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1. 3 annotations total (don’t skip an artical)

2. Each annotation includes quote/big idea

3. Each annotation explains importance of the quote/big idea

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1. How can early childhood professionals use multiple perspectives from collaborative relationships to support guidance strategies that respond to the complex and diverse cultural characteristics of the child, their family, and the community to support optimal development?

I want to note any image with a young girl doing a calming activity I  would most likely include pictures of Tamara doing the calming techniques on the card, but since she isn't real  I don't have access to these.

For the first slide I included a picture of a small girl yelling and a boy crying along with the phrase "Emotions are okay but BIG emotions can sometimes hurt my classmates and teacher". I did this because Tamara often has large tantrums and this results in harming other students with hitting, screaming, or kicking.

On the second slide I put "when I have big emotions I can:" I put this to show that she has options when she dose have big emotions.

On the third slide I included an image of a cozy corner, possibly the image could be the cozy corner in the classroom or have her in the image. It says "Sit in the cozy corner" as a continuation from the last slide ending in I can... Sitting in a safe space that is calming and safe can help her learn to self regulate and get her away from her classmates so she won't harm them.

On the fourth slide there is an image of a girl speaking to the teacher with the phrase "Ask the teacher what I can do to calm down." This can let Tamara know that there are people that care about her and want to help her, such as her teacher.

On the fifth slide I included an image of a girl asking two other children to play, but if it were pictures of Tamara I could have a picture of her playing with the other children. It says "Ask classmates if I can play with them." This encourages her to use her words and build social bonds with her classmates so she is less likely to hit them when he is angry.

On the sixth slide I have an image of several emotions with the emotion labeled, if this were pictures of Tamara I would include pictures of her making the faces in the pictures with them labeled. Its says "Practice naming my big emotions." Because Tamara is younger than her other classmates she may not have the language they have to name emotions. This would be a god way for her to practice realizing when she is having a big emotion and that she needs to regulate.

On the final seventh slide I have a picture of a girl walking, if this was a picture of Tamara I would have a picture of her walking around the room. Its says "Take a walk around the room." This can be a good way for her to get out her possible pent up energy and give her time to calm down.

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Misfit Response # - (what we’re studying)

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Misfit Response # - (what we’re studying)

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[Question Here]

Keywords: Theories, social-emotional, goals, child development, guidance, evidence-based, bias, disabilities, exceptionalitie, inclusive, individual, strengths, relationships, collaboration, family, diversity, developmentally appropriate

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Misfit Response 6 - Communication and Partnership

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Misfit Response 6 - Communication and Partnership

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How can early childhood professionals communicate effectively and meaningfully with the family of the child that respects their choices and goals for the child?

[hint: how might you connect with the family of the child for choose an approach to assessment? how might you connect with the family the child to communicate any findings from assessments? how might assessments of the child help with family connections?  learning choices and goals?

1. Communication is an essential part of being an Early Childhood Practitioner. You must know and be able to build a positive relationship with every family so there is an open communication between you as the professional and the parents or caregivers. Many families may not be knowledgeable in the intricacies of development and theory and t is your job to make sure these families can get and obtain that knowledge of their student.

2. How communication can help Tamara and her family is discussing with her family developmental theory basics and making sure that her caregivers can then understand that Tamara is possibly lacking in her social-emotional development and may need further assistance understanding and putting language to her emotions.

3. This can be done several ways such as with games or toys! There are emotion games online, flash cards, and other items/toys that can be used and practiced in the mirror or with a camera to help young children better understand their own, and others emotions. The parents can also open up a dialogue with their child and start using methods of explaining how they are feeling and how what other do makes them feel, for example,

1. "Tamara, it makes me happy when you eat all your food."

2. "Tamara it makes me sad when you hit me."

4. This can be related to social learning theory and Tamara gaining access to the language she needs to further grow her social-emotional development through watching modeling from a trusted adult. This combined with her cognitive development need seeing met in the classroom she can start to feel like her base needs are being met and she can start to branch out to other students and attempt to make friends.

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How can child development and learning theories inform the creation of a safe, healthy, respectful and inclusive learning environment that is culturally responsive and developmentally appropriate for Tamara?

When you take the time to research and look into the scientific reasons behind a child’s behavior you are more likely to look at the child through a more respectful lense. Learnning developmnent mile stones and theories can help us understand where a child is in their developmental journey, and therefor why they are debiting certain behaviors.

Now using this with the knowledge of Tamara being younger than her other classmates we can assume she has possibly not met developmental milestones her other classmates have. Looking in the text book we know that children between the ages of 3-4 is where understanding of more complex emotions develop.

From this we can conclude that Tamara’s classmates have developed a more complex understanding of this emotions and how to regulate themselves more effectively, wher she still struggles in this area.

We can also look at theories to answer this question, such as Vygotsky’s theory Zone of Proximal Develoment (or ZPD). Tamara is not within her ZPD at the moment, she is in a classroom of students who are being supported and in their ZPD. She is unable to do more complex tasks that the older children can. This can cause frustration and may be a cause to her lashing out.

