1.

Identify children's growth and development:

One strategy that we discussed and employed this semester that aides
the teacher in identifying a childs growth and development is observation.
Through prolonged and careful observation of a child the teacher can assess
which areas general and specifically are developed or underdeveloped to a
point that hinders the childs ability to happily function and progress. We
know observation is a key element because it is so widely employed. Head
Start, Montessori, school based programs, etc. all require teachers to
observe and curb or expand curriculum based on observations of the child. In
order to effectively assess the growth of a child there must be some basic
criteria of development for the teacher to compare against. While all children
are different and progress at different rates there are foundational, common
milestones of growth and development for children at general times.
2. Maintain the standards for quality early childhood education:
In order to maintain a standard one must first understand what the
standard is. One way to discuss the standards for quality early childhood
education is to understand what it means to be developmentally appropriate.
This entails many things such as age appropriate, intentional teaching, a safe
and educationally rich environment, and varied opportunities experiences
that teach the whole child. A quality early childhood education provider
teaches to the cognitive, social, emotional, cultural etc. facets of the child,
not purely the academic side. Seeing how every child and group of children
presents a different dynamic there is no proven way to ensure a quality
education. That is why it is essential that teachers have a wealth of
knowledge to draw upon which can be used to meet the individual needs of
their students. There is one basic element though which all teachers can be
sure of, and that is that every activity and decision must begin and end with
the wellbeing and total education of their students. If this principle is
followed then there is surely a sound foundation to build on.
3. Practice strategies that support diversity and anti-bias
perspectives:
One of the best strategies that support diversity and anti-bias
perspectives is to be teachable and willing and ready to listen to parents,
fellow staff and the children in your care. Mistakes will be made and
communication flawed, but this does not have to end good relations. If a
child is taught in this sort of environment then they will feel free to act
naturally as their upbringing and culture dictates a wonderful sharing of
beliefs and perspectives can begin. Recently as my work my lead teacher
mistakenly did something that was contrary to the culture that is prevalent in
our school. A childs father brought it to her attention and it was resolved. I
was glad to know about this particular belief and practice, so I was grateful
to be told. If he had not had the courage to say something bad feelings
might have festered and popped up later in full force. The teacher must be
the lead in the classroom in terms of being accepting and interested in the
other cultures and beliefs present in her classroom. If the teacher is not

fearful of what they do not understand, but instead eager to understand as

best that they can then most children will follow.
4. Implement student teacher-developed activity plans:
Having the chance to implement activity plans that I planned from
start to finish is a wonderful chance to see what strategies do and dont
work. The following are some of my reflections. The teacher must have all
the materials for activities ready and on hand. In the moment that you turn
or go off the get your paper by the time you get back half the group will be
doing their own activity. Then the teacher has to work twice as hard to get all
the children focused again. Also, especially for the age group I worked with, 3
to 4 year-olds, they especially enjoyed and responded to flannel board and
finger puppet stories. They liked to see the pieces move. Another thing is not
only must you have all your materials on hand, but you need to be
committed to the activity you have planned. If you have a doubt in your mind
of feel wishy-washy the kids seem to sniff this out and are not interested
either. The teacher needs to be as engaged as she asks her students to be. If
this is not the case then you are building an underlying level of mistrust with
your students. If you dont want to do it how can you in good conscience ask
your students to do it either! Lastly, the activity will not be a success if it
doesnt have elements of interest particular to your group of kids. The group
I worked with was very active, so in order to gain their attention I needed to
speak to their need to move and explore. If their basic needs are not met
then the kids will find other ways to meet this need.
5. Identify the elements of a developmentally appropriate
environment:
I will refer the 3 Core Considerations of DAP as put forth by NAEYC.
Teachers must know about child development and learning, know what is
individually appropriate, and know what is culturally important. The three
core considerations start broadly but narrow. As I discussed earlier knowing
what is typical at each age is crucial to knowing how to best help your
students reach these typical markers. However, while there are general
milestones, each child is individual and so they will need to be taught as
such. Through observations the teacher can assess how to best teach that
child, in a way that is best for them, in other words. Just as every child is
individual, they are also in part reflections of their culture and family. So, this
element must be identified and respected as part of the students core
identity. Teaching is no small feat the classroom is made up of individuals
and also of the group identity and both must be taught in a balanced
manner.
6. Implement positive guidance strategies:
When I was thinking about this competency I reflected how important it
is for the environment to be ready to encourage positive behavior. Some
classrooms, in their very set up and flow invite discontent and discord. It is
akin to putting candy on a table and telling all the 3 year-olds to under no
circumstance eat the candy, and then leave the room. They are set up to fail.

