Compare and ContrastThe first program I observed was the Victor Valley College Child Development Center. This is a Free State preschool program. The program includes two sessions. In each session, there are 16 children. Ages range from 3 to 5 years old. The program is aimed at diverse families. The program offers various types of services such as information on community resources. Additionally, if children need services such as speech, they provide these services on site. Teachers are encouraged to attend various types of staff development. The program philosophy is: “CDLC implements an active, child-centered learning program in a developmentally appropriate preschool environment. Our educational approach to learning builds on children's emerging interests, strengths, and abilities as they grow socially, emotionally, cognitively, and physically” (VVC, 2013). I had the opportunity to observe the arrival of the parents. I noticed the teacher greeting the parents and teachers. Children were warned before a transition. As I observed, I observed that the children were actively engaged with the teacher. The children looked at the hamster with a magnifying glass. The teachers would get down to their level, wait for the child to speak and then respond to the child. The teacher asked the children various open questions. Additionally, I observed the children exploring the sensory table with pumpkins and paint. The children were curious about what was inside the pumpkins. The children used plastic hammers to try to break the pumpkins. The class was calm and explored the different activities put in place. I noticed that when a child wanted to paint, he would pick up the brush and start painting. When he was finished, he...... middle of paper...... said in a gentle manner that I had not observed any photos of the children and their families. Most of the artwork looked similar. The class did not have materials encouraging the language spoken at home. York (2003) stated, “Create a language-rich environment, add bilingual signs and labels” (p. 98). Also, I think a downside of this program is that all the teachers in the class only speak Spanish. When a child approached a teacher and asked something in Spanish, the teacher would respond, “I don't know what you're saying” (p. 98). I understand, however, that everyone is bilingual; this could make the child uncomfortable. He may not want to engage with teachers and peers if he feels different. York (2003) stated, “The child may experience high levels of stress in the classroom and, as a result, lose the ability to communicate when angry, scared, excited, or embarrassed” (p..95).