Learner Ellie
LearnerForum Replies Created
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Sometimes children need space or to cry for a bit to release their stress. In the beginning, this may be a trial and error process, as the child may not communicate if they want to be comforted or to be left alone. Then, we want to work up to having them identify their emotions and communicating what they would like us teachers to do. Books can be really helpful, so that they can learn the words for what they are feeling, and see examples of what those feelings feel like.
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Communicate with coworkers and understand that you as a provider cannot fix every problem, and may need to pass off jobs to coworkers sometimes.
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Making it clear to the child that you are on their side, that you want to support them, and that you aren’t going to “flip a switch” and start yelling at them. By building their trust, they will feel more secure, and will be able to learn better.
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Sometimes I find that after a day of work, I just want some silence, so on the drive home, I don’t listen to music or anything at all, even though I have a 40 minute drive home. At first, I thought I’d be bored, but it’s been really helpful for me to clear my mind and continue on with my day. I also really enjoy doing yoga to stretch my back and hips, which usually hurt after a long day of crouching down and having kids on my lap.
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Engage with the children, and give a “serve” to a child that looks bored. Children may be overwhelmed or confused by activities, and will choose to stay by themselves or not participate. By introducing a child to an activity, they will become more curious and will be able to play independently.
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Emergencies, illness, or injuries.
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A firm crib with no bedding or anything that could hinder an infant’s breathing.
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Dancing, jumping in circle games, and plenty of outside time
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Songs, games, and rhymes
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I would point out gates and any childproofed furniture, along with childproof locks on cabinets and hazardous materials out of reach. I would point out first aid kits and inform them of which teachers have first aid/CPR training.
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I would first talk to the child, and maybe have other classroom teachers discuss with them in case they have more to say or are more comfortable with another teacher. Then, I would report to my supervisor, who should report to CPS, but if they do not, I would report to them myself.
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I am very worried about what may be happening at home, whether parents constantly fight in front of their children, if a parent is an alcoholic, or if there is abuse at home, whether between spouses or partners or to the child themselves. It’s heartbreaking to know that we as educators may be completely unaware of this, or unable to do as much as we want to help.
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The first priority is safety, which could mean making sure that shelves are securely attached to the walls, with no heavy items that could fall on top of a child if they run into it. A safe classroom also requires all parts of the room to be visible, to ensure that no child will get lost or be involved in something dangerous. After that, it’s important to have learning centers that appeal to each child. Some that I particularly like are dramatic play, sensory areas, and a quiet reading area.
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Make sure to define what you believe the child may have, and be ready to explain what observations have led you to that belief. Be ready for parents to be upset or defensive, and reassure them that their child is healthy and that you’re not a doctor, but believe they should be screened. Be ready with a script and have a coworker to back you up, and have a list of resources available.
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A child that receives individual attention and is properly challenged and helped when needed will have a better experience in the classroom, and will often have fewer outbursts, because they are thoroughly entertained and happier. They will gain trust with their providers, and likely will develop “better” behavior.
