I like to use the stuffed toys and puppets in my room to help comfort fussy infants. I sing songs, play patty cake, look at and read books, and talk to my infants throughout the day. These are the things that I do to help support my infants’ social and emotional development, and give them positive guidance as they learn and grow each day. Functional Area 9: Social I support the social and emotional development of my infants by providing positive guidance. I do this by creating a personal relationship with each infant
Robin, and the ages of children in this room are between six to sixteen months. They were in the classroom The areas that I score were 32 in which include this subscales: the space and furnishings, personal care routines, listening and talking, activities, interaction, program structure. I am very impress with the center. I notice that the teacher and the stuff in general have an excellent parents communication. They really involve parent in their children activities and also they talk about children routines and how they can improve that time with the children.
I was able to observe a class of 3 year olds and noticed how the teachers interacted with the children and that they were very friendly, caring, and encouraging. I was also happy to see that the teachers were experienced teachers and the children were in an environment that was warm, clean, and safe. Inside the class room there was 20 children and 3 adults which 2 had their bachelor degree in Early Childhood education. I looked very closely observing the classroom and looking for all the health and safety concerns. I like that the entire exit signs were visible and that there was parent update information board in the classroom.
Communication begins to take on a more mature rhythm at 11 months. Babies at this age can engage in a regular back-and-forth conversation. The elder children in our daycare started their morning circle time around 9:30am while Lukas just finished his first formula bottle and he was crawling around the room and exploring new toys. Lukas was very happy and active in the playroom. He can sit up without support and pull himself up around the train table.
Observation Assignment #1 Observe the Students in the Class Type of Setting & Grade Level: The grade level I observed for this assignment was head start at Jones Elementary. The head start program is similar to that of a preschool, children are ages three through five and classes have students with and without special needs. My observation settings were both in the classroom and outside on the playground. While inside the classroom, the majority of my time with the students was spent during their morning circle time and their play time which they are divided into groups for. While observing outside, I interacted with the students while they played amongst one another.
First I would like to say how accessible and convenient Small World makes to its parents and students. Small World opens at 5:45 a.m. and closes at 5:45 p.m. to help working parents with extended hours. I think this is fantastic considering the surrounding facilities have a strict policy of 8-5 operating hours. Each caregiver that is employed by Small World is given a state licensed background check, a reference check, and formal interviews, along with a drug screening before employment is finalized. Small World ensures safety, love, and quality care in every aspect of childcare and security/privacy is nothing short of just that!
Competency Statement 1 I believe a healthy and safe learning environment is the up most important aspect of any child care program. I designed our infant / toddler room with this age group in mine. Our main objective was to create a comfortable space for infants and toddlers to play and learn. Our furniture is smaller to allow use for mobile infants to learn the skills of sitting in a chair properly and what the table is used for. We create posters that have pictures of our activities that the infants and toddlers have done throughout the year.
Teacher calls clean up time and child stays seated continuing to play games. Other children come into the classroom from playing outside and child closes computer game and walks over to large group time carrying green sweater in his hands. He sits down on the carpet with classmates body on the outside left of the group next to shelving. Children are seated on rug talking amongst each other and the child I am observing is silent. He ties his sweater around his waist and rests right hand on his lap with left hand holding his chin while elbow is on knee.
How does it reflect the scope and purpose of the sector Nursery A nursery tends to be for working families as they take children from six months till five years and run sessions between 7am and 6pm. They follow the EYFS to ensure that each child has an individual approach to their learning and development. Nurseries will work along the parents to keep a similar routine as home within the setting and all the child’s needs are meet. These settings are Ofsted registered and follow government guidelines. Childminder A child minder is similar to a nursery in that they can offer long hours for working families.
Classroom Activity For my classroom observation I had the opportunity of sitting in on an Inclusive Education Preschool age classroom of 3-year-olds. I called a head of time to inform the head teacher, Mrs. Kamanski, that I would be observing in her classroom October 4th and 11th for two hours each. She was very thorough and upfront with me that the