The kindergarten school under observation is the Millikin elementary school that was located in Santa Clara in the state of California. The school was a host to children between the kindergartens to 5th grades. The overall school population is 372, which is inclusive of teachers. The kindergarten section has only 20 students and registers the lowest number in the school. The Kindergarten section is assigned four teachers, which is the highest represented number that is allocated to every grade. The children range are aged between four and five, but have three two boys who five and a half. Most of the five-year-olds have a standard proficiency in English. The four-year-olds could proficiently express themselves in English, but their speech was not yet clear.
The kindergarten appeared to be set apart from the rest in its block. The inside was is into different sections. There is a discovery center which is coupled with a set of scientific toys. The toys depicted nature, geography and science, and were laid out in separate tables where the children sit in groups. The block area consisted of multi-colored blocks, which were arranged in different shapes and colors. The math area had a board, many colored pencils, and drafting booklets. A beautifully colored art center stood at the far end. It had pictures of children, animals and cars on the walls. The desks were brightly laid out, and on the table, drawing books were carefully laid out, together with crayons. Lastly, next to the art class was the drama area. It was explained that the area is used for singing, general interactions, and storytelling. The exit point door at the back of the room leads to the sleeping area where the children nap. The art in the kindergarten block showcased a print rich environment. Books made by the children and teachers, children’s magazines and picture books created a rich print environment. The teachers’ goal when they set up such an environment was to provide the children with the necessities needed in growth. Their aim was to set a learning foundation for the academic disciplines in the curriculum. They achieve this by providing a place in which the children can learn through creative and fun means. Through the environment, the teachers can provide the necessary developmental aspects of childhood. I found the art section inspiring. I could see the effort the children made to express themselves using art. They had pictures of their families; favorite toys and foods represented on paper and crayons.
The environment helps the children in cognitive development, which is a theory established by psychologist Piaget. The environment allows children to understand their environment, from a child’s perspective. In his theory, he mentions that the growth of children is a process that occurs in a number of stages. The stages occur before the child reaches full maturity in their thinking (Flohr, John and Valerie, 82). The process is both biological and environmental. The natural framework of children allows them to grow in a systematic way, but their environment shapes their perceptions and refines their maturity in thinking. Therefore, the environment in Millikin kindergarten is ideal for cognitive development. According to Vygotsky, development is influenced by social interactions. He states that children develop from a social level before they develop individually. For example, a child can grasp a concept when guided by a teacher and in the company of other children than when they are on their own. They learn better with the presence of other individuals. For instance, a child can learn something when he screams a chorused answer that when in the solitude of his room. Therefore, the group work approach showcased in this Kindergarten is ideal for cognitive development. Erikson highlights the development of four and five-year olds as being at the initiative versus guilt stage. At this stage, children experience the height of being active. They explore everything around them and begin to understand the aspects of physics. For example, a child will note that when a rock is thrown, it will always fall. The school has tried to help the children grow in this stage through their discovery classroom. Maslow discussed the growth of the mind in terms of needs. There are psychological needs, safety needs, esteem and self-actualization (Martin, Carol, Richard and Richard, 44). All these needs should be embraced for effective growth. There are four teachers in the above Kindergarten that ensure that the students get all these needs. According to Gardner, intelligence is influenced not by a single entity, but through different forms. He argued that the visual, mathematical, sight and linguistic nature of the environment affected intelligence. For instance, children should be taught on language, visual recognition, and mathematics among many other concepts for them to learn. Bronfenbrenner held the same view as Vygotsky, but only dwelt in the growth of complexities in interactions through stages.
The mission statement in this program would be to develop children into wholesome individuals that are full of intelligence. By covering the entire social, academic and moral aspects that are exceptionally crucial in the development of the children, the school is impacting them with intelligence and forming the basis for wholesome individuals.
Works cited
Flohr, John W, and Valerie L. Trollinger. Music in Elementary Education. Upper Saddle River: Prentice Hall, 2010. Print.
Martin, Carol L, Richard A. Fabes, and Richard A. Fabes. Discovering Child Development. Boston: Houghton Mifflin Co, 2009. Print.
