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WeiHong Zhang is seeking a position as an early childhood educator with experience in field placements at various centers. She has an Early Childhood Education Diploma from Centennial College and certifications in First Aid and CPR. Her qualifications include implementing daily activities to support child development, ensuring safety, and building children's self-esteem through positive guidance and routines.
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Resume
WeiHong Zhang is seeking a position as an early childhood educator. She has an Early Childhood Education Diploma from Centennial College and certificates in First Aid and CPR. She has field experience at three child care centers where she implemented daily activities to support children's development and ensured their safety and well-being. Zhang also has strong communication, problem-solving and teamwork skills and is bilingual in Mandarin and English.
Resume
WeiHong Zhang is seeking a position as an early childhood educator. She has an Early Childhood Education Diploma from Centennial College and certificates in First Aid and CPR. She has field experience at three child care centers where she implemented daily activities to support children's development and ensured their safety and well-being. Zhang also has strong communication, problem-solving and teamwork skills and is bilingual in Mandarin and English.
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Kimberly Kelly has over 10 years of experience in childcare and social services. She currently works as a Child Care Worker at Urban Resource Institute, where she develops educational curriculum, assesses child development, and supervises staff. Previously, she was an Associate Counselor at Urban Resource Institute, assisting residents and their children. She holds a Bachelor's degree in Health Service Administration from CUNY Lehman College and is certified in First Aid, CPR, and AED.
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Terese Teasley is seeking a position that utilizes her dedication to children's education and development. She has over 15 years of experience working with children in various roles, including as an early learning navigator, assistant teacher, floater, and paraprofessional. Her experience includes assisting with lesson plans, activities, assessments, and ensuring a safe environment that supports learning and growth. She also has experience advocating for and caring for adults with disabilities. Terese holds a bachelor's degree in psychology and certifications in paraprofessional studies, CPR, and first aid.
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Melissa Stroman is seeking a position as a teacher's assistant. She has over 6 years of experience as a childcare provider and nanny, with responsibilities including designing lesson plans, evaluating student progress, communicating with parents, and ensuring safety. She is proficient in Microsoft Office programs and has a background in nursing education from LaGuardia Community College, where she is currently studying to become a nurse.
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Kayla Quinton has experience working for The Walt Disney Company as an attractions hostess through their Disney College Program, where she interacts with guests daily and ensures their safety. She also served as a freshman peer mentor at Northern Virginia Community College, guiding 15 students and helping them acclimate to college. Currently pursuing a Bachelor's degree in English at the University of Georgia, she has held leadership roles such as librarian for the Demosthenian Literary Society and treasurer for Democracy Matters. Her skills include proficiency with Microsoft Office, Google Docs, communication, problem solving, and adapting quickly to new tasks.
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Resume
WeiHong Zhang is seeking a position as an early childhood educator. She has an Early Childhood Education Diploma from Centennial College and certificates in First Aid and CPR. She has field experience at three child care centers where she implemented daily activities to support children's development and ensured their safety and well-being. Zhang also has strong communication, problem-solving and teamwork skills and is bilingual in Mandarin and English.
Resume
WeiHong Zhang is seeking a position as an early childhood educator. She has an Early Childhood Education Diploma from Centennial College and certificates in First Aid and CPR. She has field experience at three child care centers where she implemented daily activities to support children's development and ensured their safety and well-being. Zhang also has strong communication, problem-solving and teamwork skills and is bilingual in Mandarin and English.
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Kimberly Kelly has over 10 years of experience in childcare and social services. She currently works as a Child Care Worker at Urban Resource Institute, where she develops educational curriculum, assesses child development, and supervises staff. Previously, she was an Associate Counselor at Urban Resource Institute, assisting residents and their children. She holds a Bachelor's degree in Health Service Administration from CUNY Lehman College and is certified in First Aid, CPR, and AED.
Resume2
Terese Teasley is seeking a position that utilizes her dedication to children's education and development. She has over 15 years of experience working with children in various roles, including as an early learning navigator, assistant teacher, floater, and paraprofessional. Her experience includes assisting with lesson plans, activities, assessments, and ensuring a safe environment that supports learning and growth. She also has experience advocating for and caring for adults with disabilities. Terese holds a bachelor's degree in psychology and certifications in paraprofessional studies, CPR, and first aid.
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Kayla Quinton has experience working for The Walt Disney Company as an attractions hostess through their Disney College Program, where she interacts with guests daily and ensures their safety. She also served as a freshman peer mentor at Northern Virginia Community College, guiding 15 students and helping them acclimate to college. Currently pursuing a Bachelor's degree in English at the University of Georgia, she has held leadership roles such as librarian for the Demosthenian Literary Society and treasurer for Democracy Matters. Her skills include proficiency with Microsoft Office, Google Docs, communication, problem solving, and adapting quickly to new tasks.
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Connie C Coats has extensive experience and education in family services and child development. She holds a Master's degree in Family and Consumer Sciences with an emphasis in Family Studies, as well as a Bachelor's degree in General Studies with minors in Family and Consumer Sciences and Psychology. Currently, she works as the Head Teacher at the University of Illinois Child Development Laboratory, where she supervises staff and plans daily activities for a class of twelve children. Previously, she was a Graduate Assistant at Eastern Illinois University's Infant and Child Development Laboratory, assisting with class planning, supervising students, and grading assignments. Coats also co-owned a custom vending company and has volunteered in various roles involving childcare and education. She
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3. Solutions proposed include increasing corporate social responsibility programs to fund initiatives, better utilizing existing food bank infrastructure, and addressing the root causes of unemployment that contribute to rising poverty levels.
