Deck 7: Observing and Evaluating Childrens Environments

Question 1

Based on what you already know about children and observing their unfolding development, what role do you think a child's environment has in the developmental process?

Answer 1

The environment plays a crucial role in the developmental process. The child's environment includes family, housing, economic status, social relationships, and resources. If some of these aspects of the child's environment are lacking it may impede the child's development. Through observation and our knowledge of child development, educators can create a safe, welcoming and stimulating environment. In fact, we can provide materials and experiences that help to scaffold learning as educators program for each child's next steps along the developmental continuum.

Question 2

If you were to imagine an ideal environment for young children, what would it look like?

Answer 2

Educators can provide children with exemplary environments in which they can learn. As these children grow they will take on responsibility as adults to help save the environment at both the local community and global levels. An ideal environment can take on my looks. What you choose will depend on your own personal philosophy of learning and that of the early learning environment within which you work. An ideal environment should provide places for children to freely explore, with developmentally appropriate risk and that will enhance a child's development in all domains.

Question 3

Can you think of ways in which you might observe and record information about the child's learning environment?

Answer 3

Yes, there are a wide variety of techniques that can be used for gathering environmental data. Narrative observations, photographs, video recordings, mappings, trackings, checklists, rating scales, and questionnaires can all help in the process of gathering information about the child's learning environment.

Question 4

Environmental evaluation and environmental observation mean the same thing.

Question 5

A checklist can be helpful in looking for characteristics of a quality environment.

Question 6

We can understand a child's experience better if we know more about his or her home life.

Question 7

Observing how children use a particular environment can tell us about how we might alter that environment to maximize its potential.

Question 8

The child's interests are not relevant to the curriculum or environment for learning.

Question 9

Qualitative evaluations of an environment should reflect the philosophy on which the program was established.

Question 10

Evaluating the environment is a legislated requirement in all places.

Question 11

Environmental evaluation should lead to change if it becomes evident that change is needed.

Question 12

A program review should include environmental evaluations.

Question 13

Only supervisors of child care centres and principals of schools conduct environmental evaluations.

Question 14

The personal and cultural experiences children bring to school are central to their learning.

Question 15

Reggio Emilia views the environment as the third teacher.

Question 16

We need to observe and evaluate the child's environment because we

A) like to be nosy
B) want information to put into the portfolios
C) want to understand how we can support each child's development
D) want to look knowledgeable when we talk to our colleagues

Question 17

Which of the following might be an example of hidden curriculum?

A) encouraging boys, more frequently than girls, to experiment with science
B) hiding some of the important items for science discovery
C) failing to show the parents what the curriculum plans will be for the next month
D) encouraging children to do well so that they do not hide their potential

Question 18

Which of the following parts of the environment could be altered with the least cost?

A) using a new testing system to measure the children's performance
B) seeking extra staff to reduce the adult-child ratio
C) setting up new learning centres with curriculum materials
D) moving around the furniture to maximize the use of the area

Question 19

Quality indicators of a good school are

A) universality, comprehensiveness
B) proficiency, accountability
C) consistency, greening
D) resilience, assistive devices

Question 20

Our practice should be a true reflection of

A) popular culture
B) our philosophy
C) our own values
D) hidden curriculum

Question 21

An agency or school wishing to include all children in their program would need to

A) keep the doors open
B) make accommodations for a variety of cultures and adapt the environment to meet the needs of those with differing abilities
C) put up pictures of people in wheelchairs and in national costumes
D) have a multicultural day to highlight people from different cultures and have a sports day for the disabled

Question 22

Environmental observation in child care centres and schools

A) takes the place of observing individual children
B) takes the place of naturalistic observation
C) is part of the process of ensuring quality programs
D) is part of the process of observing social history

Question 23

Some elements of the environment are challenging to evaluate because

A) the values on which the environment is based cannot easily be recorded on a checklist
B) teachers will behave well when they know they are being watched
C) children will behave in a silly way when they know they are being watched
D) each room is different

Question 24

Separating observations from inferences allows us to evaluate environments

A) more quickly
B) more objectively
C) more cost effectively
D) more sensitively

Question 25

Why might you want to assess a child's environment rather than observe the child directly?

Question 26

Based on what you already know about children and observing their unfolding development, what role do you think a child's environment has in the developmental process?

Question 27

What aspects of a child's environment could be observed by a teacher or caregiver?

Question 28

We hear many concerns about the global environment. Is there a role concerning the environment that educators working with young children can play?

Question 29

Why does a child's environment matter?

Question 30

How can environmental observation and evaluation contribute to the improvement of the children's environment?

Question 31

In what ways could you observe and record information about a child's learning environment?

Question 32

If you were to write a philosophy statement for an agency or school based on researched indicators of quality practice, what essential elements should be included?

Question 33

What is the difference between the environment and the curriculum?

Question 34

What should be considered when developing a rationale for environmental observation?

Question 35

Create an evaluation tool and conduct an evaluation of an aspect of a child's environment according to the elements listed on page 245 of the text and the second half of chapter 8. Determine the most important elements that need to be addressed. Present these to a suitable audience (such as a parent group, student group, or to a political audience). Show how change might be effected.
Note: Review the assessment rubric for this task. It offers details that will help you prepare for the task and be successful as you carry it out.

Question 36

What are three perspectives on the environment that would help you? Explain.