)Parent & carer involvement: how does the setting engage with parents to share activity ideas, rhymes, resources, books, event dates, news, parent’s language needs, knowledge & expertise b)Staff -involvement/roles-how does everyone cooperate with children to promote communication; share observations ‘that worked well’, ’he does have two ears and a very waggy tail’, share information about choices eg. Snack foods, range of activities, introduction ‘xx’s mum is in today to help make sandwiches’. -Staff responsibilities-does a keyperson system operate to support your children? How do you monitor, check children’s language needs and act in consequence if there are any issues regarding it -Preparation of daily routines-are there times of the day
Petty 28.10.2015 Mode of contact: Outreach Client presentation: Clean in presentation, clear in speech. 1. - Mental well-being: Petty attended psychology’s sessions and taking her antidepressant tablets. 2. - Marriage counselling: Petty and her husband attended the third session, this time without a Spanish interpreter. Petty was not happy with it, because her husband was the one who interpreted what was said.
With PLEs coming to end we are going over compare and contrast as review for their upcoming paper they have to write. What Mrs. Detreick did was she put a vein diagram. Before we started to go into these we she explained what comparing and contrasting was and she said that when doing this you are taking two things and writing down information that is the same and information that is different. For the example she used mammals and reptiles. This was a good topic because students are interested in this topic.
I observe a bilingual multicultural preschool classroom. My goal was to observe ten children during free choice play time, and to take observations based on play/non-play observations. In this preschool classroom the ages variation ranges between three though five years old. My host teacher. Ms. Rodrigues arrange the classroom setting too create a learning environment depending on the children interest following the creative curriculum.
First one, touched upon was their physical development. Since our classroom design is for infants under one this is the age where they are going to be exploring rolling, crawling, and using their motor skills. Taking that into consideration we have included things to cover the different aspects. Items such as foam floor puzzle mat, Bobby seats, and the Ball yard/ climbing structure are all included to encourage the infants gross motor skills. On the other side we have included items for fine motor skills as well including Birds stacking tower toy, puzzles and more specifically for their manipulation dangling rings will also be in the toy area.
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Although not all the children will sleep, so for those children activities will have already been setup for them to do. I always ensure that I encourage children to use the toilet to allow them to become independent. I also demonstrated to the children about what is happening in order for them to follow instructions. I was aware of all the children’s dietary needs, allergies and religious beliefs. I worked in partnership with the children’s parents and carers to find out what food their child can and cannot have.
The environment can also include “the relationships among the people and between them and the materials, the rules, the schedule” (Callaghan, 2013, p. 11). “These contexts should be co-constructed by the adults and children because the impact on everyone is tangible” (Callaghan, 2013, p. 11). The adults and children have a good understanding of their surroundings. The environment and care centre is a place for the children. Their voice is an important voice because they can make good suggestions and have good ideas they can share with their friends and the educators.
Observations are very important when planning for children’s individual needs. While observing practitioner understand children’s needs, interests and their stage of development. Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly. Children must be observed frequently as their needs, interests and stage of development keeps on changing. The activities given to children should be according to their current abilities which will enhance their development.
The purpose of this article is to establish if parent directed language interventions for children with less than 10 words could be generalized to joint engagement interactions with parents in a non-intervention setting. This article tells us that the encouragement of taking the intervention goals and practicing them at home to generalize them into a naturalistic environment is an important aspect of early language interventions. This provides the opportunity for the parent to become a part of the intervention team. Also, the use of symbols, such as play objects, is important to work on during the intervention of these early language users. The joint engagement that this article focused on was symbol-infused interactions which are known to stimulate vocabulary gains.
I end this paper with a concise conclusion. Observation 1 • Summary Daniel is in the dining area of the childcare Centre where breakfast is being served by the teachers. There are three teachers with children ranging from 20 months to 6 years. There are 20 children at the dining area. • Evaluation
IV. Culture for Learning – A highly effective school provides all stakeholders with a safe, well maintained and clean environment is conducive to learning. • Well maintained physical facilities that meet the needs of all stakeholders • Physical, emotional and professionally safe learning environment • Staff, students and community stakeholders respect the diversity of one another and treat everyone with acceptance and respect V. Community Engagement –The collaborative relationship established with school and its community has contributed to this highly effective school. Within this collaboration: • Parents are active in their child’s education.
The vision of the institution is to be a leading bilingual (Japanese and English) education provider in Hong Kong. In this paper, I will identify the strengths and weaknesses of my kindergarten in relation to parental involvement and will make
(Swim, 2008) The elements that are essential to provide a quality childcare program are education, diversity and skilled staff. The most important factor in a quality care setting would be the educational element. The question follows as what are the centers views on education and what are the developmental theories followed by the owner or corporation.
There are many activities and events available which enable parents to support their children and the school at which they attend. These range from in-school activities such as voluntary work, parents evenings and PTA’s to events based outside of the school such as fundraising events and bake sales. These activities all provide a certain level of support from parents and carers, either helping the school with areas such as staffing, or supporting their own child in their educational attainment. Parent-Teacher Associations (PTA’s) are made up of parents/carers and teaching staff who are each responsible in some way for the welfare and teaching of a child/children in their care (Stonebridge course materials). Importance is relayed upon collaborative
As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.