[Sydney]

Name the emotion. When they are feeling that emotion, name it and how they can tell they might be feeling that way. Practice recognizing emotions and self-calming techniques when the child is calm.

[Sydney]

I find that reading, listening to music, singing, deep breaths, or taking a walk help me the most.

[Sydney]

A crib or bassinet with a firm mattress that is snug with the walls. No blankets, pillows, stuffed animals, etc.

[Sydney]

I would highlight the procedures we take for food preparation, monitoring, injuries, emergency exits, emergency procedures and precautions, sanitation, first aid kids/AEDs, etc. As well as how staff is trained in these procedures.

[Sydney]

Cater to their interests and let them think for themselves by guiding their questions and learning instead of giving them all the answers. By catering to their interests and guiding their learning, it allows every child to build a sense of self and feel included by their peers and teachers, not to mention it also keeps their interest.

[Sydney]

I believe having diverse and different options that can cater to different learning styles is especially important as it allows kids of different interests and different learning styles to get the most out of their interactions with the environment and the adults around them.

[Sydney]

Before starting the conversation, I would go over observations and documentation so ensure that I am confident in what I will be saying to the guardian/s of the child. Preparing a script by myself or with a coworker would be a good start. I would also have a list of relevant referrals that I am confident in at the ready to give to the guardian/s, as saying there may be a problem without giving a possible solutions or even trying to help leaves both parties unsatisfied which can only fuel a guardian’s possible defensiveness.

I would start the conversation with some more positive observations about their child before leading into what needs to be addressed. I would emphasize the fact that I/we are coming from the same place, wanting the best for the child. I would then explain the objective observations that I should’ve already gone over and have full confidence in and discussing with the parents about it and giving them referrals.

[Sydney]

Observing and documenting a child’s development helps to provide early learning providers a clear understanding of the child’s development, temperament, culture, etc. so that they can better provide for and support the child’s individual needs.

[Sydney]

I believe that screen time should be very limited if present at all for children that are 2 and younger. Above 2 I believe that it should still be limited, however perhaps not as strict as before. If any screen time is present, I believe the parent/s of the child should be consulted.

[Sydney]

I believe the best time for serve and return is with hands on activities with enough adults present to return the children’s serves.

[Sydney]

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.

• When bringing up the issue, I would be as understanding and empathetic as possible. Relaying that I understand the struggles of parenthood and emphasizing the positive aspects of her child and her effort in parenting. I would then ask her if there is something going on that we’re unaware of and if any changes need to be made that works for both her and the center while also bringing up the impact of late pick-up on her child and the center and that we need a solution. I would again emphasize her effort and the positives of her child and that we are willing to come up with a solution that works for everyone involved.

[Sydney]

Which WACs address diversity and collaboration with families?

• WAC 110-300-0030: Nondiscrimination

• WAC 110-300-0320: Facilitating Child Interests, Learning, Perspective, and Productivity

• WAC 110-300-0160: Promoting Acceptance of Diversity

• WAC 110-300-0325: Creating a Climate for Healthy Child Development

• WAC 110-300-0085: Family Partnerships and Communication

• Many more inadvertently promote diversity and collaboration with families.

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

  • The WACs give the message that accepting diversity and collaborating with families is an important part of being an early childhood educator and being a part of childrens’ lives because it benefits the children developmentally and their families in many ways. Promoting and accepting diversity and collaboration gives the child a healthy environment to develop within while also giving their families a chance to be involved and have a voice in their child’s development.

[Sydney]

A multicultural education curriculum should be in place in every school.

• Strongly agree

Families should not be expected to be involved in classroom activities.

• Disagree

All learning programs should accommodate all children with special needs.

• Strongly agree

Some extended family members may confuse children, so they should not have a voice in raising or educating the child.

• Disagree

My curriculum should be based on each individual child’s current interests.

• Agree

Diversity definitely includes race and culture, but doesn’t include age, ability, or family make-up.

• Strongly disagree

Media in general delivers fair and accurate accounts of events around the country.

• Disagree

The United States should discontinue relations with countries that engage in human rights violations.

• Disagree

  POINT OF VIEW

  Religion

  Culture
  Bias
  Political Alignment

  Media/Censorship

  Education

  Family

  Friends

  Work

  Partners

  Bystander

  Level of Involvement

  Personal Gain/Loss

[Sydney]

1. What did you discover about the WACs while completing the activity?
   I discovered that there were a ton of them, it was pretty overwhelming; however, they were all laid out clearly and the explanations that the handbook provided were very helpful.

   2. Were you surprised by any of the WACs?
   I wasn’t really surprised with any of them, but what I was surprised was with how many there were and how in-depth they were. I can clearly see the thought went into them and how they play a role in practice.

   3. Can you see how the WACs will influence your day-to-day practice in caring for children? Why or why not?
   I can! The WACs were created over time and with the experience of many others in early learning programs. The WACs were clear and to the point and many I can see them playing a part daily.