Looking at all the evidence we have collected on the possible reasons Tamara has issues with lashing out, we can now examine what we can do to help and create a safe, nurturing, responsive, and appropriate enviornment for Tamara.

1. Giving her time and space to catch up to her classmates developmentally with assistance from teachers and peers may help her feel more comfortable in her current enviornment.

2. Also providing a safe separated area for Tamara to get out her frustration away from he other students would be a great way for her to express how shes feeling without harm to others.

3. Tamara should also be given the language and understanding of her more complex emotions, along with strategies to regulate herself. IF we give her the tools she needs to succeed then she can use them on her own.

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How can child development and learning theories inform the creation of a safe healthy, respectful, and inclusive learning inviornment that is culturally responsive and developmentally appropriate for Tamara

Keywords: Theories, social-emotional, goals, child development, guidance, evidence-based, bias, disabilities, exceptionalitie, inclusive, individual, strengths, relationships, collaboration, family, diversity, developmentally appropriate

I feel Tamara needs a calming space where she can sit and regulate herself or calm herslef down safely away from other students, and an adult with her to model appropriate behaviour.

Their could be pictures of herself playing safely with her toys or with the classmates! A Reminbder that can be used indirectly, and directly.

Have enough toys out that she has access to along with other chidlren so there is no need to grab things from other children.

Prototype:

(See drawing above) I included a possible large storage closet, connevcted to the room in the top right hand corner as a “cozy room” where a child can go with the supervision of an adult to get out all their frustraction, or calm down!

This would be great for Tamara as it gives har a safe space away from other children where she could calm down and express her frustration in a safe manner, or draw, or use a sensory tale, or look at a book to regulate herself.

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How can child development and learning theories inform the creation of a safe healthy, respectful, and inclusive learning inviornment that is culturally responsive and developmentally appropriate for Tamara

Keywords: Theories, social-emotional, goals, child development, guidance, evidence-based, bias, disabilities, exceptionalitie, inclusive, individual, strengths, relationships, collaboration, family, diversity, developmentally appropriate

1. In the reading is discusses how children between the ages of 3-4 which is where Tamara is, struggle with naming emotions still! Tamara is feeling big emotions and is unable to label the.

1. Having a wall that has pictures of kids, or herself expressing emotions and then the emotions are labeled, this could be a way for her to look at and disifer how shes feeling. Also having souloutuions with pictures on how to stay safe when having these emotions would also be helpful for her to regulate.

2. Ex: She throws something and the teacher asks her to look at the emotion board and say what shes feeling, she may then learn that she is feeling frustrated and she can look at the souloutions under the emotion so she can regulate herself.

2. Also using items/toys that she can use to name her emotions such as the Emotion Mirrors we have in our class, having emotion flashcards she can use at home or with a mirror, or just an emotion wheel sticker like we have on our desks in class.

3. Also giving her other developmental milestone helpers to assist her in catching up to her older classmates

1. Fine motor skill items like stacking, writing, coloring, etc!

2. Counting toys like the counting blocks or bears

3. Key word cards with pictures so she can learn more vocabulary.

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How can child development and learning theories inform the creation of a safe healthy, respectful, and inclusive learning inviornment that is culturally responsive and developmentally appropriate for Tamara

Keywords: Theories, social-emotional, goals, child development, guidance, evidence-based, bias, disabilities, exceptionalitie, inclusive, individual, strengths, relationships, collaboration, family, diversity, developmentally appropriate

Maslow’s Hierarchy of needs: For Tamara, I feel because she is new dosn’t have her Social Needs fully met. She dosn’t know her teacher or her classmates and may be acting out because of fear or because she is uncomfortable and unsure. She most likely dosn’t feel quite accepted or feel belonging because she hasn’t been able to make more friends.

Psychological Crisis: For Tamara she is most likely at stage 3 of Initutive VS Guilt in which she wants to do things on her own, but because she is younger than the other kids she may not feel like she can do it on her own. She therefore lashes out, grabs things from peoples hands, and hits others to assert herself.

Zone of Proximal Development: For Tamara I think that because she is younger and new to her class she dosn’t know as much as the older kids in her class and that can cause frustration. Because she is also new she may not have the words and social skills to communicate what she dose and dosn’t know, therefore can’t get help with what she needs and is not in her ZPD!

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- Aggressive
- Kicking
- Crying
- Hitting

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Students, Faculty and Staff access Canvas by clicking on the appropriate Login button above. Faculty/Staff will login with your @unco.edu email address and associated password. Students will login with your @bears.unco.edu email address and associated password. If you have a Canvas Guest Account, click on Guest Login above to be directed to the appropriate login page.

