CDA Competency Statement III

A practitioner’s role in meeting children’s learning needs are to understand and work with each and every child’s learning needs. They can do this by providing different opportunities to individual children because each child is unique and learns differently. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning.

Another benefit of a child’s individual needs being met is that they pick up the chance to enhance their own particular capacities, self-esteem and self-confidence. With energy

In my child care setting, I work hard to provide all children with a safe and healthy learning environment. I research and follow strict standards available from the state related to preventing and reducing injury and illness, helping children feel safe, following sound nutrition and fitness practices, and creating an enriching learning environment.

All members of the staff must act as professionals while at work, especially with young children. The administrative and teaching staff must work together to ensure their practices are developmentally appropriate, and share new and/or creative ideas with one another. It is also the responsibility of a teacher to establish an open, trusting relationship with the parents of each children in their care. Thus, parents can freely communicate their thoughts, concerns, and/or suggestions about their child or the program. Parent satisfaction is something that every child care or development center should strive for.

The teacher stated, "I'm not against her reading, but the director wants the kids to be resting even if they don't take a nap."

Lizzie’s mother observed the QP using positive discipline with Lizzie by giving Lizzie a directive, then Lizzie ignore the directive and said, “I don’t have to if I don’t want” then the QP remind Lizzie of the expectations then Lizzie complied and the QP praised her.

I follow local, state, and federally mandated policies and procedures in order to ensure a well-run program. Daily I perform health and wellness checks when the students arrive and I remain apprised of who is allowed to pick the child up. I am attentive to possible signs of neglect and physical or sexual abuse. If necessary I will provide support and resources such as 211 First Call for Help or Beechbrook counseling to comply with the family’s needs. Ensuring appropriate adult-child ratio, current student records and maintaining open communication with parents is another way the program is purposeful. I identify the child’s progress

As Assistant Children's Program Coordinator, my primary responsibility involved providing children positive attention through on sight educational activities. Play activities were structured to offer support to children by listening to feelings, concerns, and teaching appropriate methods for dealing with conflict. Groups were organized to address specific behavior patterns and improve relationships

Guiding young children is an awesome responsibility that requires patience, understanding, flexibility, knowledge of child development and appropriate practices, intentional decision-making, but most of all guiding young children requires kindness and love. Guidance involves discipline, not punishment. To begin our discussion on guidance let’s first look at the difference between discipline and punishment. “Discipline is used to teach and guide. Punishment is used for the purposes of controlling and retribution.” (Godfrey, 2013) Guiding children does not mean taking punitive action when they fail to meet an expectation. Instead, guiding means to help children learn how to function suitably in a variety of social contexts. The goal is not to break a child’s spirit, causing them to fear harsh punishment or judgement. The goal is to teach them how to regulate their emotions and actions, to develop control, so they can make safe, responsible decisions.

Behavior analysts should describe these in detail to the clients, as their cooperation is important for the success of the program. If a behavior analyst is working with an in-home client, she should describe to the client and caregivers the importance of delivering reinforcers consistently and appropriately. She would also have to review safety considerations and stress accurate recording of data by the caregivers. The behavior analyst may be able to better control the environment of an in-home client compared to the environment of a client in a public school. When discussing control of the environment with those involved with a client in a public school, the behavior analyst will need to have the cooperation of everyone involved with the child’s treatment (e.g. teachers, teacher aids, counselors). It may be more difficult for the behavior analyst to determine effective reinforcers of control those reinforcers in a public-school setting. It may also be challenging to obtain resources for the treatment program in such a

FOCUS OF PRESENT SESSION: The youth checked-in that she was feeling “good,” and her week was the same. During this session, therapist and client focused on controlling her anger during difficult situations. The youth was asked to describe a time when she was unable to control her anger. Denae reported a few days ago, she and her mother had a disagreement over her reported absences from school. The youth noted she became annoyed because her mother continued to question her. She stated she became angry and threw an item on the ground, breaking it. Denae was asked what could have been done differently, she indicated she could have ignored her mother and walked away. The therapist provided the client with feedback and encouraged her to practice

In this course I have acquired that there are various causes which influences a child’s behavior. Many children have behavioral problems. Challenging behavior is to be anticipated in some form in the classroom. What is significant is how the educator answers and evaluates the challenging behavior. Using the proper plan and apparatuses to record and collect data in order to develop behavior is essential. This allows the educator to comprehend why this behavior is happening and how to help the child better interconnect their moods. When children are given a preemptive plan with an appropriate positive atmosphere challenging behavior will reduce and replenish with appropriate behavior. It is significant to strengthen at each opportunity of

My theories have changed since I entered the program at Southeast Tech. When I entered the program I believed in matters such as time-outs. I also did not fully understand the effect that corporal punishment could have on a child. Since that time I have learned other ways to handle challenging situations such as time-ins, having conversations on the child’s level, or calm-down times. My time in this program has also taught me about all the work that goes into planning the curriculum for young children. Before, I just thought educators of young children just picked selected items they thought were cute, worked on letters, numbers, and other things of that sort. Now, I thoroughly understand all the work and thought that should be put into

While there is no panacea capable of solving all the challenges associated with instruction, we believe that this approach, when applied with fidelity, is highly effective. The restorative justice approach to discipline involves applying a system that seeks to alter adverse behavior rather than initiate punitive consequences. Restorative justice is an approach that views disruptive behavior as an act against relationships first and then views the behavior through the lens of authority. Restorative justice incorporates five principles: repairing harm done, expecting the best of others, acknowledge others feelings were perceived by harm is done, caring for others, and taking responsibility for one’s own actions and feelings (Standing, Fearon, & Dee, 2011).

The initial intervention plan is to replace client’s problem behaviors with positive behavior by highlighting his strengths and providing meaningful reinforcements. For instance, client often gets angry with his mother or peers, to solve this situation client can be taught strategies to understand and manage his anger in a positive way. Client can also be taught how to identify anger triggers and how to express his anger in a more positive way. Client may learn these strategies in-group sessions or during individual sessions. Anger management groups are offered at the agency once weekly.