It is also beneficial to the children and teacher to have realistic expectations

for the children in their classroom. I have4 observed teachers yelling or
reprimanding their students strongly, yet they never considered that what
the children were being asked to do was way beyond their capability to do. I
encountered a situation like this this past week. The lead teachers at my
school were practicing for the graduation ceremony, yet they had not
planned together, or coordinated enough. So, the outcome was that the kids
got antsy while the teacher discussed back and forth without giving further
direction to the children. They were sitting in a large gym like space, so you
can guess what they all wanted to dorun! I cant blame them, but when
chaos eventually ensued it wasnt the teachers who were in error, it was the
kids who couldnt wait for the teachers to finish planning. There will always
be children who struggle understand what behavior is accepted, but a lot of
good behaviors can be fostered through thoughtful planning on the part of
the teacher.

7. Demonstrate professional behaviors:

First and foremost demonstrating professional behaviors means that
you are competent in the profession you are employed in. Being professional
implies one is at least basically qualified to be called a professional.
Demonstrating professional behaviors implies one is mannerly and polite. It
also means that personal vendettas or agendas do not drive ones
interactions with coworkers or children. If negative emotions become the
driving force behind communication then misunderstanding quickly enters in.
Professionalism also entails arriving on time and doing ones work with focus
and meaning, not just mediocre effort. Honesty and dependently to do what
was promised is also necessary. When working with sensitive family situation
and personal information about children that information should be kept
confidential.
8. Utilize care giving routines as curriculum:
In the case of toddlers and infants diapering, feeding, naptime,
mealtimes and toilet routines are all times that can be utilized to build trust
between the teacher and child. At this point in time children are dependent
on the teacher to meet their basic needs so trust can be easily established
between a loving and respectful teacher and child. When children grow older
the care giving routines are not as intimate as changing an infants diaper for
example. However, meal times, nap time, and bathroom breaks are still
opportunities for relationship building. For example, at nap time, I grew quite
close with several children. They created a routine that helped them feel safe
and I was able to teach them without them even knowing it. I told one little
girl, Goldilocks and the 3 Bears at nap time and she always asked for it.
She got to a point where she could tell the story almost word for word.
Without the opportunity for me to hold her on my lap and tell her this story
every day we both would have missed out on a learning opportunity.

Mealtimes are another great time to introduce concepts. We often discussed

measurements by using our glasses to explain the concept of empty and half
full or half empty. At mealtimes we also often made up stories together and
practiced general politeness and manners and how to clean up after ones
self. Activities are a sliver in time compared to all the teaching that occurs
when the children are eating, waiting to go the bathroom or nodding off to
sleep.
9. Utilize positive interpersonal skills with children:
There are a few basics I employ that go a long way to establishing a
trusting relationship. When I speak with children I get down to their eye level
and look at them while they are talking. If I cant talk to them right away I tell
them I cant, but I will as soon as possible. I might take their hand and hold it
gently if they are willing to wait nearby. By holding their hand gently it lets
them know that I know theyre there and will indeed get to them when I can.
I also ask them if I can help them or tie their shoe, fix their coat etc. In
situations where they have a choice I ask them and wait for their reply. Most
importantly and perhaps less obvious, but it seems to make a difference: I
never ask them to do something I wouldnt myself do. Children are keen
sensors of hypocrisy and seem to respond to it without knowing consciously
what this concept even means. Lastly, I love them and enjoy their company.
Just about every barrier gives way to real caring and tenderness. I have
found that children are eager to love and respond to kindness when they are
treated with love and kindness. Oh, another thing. Be honest with children,
especially in your emotions. I never pretend to be happy when I am
decidedly not or when Im upset I tell them so in a respectful way. Children
are made very comfortable when they dont have to guess or gauge an
adults mood or emotional state, and in turn guess how that mood will affect
them.
10. Utilize positive interpersonal skills with adults:
I treat other adults as I would wish to be treated, with respect and
kindness. I find adults more difficult to relate to and understand than
children. Most children are honest in their emotions and motives, both good
and bad. Adults, however, can have lots of reasons and factors that seem to
affect how they interact with others. Often the reasons for how they are is
not even related to their immediate surroundings, but rather the result of
interactions closer to home. So, in the event that I am working with an adult
who seems to behave other than seems suitable, I try to consider why they
would be acting the way they are. I am honest in my communications and
patient. Knowing when to speak or when to be quiet is truly an art form, but
perfecting this skill can lead to gratifying results for everyone. Another skill
that is helpful is knowing when you are truly are fault and when you are not.
By knowing this the truth of situations as it pertains you oneself is easily
seen, which is helpful to everyone.