Creating opportunities for learning about emotions through group activities (songs, puppets interacting – role playing), Through stories, books, having pictures of emotions in the classroom setting, making time for connection, special time and listening to build the relationship and safety so that kids feel safe to share their feelings,…

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Lean in and be honest with co-teaching team. Slow down, notice what might be helpful in the moment or create goals to implement new habits i.e. drinking more water throughout the day, eating healthy foods ( (figuring out to make this happen), Start practicing moments of mindfulness, noticing and breathing, practice moments of gratitude,…

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Some examples of responsive exchanges: Making intentional connections with each child in class, creating moments for “special time”, and focused opportunities to listen to each individual child will help to build a relationship of trust. Modeling how to self-regulate, coaching kids in communication skills and giving them opportunities to…

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Bringing my awareness to the moment, Breathing, Eating a good lunch, Drinking water throughout the day, Relaxing at home with tea, Digging in the garden.

Making efforts to connect one on one with each child at some point throughout the day / throughout the week, giving them genuine moments of connection through listening.

Yes, when there is an emergency or unexpected situation.

Firm mattress.

Incorporating movement, songs, games at circle time.

Singing songs, having printed sequence cards posted, and talking about ways to be healthy during circle time are all effective, fun ways.

I would begin the tour with a warm welcome and a walk-through of a typical day, highlighting safety protocols throughout the facility.

I would assess the situation, communicate with my Lead or Director and make the call to CPS on behalf of the child.

My biggest worry is that I will be prepared to respond the correct way in the event of a crisis.

Host several community-building events / opportunities throughout the school year, plan on parent-teacher conferences in the fall and spring and reach out in-between to address any concerns along the way. By having community building opportunities, parents / caregivers are less likely to feel like they are on the outside. They have…

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Three things I would want / hope for my child in early childhood classroom setting:
Genuine Care from the Heart, Engaging and Exciting learning environment, and Sense of community.

Three things that I would be worried about:

That my child is feeling left out / not part of the group, Concern that the teachers seem disengaged or distracted,…

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Learning new songs, bringing in new library books, planning new art and science projects that further our learning of themes each month.

I like working with monthly themes and then creating weekly and daily plans from that. It helps to keep the classroom environment fresh and fun for both the kids and teachers because we are learning about new subjects each month, within the already set learning environment stations.

Inspiring environment that is well thought out with room layout, friendly teachers and a place where everyone feels comforted, supported, appreciated for who they are.

Some positive ways to approach a parent would be to prepare beforehand by practicing with a co-teacher, having a good documentation on hand to help explain observations as well as available local resources can help families feel less alone and afraid.

Observing and recording data in early childhood classroom settings is helpful to see patterns of learning and development. It allows Teachers to see areas of progress and areas that the child might need additional support. Documentation helps to keep track of the progress and makes it easier when communicating with parents and caregivers at home.

Screens don’t serve a purpose in the childcare or early learning environment because they inhibit interaction with others. Children thrive when they have an engaging environment, a variety of activities and Teachers who are available to help guide them through social, emotional, cognitive and physical learning.

Circle time activities: Call and Response, songs , Kids learning several skills i.e. listening for their name, taking turns.

Small group & one on one time in the classroom setting…many opportunities for “Serve and Return” throughout the school day. Allowing kids the time to find their own voice and share ideas.

Remind the parent of our pick up time policy. Offer compassion for her situation and also explain the needs of our childcare providers.

WAC’s give the message that all care centers are “places of public accommodation” and must not discriminate. WAC 110-300-0160

1. What did you discover about the WACs while completing the activity? I discovered that it is easier than I thought, to locate and read the individual WACs.
2. Were you surprised by any of the WACs? I was surprised by WAC110-300-0465, specifically the amount of time the records need to be retained.
3. Can you see how the WACs will influence…

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