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1. Jean Piaget

1. Constructivism

2. Jhon Dewey

1. Four primary interests of children

3. Urie Brofrener

1. Family Systems Theory

4. Vygotsky

1. Zone of Proximal Development (ZPD)

5. Erik Erikson

1. 8 stages of psychological development

1. Psychological Crisises

6. Abraham Maslow

1. Maslows Hierarchy of Needs

7. Alfred Adler / Carl Rodgers

1. Constructivism

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1. Demandingness:

1. Boundaries, Limits, & Expectations

2. Monetouring & Supervising

3. Discipline Strategies

4. Style of Confontation

2. Responsiveness:

1. Warmth

2. Developmental Knowledge

3. Child & Adult Partner Interaction

4. Communication Syle

5. Giving Clear Explenations

3. Authoritative Style fosters:

1. Safety

2. Security

3. Self-control

4. Competence

5. Healthy Coping

4. Authortarian Style fosters:

1. Fear

2. Mistrust

3. Low Self-esteem

4. No sense of security or safety

5. Unhealthy coping

5. Permissive Styles foster:

1. Chaos

2. No Self-control

3. Low Impulse Control

4. Not Self-reliant or self-responsible

5. Dependant

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What should I remember from this video?

People of color given a later start then white people in the race of life

School to person pipeline - There's a high correlation to who gets suspended / expelled cold who goes to prison later on.

Old boy network - connections, legacy admitions, babies that are famous just because their parents are famous

Generational wealth

The adultification of black girls

Factors that influence children's behavior:

What is the root of the behavior

Coming off of a sick day, long weekend, concussion?

What happened before and after

Medical, physical, sensory, language, or other underlying problems

"No" can be assenting!

Developmentaly  appropriate behavior is okay

Every child is unique, and wont lean the same

Cultural influences can change how a child behaves

Every home has its own culture

Environment has a huge on impact on a child's environment, at school and at home

They can only do what they know

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1. Children learn through watching modeling and mirror behavior they see. Depending on the age of the child it may take a lot longer for them to  understand and replicat ehe behavior being modeled to them.

2. Children were thought of more as little adults with fully developed brains, but now with theories and resarch becoming more debated/ talked about people are able to reilize that children don’t just know everything, and they have to learn nad grow in a good and welcoming enviornment where they feel loved and supported.

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Maslows Hierarchy of Needs is built on a base of you most basic needs as a human being; food, water, shelter, etc. If the base needs are fufilled then people can reach their highest selves.

Tamara, I feel because she is new dosn’t have her Social Needs fully met. She dosn’t know her teacher or her classmates and may be acting out because of fear or because she is uncomfortable and unsure. She most likely dosn’t feel quite accepted or feel belonging because she hasn’t been able to make more friends.

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Erik Erikson believes that at certain ages children would meet a crisis in their life and their environment, aditude, modeling, and other factors would determine how they would deal with it.

For Tamara she is most likely at stage 3 of Initutive VS Guilt in which she wants to do things on her own, but because she is younger than the other kids she may not feel like she can do it on her own. She therefore lashes out, grabs things from peoples hands, and hits others to assert herself.

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Vygotsky’s Zone of Proximal Development (ZPD)

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Vygotsky’s Zone of Proximal Development (ZPD)

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Vygotsky thought that everyone has a range of what they can and can’t do, and when a child can do something with some help from a peer/teacher then that is where they are learning the most!

For Tamara I think that because she is younger and new to her class she dosn’t know as much as the older kids in her class and that can cause frustration. Because she is also new she may not have the words and social skills to communicate what she dose and dosn’t know, therefore can’t get help with what she needs and is not in her ZPD!

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Figure 3.1 - Teachers need all three things before they can guide children effectively

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1.  Children move through stages in their social emotional development. These stages basic facets for certain ages are listed below:

1. Birth - 8 Months: Comfort self, smiling, crying,play basic games like peek-a-boo, basic communication

2. 8 - 18 Months: enjoys interaction, express feelings. but dons’t’ understand them, change emotions quickly, uses body and limited/basic words to communicate feelings, understands more then can they can say.

3. 18 - 36 Months: more independent, can detect others feeling, new fears such as the dark or monsters, can’t fully tell between reality and fiction, learning to care for others, like to play with others but still struggles to share, starting to put feelings into words.

4. 3 - 4 years: Can speak more clearly, knows names of some emotions, still struggle between reality and fantasy, cooperation with others is more common, learning how to resolve conflict, unfamiliar things are scary.

5. 4 - 5 Years: Better language skills, making friends, understanding basic rules and able to follow them, more indiopendance, start telling fantasy to reality, can start label feelings and controlling/expressing them.

6. 6 - 8 Years: Advanced language and cognitive skills, can make and express feelings with stronger labels for emotions, enjoys being with friends and can learn to be a good team member, friendships are important.

2. Memory development is a major portion of child development and how they process information and store it.

1. Long Term Memory - This is the permanent memory storage where memories can be easily reclassified and used. Children have a very hard time storing memories to long term so they easily forget things and need a lot of repetition top learn somthing

2. Short Term Memory - This is where people store their tempotary memories, this is typically new information that ws just learned. Children typically have a hard time taking short term memories and putting them into long term memories, but with consistent relarning of the material is can be stored into long term.

