Learner Jordan
LearnerForum Replies Created
-
Name the emotion they are feeling in that moment and then give them a tangible way to handle the emotion they are experiencing.
-
Develop ways healthily talk about this, confide in peers who may be experiencing the same thing or find a mentor who can guide you through this.
-
Interacting and asking intentional targeted questions is an example of responsive exchanges.
-
Early Education is some of the most challenging work, kids are learning social and emotional tools that will be used the rest of their lives, however this is still exceptionally challenging and high stress work. First and foremost never approach a child or handle a stressful situation out of anger. Even if that means taking a big breath and counting to 10 before responding.
Don’t hesitate to ask for help when it is necessary.
-
Cultivate an environment for connection and learning. This could include circle time activities, taking time to asks targeted questions to eachother, this can even be done through crafts.
-
A two month old should be sleeping in a crib, nothing should be in the crib. The baby can wear a sleep sack or some kind that is an approved safe sleeping sack.
-
Once you have a good idea of the kiddos in your classroom, the ages, needs, abilities, ect you and curate an environment for the children to thrive.
This can include designated play area, as well as an indoor climbing area/slide of sorts. Young kids need so much activity I am a big advocate for indoor play areas. -
Training kids is about teaching them about life, and creating healthy habits, like hand washing or doing the dishes. None of these thing are necessary fun things to do but if trained properly they can become habitual and second nature. While kids are young using things like songs, rhymes, ect can make these habits enjoyable.
-
Cultural exposure, for example internet or idealities a child is not ready to learn about because of where they are at developmentally.
-
The biggest thing to do is from the start establish that this is an open line of communication. This is a hand-in-hand partnership with the same goal and its to create an environment where the students will thrive and be comfortable and happy. Knowing you are on the same team with the same mission and vision will create a easier relationship when good and bad things arise.
-
The three most important things I would want from my provider would be knowing the daily routine/ schedule and how my child is responding to that, if my child is having any issues adjusting to know what’s going on and how I can work hand in hand to relieve my child from the stress. Lastly, I would want to ensure the environment/teacher is a conducive and thoughtful environments that allows children to thrive.
-
Depending on the different age groups, getting students to engage in meaningful learning is first boiled down to the social/emotional stages of the kiddos. First observe where the classroom is at and curate the curriculum based off that.
Tools such as songs, circle time, individual one on one during group projects, ect can all be useful tools to engage students.
-
As long as the schedule is consistent and currated towards the specific age and needs of the class, thats the most important aspect. So if having craft daily is important, what time you do that can vary per classroom.
-
If something is well thought out and curated to the specific age group and learning target then I think its done right. There are so many different tools/games/ect to fill a classroom with, its not so much what you use but rather how it is curated and utilized to fit the needs of the classroom.
-
Ask for training/script from the Director, then practice how you want this conversation to go. Ensure that this is objective or factual conversation only. Present the findings and observations to the parent and make it a discussion not a your telling them to do it. Make sure a parent feels like they are apart of the conversation and decision making rather than telling them what to do because they are apart of it, in fact they are the leaders of it.
