Learner ruthi mathis
LearnerForum Replies Created
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use an emotion chart, have them describe how they feel, or have them take deep breaths, ground their bodies or feet on the floor,
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Being okay with saying, I need to take a break-. Or setting boundaries with work- the weekend is non-work time.
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We can use the example of when we are painting and get frustrated when are colors blend together and we don’t like it, we get frustrated and upset, and then we let that feeling go and start over with clean water and a new color; or we have a hard moment at recess because our friend fell and scratched their knee, we were worried, but they were okay in the end. We talk about these things. Our friend was sad and bounced back. How we can take care of each other or be strong and sad at the same time.
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spending time with my own children and friends
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Spend time getting to know each child through play, eating lunch, helping, so that you are familiar with and seen as a trusted adult. No their names, their likes, dislikes, serve/return.
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Written policies help clarify for families, workers, and DCYF what the guidelines and procedures at the facility. There is no confusion.
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single crib with firm mattress
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singing songs, dancing, jumping, yoga, and “stepping” are fun ways to get kids moving
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Gamification- brushing teeth or handwashing by counting, singing, or pretending to be animals,
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I would show them intentionality of a safe, nurturing space, the garden, backyard learning spaces (after hours), and an overview of our program philosophy. I would also show them samples of art work,types of reading books, active play.
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A child getting hurt or hurting someone else.
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I pay attention to the initial goal for coming to the preschool for the family and their hopes for their child. This tends to be at the root of the issue. I listen and then ask follow-up questions. If the issue is something I can’t realistically solve- like opening up earlier for their child or staying late, I am honest about that. If it is an issue with another child or family- then I discuss options. I take a restorative practice approach- “what can we do to make things right?” without blame or guilt.
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Is my child being nurtured? Is my child feeling supported and cared for? Is my child thriving and learning?
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When children are playing with the blocks building cities, I ask them who are the people that live in their city? What type of helpers are there? What problems do they help solve? There is a school in the city, and we chatted about what type of activities all the children would do in the school. One of the students talked about having ice cream making as a class.
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I keep morning routine with circle time and choice time together and closing circle/quiet transition time at end as a clear routine. Children help decide the next days activity for morning before snack. The schedule is predictable and we weave in song, music, art pre math, throughout the schedule.