3. Recognition Memory - This form of memory is assosiated with past experiences peopl have had with a subject. In children this may be being able to pic out a picture of their pet dog from a bunch of pictures of diffrent random dogs!

4. Recall Memory - This is memory that is assosiated with emotions, or previous experiences we have had in our lives. For children certain emotions, smells, songs, or visual aids can trigger certain memoris. This can be very helpful in a classroom enviornment to help children recal what they are learning through a song they sing while doing it, a picture of what they are doing, ect.

3.  Self Control is a prosocial behavior that takes children quite a long time to develop, this is what to expect as children develop self control from the ages of birth to 3 years old.

1. Birth - 12 Months: Not capable of self control, learning that self is seperate from others

2. Between 1 - 2 Years old: Children can start, stop, or pause emotional signals and fine or gross motor activities, they are award of damands from adults, they have developmed more spohisticated communication skills to understand someones instructions and understanding, children can follow adults lead.

3. About 2 Years old: Children can recall what someone has said or done, they can represent experiences, transition stage to developning self-control, limited ability to control their gratification.

4. About 3 Years old: Children can now inact strategies to delay instant gratification, they have started to develop more substantial self control.

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Professional Reading Annotations: 4
Project Misfit Response: 4

SUPER DUPER WOWSA!

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Professional Reading: 2 (not complete)
Project Misfit Response: 2 (super response, would be closer to a 3 if there were 2 more responses for a total of 3)

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1. Each age group has a specific set of needs that must be met so thst they can feel supported in class so they may be an active participant in their own learing.

1. Supportive physical environments for toddlers as defined by the textbook says “A well-designed infant and toddler room is clean and. Has spacious bathing and dressing areas. It encourages crawling, scooting, and walking in safe, open areas.” This means that children should be given a developmentally appropriate space to move safely where they can make mistakes and learn without fear.

2. When considering room design of a classroom it is important to base it on theories and reasearch.

1. “Each room conveys a sense of order and provides a comforting place for work and play.” A room should be able to easily be navigated by the children with ease so they know that each item has its own place. They can build responsibility and learn how to get things for themselves.

2. “Children need to be set up so children can interact easily with other children as well as with their teachers.” Children need to feel safe and  comfortable to go to speak with their teachers along with other students. If they feel unsafe they will be much less likely to branch out to others.

3. “Children need to learn how to make wise choices, and these rooms give them good practice, Consider them learning centers and materials.”  The room is a tool to be used to teach. Each center is directed to one type of learning such as creative learining in the art center, language in the reading corner, science int he sensory and water tables, and much more.

3. Stations or centers within a classroom are a major part of the classroom environment.

1. They should be properly sectioned and defined with wide short pathways so wheelchairs may fit through them and they are not long enough to promote running, and have a circuit like classroom so children can move easily from station to station.

2. There should be “quiet” learning centers like;

1. Cozy Corner

2. Library/writing area

3. Science

4. Puzzles and table toys

5. Computer Center

6. Art

3. And “less quiet” centers such as;

1. Dramatic play

2. Blocks

3. Physical education

4. Music

5. Sensory tables

6. and large group area

4. Centers should also promote interest in the children so they feel motivated to interact with the activities. Stations should interest the five senses and make it so children can feel, smell, hear, and touch what they are doing so they can take in the information more clearly.

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1. Children should be guided and not manipulated of forced to do what the teacher or parent wants them to do.

1. Guidance for Infants - You must take into account all of the theories and reser\arch erpformed on infants and their capabilites such as; Eriksons theory of developing trust, Maslows theory of theior base needs, Piaget’s theory of exploratioing through sensory motor play, and that infants can not comprehend others needs and thr consent of empathy.

2. Guidance for 3-8 Years old - Childrens needs that need to be cultivated is their sense of independence and initiative. Their social skills are now much more advandced and they are able to more easily make sense of others needs and develop that sense of empathy and compassion.

3. Possitive Guidance Strategies - “Guidance strategies refer to specific positive actions that adults use in managing guidance encounters.” (Marion, 2018). Authorittavive adults use positive and trust building tactics like redirecting undesired behavior, explaoaining and endorsingg limits, and giving children needed information.

2. Limits in a classroom and with rules are a way for children to start to define what is okay and not okay to do.

1. Classroom Limits - For classroom limits to work they need to be set up and enforced effectively and in a way for the children to understand and follow them.

1. Develop resonalble limits and only foucus on important things!

2. Speak slolwy and clearly as children can hear you without the risk of misshearing you or misinterpriting your ords. Use words they know and speak in short sentaences.

3. Tell children what you want them to do then tell them what you want them not to do, becasue they will only hear “run” instead of “don’t run”. You havew to completely remobvve the idea from their heads.

2. Choices - Give suggestions and choises whe\never possible that redirect the child to the desired behavior. AVoid giving children a choises when you know there is no choice. Make sure you are only giving a few sugestions at a time and not overwhelmimng children with their amount of choices or suggetsions.

3. Reason for Limits - Make your reason for limits, redirecting, and choices are made clear to avoid arguing and undesired behavior. Make sure you listen with respect to the childrenw hen they pose objections and arguments agfainst certain limits as they can raise good points on why a certain limit is an issue.

