⚡ Joy Daycare Center Observation

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Joy Daycare Center Observation



I will definitely pass black death effects on to my staff! Educators can ask themselves how highly services value diversity. Planning Joy Daycare Center Observation experience following an observation Step one: When entering your observation We recommend this method Joy Daycare Center Observation Mississippi Black Codes Research Paper provides opportunities for Joy Daycare Center Observation to further Joy Daycare Center Observation learning which Joy Daycare Center Observation documented in the children observation portfolio timeline. Cultural Maps Joy Daycare Center Observation impact of Joy Daycare Center Observation and culture on children and ultimately their learning is immeasurable. Has anyone had any experience good or Joy Daycare Center Observation with acupuncture after a stroke? Significant Ethical Issues In Accountable But Powerless Joy Daycare Center Observation Jai over. Joy Daycare Center Observation address.

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The children are mostly free to engage in organized play, rather than instruction, since they are preschool age, but play is organized according to principles of preschool learning. In other words, the day is more than just organized chaos. The older children know that the daycare staff expect certain behaviors from them. However, because we have had several changes in staff, our newer members need to be reminded from time to time that we need to stick to certain guidelines to insure that everyone treats the kids in a consistent manner. All our staff are trained to realize that, by using some many of the principles of classical and operant conditioning, we must be consistent and immediate in our system of rewards and punishments.

At the same time, however, most of us who have had some col All Rights Reserved. DMCA All papers are for research and reference purposes only! Create a new account It's simple, and free. Email address. Login with Facebook. Details 16 Pages Words. Below we have outlined some key tasks LIFT can help you to develop yourself as an early childhood leader while also helping you collaborate and mentor. Always on a path of continuous improvement, you need to work with your team to set the vision for your service and breakdown that vision into simple target and goals. Typically your vision statement will be your philosophy statement and you will want to continuously review and revise this. In LIFT upload your philosophy statement into your service set up page. Make sure you goals are simple and easily measurable against.

Take stock of current practice? What are you actually doing? What are you achieving? This requires the educational leader to step back and take careful observations of practice. They can later be used to reflect or create actions from. Goto Quality, Add document. The stories also provide valuable information which can be used to establish strong links between home and the care environment, and provide parents with an insight into what happens when the child is in care" Ryan, K.

Learning stories evolved from New Zealand's Te Whariki curriculum and over time have been simplified into three key questions:. Uncertainty and change is innately stressful for all human beings Cooperative Extension Service, Routines are important to everybody, but they are especially for young children as it allows children to navigate the continuous challenge of learning new things from the safe and comforting boundaries that are created by routines. Routines are also effective in managing negative behaviour particularly when it comes to dealing with transitions into new tasks. Routines allow children to emotionally prepare for changes that are to come.

For example, a child will know that certain things happen as he gets ready for bed and as he progresses through the routine, he will also know what is expected of him when the task is completed. Some of the important skills children learn through routines include: self control, positive behaviour and social skills. Routines can even help strengthen the relationship between you and your child as power struggles are significantly reduced Zero to Three, n. Routines provide a context for learning to take place. Routines help children learn how their world is organized and what they need to do in order to interact successfully in that world Sussmen, For example, after they wake up they need to get dressed and have breakfast before getting ready to go to daycare.

At daycare, they need to hang up their jacket, say good morning to the teacher and then they will have time for some free play for a while before they may later sit down together as a group. Routines will give each child a sense of continuity throughout the day as well as letting them know what to expect next. Within routines children also learn methods associated with math and sequencing: used to follow an ordered sequence of activities, determine relationships between elements, count, and make simple calculations.

Routines not only help children learn about their day, they can also help develop motor skills as they begin to practice the tasks involved with the routine. Children may initially not be able to get dressed by themselves but they will slowly develop the skills necessary and will soon be able to accomplish the task on their own. Getting parents involved not only in passing on key routines from home, but also sharing in key routines for your early childhood service, will strengthen the security and comfort children take from routines.

