Unit 3 Assignment: Learning Autobiography Wojtowicz, Stephanie M. Kaplan University El206 Learning Auto Biography For the early part of my adult life I was a stay at home parent who occasionally provided childcare for friends and family. When my youngest child went to kindergarten, I obtained a part time job at Target, working at the customer service desk. I was responsible for merchandise sales and returns, answering phones and addressing customers’ questions, complaints, cash register operation and money handling. The school year came to an end and I resigned from Target to spend the summer with my children.
Linda Meyer 's P.S. 137 Head Start Follow-Through in New York provided two years of preschool, then kindergarten, and then three years of the Follow-Through program. Improvements in reading scores were found to continue through the seventh grade. These programs have helped the young children of low income families over the
I had the opportunity to observe Ms. Nicole’s preschool classroom located at Sault Tribe Child Care Center in Sault Ste. Marie, MI on Wednesday from nine to ten in the morning. The children were involved in free choice time, exploring the different interest areas the classroom had to offer. I focused my attention on ten random children who had been engaged in exploratory play and observed each of them for ten minutes, documenting what activities they participated in. I found a pattern among the children during my observation.
Good morning and welcome to our first annual cultural diversity retreat for South Glen Elementary school. The school board funded this three-day event in preparation for our upcoming school year. We will be receiving students from a culture different than the American culture we, as staff and our present students, are accustomed. We will have 30 Bosnian immigrants. Each class will take approximately 6 to 7 new students to maintain the average class size of 25 students.
Introduction- My case study is about Personal Social and Emotional Development (PSED) and the importance of it in the lives of children and the key role it plays as part of their growth and development. The child I am observing is a 3 years 8 months old girl called Emily. She lives at home with both of her parents and an older brother who is 10. Her father is Irish and works fulltime 5 days a week and her Mother is Spanish and works at the weekends.
My major is Early Childhood Education and I am looking forward to teaching pre-k. For my first clinical I was sent to Hilldale Elementary School, located in Putnam City. I was paired with Yolanda Castellanos and her pre-k class. She has a class with about 24 students in it. Almost 3 of the students won’t be at school in a given week. About 70 percent of the students in her classroom are Hispanic.
Introduction My child study is on a Caucasian, eight-year-old boy named Brody. He is in the second grade because he has a June birthday and repeated Kindergarten. In addition, Brody has an Individualized Education Program (IEP) and used to be in a speech class in preschool and some of kindergarten. I completed my observations of Brody’s physical, cognitive, and socio-emotional development at his house.
Once most children turn three, their parents send them away to preschool for one to two years to prepare them for kindergarten. Once there, they prepare the children for elementary school. Then spend five years in an elementary school, where the teachers are telling you that they are preparing you for middle school. As soon as you reach middle school, you spend your 6th, 7th, and 8th grade years preparing for high school. Now you are in high school, the last of the mandatory government education system.
In Louisiana, I worked mornings as the intervention specialist for Reading and Math at the public middle elementary school (3rd and 4th) while teaching 7 and 8th grade Math in the afternoons at the local private school and eventually covering the art classes when the teacher was on maturity leave. While in Louisiana,
Madison was referred for a full psycho-educational evaluation as one part of her mandated three-year re-evaluation process. Madison has a current special education classification of Other Health Impaired, secondary to Neurofibromatosis. She is educated within a general education classroom; in addition, Madison attends resource room daily for 40 minutes in a five student to teacher ratio classroom (5:1). She receives counseling services with a counselor for thirty minutes twice a month. Her testing accommodations include extended time (1.5) and refocusing/redirection.
Textbooks are then written in accordance with the TEKS for the different grade levels. (Source: http://tea.texas.gov/) Children observed: I observed a Kindergarten classroom of 19 children (10 boys and 9 girls) on 29 April, 2016 for three hours. The teacher to student ratio of this class was in accordance with the state guidelines which requires the teacher state recommended that for 5 year olds, the ratio should not exceed 1:22 and for 6-8 year olds, the teacher to student ratio should not exceed 1:26. The age group