the ages 3-5. The preschool has a very effective way of transitioning
the children from the Baby Building to the Big House. Over time the child will go over to the
Big House to slowly get used to the environment and toys. In the Baby Building they have a
house, messy play area, block room in which they rotate and go to. The children in the Big
House go to centers that last about an hour and a half. The different centers consist of blocks,
cooking, reading time, and fantasy play outside on deck and play area, and art station.
Throughout the week they will go through rotation of the different centers and have an
opportunity to experience and learn from each one.
Observations of Creative Preschool based on the observation scales
In my observations at this preschool I was able to see many of the characteristics from the
Early Childhood Environment Rating Scale being implemented. Based on the scale I was able to
see that the rooms were effectively set up for play. There were at least five different interest
centers and they were also organized for independent use by the children. Health and bathroom
practices would be considered excellent according to the scale. The sinks and the toilets were at
the appropriate height and the children were being taught how to manage health practices on
their own by washing hands and putting on own clothes. The students also had the appropriate
amount of blocks. There were at least 2 types of blocks and they had enough for each child to
play with. They also had sand/water for the children to play with at one of the centers. At the
tables outside there were water buckets with water and bubbles and in the baby building they
were doing an activity with foam and water. According to the scale this provides the students
with different activities done with water and allows for different activities to be done both
indoors and outdoors.
I also used the Early Language and Literacy Classroom Observation when making
observations in both buildings. There is evidence of an ongoing curriculum that meaningfully
integrates concepts and skills. Creative had a wide array of materials and themes that where
integrated into their centers. The teachers also contributed to this and displayed art on the walls
and the teachers were also taking pictures as the children were doing their work. Lastly, it was
evident that the teachers and staff were creating a warm environment and were using vocabulary
and language that helped build upon the children’s language.
Description of the ERCCD
The ERCCD is a preschool for parents attending FSU that accepts students from 30
months to 5 years old. Here at this preschool there are two rooms, one room is 2-3 year old room
and the other is the 4-5 year old room. In the 4-5 year old room they have centers set up such as
house, blocks, art, rice table, and reading that the children get to choose from. In the 2-3 year old
room they have many of the same centers in which they rotate from. In both of the rooms they
will have circle time or morning meeting to describe the activities and go over the schedule for
the day. Both of the classrooms also use the Creative Curriculum by Dodge which is all play
based.
Observations of the ERCCD based on the observation scales
At ERCCD they had a variety of learning centers that consisted of water tables, coloringfoldables, painting, music, blocks, and a reading area. According to Promoting Cultural and
Linguistic Competency I noticed that many of these centers and activities reflected the different
cultures and ethnic backgrounds of the students. In house the students had a variety of clothing to
choose that were from different cultures. They also had different pretend food that was from
different countries such as tacos and rice and beans. In the reading area there was an array of
books that were based on different cultures and their beliefs and holidays. It might have been
helpful to have a book in the children’s native language if English is not their first language.
There were also different instruments, puppets, cooking utensils, and puzzles that all were
diverse and based on the different backgrounds. This setting was respectful and was an anti-bias
learning environment. They had all the appropriate materials that ensured all students were
learning about different perspectives and cultures.
Comparisons of the two programs, including similarities and differences
The programs had many similarities and differences that can be pointed out. ERCCD and
Creative preschool are both wonderful schools for students to learn and developmentally grow.
Both of the schools use a curriculum that is play based and focuses on the child given a variety
of experiences to learn from. Since the preschools both use the Creative Curriculum they have
centers that the students go to and rotate from center to center. They share many of the same
centers such as water tables, coloring/art, music, reading area, house, puzzles, toys, and dramatic
play stations. They both provided play based opportunities for the children and had staff
members that were responsive and helpful to the learners. ERCCD and Creative accepted all
types of students into their preschools and incorporated them to be a part of all the classroom
components.
One of the differences that I noticed between the two preschools was that ERCCD had a
larger variety of materials that were culturally diverse. I did not see as many materials in
Creative preschool as I did in ERCCD. In ERCCD there were an array of materials that
displayed diversity in the classroom such as puppets, instruments, clothing, play food, and
cooking utensils. I noticed that Creative had all of these materials at hand for the children to play
with but they were not from different cultures and backgrounds.
A main difference between the two preschools is the routine and how they do their
centers. At Creative in the Big House they have centers that are an hour and a half and they
rotate these centers throughout the week. At ERCCD the children have circle time to introduce
the days of the week and the weather and then the teacher gives the students an opportunity to
choose a center. Once every child has chosen a center they stay in that center for about 10-15
minutes or until the timer goes off. When this happens the students rotate and go to a new center.
At creative the centers are built into the schedule and like I said last longer and are led by an
adult.
Discussions of how what was observed relates to information provided in class
In class we have been learning about how to set up an effective learning environment and
classroom for our students. From my observations I have been able to see how materials are set
up and how the content is made appropriate for all of the students. In class we have discussed
what makes a curriculum effective and what the components are that make it so effective. All of
the skills and centers in both of the preschools are age appropriate and helped to develop their
academic and functional skills.
In my observations I have also been able to see how culture is integrated into the
classroom. We have learned to always be socially competent and to be sensitive to all cultures.
At ERCCD there was a wide array of different materials that showcased different cultures and
backgrounds of the students. It is important to have materials like this and to develop an
openness and flexibility with the cultures. This preschool was a great example of how culture can
be integrated into the different centers.
Throughout my walk through in both preschools I noticed many of the effective teaching
strategies being used. In Creative the teacher was using sensory engagement during her cooking
activity. She was allowing the students to use their senses and to touch, smell, and taste the pigs
in the blanket they were making. I also saw environmental cues being used when the teacher had
placed the materials on the table for centers and there was guided practice being used as well.
Guided practice was used at both preschools when teaching a new activity. The teacher or aide
would model and then provide students with assistance when necessary.