Early Childhood Professional Analysis

Professionalism in Early Childhood Education (ECE) for teachers is a branch of knowledge to acquire a process to become an expert in a specific field. In accordance to Caulfield, R. (1997), “Professional teachers in early care and education share a common base of knowledge of children’s development during the first few years of life” (p. 262). Basically, a competent carries out huge responsibilities in order to comprehend and stay committed to their roles. Moreover, working with children and families encounters active participation as their ability to communicate will gain more experience for the children’s families to rely on them. An expert is not whom with obtained a degree with excellence but a human being who is able to perform well with

Assessment is an essential tool in the early childhood classroom. Teachers are always assessing students in the classroom using informal assessment and formal assessment. According to Copple (2009), stated that assessment is “the process of looking at children’s progress toward those goals. Thoughtful attention to assessment is essential to developmentally appropriate practice in order to monitor children’s development and learning, guide planning and decision making, identify children who might benefit from special services or supports, and report and communicate with others, including families.” (p.44).

Continuing professional development is integral to the early years practitioner because is continuous planned and development process. It focuses on what you learn and how you develop. The reasons for continuing professional development is that you will know everything up-to-date for example, thing that has been changed. Also you will have practice of teaching in a different way as new things will come so, you will be active for example, new technology.

I really enjoyed observing the classroom that had RTI. I even had the chance to see my host teacher do assessments in reading for the students. I think RTI is great and beneficial for the students. My thoughts have not change since I did this process. I am still learning I actually want to experience a teacher putting in data maybe it’s an easier way. When I put the data in I saw how some students scores went from high to low to low to high. At the end it got easier because all I had to decide if the students in Tier 3 needs referrals and to do the end of the year recommendations. The hardest part was trying to decide if the students need referrals, additional support, or if they need to be evaluate for receiving special education services.

Lowe’s also has a service called Lowebot. This innovative robotic device has been sent out to stores in California. “For nearly two years, we’ve studied how robots in our San Jose Orchard Supply Hardware store can help customers more effectively navigate the store to find products and assist employees with inventory scanning,” said Kyle Nel, executive director of Lowe’s Innovation Labs (Product). Lowebot can assist a customer looking for specific products as well as show them where they are. The device can also scan for prices, and answer less complicated questions, therefore leaving more time for employees to offer project expertise and personalized service. This device is being tested in California and has been a great hit so far.

Students falling into the D/E range should have an individual learning plan, developed with the student and teacher(s), with specific interventions in place. The plan should be monitored on a timely basis and supports should be monitored and changed, if necessary. The plan should include parents and should define their role in helping their child. My role would be to monitor the plans, to help develop an early intervention plan. The plan should be preventative - ongoing progress monitoring of student data to determine students with preexisting risk factors. A system should be developed to recognize early warning signs, before a student gets to a D/E.

The culture of ancient Greece reflects the importance of the individual in society in many different ways. The Greeks used art, philosophy, and even their system of government to convey their beliefs in the importance of one single man in a society.

RTI is a national program which helps children who have learning and behavior difficulties in the school. Each state evaluates the students’ progress to know what student has those difficulties and how different specialist, teacher and special educators can help the child overcomes his difficulties. The children’s improves are evaluate periodic to know if the children are responding positively to the program. General and special education are working together to help the children with learning and behavior problems to improve their condition.

Within my ten hours of observation, I witnessed an Early Childhood, Childhood, and Middle Childhood classroom. Through the duration of these hours, I visited School 17 and School 30. My seven hours at School 17 consisted of experiences within an Early Childhood and a Childhood setting. The Early Childhood hours occurred in a Pre-Kindergarten classroom setting with Ms. Mitrakos. The Childhood observations occurred in a first-grade classroom with Ms. Hordan. My three hours at School 30 involved experiences within a Middle Childhood setting. These observation hours occurred in a 6th-grade math class. My observations within both schools inspired me to continue my passion for Early Childhood Education.

Continuing professional development is integral to the role of early years practitioners because it; Improve confidant in practitioners job role – professional development allow practitioners to be more confidant and organized in the setting. Improve knowledge and skills – professional development will widen their skills and knowledge which will help them be more effective in the setting. Experience – practitioners can increase their experience through access

Early years practitioners should be aware of the developmental, learning and care needs of children in their care. By completing regular observations on the children, talking to the parents/carers and looking out for any changes in the children’s behaviour, I can ensure that I am aware of a child’s changing needs. Throughout my observations and discussions with parents/carers I must be open to the possibility that a child in my care could have a safeguarding issue. It is my responsibility as an early years practitioner to attend safeguarding training and to keep up to date with new legislation and guidelines. I can also keep up to date with other safeguarding issues by reading journals such as Nursery World (https://www.nurseryworld-magazine.co.uk/)

In this assessment I will explore the services a nursery provides for a child that needs them, for example: Identify which services the nursery offers universal and targeted.

James is a 13 year old Haitian American male living with his biological mother. Youth’s biological father remarried about two years ago and has a younger half-sister and 2 younger step-brothers. Youth has found it difficult to have siblings and sharing his father's love, however feels like he is getting better at it. Youth spends the weekends at his father's home. Youth was referred from an emergency service. Family identified the presenting problem to be youth getting bullied at school, poor communication with mother at home, and experiencing anger. Youth identified his mother and students at school "picking on him" as triggers. Youth stated he becomes triggered by students picking on him in the classroom as well as on

I will gather assessment information by using authentic assessment when applicable. When assessing a child, I will always ask the parents questions. I will do this because the parents know their child better than anyone else. I will ensure that the assessment will be done in a natural setting when possible. I will look to the child’s teachers to gain information as well. All of the assessments that I will do will be objective and be used for their purpose to benefit the child.

Seventy-one percent of students report incidents of bullying in American schools each year (“Anti-Bullying”). This bullying can take many forms, but they are all harmful. Although bullying has occurred for generations, the types of bullying have changed, which has led to higher numbers of incidences and more severe effects or those being bullied.