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observation

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observation

  1. 1. Welcome to Love 2 Learn Centre Observation By Pam Donaldson ECE 2421 May 26, 2014
  2. 2. Welcome to Love 2 Learn’s Centre Observation. - Who is Love 2 Learn: - Licensed Infant Toddler Centre - 16 children enrolled daily - 5 staff - 4 full-time & 1 part-time This presentation will include: - Photos - Appendix A Checklist from Gonzalez-Mena & Eyer (2012) text: Infants, Toddlers, and Caregivers; A Curriculum of Respectful, Responsive, Relationship-Based Care and Education Let’s take a look at Love 2 Learn’s centre!
  3. 3. Love 2 Learn’s Philosophy • The creation of Love 2 Learn childcare services stems from my unconditional love and passion for working with children. I have always known that working with children is my calling in life and I hope to have the opportunity to show you first hand. Love 2 Learn promises to value each child as a unique person; with individual personalities, style and timing of growth, and family backgrounds. • The Love 2 Learn childcare environment is equipped to stimulate children’s development in all areas to enhance the physical, intellectual, language, emotional, and social growth of each child. Our environment is structured to provide children the best opportunities with an open-concept that inspires the imagination with limitless variation and possibilities. A top priority is to provide the children with a safe, nurturing environment where the warmth and comfort of the surroundings will ensure children feel safe and loved to meet their full developmental potential. • I believe children learn though hands-on interaction with objects and other beings. I value all educational tools which is why I collaborate play with structured learning within my program. As individuals, we all learn differently. Both structured (outlined learning) and unstructured (open-ended play) are included to encompass all areas of development. Within my program, I include the following fundaments: interactive circle time, phonics, music, arts and crafts, exercise (outdoor and yoga), and creative free play. • At the heart of a child’s development is the adult relationship’s that stimulate and guide them as they grow. At Love 2 Learn, we take our part in each child’s life seriously and value the relationships with all parents, guardians and care givers involved. We are committed to maintaining a respectful relationship for the best interest of each child.
  4. 4. Love 2 Learn Daily Schedule • Schedule: • • 6:30am - 8:00am Good Morning! Soothing classroom activities • 8:00am – 9:15am Arts & Crafts, Creative Play • 9:15am – 9:30am Diapering & Hand Washing • 9:30am – 10:00am Snack • 10:00am – 11:00am Outdoor Play • 11:00am – 11:15am Circle Time • 11:15am – 11:30am Diapering & Hand Washing • 11:30am – 12:30pm Lunch • 12:30pm – 2:30pm Nap Time • 2:30pm – 2:45pm Diapering & Hand Washing • 2:45pm – 3:15pm Snack • 3:15pm – 3:30pm Circle Time • 3:30pm – 4:30pm Outdoor Play • 4:30pm – 5:00pm Bottle Time/Small Snack • 5:00pm – 6:00pm Creative Play & Good bye for now! • • Naps, Diapering and Bottle Feeding may be included outside the set schedule outline. -Monthly shape and color focus - Teacher directed art explorations
  5. 5. Quality in Infant-Toddler Programs: A Checklist 1. Look for evidence of a safe environment:  No Obvious safety hazards, such as electric cords, open sockets, broken equipment, toys with small parts, cleaning supplies within children’s reach, unsecured doorways Cleaning supplies: Stored in locked cupboard under the sink.
  6. 6. -Secure doors and doorways Toys are age appropriate; no small parts
  7. 7. No hidden safety hazards, such as toxic paint or toys containing toxic materials. Nothing obvious; except acrylic paint.
  8. 8.  Emergency numbers posted by telephone Was not observed  Parents emergency cards on file indicating what to do when the parents can’t be reached in an emergency  Staff ratios maintained at all times Always 2 staff on duty for max. 8 children for both toddler and infant room
  9. 9. Children allowed optimum risk-taking opportunities (“optimum” means failure involves learning but not injury) Interaction allowed, but children protected from hurting materials or one another Teacher always with children during play This completes Section 1; now, let’s look at Section 2; evidence of a healthy environment
  10. 10. 2. Look for evidence of a healthy environment:  Sanitary diaper-changing process Consistent hand washing after diapering and before eating
  11. 11. Proper food preparation and storage Staff recognizes symptoms of common Illnesses Health policies that indicate when children are to be excluded from the program because of illness Provided to parents in parent package
  12. 12. Health records, maintained on all children, showing evidence that their immunizations are up to date Regular washing of sheets and toys All bedding, chair buckles, toys ect get washed every friday Staff knowledge of infant and toddler nutritional needs Children bring own lunch and centre provides snack of 2 vegetables or 2 fruits and a starch once in the morning and afternoon. Food allergies posted prominently On the outside of the kitchen Cupboard This completes Section 2; now, let’s look at Section 3; evidence of a learning environment
