Competency: Self-Help Skills And Toddlers

As early years practitioners our resposnibility is to provide unconditional love and express love both physically and verbally by holding, rocking, and stroking and by using soothing words to calm, comfort, and encourage the child to calm himself or herself. We gently enforce rules for children, and use removal of privileges and other forms of discipline that do not belittle, harm, or reject the child. Wemodel behavior that communicates confidence, optimism, and good results for children two and three years old. We praise the childre for accomplishments such as toilet training, calming self, talking, or creating something. We encourage the children to try things and do things on his or her own with minimal adult help. When acknowledge and label the child's feelings and so encourage the child to recognize and express his or her own feelings and to recognize some feelings in others (for example: sad, sorry, happy,angry);this can be through activities and songs such mr happy, how do you feel today etc. We use also use language to reinforce aspects of resilience for example encouragment `I know you can

Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation.

The current therapeutic frame reflects the professional values and attitudes for working with an early childhood population. The population specifically is Haitian children three to five years of age. The children are part of a local head strat program located in Miami, FL. The children's first language is Krio and often have difficulties with the English language. An element that will affect my therapeutic frame for working with this population is the Haitian culture. Furthermore, there are fundamental principles in the Haitian culture that translate to respect and honor. For example, in the Haitian culture children are taught not make eye contact as a sign of respect. Another aspect of their culture is greeting each other with a kiss on the

For parents, their baby’s development is very important. Babies are communicating with their parents and other people in their own way. When they want something some might point to the subject, some might scream or cry. Smiling is the more common way to show happiness. Obviously crying is an indication of problems such as hunger, thirst, or sleep. However, when they grow up they start to speak. Especially families who live far from their home country are nervous about their children’s future. They wonder about their bilingual infants: how do bilingual baby’s brains work and what are parents’ responsibilities for them? Parents are also looking for

In the Kindergarten Room we have been developing our ethic of care. We have supported the children’s

Children are some of the most interesting creatures on Earth. At any moment they may do something that makes you laugh. The next moment they may do something that makes you want to crawl under your seat in embarrassment. That’s what drew me to them. I’m around adults all day and all night since starting college. I wanted to sit and observe God’s most precious creation in action. My mother-in-law’s home was the most obvious choice for my observation. She keeps several children, including my sixteen month old son, in her home daycare business. All of the children who are kept there are little boys ages three or under. I chose Friday, August 28, 2009 to analyze how the children interact not only with each other, but also with their

They compared bilingualism in children with typical development and those with communication disorders. They emphasized that children become bilingual to a different degree; using different paths. For some, there is an exposure to a different language at a very early stage in life, and for some it only occurs once they are 3 years old, and enter the schools for education. In some cases when the home language is not supported in school, the child will have reduced opportunities to experiment the language thus becoming receptively bilingual, meaning they would understand their home language but lack in expressive skills in that language. However, Kohnert (2010) reports that continued support in the home language during preschool years is directly related to cognitive and academic gains in later age. While the research has ample advantages of a bilingual environment for typically developing kid but it changes when a kid has a developmental delay or communication disorder like autism. Most parents and professionals are still fearful of using more than one language with children who have significant communication problems. The authors elaborated that there is a significant scarcity in the literature comparing the performance of bilingual and monolingual children with communication disorders. However, they agreed to a growing body of research that maintains that bilingual children with disabilities can use their first language to acquire a second language if trained systematically. Authors maintain that children who are exposed to two languages may benefit to a great degree from a bilingual approach to intervention. (e.g., Kohnert, 2010, 2013). Finally on the serving needs of children who are bilingual and with a communication

Doft, Norma, and Barbara Aria, eds. When your Child Needs Help. New York: Harmony Books, 1992.

Working with Families on Addressing Feelings and Problem Solving was a topic that struck a cord with myself. I personally do not work with children presently; however, I feel that this chapter will be most vital in my future work with children. Being able to solve problems and express feelings are skills essential to function well in a community. In a preschool or school age settings conflicts will occur and without the means of resolving these issues; the environment will remain unpleasant.

The morning of Thursday, March 3, 2016, I was able to participate in the developmental playgroup from 10:30 a.m., until 11:30 a.m. There were thirteen children present and seven adults in the Developmental Play Group (DPG). Children who participate in this group have the opportunity to get to know and play with children their age, but also establish relationships with other adults. Parents who do not choose to stay during the group; they have an opportunity to participate within a group of their own. They can get to know other parents and establish supportive connections with other parents, called Parent Group. This Process Recording will focus on one child within the group who sought out a caring adult (me) in order to have a smoother morning.

The variety of bilingual books and toys for babies makes room for a lot of engaging activities. By combining different play ideas with these toys, parents can keep the tots engaged and interested in a game for a long time. The kinds of toys that work the best include:

When we teach children the language to use in order to either invite other children into their play or to enter into other children’s play, we often make the assumption that by knowing the right words to say, children should be able to initiate play. But to successfully get others to play requires the abilities to share ideas, negotiate, compromise, and to move on when told, “I don’t want to play with you right now.” Some children need direct teaching of these skills, while others may need reminder activities. For those children who appear to be competent in initiating play, these activities will

Almost every aspect of childcare, feeding, diapering, and toilet training, is influenced by cultural beliefs and values. How parents talk to children, touch them, bath them, dress them, and nap time are all cultural behaviors. Over time, children learn who they are and what to do through these experiences, absorbing a sense of their routines, traditions, languages, cultures, and national or racial identities (Mayesky, 2012). Educators main objectives is to find out how each individual family’s lifestyle and the goals for their children. If a child comes from a variety of cultures the task may seem overwhelming. Overtime the educator will get to know each child’s needs and begin to make an exceptional parent child experience by learning and understanding their needs and cultural priorities. School and families are a partnership. Parents are more than likely eager to explain the connections between what they do and their cultural beliefs (Lin, Lake, & Rice, 2008).

The purpose of this paper is to describe a toy that I have designed for preschool children. In this paper, I will also discuss how my toy would promote the physical, cognitive, emotional, and social development of preschool children. Play is very important for preschool children’s development because information processing is steady and ongoing in several areas of rationalization. The toy I have designed will involve parental and peer involvement to encourage the development of language skills through operant conditioning and imitation (Berk, 2010, p. 181).

I had the opportunity to volunteer at Special Care Inc. two different times, giving me the chance to experience both a toddler classroom and a Pre-K 1 classroom. In each different setting, I was presented with incredible tactics and techniques for interesting the minds of students and contributing to their growth and learning as much as possible. I met two young boys- twins- in the toddler room whom, despite their so-called limitations, were so independent. Their loving personalities and seeming need for assistance presented me with first-hand answers to a major question I had coming in about where the kindness must end and the firmness must begin. I learned that you cannot allow misbehavior to occur no matter whom the child is or what they’re dealing with, because by allowing misbehavior you are hindering the student’s opportunity for progression and development. During my second experience at Special Care Inc., in the Pre-K 1 classroom setting, the presentation of a well thought out lesson plan taught me a valuable lesson in being an influential teacher. The lesson plan contained a central theme- a spaceship conducted by the students in the class that explored our galaxy- and many small lessons within that theme that catered to all different types of student