[Christina Kortering]

The advice I have is to thoughtfully create a schedule that will meet the need of the children in your program, but then observe how that schedule is meeting their needs and be flexible within that schedule.

[Christina Kortering]

I think that a good early learning environment should have access to an outdoor space. This is so helpful for students’ development and wellbeing.

[Christina Kortering]

An approach that I like to have is asking the caregiver if they have noticed any of the observations present first, that way it puts you both at the same level, then if the parents haven’t noticed the observations, then I could go on to say what I’ve been noticing at school.

[Christina Kortering]

Observing and documenting a child’s development helps early learning providers to understand where the child’s readiness is to learn new things, and then informs their instruction or scaffolding. It can also be a tool to help communicate growth with caregivers.

[Christina Kortering]

I find that the more screen time a child has, the less creative he/she is. If a child has a screen at his/her fingertips whenever he/she gets bored, then the child has less opportunity for creativity. Boredom is often seen as a negative thing, but I have found that even in my own life, if I find myself bored, I actually come up with some pretty cool stuff to do or create.

[Christina Kortering]

A serve and return activity can be as simply as greeting each child at the door and asking how his/her morning is going so far and communicating how happy you are to see him/her.

[Christina Kortering]

I would ask Mrs. Hopkins what is keeping her from picking her child up on time and we

could brainstorm ideas of how to get to school on time together. I would also

communicate that this pattern impacts not just the child, but also the staff who have

other responsibilities. Perhaps there could be some sort of agreement on consequences

if behavior doesn’t change.

[Christina Kortering]

WAC 110-300-0030; WAC 110-300-0160; WAC
110-300-0300

All of these WACs have to do with inclusion and equity of car.

[Christina Kortering]

1. A multicultural education curriculum should be in place in every school.

Strongly Agree

1. Families should not be expected to be involved in classroom activities.

Agree – But there should still be opportunities for families to be involved.

1. All learning programs should accommodate all children with special needs.

Agree – But not all learning programs are equipped to do so. It is important

for the program to also admit and communicate their limits.

1. Some extended family members may confuse children, so they should not have a voice in raising or educating the child.

Disagree – Unless the extended family member is creating deep trauma,

then that family member should have a voice.

1. My curriculum should be based on each individual child’s current interests.

Disagree – The curriculum should be one that broaden’s a child’s view and

is multicultural.

1. Diversity definitely includes race and culture, but doesn’t include age, ability or family make-up.

Strongly disagree

1. Media in general delivers fair and accurate accounts of events around the country.

Strongly disagree

1. The United States should discontinue relations with countries that engage in human rights violations.

I’m not sure about this one.

POINT OF VIEW

There are many things that influence my point of view—religion, family history,

the media, my education, my political stance, my personal experiences, where I’m

from. When I interact with someone who has differing views, I remember that it

isn’t my job to convince him/her/them to have the same viewpoint as me, it is my

job to treat him/her/them with respect and approach the conversation with

curiosity. Very rarely has anyone ever changed my point of view in an argument,

my point of view changes when I learn the stories of others.