By choosing to observe a kindergarten class, I hoped to see "real world" examples of social development, personality types, and cognitive variations found at the beginning of “Middle Childhood” as discussed in our text. On April 1, 2010, I was welcomed into Ms. Smith's all-day kindergarten class at O'Dea Core Knowledge Elementary School in Fort Collins, Colorado to observe and note the classroom conditions, children's interactions with each other. them, teachers or other authority figures and how learning takes place. O'Dea, as it is called in this article, was selected because it is located in my neighborhood and I am familiar with its location, general population, and the school's mission and goals. The class I visited is made up of 24 children aged five and six, a lead teacher and a “Para-Pro” who assists the teacher and provides support and guidance to the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid pattern. Children have their own work space at a shared table. Around the perimeter of the room are "centers" where each day children work on tasks such as listening, story development, gross and fine motor skills, math, reading and others important skills necessary for their social and academic development. In several places on the walls there are displays or “bragging boards” where children can display the work they believe best represents their efforts. The walls are decorated in bright colors and are filled with pictures, letters, numbers and other basic information about the elementary school. It's energizing and interesting without being chaotic or overly stimulating. During my visit, I was hoping...... middle of paper ... several physical education classes in addition to their rigorous and regular educational circuit. Children who require support services for various developmental, emotional or physical conditions receive them as needed from specialists located within the school, creating a reliable and trusting relationship, thereby increasing the success rates of the therapy proposed. When moving through the hallways, the teachers, aides, and staff were all very friendly and helpful, making sure that not only did I belong to be there, but that I could find my way to places appropriate. Artwork lined the hallways and the sounds coming from the classrooms indicated that the children were excited and engaged in their activities. I would feel more comfortable if my children attended this school. It was a warm, safe and nurturing environment, where the individual was celebrated and community was created..