Staffing Issues

Being an early childhood/special education major, I decided to observe during my field experience hours in a preschool class at Prairie Children Preschool, in Aurora. In this classroom, I observed a blended classroom, with ten out of fifteen children having IEPs. Thus far, I have visited three times and have completed a total of nine hours in the classroom. One opportunity I have in my placement is to be able to observe in the classroom on Fridays, during which only students enrolled in the Preschool for all program. Through my field experience I was able to observe Ms. Vanessa Seppa in the blended classroom. I have observed her work with children towards goals that have been set. Only having experience in early education made me curious as to the difference from preschool to the upper grades. One of my relatives was a substitute in a special education class and connected me to Vanessa Villalobos, who is a special education teacher in middle school.

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.

Teachers in early childhood programs must integrate knowledge about the development of children, the importance of families, creating a healthy and stimulating environment, about child-centred curriculum planning, and about

I recently left a position at a small Early Childhood Education center in the city of Pittsburgh, Pennsylvania. The school consisted of children ranging in age of 6 weeks to 6 years. I worked there for eleven years in a variety of age groups. Most of my experience was in Preschool, with children who were three and four years old. The school was located in Point Park University located in the heart of downtown Pittsburgh, in one of the University’s dorm buildings and took up two floors. Each classroom was between three and four dorm rooms combined in size. The rooms were long and narrow with partial walls knocked down and converted into doorways between the rooms. Because of the classrooms

The case study will focus on the partnership between St Andrews Primary School and the Special Educational Needs Co - coordinators from the national health services. I undertook my placement at St Andrews Primary School and worked closely within the special educational need team, which provide support in relation to children with additional needs. As being on placement and having the opportunity to work alongside the early year’s team, I experienced that a few children were much slower in terms of their learning and development.

The United States Department of Labor states that “employment of special education teachers is projected to grow 6 percent from 2012 to 2022, slower than the average for all occupations. However, overall demand will be driven by increasing enrollment and continued need for special education services.” With the advance screening and the identification of different disabilities of children are expected to increase the demand for this career. But overall increase will depend on the government’s funding.

“Key to success in collaborating with families of young children with special needs is a commitment to coordinated planning and communication between teachers and early intervention staff that establishing ongoing communication and linking families to community resources”. (Kasczmarek, 2006)

My experiences working with children officially began in 2012 when I started working for One of A Kind Progressive Early Education. I worked with children of all ages, primarily toddlers and preschoolers. While working at One of A Kind, I assisted the lead teachers as much as possible. I helped develop daily routines of activities, lesson plans, nap, and toilet-training times that seemed most effective for the students. I worked with parents during pick up and drop off times to make sure they were happy with the schedule and care their child was receiving. I was in charge of maintaining a safe environment for the students at One of A Kind.

The outcome is extremely important for the children in this program. It seems that the responsible authorities would ensure that the staff responsible for the Head Start Program would be held accountable for providing a quality program for Head Start. I feel that the teachers in the Head Start program should be held accountable just as though teachers in pre-kindergarten through twelfth grade are.

The group selected for ECE 4015 course project is children with special needs. I have a big heart for these children, and also a sister with a special needs. Early childhood programs are starting to receive a big increase of enrollment for special needs children. The purpose of this paper is to share an Anti- Bias action plan to implement for our Early Childhood programs.

Every parent wants their child to have the most one-on-one time with the teacher or daycare provider to help improve the child 's education. Within daycare centers, they have requirements on the staff-to-child ratio and the maximum group size they can maintain. The Child Care Center Licensing guidelines state that for every four infants there must be one staff member and the group maximum capacity is eight children (9). This indicates that there will be at least two staff members with just the infants and more staff for the older age groups. As the children get older and become more independent, the

First, the environment of childcare is based on psychology research.Understanding of the role of the quality of early child care requires consideration of the interplay among child care, family, workplace, and society, and it suggests directions for future research and practice too. As a preschool teacher, I appreciate the result from all psychology research because what researchers currently know about the role of the quality of early child care in children’s lives quality has been measured in a variety of ways across different studies and the research connect with the overview of Measures of child-care quality including the child:staff ratio (the number of children per teacher or provider), the group size (number of children in the setting), and the education and specialized training of teachers, providers, or

As a licensed family child care provider the opportunity to leave my learning environment to observe in another center is problematic due to licensing regulations. This observation took place in my own program which is licensed for eight children, currently varying in ages from 19 months of age to five years of age and has a four star bright star rating. At any given time there are always two teacher assistants on staff. I currently have four part-time assistants that work in the learning environment. As there are eight children enrolled each day the ratio must be a 2:8 ratio, therefore I must be included as part of the ratio. This does not allow me the privilege to leave my program, but it allows me to survey my teaching assistants to observe in a more objective way to collect data regarding this assignment. I asked each of them to review the questions that I was to answer and I compared them to my own data. Through this process I was able to gather information and see through a different lens. The following paragraphs will summarize what was observed and documented in Learning Lane Early Learning Program.

While there are “people” around the world working in childcare centers that serve as poor role models whom are only there for the paycheck, there are amazing human service workers that serve as teachers that have a significant impact as a role model to provide appropriate skills needed for social and cognitive development to last a lifetime. In an article from the Early Childhood Education Journal (2013) the author states that “Quality teacher-child interactions in early childhood classrooms have repeatedly been paired with positive, emotional, behavioral and cognitive outcomes for children” (Thomason & La Paro, 2013). Indeed, a caregiver whom has a sincere, warm, and understanding heart will be more effective in teaching and will have more of an impact on how and what

Working as an after-school childcare supervisor I have encountered a variety of individuals and families with different experiences. One