[Catherine]

My thoughts on screen time for children in childcare are that screen time itself should be limited. Although older children may benefit from screen time in terms of helping them through educational means such as Googling a question or topic they are curious about, I believe that younger children should definitely have their screen time be both limited and reduced as to not interfere with a child’s social and emotional development and growth. As previously stated within this course, younger children may show signs of aggression when their screen time is suddenly cut off abruptly. A child may also not be able to distinguish the lines between fantasy and reality, so it is essential to set limitations and boundaries when it is associated with screen time in childcare. It is also important for a child to interact with other children through play and conversation. In a way, I personally believe that screen time for younger children should not be implemented in childcare unless it is through means of educational purposes such as explaining an activity or topic we are learning about.

[Catherine]

I think early learning providers can create a “serve and return” environment by first being present and responsive to a child’s cues in communicating whether it be through words, gestures, or play. As an early learning professional, it is important for us to communicate to the children in our care by showing them that we are listening and that their way of communicating matters and is understood. Besides this I can also support and encourage the children in my care through play and conversations (i,e. asking open-ended questions and encouraging the child to engage in discussion and conversation with their peers). It is important that we as early learning professionals create a positive and safe environment that allows a child to grow in curiosity, critical thinking, and social skills all while being inclusive of the child in terms of their development and overall personal growth. Overall, I believe it is essential to make the child feel confident in their learning. We must also acknowledge that they are curious and want to make sense of the world around them.

[Catherine]

In this scenario, I would approach Mrs. Hopkins with empathy and try my best to understand and acknowledge the challenges she may be facing and her perspective on the matter. I would then gingerly remind her of the center’s closing times and pick up policies. After doing so, I would ask Mrs. Hopkins about the possible reasons as to why she was late but I will do so by being respectful of her situation and without any prior judgment in mind. I would then explain to her that although we are respectful of her time and situation that leaving a child in our care past closing time may cause fear and questions to arise with her child about where she is and worry about whether or not they will eventually get picked up from our care and how this may affect the child if it continues to occur. If this scenario continues to happen, I would then discuss the matter with my supervisor about what we should do and then collaborate with Mrs. Hopkins about the possibility of having other authorized family members or people pick up her child from care in the case of her being late.

[Catherine]

The WACs that address diversity and collaboration with families include Sections 0080-0085. The big messages the WACs give in regards to diversity and collaboration include being inclusive and welcoming towards children and their families, honoring cultural differences, and working with parents to ensure the best learning outcomes for their children in care. The WAC itself promotes discovery and developing the social skills necessary to approach a child and their family’s diverse background without prior prejudices and explicit biases. It is important that we as childcare professionals continue to have a growth mindset in learning and understanding children and families of different, unique cultural backgrounds.