Learner Megan Bryant
LearnerForum Replies Created
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A daily schedule should have structure around when certain types of activities occur such as snack, meals, outside play, and free play. The activities within this general outline should vary to include staff-initiated, self-initiated, small group, and full class activities. This helps maintain a general structure for the child’s comfort while continuing to promote development and exposure them to new things.
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A component of a good early learning environment is somewhere children feel safe and comfortable. If a child feels tense or uncomfortable is a classroom they will have difficult engaging with the material or their peers. A safe, comfortable environment can achieved by having inviting decorations and age appropriate tools and materials.
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It’s important to be respectful and prepared to show evidence and answer questions when having this discussion. A parent is going to want to know why you are making the recommendation so having clear evidence is important. I would then provide local/community resources for them to look into and give them some time to think over our conversation before asking for a decision.
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Observing and documenting a child’s development will help providers have a better understanding of where the child falls on the continuum. It can help a provider keep track of areas the need further development so they can adjust their teaching. It is also helpful for meetings with administrators and parents.
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Screen time should be limited and only occasionally used to enhance a lesson. Children should first learn social skills, how to self-regulate without a screen, and to interact with their direct environment and peers before relying on screens for their primary source of information. I think a lot gets lost and can cause delays in children socially or mentally when they are constantly in front of a screen.
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Providers can create this type of environment by striving to be engaged and connect with each child. Providers can show interest in what the child is saying and doing during play time or encouraging the child after they show interest in something will go a long way in creating a serve and return environment.
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I would start by having a respectful conversation about the importance of picking up their child on time and let the parent know how this could potentially negatively impact their child. During this conversation I would attempt to identify the root cause of the problem in order to address it. If the problem continues following the initial conversation I would explain that further steps would need to be taken both me and the parent. This could include coming up with a plan or approving a secondary person who could pick the child up if the parent was unable to on time.
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1. Collaboration with a child’s family is discussed in WAC 110-300-0085. Diversity in early learning in discussed in 110-300-0030.2. The primary message about diversity and collaboration is to respect every child’s background, don’t exclude or discriminate and child or family based on their diverse background, and to always share information about the program and the child with their family or guardian. Books that feature characters with multiple ethnicities can help children feel included and represented in the classroom.