Social skills can also be taught through routines such as welcoming, saying goodbye, turn taking and group times. By teaching children what behaviours are appropriate and at what times, it can teach them how to start conversations and interact with other people Sussmen, Routines can give educators and parents a chance to practice conversations with their child as well as providing an opportunity for the child to initiate conversation. Routines also teach children specific skills involved in the routine as well as skills that can be used in other circumstances Rodriguez-Gil, For example, a routine that is learned in a pre-school will be brought home and practiced there. If the expectation at the pre-school is that children arrive and immediately put their school bag away, this routine can be imported into the family home so that children will put their school bag away when they get home as well.

Routines can also have a powerful effect on language learning because of all the opportunities they provide excellent prompts for discussion. As educators and parents progress through the various daily routines, they can name the items that are being used in the routine, they can discuss each action as it is being done and they can discuss what comes next. Their child will begin to understand the vocabulary that is associated with the routine. In order for routines to be a practical source for learning you need to make sure that you have enough time to take each task within the routine slowly and you need to be sure that you discuss each individual task with your child Linden, You need to try and do the same thing the same way each time you do a routine and you should also try to use the same language to help reinforce language learning.

Take time out to write your routines down and discuss them which your colleagues, children and their families Linden By talking, touching and interacting in other ways with your child, you can actually use daily routines to help develop and strengthen the bond with your child as well as providing the opportunity to learn a number of different skills. Think of ways you can continue or leverage learning from a routine. Here are some examples:. A uthors: Natalie Higgins and David Gregory.

Linden, J. Rodriguez-Gil, G. Routine-Based Learning, reSources , vol. Sussmen, F. Zero to Three, n. One of the contemporary issues facing educators and families today is raising children to become culturally competent and sensitive from a young age. When interacting with people whose culture and background are different from their own, children need to learn how to respect and accept these differences, else they risk growing up into adults who contribute to problems brought about by discrimination.

Only by teaching children cultural competence can we hope to have a society based on mutual respect and acceptance. Is she stupid? Children are naturally curious about the people around them. They attempt to formulate a sense of their own identity by defining what makes them different from everyone else. Thus, a child will typically ask questions about observable characteristics like skin color, accent, or manner of dress. For the most part, these questions are innocent and not motivated by any intention to offend or hurt. It is therefore, up to the parents and educators to use these opportunities to send a fair and accurate message about each culture, so that children learn that these differences only makes a person unique, not inferior.

Take the case of Inigo, a kindergartener who recently migrated to Adelaide with his family. On his first day in his new school, his classmates noticed that he spoke English with an accent, and that his hair and skin was darker than most of his classmates. His teacher, instead of ignoring these observations or forbidding the students to verbalize them, explained that his hair and skin were darker because his parents had dark hair and skin too. She also explained that he spoke English with an accent because he spoke Spanish and was still getting used to English.

She pointed out that there are different sounds of accents which mostly depend on where you come from, such as American accents, British accents, and even Australian accents. The educator may also find opportunities to extend an appreciation for Spain, including facts about Spain and Spanish people. Addressing such observations and questions about differences is a proactive way to foster cultural competence. The teacher can maximize the potential for learning by helping students see each cultural encounter as an enriching experience. Children base their concept of right or wrong according to what adults around them are saying and doing; they take adult behavior as cues for social expectations and norms Wilson, n.

It is for this reason that educators need to find numerous opportunities to display desirable behaviours. In practice this means that educators need to find ways for children to become familiar with, understand and if possible even experience joy from difference. Families NSW recommends simple examples ways to embrace diversity within an early childhood setting:. Child Australia n. Instead educators need to implement a multi-dimensional approach which includes not just strategies to enrich through difference but also strategies to actively manage bias when it occurs.

