Learner Gabriel
LearnerForum Replies Created
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Often, the schedules of a early learning classroom are built on dichotomies, on opposites, by design. Quiet play is followed by active play, child-led learning is followed by teacher-led learning, and inside play will be followed by outside play. This balance keeps children satisfied and prevents a buildup of energy or a lull in the day. It is important that children are not just taught this schedule, but shown it, with cards, drawings, pictures, or other means to communicate it. By doing so, they learn to manage their own time and anticipate what will be asked of them, as well as helping ease their stress for their future.
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Of the many moving parts of a learning environment, I believe design elements that encourage autonomy to be especially important. This includes cubbies so that children can feel a sense of belonging, that there is literally a place just for them in the classroom, as well as clearly separated active and quiet areas so children can move themselves and self-soothe, rather than rely on an adult for solutions.
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Having a coworker nearby to help ease the family into open conversation is a good idea. Breaking news and observations slowly while stressing you have then child’s best interest in mind will help put both of you on the same page. Ensuring they know it is not a problem yet, and rather, a warning, will likely increase their chances of cooperation.
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By not just observing but also documenting, providers can prove a crucial role in providing a tailor-made education to each child and ensuring that not just they, but future educators after them, can understand how to best help a child. The more documentation, the better, as children are just as complex as adults and they should be treated as such. Several methods of observation and documentation can streamline this process.
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At a daycare I believe it should not be done, frankly. Best leave that decision to parents and avoid conflict. I don’t wholly disagree that an hour a day of positive and educational content like Bluey for example could yield benefits, but again, that is up to the parent.
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One of the biggest steps to ensuring a serve and return environment is possible is guaranteeing that each child has time with the caregiver and can make their serves comfortably and safely. Children may be more reluctant to serve if they are stressed or overstimulated, so keeping them calm and making time to acknowledge their babbling and pointing is key. Teachers should be silly and open about their enthusiasm for a child’s ideas and act accordingly.
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First asking why she is late from a place of understanding would establish good rapport. From there, it would be best to explain the policies regarding late stays and how legally we cannot keep the child for too long after school. Discussing social consequences is also wise, that the child may feel wrong or outed for not being picked up on time. This helps establish your care for the child, and may make the parent think differently if they are late again. Trying to make a plan for better scheduling in the future as adults is also wise to prevent further incidents.
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WAC 110-300-0160 emphasizes diverse practices through encouraging various kinds of music in several languages, mixed media which shows different bodies and peoples without enforcing stereotypes, and redirecting bias language in both children and adults. WACs seem to stress an absolute necessity in meeting the kinds of diverse education that children disheveled, and notes that children have likely already begun to experience differences with their peers by the time they enter childcare age, and as such creating a positive experience as they shape their identity is crucial.
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Immediately it is clear that the WACs are the holy grail of information for childcare services. In that way I am not surprised by their comprehensiveness and am grateful such a body of information exists, both for the sake of learners like myself as well as the general public who trusts such measur w to keep their children safe.