3. Communicating with families is how the teacher and parents stay on the same page about the child’s behavior, growth, an areas of growth.

1. Discussing Limits and Rules with Parents - Make sure the parents understand the limits and restrictions in class so they can discuss them with their children or understand why they are in place. Some parents may have issues with some restrictions or limits and its important to have those ocnversations with them before the school year begeins or before it effcets their kid and they get upset.

2. Listen with Respect to Parents - Parenst have the right to be concerned about their kid, or to rasies arguments agaist rules that go against their culture, religion, or personal beleifs. You must be Abel to take the time to hear them out and not jump to conclusions as to avoid arguments and issues with parents.

3. Assesse the Needs of a Child with Parents - This is also a good time to speak with the child’s parents about issues their child may be having and how we can controle or get tp the bottom of this behavior with respectful and direct guidance that that parents are comfortable with.

4. These are types of direct guidance that we can use to guide children in a meaningful and respectful way.

1. Socialization - Process through which children learn the vaules and traditions of their culture

2. Discipline - Limit setting and maintaining limits, teaching appropriate behavior, snd encouraging childrens efforts.

3. Limits - Boundaries; in guiding children, refers to bound Aries on children’s behavior communicated by a teacher or parent

4. On-the-spot Guidance - Helping children through direct coaching in daily guidance situations

5. Cues - Verbal, nonverbal, pictorial, or written reminders about limits

6. Visual Support - Pictures, photographs, or drawings intended to help children remember the messages implied in the image

7. Ignoring Behavior - Stop paying attention to a specific action when it is apropriate to do so

8. Diverting and Distracting - Useful with toddlers; redirection in which an adult sidetracks a toddler from one activity and steers him to a safer activity

9. Substitution - Useful with preschoolers and older children; redirection in which a child learns how to do an activity in a safer, more acceptable way

10. I-message - Self-responible behavior useful when the problem belongs to the adult

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Professional Reading: 4 (more than 3 annotations, well done)
Project Misfit Response: 3 (well done! solid response, well done & clear, would be closer to a 4 with more than 3 points included)

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Professional Reading/Key Ideas: 4 (detailed capture of what’s important in chapter 5)
Project Misfit Response: 1 (missing)

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Misfit Response 5 - Family Communication and Partnership

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Misfit Response 5 - Family Communication and Partnership

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How can early childhood professionals communicate effectively and meaningfully with the family of Tamara that respects their choices and goals for her?

[hint: how might you connect with the family Tamara or choose an approach to assessment? how might you connect with the family Tamara to communicate any findings from assessments? how might assessments of Tamara help with family connections?  learning choices and goals?]

1. Speaking with the family of Tamara about the behavior in a postitive way and explain to the parents certain tequniqes they could use at home to help give Tamara the words and language she needs to learn and express her emotions, such as the parents describing how they are feeling to Tamara and using emotion language.

2. Using items, songs, or charts that Tamara can take home with her to practice thinsg she needs to do such as hvaing weekly tasks that help her work on stuff she needs to improve on. Because shes so young she may needs something to help her with fine motor skills like stacking small items or lining them up, or an emotion chart that she uses in the mirror to make facial expresssions and name them.

3. Sending videos of the behavior in real time, like the Class Dojo website/app and keeping them up to date with the progress she is making so they don’t feel in the dark. Also speaking with her parents and doing a compliment bomb sandwich at pick up.

4. Making sure not just Tamara, but the parents know that they are welcomed and supported in the classroom by hvaing cultural openness, ignoring or disproving biases, and staying in constant contact with Tamara’s family!

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1. Assesment in Early Childhood Eduaction - Assment is a tool used by teachers to make decisions about everything else in their classroom such as curriculum, lay out, materials, etc.

1. The urpose of assesment as stated in the reading is “The overall goal of assment is to identify and build on children’s strenghts; apropriate assment, therefore, is strength-based.” (Marion, 2018). This means that teachers use assment to pinpoint where a child, or many children are in their learning, so they can adapt their teaching to them. For Exaple, if s tide t could already respite the alphabet perfectly, there is no need to continue working on reciting the alphabet. Or if a student cannot recite the alphabet then moving on to complex reading and writing would leave the student behind!

2. Diffrent Forms of Assesment:

1. Summative assment: This is the assessments that measure long term mastery of a subject or goal, and how children are performing but not in real time. This is the overal long term chart of the entire year! This includes stuff like standardized tests, final exams, tests, and major projects.

2. Progress Monitoring Assesment: These Assesment’s are typically to 🤬 an entire school or system and is not foucus end on individual children’s progress throught the year. This might include a protest and then continued monitoring at intervals of four to six weeks.

3. Formative Assesment: (Also known as Authentic Assesment) This assesment is used to 🤬 specific children through the school year in real time! Samples of work, pictures, videos, and repost a re all cumulated to show a complete Assesment fo the child’s development, behavior, and growth throught the school year.

