Monitoring Safety Procedures And Regulations

We help the children develop these skills by interaction with each other, singing songs, reading and sharing books as well as talking with them and

To begin making schools a safer environment, prevention measures should focus on educating children and parents about the

In my center I keep children safe by creating an environment where children gain the knowledge and discipline that allows them to make appropriate choices on their own. Emotional safety is promoted through daily greetings, love rituals and positive reinforcement. Children’s feelings are acknowledged, validated, and appropriate guidance suggested and modeled. I make sure activities are fun, safe and developmentally appropriate. The children are encouraged to make good choices by having discussions, giving lessons, and reading books that talk about safety issues. I comply with all state licensing regulations

Each morning I go through my classroom and playground safety checklist and ensure all materials and equipment are safe and set up correctly. I keep my sign in/out sheet on me at all times and keep count of each child. During transition, I count each child twice to ensure everyone is accounted for. While the children are playing or participating in activities, I walk around the classroom and encourage the children to play safely and use toys and equipment properly, reminding them in simple terms, cause and affect. Upon entering the classroom, eating, and using the bathroom, I have each child wash their hands. I sanitize tables, toys and cots daily and store all bedding so that they are not touching. Meals are served family style, children are

Though not always directly applicable to the organisation for which I currently work in, a number of policies and procedures exist to ensure the safety of children and young people. These policies apply to all persons who work with children or young people in any capacity. This includes the following:

For example, during a cooking activity children are learning many skills through this creative process, they may feel happy and excited about cresting their own food. They are sociable by working with adults to assist them and cooking for

All seven areas need to be fulfilled through well planned, purposeful play that is balanced between child-initiated and adult-led activities. The seven areas of learning and development are divided into two sections: Prime Areas and Specific Areas. The Prime Areas are:

need to explain some safety rules to the kids. These rules will consist of the kids not

While researching this website I found out a lot of useful and interesting information about play. The first thing I found on this website that was interesting was the active play section. Active play is a huge part of physical development for children. It will help with gross-motor skills, coordination, and sometimes fine-motor skills depending on the activity the child is doing. This also increases the child's health because of having an active lifestyle. This is really important today because most children are spending way too much time in front of electronic devices and don’t get many opportunities to play outside. I also love that the active section gives you different ideas to develop physical skills. My favorite activity was Jumping Jack Syllables, which is kids doing jumping jacks whenever they hear a syllable. This activity is for children between the ages of 4-5. You could also adapt this activity with math by counting numbers and jumping at the same time. I really enjoyed this portion of the website because of all of the ideas it has as a preschool teacher and or parent.

Introduce games that encourages development such as peek-a-boo, floor play, play music and regular play time.

After circle time we will head to our lesson area. This is the location where the “academics” will take place. At this age the children will be working on fine motor skills by coloring and using scissors. Arts and crafts may be one of the most beneficial activities in the lesson area. The students can learn to recognize letters or number using the art activities.

In my opinion children learn best through physical movement and interaction with their environment, meaning that the children need to be provided with hands-on activities and movement opportunities. My teaching practice meets the goal of advancing physical and intellectual competence because I involve the children in developmentally appropriate gross motor and fine motor developmental skill building. Everyday the children are given different types of materials to work with and taught different skills to try to expand their knowledge.

The lessons and activities follow a gradual release method, and moves the child from simple to complex thinking. The curriculum could be implemented , with two modifications. While children will learn through meaningful play utilizing this curriculum, it does not include opportunities to develop gross motor skills. An educator can modify the lessons to incorporate physical activities that reinforce the skills being taught, and develop gross motor skills. This could occur during whole group lessons , or during dramatic play. Another area that necessitates modification is documented evidence that the objective has been met. This can be accomplished by simple assessments, or reflections completed by the

This unit will be a hands-on activity lesson plan alongside literature and music. At this stage their fine motor skills are still under development, meaning holding a pencil, cutting out paper with scissors, buttoning shirts, zippers, pasting objects, picking up little objects, even though several of their fine motor skills are developed, strategies need to continue to develop them further, hence the hands-on activities. Most children at this age are capable of communicating their needs and wants, and interact with other children. Social skills are as important as fine and gross motor skills and children at this age are capable of communicating. These are some of the building blocks of key concepts for young students. Working memories, using rules, behavioral control, reaction, and responses are all incorporated into this unit.

Provide details on what the children and you, the teacher, will do and say throughout the activity. Include how much time you plan for each section (set up, anticipatory set, activity, transition) to take. This is not a script so please don’t plan to read from your activity plan. (need to change to I or the teacher)