[Claire Kim]

Screen time can be effective when done with heavy moderation and active engagement from a supervisor, such as watching and engaging with an educational program alongside the child. Using screen time as an idle way to constantly keep the child occupied, however, can impede development and skills such as attention, language, social skills, and patience.

[Claire Kim]

Engaging in circle time with children and actively responding to comments and cues quickly and reliably during games or story time can create a “serve and return” environment.

[Claire Kim]

I would approach the conversation with the mindset that there could be some circumstance or personal reason behind the situation that I couldn’t know about yet (maybe there’s a family situation going on at home that is making it hard for them to maintain a timely schedule, maybe Mrs. Hopkins is having trouble with new works hours, etc). I would make sure to be clear and specific about the problem at hand without being too confrontational. I would stress the effects of Mrs. Hopkins’ late arrival on her child and the staff members without getting emotional or angry, and communicate in a calm and gentle way.

[Claire Kim]

WAC sections 0055-0065, 0080-0085, and 0300-0360 address diversity and collaboration with families. The WACs acknowledge the significance of family and diversity and major factors in a child’s development — that is, they acknowledge that academic spaces are not the only elements that determine a child’s growth and well-being. The rules provide an avenue for early learning providers to partner with families and understand the differences between family home and center early learning requirements, which I believe is really important in embracing a child’s diversity. When I was growing up, I was told by teachers that fostering a “color-blind” classroom was the ultimate solution. This is just another way for people to remain ignorant. The WACs encourage collaboration between family and classroom in order to provide the child with more specific and personal support that can better nurture their unique development.

[Claire Kim]

1. A multicultural education curriculum should be in place in every school. AGREE
2. Families should not be expected to be involved in classroom activities. DISAGREE
3. All learning programs should accommodate all children with special needs. AGREE
4. Some extended family members may confuse children, so they should not have a voice in raising or educating the child. DISAGREE
5. My curriculum should be based on each individual child’s current interests. AGREE
6. Diversity definitely includes race and culture, but doesn’t include age, ability or family make-up. DISAGREE
7. Media in general delivers fair and accurate accounts of events around the country. DISAGREE
8. The United States should discontinue relations with countries that engage in human rights violations. DISAGREE

[Claire Kim]

(edited for accidentally posting in the wrong topic, my apologies!)

[Claire Kim]

1. What did you discover about the WACs while completing the activity? I quickly realized just how extremely descriptive and in-depth each of the WACs were, and I appreciated how many examples were provided with each section and description for me to understand.
2. Were you surprised by any of the WACs? I was surprised by 110-300-0100, which states that one of the general staff qualifications upon application is having a high school diploma or equivalent. I had initially assumed that some sort of college degree would be the minimum requirement.
3. Can you see how the WACs will influence your day-to-day practice in caring for children? Why or why not? I can definitely see how the WACs will influence my day-to-day practice in caring for children. When I see how much hard work and detail was put into ensuring the safety and regulatory practices for children’s well-being in these documents, I realize just how important it is to uphold the WACs in order to maintain a safe environment for the youth.