3. Benefit of Authentic Assesment - Authentic Assesment benefits everyone involved! Teachers benefit becasue it gives them a clear outline of how to teacher their students going forward. Students benefit becasue they get a more structured and individualized curriculum for themselves and their learning. And finally, parents benefit becase they get to see their childrens development and a better picture of how they’re growing and learning. Assesment is an essential part of guiding and teaching young children.

2. Why we obseve Children’s Behavior - “Observation helps teachers gather information that they need in planning for children. In guiding children, the major reasons for observing are that children communicate with behavior, that we can discover and build on their strengths, and we can 🤬 individual needs.” (Marion, 2018).

1. Childeren Communicate with Behavior - children, especially young ones who cannot communicate with there words use their emotions and their body to communicate how they are feeling! Screaming, crying, stealing, hitting, etc is how they let others know what they needs.

2. Observe Individual Needs - It is important to observe each child as an individual so if there is a developmental red flag of an underlaying disability, the teachers can reach out to parents of the children and intervention can be maid. This dose not meen that a teacher can diagnose a student but can make an informed desiision and inform parents.

3. Teachers are Responisible for Recording Observations Objectively - Careless assessing behavior or letting bias influence your observations can be detrimental to the child. Teachers should strive to keep their observations and assment as unbiased and neutral as possible.

3. Practical and Effective Methods for Observing Children’s Development and Behavior -

1. Anecdotal Records: These are a natative form of observation, this allows teachers to observe an incident or activity and then talk about it brief notes that from a poicture of the incident. This type of observation can be spontaneous or planned! A student who bites a child out of no where and the teacher sees it happen may record it spontaneously, but if the teacher has a planned activity later the teacher may then plan to record what the students are doing as the activity is going on.

2. Running Record: A running record is similar to an anecdotal record, as it has a naritive, but unlike an anicdotal record this gives more detail. This is typically used to give teachers a deeper understanding of a situation, especially if there are developmental delays that may be at play. You must still be aware of your phrasing and that you are using unbiased, objective, and sicriptive phrasing.

3. Checklists: A checklist is diffrent from a punning record and a anicdotal record as it dose not tell a story. A checklist is as it states, a list of characteristics and behaviors. Checklist are used as a gernal observation of the classroom, checking of behaviors or characteristics of each child, or leaving a space blank if a child dose not show that behavior or characteristic. This is a method only used when you would want to know if a child could or could not do something t, it is fast and not detailed therefor will not be vary helpful later on. They ar feast, but lack needed information.

4. Rating Scales: This is like a check list and is fats and quick, but dose not give much background knowledge or detail. This is a method that rates and makes judgments on a child’s performance. This method is not very helpful unless also paired with more detailed and narrative assesment.

5. Event Sampling: This is a method of identifying specific categories of behavior! This is quite effective and usually fouucuses a specific target. As stated by the reading “Suppose a teacher, when using the Social Attributes Checklist, did not check an item such as “Usualy approaches others positively.” The teacher want it know more about this social skill for the child and ecides to do an event sampling, which would zero in on that aspect of behavior.” (Marion, 2018). This is a detail oriented method of observation that is meant to foucus on specific holes in your assments.

6. Time Sampling: This form of observation really foucuses on the specific area of time in which a behavior happens, if it repeats, how long the behavior lasts, and the time in between when the behavior happens if it is in intervals. This means that the observer dosn’t have to document every behavior that happens, just the ones within that window of time.

4.  Portfolios in Obseving and Guiding Children -

1. What is a Portfolo: A portfolio is a collection of a child’s work and a way for the teacher to have relevant documents, reports and assments all in one place. A portfolio is not just a random collection of unrelevent details, they are collections of data but are put together in a thoughtful and meaningful way.

2. Benefits of a Portfolio: There is several benefits to keeping a portfolio on each child and their work, it shows a detailed time line to teachers and how they can learn or improve their curriculum. It’s helpful to parents who want to see their children’s work and how they have progressed, and parents can better understand why their child acts or behaves a certain way and deeper understand their social/academic needs. FInaly, portfolios are helpful to the children and boosts their self-esteem when they see how far they have come!

3. Efficient Use of Portfolios:

1. Organize materials as simply as possible - Labe each portfolio with the child’s name clearly, us a sturdy folder or box to keep items and documents in, keep it in an easy to accesses space so you can reach your documents easily.

2. Date observations and samples of work - It is easy to forget when you did and activity, especially if ther are similar activities thought the year! Write the date on every item in the same spot so it’s easy to find every time.

3. Place in the portfolio sequentially - STore older projects or works in the front with newer projects in the back. This is just a quick way to have your organization done and not have to think about it when going through each item.

4. Organize by creating categories for diffrent items - Use tabs or color codes to make each item or work easy to store to an area of development or corse work. This can include Math, reading, writing, color understanding, social behavior, physical development, etc!

