Learner Scion
LearnerForum Replies Created
-
Observing and documenting a child’s development helps early learning providers by giving ourselves records of first-hand observed information about said child: Doing so helps us get to know the children, their strengths and weaknesses, how they are socially, where they are developmentally– especially when compared to when they first started going to your facility, where they are intellectually, their temperament, interests, what kind of teaching and communication style best fits them, etc.!
-
This is just an opinion of mine, but I believe screen time is completely unnecessary and potentially harmful activity to have young children take part of. I say harmful because there have been so many studies showing how badly the younger generations’ (myself included, as I am in my early 20s now) memories and attention spans have been effected due to the overindulgence in screen time. Having been part of the generations that took part in large or unsupervised/unstructured screen time, I can say by experience too much screen time CAN make someone less attentive and lazier. I don’t want that for our future generations at all. There is just as much learning and enrichment to be done in the outside, real world, and that is so much more healthy and supplemental to a child. In an ideal world, maybe if a child would have up to 15 minutes of screen time a few times a day, it wouldn’t be so bad. But in that case, we need to be looking into and knowing exactly what it is our children are watching and whether or not its beneficial to them.
-
Honestly, if you’re engaged in your children and what they’re doing, this serving and returning concept really just takes care of itself. At least in my experience, the serving and returning manifests in the way one communicates and interacts with the children. It’s how I naturally respond to them. I think it’s really important to us as care providers and early learning teachers to remember to talk TO and WITH the children, not just AT them. And giving them a chance to response! They aren’t like little pets we make commands to and survey all day, they’re tiny people who deserved to be treated and talked to as they are–people! And just like how we talk to any other person, we put in our input, and wait for a response! Sometimes it takes a while to get a response, or maybe we don’t get a response at all, but we can rest easy knowing that connections of all sorts are being made in the minds we choose to interact with in a dynamic and intentional way.
-
I would most certainly get my Director or Lead teacher involved in this situation, because this would not be something for me to take up as a teacher’s assistant. If I were the Director or Lead Teacher myself, I would think of this from the family’s perspective first. I absolutely know what it’s like to have your hands full with work, or if you have a large family and have a lot of things happening in your personal life. I would want to come across as calm, level-headed and supportive as possible because the only thing I can think of to ask in this situation is to ask if anything is wrong, and if I can better provide help or a solution. I would first want to find out what the cause of her picking her child up so late as often as she has been lately. And whether or not I got an answer, I would suggest potential solutions, such as ‘You seem so busy, maybe instead of yourself coming to pick your child up, maybe someone else can pick up the child?’ I would use the technique of opening up to families’ emotions as well, during this exchange. I would want to make this all about the child and their safety and wellbeing. Not that the child wouldn’t be safe at my facility, but I do believe leaving your child alone at a school for a long time is not as safe as if they were to be picked up before it became too late at night. If I were the Director or Lead Teacher, I would bring up our late-pick up policies and how keeping the child over the designated pick up time affects the child negatively. It’s not fair for the child to have to wait so late, and it very well make them feel scared or uncared for by their parent. After reminding her of the policies,I would offer to help Mrs. Hopkins find a reasonably priced babysitter to come pick her child up and take the child home and stay with them until Mrs. Hopkins could come home. And that is with making the assumption that iMrs. Hopkins’ work really was keeping her from being able to pick her child up in a timely manner.I would most certainly get my Director or Lead teacher involved in this situation, because this would not be something for me to take up as a teacher’s assistant. If I were the Director or Lead Teacher myself, I would think of this from the family’s perspective first. I absolutely know what it’s like to have your hands full with work, or if you have a large family and have a lot of things happening in your personal life. I would want to come across as calm, level-headed and supportive as possible because the only thing I can think of to ask in this situation is to ask if anything is wrong, and if I can better provide help or a solution. I would first want to find out what the cause of her picking her child up so late as often as she has been lately. And whether or not I got an answer, I would suggest potential solutions, such as ‘You seem so busy, maybe instead of yourself coming to pick your child up, maybe someone else can pick up the child?’ I would use the technique of opening up to families’ emotions as well, during this exchange. I would want to make this all about the child and their safety and wellbeing. Not that the child wouldn’t be safe at my facility, but I do believe leaving your child alone at a school for a long time is not as safe as if they were to be picked up before it became too late at night. If I were the Director or Lead Teacher, I would bring up our late-pick up policies and how keeping the child over the designated pick up time affects the child negatively. It’s not fair for the child to have to wait so late, and it very well make them feel scared or uncared for by their parent. After reminding her of the policies, I would offer to help Mrs. Hopkins find a reasonably priced babysitter to come pick her child up and take the child home and stay with them until Mrs. Hopkins could come home. And that is with making the assumption that Mrs. Hopkins’ work really was keeping her from being able to pick her child up in a timely manner.
-
Q1. There are several policies put in place regarding diversity and family collaboration. To list a few, There are:
1. WAC 110-300-0160 Promoting acceptance of diversity.
2. WAC 110-300-0085 Family partnerships and communication.
3. WAC 110-300-0030 Nondiscrimination.
4. WAC 110-300-0065 School readiness and family engagement activities.
5. WAC 110-300-0080 Family support self-assessment.
Q2: What big messages do the WACs give regarding diversity and collaboration?
By combining the premises of each of the WACs above, we as childcare and early education providers have a duty to create a welcoming space for all types of children and all types of families. We must present, believe in, and encourage the growth of a community that is educational and lovingly accepting at its base; one where every child is learning about one another and what makes them special, and what makes them unique, and one where every child and their family feels validated and taken seriously and with integrity, wherever it may be that they are in their lives. We must provide a program that meets every child and every family where they are at, and make sure they are given the provisions that they need so that they can grow to be their very best.
-
