Learner Jenny Ulvestad
LearnerForum Replies Created
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Preparing beforehand may be helpful when an educator needs to discuss developmental screening with a child’s family. Consulting with one’s administration, gathering all relevant observational data, and role-playing with a trusted colleague may be helpful strategies for preparing for this type of conversation.
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When we observe and document a child’s development, we learn more about the child as an individual. Intentionally observing a child’s activities in the classroom provides us with information about how the child learns, what they are interested in, and the skills they are building. This information helps inform us when developing curriculum that will support our students’ learning styles, interests, and stages of development.
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It’s certainly a good idea to limit screen time for young children, especially children under three. If it is used for young children, it’s best that a parent or guardian sits with the child and views the content with their child, as this helps make the program be more interactive and allows parents to monitor what their child is watching.
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To create a “serve and return” environment, early learning providers can provide a stimulating space with different kinds of appealing objects and activities for children to explore. They can place these items on low shelves that children can access and have floor space for children to sit while they explore. Early learning providers can also approach children’s play with curiosity and observe the children’s activity without interrupting for a few moments to understand their focus. Early learning providers can then “serve and return” with children through careful observation, intentional responses, and thoughtful room design.
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I would have a conversation with Mrs. Hopkins by leading with curiosity about her lateness. I would try to learn why she has been arriving late recently to pick up her child to see what might be going on at home. I would demonstrate compassion and determine whether there are any resources that may help her with the obstacles she is encountering in picking her child up on time. Then, I would kindly but firmly reiterate the requirement that her child is picked up on time in the future, as there are consequences for myself as the educator and for her child when she is late.
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According to the “Foundational Qualities Standards Guidebook”, sections 0080-0085 of WAC cover family engagement and partnership. It states that families are the primary educators of their children and that it is incumbent on educators to partner alongside families to give children the best education possible.
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We recently did a unit on handwashing and used a gel on the kids’ hands that glowed under a black light. We observed the children washing their hands and then shone the light on their hands to see if there was any of the gel left. It was an informative way to teach proper handwashing technique and to provide an understanding of why it is important.
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I discovered that there are many different roles involved in early childhood learning programs and that the qualifications for each are distinctive. For example, I did not know that a center aid could be as young as 14 years old or that the education requirements for center directors increase according to the number of children enrolled in their program. After reviewing the WACs for this course, I do think the knowledge I have gained will influence the way I care for children because I will ensure that all I do as a teacher is in alignment with these standards.