210 Teaching Commitments

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Liberty University *

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210

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Communications

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Feb 20, 2024

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docx

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NAEYC's standards for early childhood programs serve as a guide for ensuring high-quality education and care for young children. These standards are essential not only for program evaluation but also for informing parents' decisions when choosing a childcare center, preschool, or kindergarten. As an educator, it is crucial for me to demonstrate these standards to the parents in my class to foster transparency, trust, and collaboration. Here's how I would showcase five of the NAEYC standards in my classroom: Standard 1: Relationships: I prioritize building strong relationships with each child and their family members. Through open communication, regular updates, and parent-teacher conferences, I would ensure that families feel connected and involved in their child's learning journey. I would facilitate positive peer relationships among children by promoting empathy, cooperation, and respect in the classroom. Standard 2: Curriculum: My curriculum would be designed to promote holistic development and cater to the diverse needs and interests of children. I would incorporate a variety of learning experiences, including hands-on activities, group discussions, and creative expression, to engage children in meaningful exploration and discovery. By aligning the curriculum with learning standards and incorporating child-led experiences, I would empower children to become active participants in their own learning. Standard 3: Teaching: As an educator, I would employ research-based teaching strategies to support children's learning and development. I would differentiate instruction to meet the individual needs of each child, providing scaffolding and support as necessary. I would engage in ongoing professional development to

enhance my teaching skills and stay abreast of best practices in early childhood education. Standard 4: Assessment of Child Progress: I would use a variety of assessment tools and techniques to monitor children's progress and growth. Through observation, documentation, and informal assessments, I would gather data to inform my teaching practices and track children's development over time. I would communicate assessment results with parents, providing insights into their child's strengths, areas for growth, and milestones achieved. Standard 5: Health: Maintaining the health and well-being of children is a top priority in my classroom. I would adhere to strict hygiene practices, ensure a clean and safe environment, and promote healthy eating habits and physical activity. By partnering with families and healthcare professionals, I would address any health concerns or medical needs promptly and effectively. By demonstrating my adherence to these NAEYC standards, I would aim to assure parents of my commitment to providing a high-quality early childhood program that prioritizes the well-being, development, and success of their children. Through open communication, collaboration, and a shared commitment to children's growth and learning, I strive to cultivate a supportive partnership with families that fosters positive outcomes for their children. Reflecting on my own biases is a critical aspect of professional growth and ensuring fair and comprehensive practices within the classroom. I acknowledge that, as an individual, I carry personal biases shaped by my upbringing, experiences, and cultural background. These biases, whether conscious or unconscious, have the potential to impact my interactions with students and their families. For instance, I may unintentionally hold assumptions about certain cultural practices or family structures that differ from my own. Recognizing these biases is an ongoing process, and I am committed to continuously examining my attitudes and beliefs to minimize any potential influence they may have on my teaching and relationships with families. My biases could affect students by influencing my perceptions of their capabilities, interests, or behavior. For example, I might unintentionally assign certain stereotypes or expectations based on cultural backgrounds, potentially hindering a student's sense of belonging and hindering their academic or social development. It is crucial for me to actively challenge these biases, engage in cultural humility practices, and remain open to learning from diverse perspectives. Recognizing my biases is an essential step in creating a classroom environment that embraces diversity and ensures that all families feel valued and respected. By openly acknowledging and addressing my biases, I can cultivate an atmosphere where students and their families feel comfortable sharing their unique experiences, thus fostering a more inclusive and supportive learning community. It is my responsibility to remain vigilant, engage in ongoing self- reflection, and actively seek professional development opportunities that challenge and broaden my perspectives.

Gordon, M. A., & Browne, W. K. (2016). Beginning Essentials in Early Childhood Education (3rd ed.). Boston: Cengage Learning. The 10 NAEYC Program Standards . (n.d.). NAEYC. Retrieved February 13, 2024, from https://www.naeyc.org/our-work/families/10-naeyc-program-standards Based on the following : NAEYC has many standards for professional development. How would you demonstrate those standards to the parents in your class? It is important to recognize and identify your own biases and how they might affect the families of your students. The first paragraph will start with an opening sentence about NAEYC. The first paragraph will continue with naming at least five NAEYC standards and how you would demonstrate these in your classroom. NAEYC has set 10 standards for early childhood programs that can help families make the right choice when they are looking for a child care center, preschool, or kindergarten. The standards and criteria are also the foundation of the NAEYC Accreditation system for early childhood programs. To earn accreditation, programs must meet all 10 standards.  Standard 1: Relationships  Standard 2: Curriculum  Standard 3: Teaching  Standard 4: Assessment of Child Progress  Standard 5: Health  Standard 6: Staff Competencies, Preparation, and Support  Standard 7: Families  Standard 8: Community Relationships  Standard 9: Physical Environment  Standard 10: Leadership and Management

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