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This document discusses poverty and efforts to address it. It defines poverty and provides statistics on child poverty rates in Ontario. Some key causes of poverty mentioned include low wages, social assistance systems, and lower skills/education. Impacts of poverty include hunger, malnutrition, and higher healthcare costs. The document outlines actions taken by the group, including volunteering at a food bank, conducting a food drive, and interviewing a community worker. Reducing poverty rates in the community is an important goal.
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This document provides details about activities that preschool children will engage in to learn about seasons and leaves. The activities include using craft materials like cotton, felt, and googly eyes to demonstrate the four seasons; pretending to garden in the spring for dramatic play; eating oranges to experience fall flavors; blowing leaves and comparing them to other objects for a science lesson; singing a song and reading books about seasons; and using a season wheel to discuss the consequences of seasonal changes. The goal is for the hands-on experiences to build the children's knowledge and excitement about seasons and leaves in an engaging way.
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The document discusses activities that preschool children will engage in to learn about seasons and leaves. The activities include using craft materials to represent the four seasons, doing leaf rubbings, dramatic play involving gardening tools, tasting oranges to experience fall, comparing how easily different materials can be blown, singing a song about leaves falling, and reading a book about seasons. The goal is for the children to build experience with and understanding of seasons and leaves through these hands-on learning experiences.
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The author reflects that their strength is making correct decisions when disciplining children and having patience when children need time to accept limits. They build good relationships with children through positive communication and expectations, which leads to willing cooperation. Going forward, the author plans to bring more toys to avoid fights, use redirection strategies, record observations of social skills, and have another teacher observe interactions to reflect on how their personality impacts guiding children.
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The document discusses child care in the Philippines. It notes that day care programs are conducted in both public centers and home-based settings. Public day care centers are the largest providers of early child care, with 3-4 hour sessions held Monday through Friday aimed at developing children physically, socially, emotionally, and cognitively through a less structured curriculum centered around play. Both formal and informal child care programs aim to maximize children's potential through varied experiences tailored to their interests and abilities. The National Pre-School Education Program was established in 2005 to further engage children in structured classroom activities while maintaining health, safety, and growth across all developmental domains.
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The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During activities, the educator asked open-ended questions to scaffold the children's learning per Vygotsky's theory. The whole process was child-centered, with the educator and children using inquiry to answer questions like why leaves change color and develop new understandings.
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The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During the project, the educator asked open-ended questions to engage the children and ensure their continued interest. The educator also informed parents of the project to enhance the children's learning, keeping the children's needs and interests at the center.
Guidenc reflection
The educator reflects that their strengths include making correct decisions when disciplining children, having patience when children need time to accept limits, and building good relationships with children through positive communication and genuine care. They will bring more toys to avoid fighting, use redirection strategies by offering other choices, observe turn-taking skills through written notes, and have another teacher observe interactions to reflect on how their own personality impacts guiding children effectively.
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The document discusses the author's strengths in making correct decisions when disciplining children and building good relationships with them through patience, positive words, and genuine care. The author will bring more toys to avoid fights, use redirection and observation to analyze children's temperaments, and have another teacher observe interactions to reflect on how the author's personality impacts guiding children effectively.
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The educator reflects that their strengths include making correct decisions when disciplining children, having patience when children need time to accept limits, and building good relationships with children through positive communication and genuine care. To improve, the educator will bring more toys to avoid fights, use redirection strategies by offering choices, record observations of social skills, and have a colleague observe interactions to reflect on how their personality impacts guiding children.
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WeiHong Zhang is graduating from the Early Childhood Education program at Centennial College in April 2013. She had placements at a daycare and Ontario Early Years Centre which enhanced her learning and allowed her to contribute to children's growth. She built good relationships with children in her care and received positive feedback from staff and children. She is requesting an interview to further discuss her qualifications.
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Mabo, a 3-year old child, is meeting typical developmental milestones across physical, social/emotional, and intellectual domains according to a formal assessment. At age 4, Mabo continues to develop well physically and exceeds social/emotional milestones, showing strong intellectual development as well. As a school-aged child between 6-11 years old, Mabo maintains good physical, social/emotional, and intellectual development appropriate for their grades.
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Mabo, a 3-year old child, is meeting typical developmental milestones across physical, social/emotional, and intellectual domains according to a formal assessment. At age 4, Mabo continues to develop well physically and exceeds expectations intellectually and socially. As a 6-8 year old, Mabo's physical skills have increased and social/emotional development remains on track. Mabo demonstrates excellent intellectual development and is identified as gifted. From ages 9-11, Mabo stays healthy and on target socially and intellectually according to a school report card.
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Resume
- 1. WeiHong(Annie) Zhang 2245 Eglinton Ave E 416-273-2872 Toronto, ON M1K 2N3 wzhang63@my.centennialcollege.ca CAREER OBJECTIVE To obtain a position as an early childhood educator where I can utilize my talents, skills, and my knowledge in your organization HIGHLGHTS OF QUALIFICATION Early childhood Education Diploma from Centennial College Currently certificated in First Aid and CPR Field placement in: Saint Nicholas, Today’s Child Tomorrow’s Future, Ontario Early Years Center Participated in professional workshops Implemented daily activities that support and develop children’s needs, such as toileting, snack and lunch preparation, naptime and outdoor activities Provided program to expand opportunities for the physical, social, emotional, and educational needs of children Built children’s esteem, establishing routines, providing positive guidance Ensured the safety and well being of children in the program Oriented with strong work ethic, problem-solving, communication, interpersonal and teamwork skills Speak Mandarin and English fluently COMMUNITY INVOLVEMENT Participated in the Resource Centre for students and their families, Ashtonbee clothing drive initiative Worked in North York Harvest Food Bank and Today’s child and Tomorrow’s Future Blantyre as a volunteer References available on request