Tiffany Davis

ECHD 101: Intro. To EC

Learning Environment Observation
Nov. 5, 2013

Tiffany Davis

My observation of the learning environment took place at a Head Start program in Canton,
New York. Head Start is an Early Childhood Education program founded in 1965 by a committee
of sociologists, psychologists, and pediatricians led by President Lyndon B. Johnson, Sargent
Shriver, and Dr. Robert Cooke. They discussed and debated about a proper educational program
that would effectively assist children to overcome setbacks or obstacles caused by poverty. The
name of this program was tossed around. The committee debated between Kiddie Corps and
Baby Corps, however, the name Head Start was chosen by academic professionals who
understood the achievement gap between middle class and low class children. The primary
purpose of Head Start is to assist and meet the needs of disadvantaged children and families.
Canton Head Start on 6 Judson St. had a child-teacher ratio of five adults to twelve
children in one classroom which is great for individual attention for each child. One of the
children, a four year old, Bridget walked up to me and grabbed my hand. She told me her name
and asked me for a sheet of white paper to draw a picture. The children in the center were sweet
and they didnt let me distract them from completing their daily routines. The learning center
was very large, but the space wasnt at all utilized well. When I entered the center I noticed the
video camera outside overlooking the property. This automatically told me that the staff takes
good safety precautions to protect themselves and the children. As I entered the learning center I
was asked to sign in, I automatically noticed the room was cluttered and stuffy. There were three
sets of cubbies to the left of the entrance. Each of the cubbies was labeled with each childs
name. The play area was carpeted and surrounded by eight small stations; there was no space
between the stations. There were three child sized tables set up with chairs in front of the

cubbies. Each table had a different fine motor learning activity for the children to do as they
entered the center; painting, blocks, and stencils. To the right of the center was a child sized sink
area with a step stool placed in front of it. As each child was helped off the school bus and into
the classroom they went directly to put their belongings in the cubbie and went straight to wash
their hands. I was amazed when I saw this because the children were conditioned to this
procedure. Washing your hands when you come from outside is an excellent hygiene choice. It
prevents the spreading of germs and illnesses.
During my observation I counted thirteen learning stations. Each station was clean, but
very crowded. There was no space in between the stations and very little space for the children to
play. The learning stations included books, small and large building blocks, cars and trucks, one
African American doll and one Caucasian doll with labeled care equipment, crayons and plain
paper, numbered blocks, a sand and water station that was stored away, a station filled with
stencils of animals and shapes, a carpeted music station with a small radio and tapes, and a
painting station. The painting station was messy; the smocks were on the floor and not properly
hung. Although the learning stations had soft furnishings such as rugs and cushions, it made the
area more congested. There was no designated space for individual play or dramatic play. I also
noticed the stations werent labeled. This learning environment didnt fulfill every component of
the Whole-Child. From my observation, the physical component wasnt being completely
accomplished in this center. Only a small portion of the room was utilized which made it difficult
for me to understand how developmentally appropriate physical activated were being done in
such a small space. Children are active not passive learners.
Though the environment had a few flaws there were a few things I really liked. Above the
cubbies where the children hung their belongings was a quote that read: From earth and rain and
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sun and snow, we get this food to help us grow. I though this quote was cute and fun for the
children to read and remember. It had a rhyming pattern to grasp the childs attention. This quote
is simple but it teaches the child how we as humans need nature and the environment to help us
grow. Another thing I loved in this specific learning environment was how the teacher took
attendance. On the wall near the sink where the children washed their hands every morning was
a tree. The paper tree was labeled Whos Here Tree. In the morning after the children washed
their hands they picked paper apples with their names on it and placed on the apple tree. I
absolutely loved this because it was a learning opportunity that allowed children to understand
what an apple and a tree was. They not only learned about apples and trees, but the children
learned that with sunlight and natures factors apples can grow on trees. The Whos Here Tree
focuses on the social component of the whole-child domain. While each child placed their apple
on the tree they communicated with each other. This attendance method can also help children
learn the names of their peers. Every learning opportunity should be taken advantage of.
From my observation at Canton Head Start I learned that the environment is an extremely
important factor of a childs growth. The environment plays a significant role in how a child
thinks and learns effectively. In a successful learning environment the five domains of the wholechild are represented. I learned that children learn from interacting with each other. This Head
Start program reflected some of Maria Montessoris ideas. Maria Montessori believed in self
paced learning. She believed that children of different ages should be in one learning center, like
Maria Montessori Canton Head Start has a child age range from three to five years old. The
different ages in one space permitted the children to learn from their peers. In addition, it
promoted Maria Montessoris self paced learning theory. Each childs mind could absorb its
capacity without feeling left behind.
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If I could improve the learning centers at Canton Head Start I would organize each station
in a way that the children can make easy transitions from one sensory station to another. I would
utilize the entire center by giving each station its own space, each station would be properly
cleaned and labeled. Since children learn through real life experiences I would make the sensory
stations realistic. I would add home stations to help children learn basic self sufficient
responsibilities such as to clean, tie their shoes, tie a bow tie, and make a bed. When children
learn to do things for themselves they feel a sense of independence and accomplishment.
Throughout my observation I noticed there wasnt any diversity or dramatic play stations.
Diversity teaches children about different cultures and ethnicities. It broadens their familiarity
about their peers and where they come from. If I was given the opportunity to make changes to
this learning environment I would include a station filled with books, pictures, dolls and music
selections from different countries and cultures. The overall learning stations in this center
werent bad, but they werent fully developmentally appropriate. There is space for adjustments
and changes.
Head Start is a program for underprivileged children, so if I was a parent observing the
class I would feel pretty secure with the environment. Most parents dont understand the means
of DAP and the whole-child. The environment is safe and there are learning objectives in the
classroom. As a parent I would think my child is in good quality hands for this type of early
childhood program. As an educator observing my feelings would be as they are now. I am aware
of what a high quality learning environment should look, sound, and feel like. I have knowledge
on developmentally appropriate practice and the domains of the whole-child. Though I
understand Head Starts budget and I know that they arent as fortunate as other programs, I
believe with the purpose of building each child this center couldve done a healthier job at
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organizing and creating an efficient learning environment. The teacher-child interaction at

Canton Head Start was superior. The head instructor was assisted by four additional adults and
they worked as a team when managing the children. Each child was given the appropriate
attention when needed without having to disturb or hold up another child.
My general experience at Canton Head Start was enlightening. I was able to see firsthand
what a learning environment should and should not look like. I was able to build upon my
knowledge of the learning environment and the factors of a healthy learning center. Now that
Ive seen an actual learning environment I know what I can do as a future educator to create a
learning center that is successful as well as effective to the childs mind.