Post by Rose on Jun 21, 2017 12:35:55 GMT -8
Children signal for help through off-track behavior. Interrupting constantly, hiding under a table, hitting or biting, breaking things, doing unsafe things they normally don't do, etc.
- 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