[Rubi]

What are some creative ways to get children engaged in active, meaningful learning?

Dance! Children love a dance party, this could be held right before lunch, or toward the ending of the day, before pick-up. This is meaningful because the music can be familiar to the children, they learn the same songs, and can relate with one another after they grow familiar with it together.

[Rubi]

Do you have any tips or advice on creating and maintaining a daily schedule for children?

I would advise to have a set pick-up/drop-off time in place, as well as a daily-schedule menu, and a family pamphlet/monthly calendar/reminder text in place, so as every one in office, on staff, and families, are aware of the schedule and routine, to prevent confusion, should any emergency or questions arise.

[Rubi]

Are there any components of a good early learning environment that you think are especially important?

Because children have different learning intelligences, the early learning environment needs to be geared toward a variety of learning techniques.

[Rubi]

This is the third time in the last two weeks that Mrs. Hopkins has picked up her child late. Today she did not arrive until 20 minutes after closing time.

1. I would refer to the hours of operation, and remind the family of the agreement per the Parent Handbook of drop-off/pick-up schedule.

2. Offer to send text-message reminders and hour before pick-up.

3. For a more positive approach, I would offer an incentive for on-time pickups. For example, families who arrive on-time every day during pickup, I would have pencils, stickers, notebooks to choose from.

4. I would propose to the family an option for another adult to be able to do pick-up, and add them to the emergency contact list.

5. I would enforce the “$1-min” late fee, if it applies to the center.

[Rubi]

1. Which WACs address diversity and collaboration with families?

WAC 110-300-0085 – Family partnerships and communication.

2. What big messages do the WACs give regarding diversity and collaboration?

How to best accomodate each child’s individual characteristics, strengths, and needs.

How best to support the family, whether through opportunities relevant to their needs/questions, seeking input, through communication, and allowing access.

The biggest message I see through these WACs, are creating trust and reassurance with families.

[Rubi]

1. What did you discover about the WACs while completing the activity?
   I learned about the serving children experiencing homelessness training, and the EQEL in-service training, as well as learning about 10-hr annual training required for Lead Teachers.
2. Were you surprised by any of the WACs?
   I was not surprised by any of the WACs, they make sense concerning the welfare and safety of the children in a center’s care/guidance. Safety precautions, accountability to the wellbeing of a the child, and overall professional conduct while servicing families, come with codes to follow. This makes sense to me.
3. Can you see how the WACs will influence your day-to-day practice in caring for children? Why or why not?
   I can see the WACs influencing me already. I would appreciate my own copy of this in my home, so I can continue learning, how to make the codes more commonplace in concept, and learning the definitions as well, so as parents and staff are aware of their rights as service workers and families.