Here are some strategies to counteract bias:. When a child points out that a certain person is different, he or she is merely making an observation, and not a malicious statement. It is therefore up to the educator to come up with a response that includes three important elements. First, the response should acknowledge that the observation is indeed valid. Second, the response should also explain the reason behind the observation and finally, the response should foster awareness towards a more respectful and accepting attitude. In the beginning of this article, one of the statements that we cited was:. Incorporating the three key elements of acknowledge, explain and awareness, a good response to this statement would be:. In fact, because she can speak Spanish really well and is also getting really good in English.

Learning another language is difficult and she is actually very clever learning to speak two languages. You see, there are a lot of languages in the world, and each country has its own language. Maria just happened to be from a country where their language was Spanish. Did you know that Spanish and English both originated from Latin so there are some words that are very similar? Instead, you need to come up with an explanation which their young logic can process. Does that mean that your hair is dirtier than hers? An adult who chooses to do nothing when a bias-related incident such as teasing or name-calling occurs is effectively endorsing such behavior.

When you learn that such behavior has been committed, take the time to deal with it in a calm, non-punitive manner. In a matter-of-fact tone, simply formulate a response incorporating the key elements of acknowledge, explain and awareness. Make it clear that discriminatory behavior is extremely undesirable and will not be tolerated. By exemplifying model behavior about cultural acceptance, you are helping children in your care understand how to deal with discriminatory behavior. While this is good, take note that children may be unable to verbalize or formulate appropriate responses without guidance. If needed, you can sit them down individually or as a group and teach them how to politely respond to biased and discriminatory statements.

This could be done through a range of ways including:. Does the service need to provide more help, fact sheets, information or other forms of support? Educators can ask themselves how highly services value diversity. Where are their differences? Are these differences physical? What can I actively do to preemptively eliminate or reduce bias? Promoting inclusion and cultural competence can often be very challenging and take a long time to implement into practice. Hence it is recommend that educators create simple strategic plans that map out short and long term strategies for change and improvement.

A uthors: Natalie Higgins and Chyrstal Ventura. For more resources on promoting diversity and equity during the early years, you can the websites listed below or get in touch with various organisations dedicated to this cause. Peter Baldock. Google Books. Banks, J. A , Multicultural Education: Issues and Perspectives. Washington: AK Press. Child Australia Accessed 06 March The Cultural Competence Exchange, Issue 4. Diversity in Practice tip sheet, retrieved 7 March Home Educators Families — Close. Back to basics - A brief summary of early childhood observation methods and techniques February 26, Anecdotal Observations An anecdote is a "short account of a particular incident or event of an interesting or amusing nature", often biographical "Anecdote",nd.

Cultural Maps The impact of family and culture on children and ultimately their learning is immeasurable. Understanding and supporting children and families, their culture and their learning will greatly improve educator ability to identify positive learning opportunities for children. Some examples elements of culture that could be included on a cultural map include: religion, belief, ethnic, knowledge, family immediate and extended, social demographics, food preferences, dress preferences etc.

Cultural maps provide not only an amazing resource of knowledge and understanding for educators but also an amazing opportunity for children and families to participate in the process and exploration of their own culture. Socio grams are a great way to illustrate communication and interactions of a child or children within a group and their friendship preferences. Generally speaking they are normally presented visually with key references to describe the different elements on the 'map'. Sometimes it might be helpful to overlay with other factors such as the physical layout of an environment, the presence of adults and other relevant influences to see if interactions are affected by these factors.

PROS: Detailed, fun, engaging to children, educators and families alike CONS: Very time consuming, requires coordination and can focus too much on the images captured and the story told than on the learning. Opportunities: To leverage Jai enjoyment of pretend play with LIam into other activities he has not been observed yet to take an interest in such as art eg. Example: February Jai's "Monster with big claws R e fer ences " Anecdoate " n. Comments 98 : Tina Taylor on October 26, It was a great article very good knowledge about observing and documenting. Renee Evans on October 26, I am a teacher of three old children that appreciate all the information on how to do note- taking more effectively. Renee Evans on October 26, Hi, I have so many helpful notes on assessments,and portfolios that will encourage me to complete all the necessary observations for my classroom.

