Running head: PORTFOLIO FINAL REFLECTION 1

Portfolio Final Reflection

Colorado State University

Kass Baker
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Classroom Summary

The Young Toddler Classroom at CSU’s Early Childhood Center, Room 105, is a space

for children ranging from 12 months to 24 months of age. During the time of observation, there

was an average of nine children (five boys and four girls), two lead teachers, and one assistant

teacher. The children and teachers in this classroom worked daily on building foundational skills

together. Although the teachers addressed all aspects of required day-to-day skills, it was evident

that the environment was intentionally set up in a way to encourage and challenge children in

regards to language, social, and emotional development. Children were presented with

opportunities to practice language skills through sign language and following directions, social

skills through small and large group interactions, and emotional skills through intentional

teacher-child and peer relationships.

What Children Know About Language, Reading, Writing, and Math

The children in this classroom are constantly acquiring and constructing foundational

knowledge regarding language, reading, writing, and math. Children are establishing the

understanding that language is a form of communication—it is bi-directional between teachers,

peers, and self with the purpose of conveying messages about, “thoughts, emotions, ideas, and

values expressed in words that can be recombined in nearly limitless ways” (Jalongo, 2014, p.

63). Through interactions with text, children lay a foundation for reading that is based on the idea

that books, symbols, and images hold meaning—with a primary focus on images within this age

range. The young toddlers writing abilities and understandings are portrayed through the concept

that one can make marks that are visible to everyone, carry meaning, and convey inner workings.

These children are creating foundational math skills focused on spatial awareness—specifically

where one’s body is and the effect that position has on the environment and others. Within this
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classroom, there is a strong sense of the connection and overlap between all domains of

knowledge—for example, the idea that, “related to spatial awareness is the use of symbol

systems, including language and visual representations, to denote language” (Moomaw, 2011, p.

96). Knowledge is not isolated— it is acquired through making constant and continual

connections across domains.

Evidence of Knowledge

The evidence of knowledge related to reading, writing, and math during this age range

was primarily seen through individual explorations, while evidence of language development

was witnessed through social interactions. Language development during this age is focused on

receptive skills, including hearing and responding to the surrounding use of language—children

could demonstrate understanding and comprehension through following simple directions and

responding to the teacher’s words. Language is also evident through a child’s use of sign

language, including signs for “space,” “all done,” “water,” and “more.” Evidence regarding

reading is seen through a child’s interest (through individual exploration), appreciation (through

gentle and controlled flipping of pages), and sustained attention (through group readings).

Foundational writing skills are evident in a child’s mark making—specifically in the way in

which a child holds a writing utensil, intentionally scribbles, and controls fine motor movements.

Through experimenting with personal spatial awareness, responding to language regarding

position (i.e. “up” and “down”), and playing with blocks and shapes, children are able to

demonstrate mathematical knowledge and thinking.

How Social Interactions, Routines, and Materials Facilitate Learning

Social interactions and routines facilitated learning and the construction of knowledge

related to language and mathematics—specifically through peer scaffolding, teacher direction,

and student-led exploration. Through everyday routines, children were able to practice individual

use of expressive language (through sign language and teacher responsiveness) and

understanding of receptive language (through following directions and responding to peer’s

expression of wants or needs). The synchrony between these moments was clear evidence for the

idea that, “receptive language experiences are a resource for expressive language” (Jalongo,

2014, p. 101). Social interactions introduced foundational math skills through experimenting

with spatial awareness and position in regards to others, materials, and the surrounding

environment. Classroom materials facilitated reading and writing skills through the provision of

various writing mediums (paintbrushes, markers, color pencils) and reading materials (books and

pictures).

Classroom Materials and Spaces

The teachers within the classroom intentionally created a classroom environment that

takes on the role of being the third teacher. Materials, including blocks and shapes, painting

materials, and various age-appropriate books, allow children to explore and investigate personal

interests. The classroom places a primary focus on the intentional spaces created. Within the

classroom, there is a comfortable and inviting space to read, a corner with accessible drawing

materials, a climber for big body movement, tables and chairs for social interactions during

meals, cubbies for cultivating responsibility of personal items, open space to listen to peaceful

music, and a gym with mats and obstacle course materials for spatial awareness exploration. The

outdoor spaces provide room for children to focus on gross motor development and exploration

—while also allowing for social relationships to create an additional context of exposure to and

experience of language and math.

Modifications
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Each child brings a story to the classroom—a story full of diverse skills, understandings,

beliefs and customs, family dynamics, language systems, and potential. The unique world that a

child interacts with outside of the classroom affects the world a child creates within the

classroom, this is increasingly important for a teacher to create margin and space for

modification.

English Language Learners

All of the children in this classroom are in a space of learning a language—whether that is the

primary language of English or another home language. On a small scale, the teachers in this

classroom provide books translated in the English and Spanish languages. On a large scale, the

use of sign language is a universal expectation and tool for all children in the classroom. By

introducing this universal language, children are able to communicate in a way that does not

limit interactions among peers and with teachers due to different spoken languages. Depending

on the child’s primary language, teachers will present the sign and modify the corresponding

word to match the child’s understanding.

Children With Exceptionalities

The teachers in this classroom modify expectations to meet the needs of children with

exceptionalities. For example, if a child is seen to be above the average developmental stage of

those in the classroom, the teachers can raise expectations of that child being increasingly self-

sufficient. Similarly, a child that is below the average development may see modifications in

increasing the amount of teacher intervention to allow for the child to find success.

Diverse Learners

The classroom is set up in such a way that all children feel welcome. The images posted around

the room incorporate all ethnicities in the classroom, the colors in the room are neutral and do
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not cast gender expectations, and the snacks provided throughout the day are provided for all

family’s children.

My Future Teaching Experience

Through intentional observation and documentation, I have come to realize the inevitable

integration and connection between standards and knowledge across writing, reading, language,

and math. I hope to seek and provide children with opportunities, materials, and experiences that

are multi-dimensional and foster the integration of multiple domains. I desire to create an

environment that allows children to feel capable, strong, and secure. I am also convinced that

observation, as a part of one’s teaching craft, is a way to foundationally foster a relationship from

which a child can venture to explore and construct knowledge— simply as a result of feeling

safe, known, and encouraged.

References

Jalongo, M. R.. (2014). Early childhood language arts. (6th ed.). Literacy Development in Early

Childhood. Boston, MA: Pearson.

Moomaw, S. (2011). Teaching mathematics in early childhood. Baltimore, MD: Paul H. Brooks 

Publishing Company.