Learner Anna
LearnerForum Replies Created
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Some components of a good early learning environment that I think are especially important are areas in which children can choose what to engage in. For example, during free time when children are free to do what they wish, it is great to have a selection of various things, such as books for children who enjoy reading, blocks for sensory play, outside areas with a well-equipped playground, and an area for paper crafts like simply origami for creative children. Another important component is that the area feels warm and inviting for children, comfortable areas will allow the children to feel at ease to explore.
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A good way to approach a parent about their child’s developmental screening is to be objective so that the parent has a good understanding of what their child may need help with. Going into it with resources available to the parents is also a good idea so they feel prepared to handle any challenges. Bringing up lots of positives about their child’s development can also help in this touchy situation. Approach the parents with empathy and understanding since this may be a sensitive subject for them.
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Observing and documenting a child’s development is extremely helpful to early learning providers as it lets them keep track of each individual child’s progress and their overall growth. Documentation provides a reference for the teachers so that they know what areas should be worked on, and what areas the child excels in.
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I believe that screentime should be no longer than 20 minutes, if any, especially in a childcare setting where we want their children to be actively learning and participating. The research has shown that excessive screentime is harmful to their development, and is not necessary. They could have just as much fun, if not more from interacting with peers and faculty.
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As early learning providers, we can create serve and return environments through constantly observing and monitoring children’s needs and wants, and quickly acting to meet them where possible. By encouraging communication so that children can better explain what they need, we can foster such an environment.
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First, I would try to discuss with Mrs. Hopkins the reason that she has been picking up her child late. If this has been an extremely busy two weeks and she has no prior pattern of this behavior, this may be alright, but if it continues we would have to explain to her that due to the school’s rules and out of respect for staff, she cannot keep picking up her child late. Late fees are often added to incentivize timely pickups, if the issue continues I would suggest adding them. I would also try to explain how this affects the child, seeing all the other children get picked up before them may make the child feel less valued since their parent is showing up late.
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The WACs that address diversity and family collaboration are 110-300-0160, 110-300-0325, and 110-300-0085.
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The big messages that WACs give regarding diversity and collaboration are that they should absolutely be encouraged to promote an inclusive environment. Parents/guardians care deeply about their children, and they are entrusting us with their wellbeing and proper development. With that responsibility in mind, we should ensure that we teach them with a multicultural lens that respects the family’s background and promotes diversity.
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1. While completing the activity, I discovered how in depth the WACs were. They truly cover every possible scenario that could arise pertaining to early learning educators. I found that the “Child Care and Early Leaning Licensing Guidebook” was easier to digest, specifically with the design of the PDF.
2. I was slightly surprised by how it is unlawful o provide unlicensed child care in Washington State. While I do completely understand how it is in place to safeguard children from untrained caregivers, I would have previously thought that while not ideal, unlicensed child care wouldn’t have been a prosecutable offense.
3. I can absolutely see how these WACs will influence my daily care for children, they provide a solid framework to go off of that will ensure that the practice meets minimal standards set by the state. WACs such as 110-300-0195 give detailed do’s and don’ts about food practices that will be useful to reference.