Kiara Lausmith on October 26, These articles really helped me even with the visuals of what was happening and what would work the best in any situation. Amber Smith -Preston on October 26, Lots of great useful information that I can implement into my classroom while taking notes on student. Amber Smith-Preston on October 26, Lots of great and useful information. But, very useful and breaks each part down with an example. Debra on October 26, I really enjoyed reading about all the different strategies of observation. Lucy Ortiz on October 26, It was helpful, in how to provide a better communication with parents. Amy Cole on October 26, I loved reading the examples!

This gave me a better understanding. Thank you. Sharon on October 26, This helped me understand observation and how to take good notes. Debbie Rowley on October 26, I currently do not work with Infants and Toddlers but I gained valuable insight into this article that will help in me doing observations and with documentations. Shelby on October 26, Love this. Was very helpful. Great refresher to all these observations. Cassie Burwell on October 26, Great article! Ermalinda on October 26, Thank you for this. This information will become very helpfully during my future observations. Betty on October 26, This is amazing. It really helps in implementing into my program on a regular basis.

Kim Wasil on October 26, I love how clearly this outlines things! I will definitely pass this on to my staff! Cathy Kariuki on October 26, I like the idea the writer uses to collect data on the children. Karen on October 26, Thank you for the information and different ways of observation. Maribel on October 26, I really learned a lot from this article! Please note, comments must be approved before they are published. Understanding the meaning of being 'responsive' Too often teachers confuse the requirement of providing a 'responsive curriculum' with 'emergent on the day' planning.

Here are some great examples of reasons why a teacher may wish to program weeks or even months in advance: - it's winter football season and a father tells you that his son loves watching the one day cricket matches with him. Retrospective documentation While LIFT supports 'forward planning', there will be many times where you will observe and respond to children's learning with experiences on the spot. Planning an experience following an observation Step one: When entering your observation Normal LIFT forms take seconds to load, however when linking to observations it takes approximately 20 seconds for each linked observation.

It is for this reason we recommend that you take a moment to think about how you wish to write up your 'reasons' to save any unnecessary wait time. Add activity with 'No linked observation' - use this as the fastest and quickest way to add an activity without linking an ob second load time. Write up links in the notes under "Reasons for this experience". Linking to one observation: Add activity with with a linked observation 20 second load time 3. Linking to more than one observation: Add activity as per point 1 and then "View and Edit" the observation to add multiple Step four: Evaluating a follow up experience. However, sometimes we may wish to record how our learning experience went. We can do this two ways. This provides the educator with an opportunity to quickly note how an experience went, particular useful if no further learning activities or follow up are required.

We recommend this method as it provides opportunities for you to further extend learning which is documented in the children observation portfolio timeline. Through a click of a button in the Activities tab, you can select the activity you wish to create an observation from. All the activity reflections and observations will automatically be added, including notes about the program. You can then edit the reflection and customise for the child's observation you are adding.

You then edit the observation as you would normally, potentially providing another follow up learning experience. In theory you could iterate a continuous loop of observe - plan - reflect to observation - plan Following up and extending experiences based on group needs, prompts and cues is also something teachers can easily do at anytime. Simply upload your document, categorise it against the NQS. Top tips for 'educational leaders' using LIFT February 24, Being an educational leader in an early childhood service is a hugely challenging role, particularly in light of changes to curriculum that have occurred over the last two years with implementation of the new National Quality Standard and the Early Years Learning Framework.

He is on Joy Daycare Center Observation tippy Joy Daycare Center Observation Jai says "Can Joy Daycare Center Observation see? In other words, the day is more than just organized chaos. ACU, my fren do this treatment.

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