Post by April on Mar 5, 2017 16:18:26 GMT -8
We make sure kids wash their hands after blowing their noses. We make sure they use their own bedding and not someone else. We also make sure that the kids who are really sick and contagious stay home.
- Share your thoughts ...
- The Director 1
- Skills for Everyday Living - 1
- Coping with a Crying Baby
- Self-help Skills
- Writing Good Rule Lists
- Partnering with Families
- A Healthy Environment
- Designing Centers
- Working With Humor
- Parents are People, Too!
- Playground Safety
- Basic Child Develop: Infant II
- Teaching With Color
- Basic Child Develop: Toddler I
- CDA General Forum
- Bloodborne Pathogens
- Arts & Crafts Basics/Safety
- Basic Behavior Management III
- Module A (1): Valuing Each Child and Family
- (ILA 1b) Option B: Family Drawings
- Discussion 1.1: What are the attributes of culture?
- Discussion 1.2: How do the components of human diversity influence children's well-being, behavior, attitudes and growth?
- Discussion 1.3 : How can you make sure ALL families receive encouragement in supporting the development of their children?
- Discussion 2.1: How do professionals get to know the children and families in their care / program?
- Discussion 2.2: How can you develop respectful, reciprocal relationships with families in your practice? Do you think an understanding of diversity plays a part? An understanding of yourself?
- Discussion 2.3: For lead teachers: How can you create a welcoming environment, encouraging staff to collaborate with children and their families?
- Discussion 2.4: What influences your thinking?
- Discussion 3.1: What does it take to communicate effectively with families?
- Discussion 3.2: How do you professionally communicate information about a child's development?
- Module B (2): Child Growth and Development
- Intro Discussion: Favorite Age Sharing
- Discussion 1.1: What is a continuum?
- Discussion 1.2: The Importance of Milestones
- Discussion 1.3: Common Milestones - from infants to school-agers
- Discussion 2.1: What do all young children need in order to thrive?
- Discussion 2.2: What are the specific needs of each stage of development--infants, toddlers, preschoolers, and young school-agers?
- Discussion 2.3: What are individual differences in needs?
- Discussion 2.4: Identifying typical characteristics of developing children References
- Discussion 3.1: How does the brain develop?
- Discussion 3.2: What is executive functioning and toxic stress?
- Discussion 3.3: How can providers support early brain development?
- Discussion 3.4: Age Appropriate Behavior Scenarios
- Module C (3): Celebrating Child Growth
- Discussion 1.1: How are observation and knowledge of individual development connected?
- Discussion 1.2: How can understanding a child's development inform teaching and caring for that child?
- Discussion 2.1: What tools can be used to learn about children and their development? How do you use the tools? What do you need to know how to do?
- Discussion 2.2: Why is the information gained through observation so valuable?
- Discussion 2.3: Evaluate current observation tools.
- Discussion 3.1: How would you approach a parent or caregiver about the need for a referral for developmental screening of their child? What do you need to consider before talking to a parent or caregiver?
- Discussion 3.2: Why is confidentiality important? What could be possible outcomes for not maintaining confidentiality?
- Module D(4): Curriculum and Learning Environments
- Discussion 1.1: What are the components of a good early learning environment?
- Discussion 1.2: How can you make sure your environment inspires children's learning and keeps them engaged?
- Discussion 2.1: What types of play materials, equipment and activities should you provide for children? What is needed in an outdoor environment?
- Discussion 2.2: What are some of the special requirements for infants and toddlers in an early learning environment?
- Discussion 2.3: Is it necessary to have a daily schedule and routine for children? If so, why?
- Discussion 3.1: What types of materials, equipment and activities should I provide for the children and how do I determine if it is developmentally appropriate?
- Discussion 3.2: How do you write a lesson plan for young children?
- (ILA 1a) Option A: Looking at safe, appropriate environments
- (ILA 1b) Option B: Will it help or will it hurt?
- (ILA 1c) Option C: Setting Children Up for Success
- Module E(5): Family and Community Partnerships
- (ILA Intro-a) Option A: Challenges in Working with Families
- (ILA Intro-b) Option B: Reflections on Families
- Discussion 1.1: How are families primary educators of their children ?
- Discussion 1.2: How can childcare providers support families in this role?
- Discussion 1.3: Why is supporting families so important?
- Discussion 2.1: What is a partnership and why is it important for providers and families?
