Learner Gillian Reese
LearnerForum Replies Created
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Describe what you see “your mouth looks like this, your eyes look like this, your hands are balled into a fist and your shoulders are hunched. You look angry”. Children will usually respond, and tell you if you’re right or wrong. Then we can talk about why they’re feeling this way and find ways to release that tension together.
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Talk to my peers or director about what’s going on and ask for help. Take a break if possible or spend time outside in nature to refill my bucket.
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Getting on the kids levels and asking them questions, or just talking to them. Playing with them is also helpful, and children process their experiences through play.
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Singing loudly on the way home, moving my body, engaging in hobbies I enjoy, and spending time with friends.
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Get on the child’s level and talk to them. When they talk to you, listen and reflect back what you hear. Ask questions. Use touch when appropriate to connect or comfort. Smile when they talk to you to show that you enjoy talking to them. When they push your boundaries or behave in challenging ways, try your best to keep composure and show them that you still love and care about them.
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Natural disasters or emergencies, illnesses, behavior reports, and other unusual circumstances.
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single level crib or playpen with a firm mattress and no extra or loose bedding. The infant should be put to rest on their back.
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My classroom has a large motor area with soft balls, an exercise bar, stepping stones, scarves, gymnastics mats, and a small trampoline to encourage active play, and give a safe outlet for sensory seeking behaviors like climbing on furniture and running.
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For eating healthy food, I like to be creative. Using chopsticks has been a novel way of getting kids to eat sliced fruits and veggies. Singing songs, talking about why we stay healthy, and making it into a game helps with handwashing and toothbrushing.
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I would highlight the secured entry, to get in you need a keycard. We also have fireproof doors
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If you suspect abuse, always report it. There are many situations that are “grey area” where you aren’t sure, and it’s still best practice to report. Our job isn’t to investigate just to report and be there for our children and families.
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My biggest worry about keeping children safe is the possibility of shootings, natural disasters, and intruders. My classroom is an open air classroom in our center, so there is only a half wall. The idea of trying to rush them into the adjoining classroom in an emergency stresses me out.
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Be proactive! Greet families in the morning, and if possible, make time to connect with them briefly at drop off and pick up. At drop off, you can also get some important information, like how the child’s morning has been going. I find it really valuable to learn the main caregiver’s name, it shows more respect than saying “Oh hi Susie’s mom, how are you?”.
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I would want to know that my child was safe, that the teachers were watching to make sure they were okay. I would also want to know that they felt a sense of belonging, that they had friends and that their teachers were supportive of them. Then I’d want to know if their development was typical.
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I try to find out what the children are interested in and scaffold some learning into the activities they love doing. If I see a group of children building in the block area, I can ask them “whos tower is the tallest?” now we’re using comparing words like tallest, shorter. We can then check out understanding with measuring tape or rulers, and then we are learning about measuring, and comparing numbers- which is larger? Then connecting that the larger number is the tallest. If they’re interested, the kids can draw blueprints of their block towers, see how tall they can make the towers, or learn more about construction and building in the real world. It’s all about expanding and deepening what we see them engaging with.
