Learner Allison Voigt
LearnerForum Replies Created
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My tips are to limit large group time, as young children struggle to sit and learn in large groups. It is more developmentally appropriate to start with a short group activity, including something physical, with a short explanation of the day’s schedule, and then open it up for children to choose a different station or area of interest. My next tip is to pair quiet activities with rest time so that the brains onad bodies of the young students can settle.
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I think some of the most important components of good early learning environments are that they are developmentally appropriate (with lots of areas of choice and an emphasis on play), accessible to all children in the program, safe, nurturing, and with representations of the diverse backgrounds of the learners.
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I think it is very important that the first time a family is made aware of a red flag is not the same time they hear about referrals. Before referrals are brought up, having meetings with the parents to share mutual observations about the student, acknowledging that their care and concern for their child is valuable, and then working together to come up with some stop-gap measures to institute both at home and at school to try are all viable first steps. A secondary meeting should then be held to compare notes and make further plans as a team. At this point, letting the family know that there are other resources available if improvement has not been seen in either setting would be the next step. Making sure that the family knows that early intervention is a really great tool to just set all kids up for success, and it does not mean that there is something wrong with them, their child, or how they parent.
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Observing and documenting children’s development allows early childhood teachers to learn about their specific strengths, areas of need, and how they are developing on the milestone continuum. By gathering this information, we can then adapt our teaching to support children who need extra support and add challenges to students showing mastery in skills we are teaching. Modifying our lessons to fit each child is crucial in these young years, as the diversity of skills and needs is so vast.
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I know that this is a different answer than is expected, but screens CAN be useful in childcare if used appropriately. Additionally, it can lead to finding ways to accommodate for children’s various needs and create a learning environment where student’s goals are individualized and interactive through well selected and cultivated media. Media can be used effectively for young children in a variety of ways. For the youngest, having song play to engage in finger play or action songs can be incredibly interactive. They can help young children practice fine motor skills (Itsy Bitsy Spider) or gross motor skills (Laurie Berkner, We are the Dinosaurs or Goldfish). For bigger kids, educational videos that let them explore natural habitats they wouldn’t get to see normally, or experience cultures they are new to are other good ways to incorporate media. For second and third graders, helping them learn how to navigate technology in safe ways is very important.
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Providers must talk to children, especially the youngest children, and respond to them. Using lots of different words, explaining what you are doing, and asking questions are all ways caregivers can create a serve-and-return environment.
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I would begin by making sure there is a pickup policy in the parent handbook. But for this particular situation, I would lead with empathy and curiosity. I start by acknowledging the issue “I noticed you have picked your child up late a few times this week. I am wondering about that and if there is something we can do to support you.” Finding out more about the WHY will determine my next steps. I would then partner with the family to brainstorm solutions and come to a solution.
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WAC 110-300-0085 states that “(1) An early learning provider must communicate with families to identify individual children’s developmental goals,” directing ECEs to collaborate and team with families to ensure students’ needs are met. It goes on to state that .”2) An early learning provider must attempt to obtain information from each child’s family about that child’s developmental, behavioral, health, linguistic, cultural, social, and other relevant information. The provider must make this attempt upon that child’s enrollment and annually thereafter.”This means that families’ culture and heritage needs to be appreciated and known.WAC 110-300-0030 Clearly lays out the nondiscrimination policies that all ECEs must have. “Nondiscrimination (1) Early learning programs are defined by state law as places of public accommodation that must: (a) Not discriminate in employment practices or client services based on race, creed, color, national origin, sex, honorably discharged veteran or military status, marital status, gender, sexual orientation, age, religion, or ability; and (b) Comply with the requirements of the Washington law against discrimination (chapter 49.60 RCW) and the ADA. (2) An early learning program must have a written nondiscrimination policy addressing at least the factors listed in subsection (1) of this section.”
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A multicultural education curriculum should be in place in every school. STRONGLY AGREEFamilies should not be expected to be involved in classroom activities. DISAGREEAll learning programs should accommodate all children with special needs. STRONGLY AGREESome extended family members may confuse children, so they should not have a voice in raising or educating the child. STRONGLY DISAGREEMy curriculum should be based on each individual child’s current interests. AGREEDiversity definitely includes race and culture, but doesn’t include age, ability or family make-up. STRONGLY DISAGREEMedia in general delivers fair and accurate accounts of events around the country. STRONGLY DISAGREEThe United States should discontinue relations with countries that engage in human rights violations. DISAGREE