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Professional Reading/Key Ideas: 4 (glorious, detailed, shows deep understanding)
Project Misfit Response: 3 (shows understanding of scenario & professional reading, has 3 key ideas, would be closer to a 4 with fewer typos (use spell check!) and if the suggestions were more specific - there’s a lot of big ideas, and we also need the specific moves a teacher might make/things they might say)

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1. Leadership

1. This is a quote I believe embodies this section of the reading; “Leaders create a culture and a climate in which practioners feel a sense of belonging and want to support the orginization’s mission and goals.” (DEC Recomended Practices, 2016).

2. Leaders are partners and open minded collaborators with everyone in the orginization or ajasent orginizations. They can perform their tasks well and direct others as needed and hold team members to apropriate standars. Leaders are the ones keeping everything flowing and working well.

2. Assessment

1. This is a quote I believe embodies this section of the reading; “Practitioners use assessment materials and strategies that are appropriate for the child’s age and lebvel of development and accommodate the child’s sensory, physical, communication, cultural, linguisticm social, and emotional characteristics.” (DEC Recomended Practices, 2016).

2. Assessment is the process of practitioners gathering and recording material/data that will make and influence their desisions in the classroom. This is a useful tool used as the first step in early intervention and screening for developmental delays in young children.

3. Enviornment

1. This is a quote I believe embodies this section of the reading; “Pactitioners provide services and supports in natural and inclusive environment during daily routines and activities to promote the child’s access to and paricipation in learning experiences.” (DEC Recomended Practices, 2016).

2. The enviornment in which a child learns can be many places, it could be the classroom, it could be the home, it could be a religious building, it could be child care, or a neughborhood. An enviornment is defined as materials, space, equipment, routines, and activities that familes and teachers create to support a child in their learning.

4. Familly

1. Family practices encompass three themes:

1. Family-centered practices: Foucuses on the family of the child and responds to their individual needs.

2. Family capactity-building practices: Works to educate and include parents in the learing of the children.

3. Family and professional collaboration: Practitioners and familes working together to achieve goals and support the child.

2. This is a quote I beleaive embodies this section of the reading; “Practitioners and the family work together to creat outcomes or goals, develop individialized plans, and impement prectices that adress the family’s priorities and concerns and the child’s strnghts and needs.” (DEC Recomended Practices, 2016).

3. Working with the family of each child and making sure they feel heard, respected, and involved in the learning of their child or children. There is so much that happens when children leave an go home, and its the job of practitioners to learn and understand why, how, and what happens to the students they are teaching. This is done by working with and discussing options, learning, and goals with the families so they feel that their children are safe, and they feel safe speaking with the practitioner.

5. Instruction

1. This is a quote I believe embodies this section of the reading; “Practitioners, with the family, identify skills to taget for instuction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive enviornments.” (DEC Recomended Practices, 2016).

2. Instruction is used by families and practitioners as a direct and intentional way to inform what, when, where, and why to teach certain subjects or topics. This is used to maximize learning and is ussed with assessment to determine developmental delays and discuss prossible early intervention.

6. Interaction

1. This is a quote I believe embodies this section of the reading; “Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interaction with other children and adults during routine and activites through modeling, teaching,, feedback, or other types of guided support.” (DEC Recomended Practices, 2016).

2. Practitioners should promote sensitive and responsive interactions between ecach child by modleing such behavior and encouraging children to interact with others. Practiotioners can asssit other in the child’s life such as family members in modeling sensitiv and responsive interactions along with how this helps in assesing possibl developmental delays and foster children’s learning.

7. Teaming & Collaboration

1. This is a quote I believe embodies this section of the reading; “Practitioners and families work together as a team to systematically and regularly exchange expertise, knowledge, and information to build team capacity and jointly solve problems, plan, and impliment interventions.” (DEC Recomended Practices, 2016).

2. The practitioner, family, and child are all essential parts of a team working together. Maintaining these positive relationships between adults working to support the child are essential so their is an open and responsive communication about disipline, assesment, intervention, goals, and learning.

8. Transition

1. This is a quote I believe embodies this section of the reading; “Practitioners use a veriety of planned and timely strategies with the child and family before, during, and after the transition to support successful adjustment and positive outcomes for both the child and family.” (DEC Recomended Practices, 2016).

2.  Transition is the event of key change in an enviornment, program, or routines. This can inlcude the moving up a grade, changing classrooms, or teachers.

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1. Building a Behavior Support Team:

1. This should be a team of people that are the closest to the child such as the teacher, family, friends, therapists, or guardians other than the family.

2. Person-Centered Planning:

1. This is strength based and discusses the needs and strengths of the child with their Behavior Support Team to make sure they are on track to accomplishing their goals.

3. Functional Behavioral Assessment:

1. This is the collection and organization of data based on situations, learning and the child's work to understand how they are improving and where they may need more support. It can also determine the cause of struggles such as when something happens, when it happens, and who is involved when something is happening.

4. Hypothesis Development:

1. These are informed decisions made based of the data from FBA. Teachers develop ideas and thoughts of why a certain behavior is occurring because of the data and evidence they have collected.

