Learner Nahomi
LearnerForum Replies Created
-
Most kids don’t have the words to describe their big emotions yet (hence why they “act out”), so I can narrate instead: “I can see you are frustrated by the way your fists are balled up,” or “I can see you’re sad because you have tears streaming down your face— how can I help?”
Another way to help would be to have a Feeling Chart so they can point to the picture they relate to (happy, sad, scared, angry, etc).
-
Take a moment to step back and breathe. Realize that the situation can’t always be solved by just you. Have a safe and open conversation with a coworker or someone you trust. Remember that if you aren’t feeling 100%, it’ll affect how you interact with the rest of the children as well.
-
Making sure you and the child have a supportive relationship, where you provide safety and good health, will help the child manage stress, learn to problem solve, and regulate their behavior.
-
I like to take walks during my break to feel refreshed and ready to take on the second half of my day. I also listen to podcasts to give my mind a break from children activities. Getting myself a little treat, whether it be a coffee or chocolate bar, helps me de-stress as well.
-
Make sure you always return a child’s “serve”. Active supervision is also important— get in and interact with them instead of watching from the sidelines.
-
Yes, if there is an incident you can always report back to it and figure out what needs to be communicated to the parents and how it should be delivered.
-
A crib or playpen with a firm mattress— make sure the mattress and the walls have no gaps.
-
We have a song where we call each child’s name and have them jump, turn around, touch the ground, and sit down. We also do “yoga” and stretches when we don’t get to go outdoors.
-
The clean up song always helps the kids put away toys in a timely manner. I also bring out the step stool to the changing table and sink so they can feel more independent and notice the routine for diaper changes/ hand washing. We also hold hands and do a march/ “dinosaur chant” when we head anywhere out of the classroom.
-
As they enter the building, they’ll notice the safety gates in the doorways. I would bring them into the classroom and show them how everything is stored and labeled. I will show them where we keep our emergency contact/ medication/ first aid kit. When I take them to the outdoor play area, I will point out the gates and doors. We also have a wall where we hang helmets labeled with each child’s name. I will also explain to them our incident report procedure.
-
I would bring it up to my lead teacher to see if it is a viable concern because she has been in the classroom for over 20 years. We would then see if we should escalate it to administration, who would then help us contact CPS. Since I work in a toddler class, I’m not sure if directly asking the child will get us any information.
-
Piggybacking on the previous replies, internet safety and gun violence are two very concerning issues we didn’t have to worry about as much when we were children. With older kids, we not only have to worry about smoking/ drugs/ alcohol, but now vaping/ e-cigs/ etc as well.
-
When children are playing in the kitchen area, I get them engaged by asking what they are cooking or suggesting a variety of things they can cook for me. When they are in the book area, I have them choose a book, read it to them, then have them “read” it back to me. I also ask questions about details they see in the book that might not be mentioned in the story.
-
Explain that 20 minutes may not seem long to the parent, but it affects the child who is the last to be picked up and the extra staff that need to stay at the facility. Urgent matters may come up, but being respectful of the school’s regulations and staff’s time is common courtesy and isn’t acceptable for this to be occurring so often. If it continues to be a pattern, matters may have to be taken more seriously.
-
WAC 110-300-0160 states that early childcare providers must provide learning opportunities that are culturally/ racially diverse in their curriculums, activities, and materials. That includes things around the classroom that don’t reinforce stereotypes, diverse music, and intervening when biased behavior is displayed.
