Reference no: EM133621459

Assignment: Child Guidance

Textbook: The Whole Child: Developmental Education for the Early Years (10th Edition) Paperback - Mar 27, 2013, by Patricia Weissman (Author), Joanne Hendrick (Author). ISBN-10: 0132853426 ISBN-13: 978-0132853422.

Part A: Think Deeper

I. Describe the learning domains outlined in Figure 6.1 and complete the table below. (Page 154)

II. What is assessment? What needs to be assessed in a learning environment? (Page 164)

III. Describe the interconnectedness of assessment, standards, and curriculum. (Page 165)

IV. Maintaining confidentiality builds trust. Fostering relationships with staff, children, and families is built on trust. When managing sensitive information, there is an ethical and legal responsibility to protect the privacy of individuals and families. Describe the importance of confidentiality? (Page 174)

V. When routines and procedures are carefully taught, modeled, and established in a learning environment, children know what's expected of them and how to do certain things on their own. Having these predictable patterns in place allows educators to spend more time supporting children in their care in a variety of ways. Analyze the daily schedule in Figure 7.1 (Page 180).

1. What critical guiding principles are incorporated within the schedule? List 5. One example is listed for you.
E.g., Readying the environment by placing a variety of hands-on materials such as blocks and puzzles, before the children arrive sends the message that we are going to learn through play. The children will have engaging activities ready for them to begin as they enter the learning environment.

VI. Diapering and toileting is an opportunity to engage in nurturing interactions that support all domains of development; it is so much more than taking care of a child's physical needs. While diapering and toileting, children can learn self-help strategies, increase their self-efficacy, and life skills.

Read the article: Toilet Learning.
Read the article: Tips for Diapering a Newborn Baby.
Read the article: Toilet Learning.
Read the shared booklet: Preventing Illness in Child Care Settings

1. List 5 (may be more or less) important changes that you will make after reading this information when interacting with children during diapering and toileting. What information that you read surprised you?

VII. In promoting the development of the physical self, describe a variety of activities that can be planned in the early childhood classroom to encourage physical growth. (Page 220)

VIII. In strengthening the development of the emotional self, describe the fundamentals of fostering a basic, healthy emotional attitude. (Page 230 and 239)

IX. Identify the questions that an educator can ask to ensure a child is emotionally healthy. (Page 232)

X. Describe practical ways to help children achieve healthy emotional development. (Page 239)

Part 2 Connect and Reflect

I. The importance of self-esteem cannot be underestimated. It affects your behavior and thoughts. It changes how you feel about and value yourself. It affects your confidence, and that can affect your success and thinking in a big way.

1. Describe how you developed a healthy self- esteem.

2. What did teachers, your parents, your family, etc. do and say to develop your healthy self-esteem?

3. What could they have done differently to promote an even healthierself-esteem?

II. Why is it wise to avoid "going to war" with a child about conforming to a particular routine? (Page 195)

III. Nap time can be an especially complex time. Some children need to sleep, other children have their own schedule and other children do not need to sleep and only need a short rest. (Page 195)

Nap time is important for infants, toddlers, preschoolers, and some kindergarten children. Infants sleep "on-demand", based on their own schedule. For other age groups, the daily schedule should incorporate a balance of active and quiet play, including a rest period. During quiet time, children should be encouraged to rest, but not required to sleep. Children who do not sleep should be allowed to get up and participate in quiet activities after a period of rest, while still respecting the quiet time so others can nap.

Read the Nap and Quiet time policy at Windridge Park Preschool and answer the questions.

Our Naptime/ Rest time Policy

Imagine an entire day without your preschooler napping or having downtime. Oh, no! It sounds about as much fun to you as it is to their daycare teacher. With circle time, outdoor and gym play, art, music, and more play in our stimulating group centre, we recognize and understand the need for a young child to nap or rest during the day. The primary reason behind a naptime policy is to make sure your child doesn't become irritable in the afternoon, and that they stay safe before, during and after their nap time. Preschool children usually need some amount of rest during the day to provide downtime for their bodies to rejuvenate. On average, preschool children (aged 3 to 5 years) sleep 10-12 hours at night in addition to approximately a one-hour nap in the afternoon. Children's nap schedules may vary depending on age and individual needs.

While not every child can easily sleep during naptime, we require that non-sleeping kids are quiet during this restful period. A nap is not forced on any child; your child does not have to sleep. Teachers typically will tell the children that they should try to sleep, and if they can't, they need to sit or lie quietly. This can include a quiet time activity such as looking at a book or sitting on their mat drawing or doing a puzzle. Understandably, this policy helps napping children to fall asleep easier and provides a calm atmosphere in the room. The naptime environment is calming with soft music and dim lights, and everyone has their own mat. Parents or Windridge Park Childcare Centre will provide the bedding (fitted sheet, blanket) that is comfortable for their child. Teachers will wash the bedding and disinfect their mats once a week.

Our naptime routine starts after lunch and our teachers go through a similar routine every day for the children to understand what is expected of them, so they feel safe and secure. Our ratio, as stated by Vancouver Coastal Health licensing, is one teacher to 8 children together at nap time. Nap/rest time is required of all children in childcare who are in attendance for 4 hours or more. Your child may bring a soft toy, pillow, and blanket for naptime. Your child is provided with an individual resting place. It is important that parents understand that all children need to rest. No bottles or sippy cups while napping. Our nap/rest time typically will be from 1:00 to 2:00, depending on the children's needs. We ideally wish for this time to be one of rejuvenation, relaxation, and care for all our children's individual needs.

1. What do you like about this policy?
2. What do not like about this policy?

IV. What steps would you take to encourage physical activity for a child who is blind? A child with developmental delays? A child who uses a wheelchair?(Page 216)

Part 3 Theory into Practice

I. When conflict is poorly managed it can have a negative impact on children's relationships, on their self-esteem and on their learning. However, teaching children the skills for resolving conflict can help significantly. By learning to manage conflict effectively, children's skills for getting along with others can be improved. Children are much happier, have better friendships and are better learners at school when they know how to manage conflict well.

Chi Yang and Jill, 4-yearold's, are fighting over a doll. Chi Yang yells at Jill, "I hate you! You are mean and ugly, and I will never play with you again!"

1. What would you do to remedy this situation in a way that is emotionally healthy for both children?

2. What could be done in the future to prevent situations like this from happening?

3. Using children's book is a strategy that can be used to promote empathy, kindness, and compassion. Search on the internet and list 2 books that teach children about conflict.

II. Systematic observation of a child's behavior during play makes it possible to obtain relevant data to describe, explain, and understand fundamental aspects of the child's development and learning.

Amanda is new to your center. She seems interested in many areas in the center but rarely speaks. When she does speak, it is difficult to hear her voice. (Page 166)

1. Why does an assessment need to be done?

2. How should this assessment be completed? How will you gather information?

3. What teacher-produced records will be kept? (Page 171)

4. What child-produced materials will be used to assess Amanda?

5. What materials completed by the parent will be used to create Amanda's program?

6. How would you use standards and assessment to benefit Amanda?