Learner Emma Rogers
LearnerForum Replies Created
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I incorporate a lot of emotion picture charts to first help my students see what each emotion looks like. I also provide lots of emotion books in the classroom. In my quiet area, I have provided visual cue cards of various calming techniques, such as stretches, breathing exercises, and songs to provide the children an opportunity to self regulate their large emotions on their own (which is important as children begin to foster a sense of independence). I also openly discuss emotions with my students and encourage them to share with me what emotions they are feeling.
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Yes, those guidelines would be very useful during emergencies, accidents, or other unusual occurrences.
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A single-level crib, infant bed, bassinet or playpen with a firm mattress. The mattress must snuggly touch each side of the crib or bed.
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If I were touring a prospective parent, I would definitely highlight all of our cleaning and disinfecting procedures, the training that the staff receive to ensure child and environmental safety, and explain our emergency preparedness plans. I would also point out all of the different elements throughout the center that promote safety, such as child locks on all of the doors, outlet covers, padding under climbing structures, cords are taped to the wall and out of reach of children, the storage of cleaning supplies and medicine etc.
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The first step in getting children engaged in active, meaningful learning is to first develop activities that are built upon children’s interests and ability levels. After that information is gathered, some creative ways to implement those activities could be through things such as incorporating simple and songs and movement during story time so that the children have the opportunity to really engage with the story. You could also leave out a provocation of loose parts materials and invite the children to explore them. During this exploration, the teacher can ask open ended questions about the materials, what the child is doing with them/plans to do with them, etc. This opens up the opportunity to have meaningful discussions and interactions about the child’s learning experience while the child is engaged.
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I think it is especially important to have an area of the environment where children can go if they need some quiet alone time. The day can be loud, tiring, and overwhelming. By providing children a quiet, comfortable area, to take some time for themselves, children are learning how to listen to their bodies and respond to their emotions in a healthy manner, as well as feel their emotions in a safe space with a trusted caregiver nearby.
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Observing and documenting a child’s development helps early learning providers by helping us gain a better understanding of the individual children in our class and better meet their needs. Through observation, early learning providers are able to see what skills children have met, exceeded, or need some more work on, as well as learning about the unique interests, temperaments, and needs of each child. This knowledge helps the early learning provider plan activities, themes, and curriculums that support the needs of each individual student.
Documenting these observations helps the early learning provider reflect on their curriculums and activities to see if they are best supporting the children’s needs. Documenting also allows early learning providers the opportunity to have a visual representation of the growth that each child has made during their time in the classroom. Documentation is also very useful when it comes to bringing up specifics when talking with parents during conferences.
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I think that 95% of the time, there should not be screen time in childcare. The children get enough screen time at home. There are, however, instances in which screen time can be utilized as a tool for teaching. For example, watching the cameras that zoos put up in different exhibits. This can be used to observe animal behavior, as well as begin a new topic and investigation into wildlife, habitats, animal needs, etc. There are also times in which a very small, monitored amount of screen time (for example, a short Halloween special as part of a classroom Halloween celebration) can be incorporated for special events, with parental consent, and with teacher monitoring. However, as stated earlier, 95% of the time, there should be no screen time in childcare. This is the time in which children get to interact with same-age peers and learn about this wonderful world, we don’t need to occupy that time with screen time and commercials.
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For older children, serve and return can be incorporated in the classroom, initially, through conversation and observation. It is the job of the teacher to learn about the different topics that my students are interested in. I have to be aware of what information and resources they are “serving” me. In return, I can incorporate activities that build on these topics and interests. For example, if I observe that many of my students are interested in animals, I can lead a circle that incorporates an animal matching game, animal dance, and animal themed book.
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When a parent is late to pick-up their child, I first keep the child calm. I remind them that they are in a safe environment and that I am not leaving them. I then provide an activity for the child, while I then try to contact the parent or another authorized pick up adult. When the parent arrives, I explain to them that the school has closed 20 minutes ago, and remind them of our school’s late pick-up policy. If the parent were to get defensive, I would calmly remind them that the policy is the same for everyone, and that it is to ensure that the child is not at school for a longer period of time than Washington licensing allows. After the parent and child leave, I would document this instance and inform my director of it so that we can address the situation if it should arise again.
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WAC <b style=”font-family: inherit; font-size: inherit; color: var(–bb-body-text-color);”>110-300-0160110-300-0160 addresses diversity and collaboration with families. The big message that the WAC gives regarding diversity and collaboration with families include the fact that early learning providers must provide culturally and racially diverse learning opportunities. The WAC goes on to state that these learning opportunities must be demonstrated by the provider’s curriculum through activities, toys, books, games, etc. These opportunities must not reinforce stereotypes. The provider must also be aware of any biases and situations that may arise from these biases and be willing to address the situation appropriately. It is not an option to simply ignore the bias.
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- I discovered that the WACS were a lot more user friendly to access than in other states that I have worked. They were easy to navigate and provided quick answers to all of my questions.
- I was not surprised by any of the WACs. The WACs are regularly discussed at my school, so none of these were very surprising to me.
- I can see how putting the WACs in place ensures that I am leading the safest classroom/school possible. I will definitely use these rules to ensure that I am maintaining safe practices with children and families.