  13. 13. 3. Look for evidence of a learning environment: Optimum amount of age-appropriate toys, materials and Toys include natural items, real Items, as well as your “normal” Children’s plastic toys, and soft toys
  14. 14. Caregivers consider caregiving times as “learning times” Diapering & feeding & napping are interactive and not rushed Free play valued above exercises, directed play activities, group times Most sincerely; art is generally teacher directed time the rest of the day involves the children following their own interest. Environment includes plenty of softness, some seclusion, provisions for high mobility Inside
  15. 15. Environment includes plenty of softness, some seclusion, provisions for high mobility Outside: Unfortunately this centre does not have an outside space attached so when they go out they walk to nearby parks, forests and because it is in the heart of Pitt Meadows they often walk to the WestCoast express station and look for trains and watch them. They also utilize the community recreation centre and their open gym program.  Environment developmentally appropriate for all children present any given day Yes, as seen in photos presented This completes Section 3, now, let’s look at Section 4; evidence to advance physical and intellectual competence
  16. 16. 4. Look for evidence that the staff’s goal is to advance physical and intellectual competence: Staff’s ability to explain how the environment, the free play, the caregiving activities, and the staff’s relationship with the children make up the curriculum Staff believe every interaction with the environment or with each other, children are always learning as well as the staff. Staff’s ability to explain how the curriculum promotes development of fine and gross motor skills and cognitive skills, including problem-solving and communication skills - Staff interactive with the children & take step back when children engaged. • This completes Section 4, now, let’s look at Section 5; evidence to support social & emotional devel. & positive guidance
  17. 17. 5. Look for evidence that the program supports social and emotional development and that staff members provide positive guidance and discipline: Staff members encourage children to develop a sense of themselves through body awareness, by using their name, and through promoting cultural identification - Provide mirrors - Songs such as Hokie Pokie, Name/Body Staff members recognize and accept children’s feelings and encourage appropriate expression When upset staff console and once calmed provide other way to approach the situation Staff members guide behavior without using either physical or verbal punishment Very positive & age appropriate & to the point & move on Staff members encourage creative social problem solving when children experience conflict with another child Redirect if toy conflict after explaining who’s turn it is Staff members teach respect by showing respect
  18. 18. 6. Look for evidence that the program strives to establish positive and productive relationships with families: Regular and ongoing communication with parents at pick-up and drop- off times emphasizing an exchange of information Always and give examples of their child’s day. If concerns brought to staff, staff will make note and talk with team. Friendly atmosphere Open environment for parents to come in & play Conferences and parent meetings Not observed Mutual problem-solving approach to conflicts Staff were in conflict about feednapping routines with certain children so were working to come up with some new nap schedules to meet the needs of those children and their families
  19. 19. 7. Look for evidence that the program is well run and purposeful and responds to participants’ needs: Good record keeping Communication book & daily care routines for parents & staff . Attention to infants‘ individual needs Very important, such as, feeding, potty training, warm bottles or cold bottles, tired and length of sleep to name a few. Attention to parents’ needs When parents communicate needs they are respected and carried through for example nap times Responsible program management Open to new concepts & check in daily to programs status
  20. 20. 8. Look for evidence that the staff is professional: Is well trained All staff have ECE or IT or IT in progress, First Aid all posted. Respects confidentiality As part of hiring staff must sign a contract stating they will ensure confidentiality will be adhered to at all times. Love 2 Learn Observation Conclusion This concludes the documented centre observation of ‘Love 2 Learn’ This program provides a very calm, organized and responsive program to the children, parents and staff involved. Thank you!
  21. 21. Reference • Gonzalez-Mena, J & Widmeyer Eyer, D. (2012). Infants, toddlers, and caregivers: A curriculum of respectful, responsive, relationship-based care and education (9th ed.). (pp. 336-337). New York, NY: McGraw- Hill

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