- Discussion 2.2: Why do families and child care providers conflict with one another at times?
- Discussion 2.3: How can you take the lead in creating positive provider-family relationships?
- Discussion 2.4: Separation Strategies
- Discussion 3.1: What kinds of community resources and referrals are typically needed by families with young children ?
- Discussion 3.2: Why are community resources valuable to families?
- Module F (6): Healthy Practices: Safety and Wellness
- Opening Activities - Activity 2: Making Healthy Habits Fun
- Discussion 1.1: Why do we need to have health policies in early learning programs?
- Discussion 1.2: Which policies or program procedures for keeping children safe are unclear to you?
- Discussion 2.1: What is the definition of "maltreatment?"(ILA Intro-a) Option A: Challenges in Working with Families
- Discussion 2.2: How can you become familiar with the symptoms of child abuse, including physical, sexual, verbal and emotional abuse, and physical or emotional neglect?
- Discussion 2.3: What do you need to do to follow state laws and community procedures that protect children against abuse and neglect?
- Discussion 3.1: What are some of the safety standards required by licensing regulations? Give examples of how they impact children's safety.
- Discussion 3.2: If you were giving a prospective parent a tour through your program, what safety procedures would you highlight?
- Discussion 3.3: What makes a safe indoor environment for young children? A safe outdoor environment for young children?
- Module G (7): Healthy Practices: Nutrition and Fitness
- Discussion 1.1: While children are in your care, what do you do to keep them healthy?
- Discussion 1 .2: Which of the food handling and preparation regulations do you have the most trouble implementing?
- Discussion 1.3: Is the way you are required to diaper a child in licensed care different from the way parents diaper their children? Why?
- Discussion 2.1: What are some of the challenges of providing nutritious snacks and meals for children?
- Discussion 2.2: Most children's settings do not provide opportunities for children to participate in the recommended 60 minutes of structured and 60 minutes of unstructured physically active play. Why is this?
- Discussion 2.3: Very few of us get enough sleep. How can you help children in your care get enough rest?
- Discussion 3.1: What illnesses and injuries are you most likely to see? Can you identify symptoms and recommended care?
- Discussion 3.2: How do your practices reduce exposure to childhood illnesses?
- Module H (8): Interactions and Guidance
- Discussion 1.1: When people want to make connections. ...How do they act? How do they talk? How do they listen? In what ways is this culturally embedded?
- Discussion 1.2: How have you seen others connect with children in ways that you appreciate?
- Discussion 1.3: What are the guidelines about setting rules?
- Discussion 2.1: What adult responses to a child's or children's behavior have you have seen work well?
- Discussion 2.2: Every program has Guidance Polices. If you were writing them, what would you want them to say?
- Discussion 3.1: What are some things, large or small, that you have seen that caused a child to feel disconnected?
- Discussion 3.2:How do children signal that they need help?
- Discussion 3.3: Describe the Listen, Limit, Listen process. Which step is toughest for you?
- Discussion 3.4: How have you stopped yourself or gotten help when you felt you might harm a child?
- On Your Own: Teaching and Learning Resources
- Module I (9): Program Planning and Development
- Discussion 1.1: Is it necessary to have a mission statement in place to apply for a child care operating license in the state of Washington?
- Discussion 1.2: What are the responsibilities of staff and directors to share the mission statement with children and families?
- Discussion 1.3: How should staff members show understanding of the program's mission in their daily practice?
- Discussion 2.1: Who needs to be licensed in Washington State?
- Discussion 2.2: Where can I find the WACs for a center? WACs for a family home child care center?
- Discussion 2.3: What is my responsibility as a staff member in a program in terms of knowing the WACs?
- Discussion 3.1: What type of records will you be responsible for keeping as a child care provider?
- Discussion 3.2: Where are the records kept?
- Discussion 3.3: What do we do with confidential records?
- Discussion 3.4: What types of information can be posted in the center for all to view?
- Module J (10): Professional Practice
- Opening Activity: What Is Professionalism?
- Discussion 1.1: What does being a professional mean to you?
- Discussion 1.2: How might the NAEYC Code of Ethics help you as a professional?
- Discussion 2.1: What knowledge, skills and professional qualities are required to be an early learning professional?
- Discussion 2.2: What do you need to do to be an effective and inspirational teacher?
- Discussion 3.1: What is on-going professional development?
- Discussion 3.2: What are your plans for continuing to grow as a professional? How will you document that growth?
- General