Learner Kaylea
LearnerForum Replies Created
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The best thing for a child to do to recognize how they feel is to say it out loud. Once they have recognized how they feel, it is our job to help them cope. My favorite way is to deep breath or to count five on our fingers and blowing the sadness, or anger away.
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Yes, any time there is an incident, emergency, or even if the child needs different accommodations and the teacher needs to document how the child is during class.
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You must use a single level crib, bassinet, infant bed, or playpen, free of any bedding or padding to reduce the risk of SIDS. Car seats, swings, or equipment like this is not recommended.
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I would highlight that our doors to the school are always locked and that there is always a locked gate before the doors that is always shut. I would highlight that outlets are covered; all cleaning supplies are locked away or out of reach to children. I would talk about our outside playground and how there is a fence surrounding it with a locked gate where children cannot access the lock. I would highlight that all care providers are required to know CPR and first aid as well as a food handlers permit.
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I like to make games or songs that go hand in hand with our curriculum that we can play during circle time either as a group or where the child can come up and talk in front of the class.
This last week was all about pets and I had pictures of animals on the board and a yes area and a no area. The children then got to come up to the board, pick an animal and place it into the category they think it belongs in. I ask the child what the animal they chose was and why it was or was not a pet.
<font color=”rgba(0, 0, 0, 0)” face=”inherit”> I have also made songs about animals who hibernate where each child holds a picture of an animal and when we say that </font>animal,<font color=”rgba(0, 0, 0, 0)” face=”inherit”> they get to hold it up in the air. I follow up later in the day by asking the children to list animals that hibernate as a group, bringing the whole thing together.</font>
I find that allowing the children to get up in front of the group and talk without being interrupted interests the children and they feel a sense of pride when participating. These activities keep the children engaged but also go with what we are learning about in class that week.
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I think my number one tip is to block out chunks of time that are about 20-25 minutes each. Having a mix of work and play allow the children to stay interested in the staff-initiated activities. My other tip is to stick with the schedule as much as possible as possible. A small revision may need to happen on a day-to-day basis, but children can and will recognize that the schedule has been altered and is not consistent.
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I think good organization of a classroom is key, making sure clean up time is efficient. Making sure that the quiet spaces are away from what can be typically louder spaces such as blocks is also good since some children can react negatively to loud noises.
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I think the best way is to document, document, document! With documentation throughout a long period of time would be best. If you can give details and resources for them to take a look at it may come easier. Don’t label the child, as that’s not your job but if there is something there that is a little concerning then it is your job to bring it up even if its uncomfortable.
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Observing and documenting a child’s development allow early learning providers to ensure that the lesson plan and activities meet a child’s needs and if they need to change parts to better suit the child. If documentation can be shared (confidentially of course) it will give any future ELPs a better understanding of a child when they come into the classroom.
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I personally do not agree with screen time at a care facility. We are there to teach children and help their tiny brains grow and develop. I can think of many activities that will keep a child busy. Even if I run out of ideas, I would much rather have extra play time where they can play with peers instead of watching a show.
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On top of morning circle time, I think the best area for serve and return for a caregiver and child would be during play time. The children in my class love to play in the kitchen. So, I practice serve and return by “eating” whatever they cook for me or by ordering food from their restaurant.
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I would remind the parent when pick up time is and how a child may feel forgotten about after seeing all of the other children getting picked up before them, schedules can get a bit hectic and maybe the parent mixed up the times. I would also suggest having a backup plan for pick up if possible. My care center offers an afternoon program, and I would suggest that on days she thinks she may be running late that she should sign her child up for said program.
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1. the WACs that address diversity and collaboration with families are
~WAC110-300-85
~WAC 110-300-310
~WAC 110-300-315
and possibly even WAC 110-300-300
2. The WACs send out the message that diversity needs to be acknowledged and should be taken into consideration when planning out activities or helping students throughout the day. They push the narrative of inclusion and want the ELPs to figure out a way to accommodate children if needed. I think the overall message is inclusion, family collaboration, and support are 100% necessary to make families of all backgrounds feel welcomed and included.
