Use a feelings chart. You can use this at the beginning of the day and bringing it back throughout the day as emotions may change.

Complete a body check, asking children how different parts of their body feels, and sharing observations with the child so they can learn to identify different body reactions to different emotions.

Have children…

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Take time away from the classroom. Be honest with yourself when you feel compassion fatigue coming on and be transparent with co-teachers, so they can give you a break to step away and decompress. Don’t force it, because this can lead to more intense negative reactions later on.

Some examples of responsive exchanges:

-Active listening and responding with empathy and care

-Playing with the child and taking their lead

-Engaging with the child for an art project

-Openly discussing classroom decision-making with children

-Balance opportunities for structure and spontaneity

I like to use my breaks to take time outside and decompress. I often also listen to music while I’m outside. I think deep, intentional breathing is helpful. All of these things are helpful to refresh and feel ready to come back into the school environment and be my best self in the classroom.

Active listening, expressing empathy, getting down to their level, regularly engaging with them, and playing with them. It is important to be an active listener and be caring and loving toward each and every child.

I think it is critical to have policies that at least touch on all aspects of the program.

I think it is especially important to have policies in the event of any kind of emergency situation (health, environmental, etc.) to help guide the strategy for how to manage the situation. Additionally I think policies for general…

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A crib with a firm mattress, no bumper, no toys, no obstructions.

Lots of creative movement activities threaded throughout the day. Multiple outdoor playtimes. Ability to freely roam our indoor space during free play time.

Model good hygiene and habits. Use puppetry to have discussions with the children. Expose children to brushing teeth, trying new foods, etc. as a group. Sing songs about it and read stories about topics related to healthy habits.

I would show them around each of our centers, show the playground, discuss our gate closures, soft fall mulch, avoidance of chemicals in play equipment. Inside, I would focus on illustrating our drop-off and pick-up procedures, fire safety and emergency preparedness plans.

If I suspected a child was being abused or neglected, I would discuss with my Lead teacher what they correct steps would be and immediately contact CPS to make a report.

I just simply worry that something or someone will get overlooked.

Start with positivity, share the facts, and end on a positive or encouraging notes. It is important to be understanding, respectful, and empathetic and kind.

Things I would want:

1. Keep them safe and healthy

2. Accept and nurture who they are as an individual, and as a valuable member of the group

3. Give them equal care and attention

Things I would not want:

1. Lack of attention or care for my child

2. Judgement toward my child

3. Unequal treatment between my child and others

Engage them with materials they are or may be interested in.

Let children do their own exploration and take cues from them to have individual and group discussions.

Allow children free time to move between learning centers.

Build the schedule around basic needs (when children need to eat, when they need to potty, rest time), take into consideration the safest or best times to go outside during the day, ensure focused and teacher-led activities are balanced with student-led activities, build in music and movement throughout the day.

A clean, safe, comfortable environment with easy access to engaging and stimulating materials.

Prepare clear and concrete examples to illustrate talking points. Have a script ready for what you are planning to say to the parents and ensure you’ve practiced responding to challenging responses and tough emotions from the parents.

Observing and documenting a child’s development helps you to meet each child where they are, assess where the group is more holistically, and allows you to develop curriculum and lesson plans that are appropriate, engaging, and developmentally appropriate for the children in your classroom.

It is best not to give screen time in a early learning center.

Block building – give children something to create with and ask questions as they are playing and engaging with materials

Express understanding, remind the parent of the school’s policy, and ask the parent if there is anything the staff can do to support on-time pickups.

1. A multicultural education curriculum should be in place in every school. Yes, absolutely.
2. Families should not be expected to be involved in classroom activities. Agreed. Families can be as involved as they want to be, but teachers should help facilitate and encourage involvement in whatever capacity makes sense for each individual…

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Reflect on the ways people respond to one another when points of view differ. Do we ever change our views? Respect is key here. We may differ in opinions or perspectives, but should be respectful and attempt to shift the angle at which we look at a given subject. We can absolutely change our views, over time.

What kinds of things influence us…

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1. What did you discover about the WACs while completing the activity? I learned just how thorough the WAC is. I also feel more familiar with the structure of the WAC while completing this section.
2. Were you surprised by any of the WACs? No, not surprised at all.
3. Can you see how the WACs will influence your day-to-day practice in caring for…

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