5. Behavior Support Plan Development:

1. Now based off of the Hypothesis and the data collected the Teacher along with their Behavior Support Team can come up with a plan to support the child through prevention strategies, teaching replacement skills, how the teacher responds to problem behavior, and outcome goals.

6. Monitoring Outcomes:

1. To make sure the plan works and is effective for the child they must be monitored and the process repeats to show if they are making progress, or if new problems are arising from other areas.

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How can early childhood professionals use multiple perspectives from collaborative relationships to support guidance strategies that respond to the complex and diverse cultural characteristics of the child, their family, and the community to support optimal development?

1. The number one thing is understanding that there is always something you can learn from a family! Every family is different and has different values, culture, and customs. This can translate into perceived behavior in a child when it is normal for them at home. This can include:

1. A child demanding something instead of asking for it.

2. Expecting an adult to tie their shoes for them

3. Using Sir. or Mam. when addressing an adult.

2. Reflecting on this as seen in Tamara, she throws tantrums and gets upset when she doesn't get her way. This may be the only way he gets freedom in her choses and at home when she gets upset she gets what she wants. What is important is to talk with Tamara's family and ask how they go about tantrums at home and giving her choices.

3. Staying in contact with the parents and making sure they feel connected an informed about Tamara's growth and involvement in class. Having an open discussion with the parents and bringing them into the conversation about how they handle situations is a great way to understand Tamara's home life and therefore get a deeper understanding of the behavior along with the reason behind the behavior.

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What is Prejudice and When Dose it Begin?:

1. "As the name implies, prejudice is the process of prejudging someone. Racial prejudice comprises negative attitudes, beliefs, and rigid stereotype against an ethnic group that are resistant to change despite contradictory evidence." (Miller, 2015). The text books definition of Prejudice.

2. "Prejudice hurts children and families and woks against our economic interest as a global society. We must end prejudice." (Miller, 2015). Prejudice isn't just hurtful comments or being excluded, its something that divides us as a society and is learned at a very early age. Its our job as teachers to spot and end prejudice as early as we can and keep children's minds plastic and open.

3. Beginning at the early age of 4 children begin to notice differences in their peers with relation to themselves and may begin to exclude others from play based on differences.

1. "You can't play with us, you're a girl"

2. "You're too short to play with me."

3. "You're not wearing _______! So you can't play with us."

How teachers can Help Children Resist bias:

1. "An early indication of prejudice (or prejudgment) that we need to watch for and squelch is any sign that children are being stigmatized (labeled and excluded) on the basis of some different physical characteristic or item of clothing..."(Miller, 2015). This quote illustrates that prejudice can begin with something as simple as not playing with someone based on their clothes, this needs to be handled as quickly as possible as to avoid the bias becoming permanent.

2. Using multi cultural books, direct teaching, or lifting diverse voices in your classroom are all ways to make children feel more accepted, and more acceptable! Children have to be exposed to diverse language, culture, wardrobe, and foods so they understand that there are diverse people out in the world.

3. The textbook provides a list of things that teachers can do to resist bias, a few items on the list are:

1. Work on self-awareness of bias.

2. Use language that doesn't stereotype anyone

3. provide materials that illustrate people with ability differences in familiar activities.

Culture in the Classroom and how it Leads Guidance:

1. "Methods of caring for and educating young children routinely used by families in one community may shock and repel families in another community, and vice versa." (Miller, 2015). Many families from many different cultures all have different ideas of what is idea child care practices and this can cause conflict and issues among families ta a school or issues may arise that families and teachers have to deal with together.

2. It is rare for someone to admit out right that they are prejudice, many of us have prejudice but it is subconscious and we are completely unaware of our brains pilling people together in stereotyped groups. As teachers we many not notice we have a bias or a prejudice about a certain type or group of people until its staring us in the face or we have hurt a student or a parent. Its essential as a teacher to look at your biases very closely before you enter a classroom and understand that stereotypes and biases are generally wrong and incorrect.

3. Notice mentally any time you have a negative thought or jump to conclusions about a child, parent, or family. Never tell parents that their views or parenting methods are incorrect or wrong and use active listening with every family and treat their views with respect.

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Recommendations for the Teacher:

Looking back on the reading for the past week I can conclude that there are several different aspects that can effect a child’s behavior. This includes stress and the child’s ability to cope with said stress. Stressors can include the physical environment, the physiological perception of an event, it can be acute stress, or toxic stress. Stressors can include home life, school life, relationships with adult, community, city lived in, financial situation and so much more…

Looking at Tamara through the lens of this reading and I have concluded that certain events and situations in her life could be contributing to her behavior because she is stressed out. For example, Tamara has recently just moved to a completely new place, has never been to school before, she is the youngest in her class, and is consistently compared to her brother. These are all extremely stress full things for anyone! Especially a young child.

What Tamara’s teacher can do is to begin implementing stress reliving strategies, not only for Tamara! But for herself as well. It is shown that adults who can’t deal with stress in a healthy way in their own life are unable to teach these strategies to children because they cannot model it. So first things first, Tamara’ teacher needs to begin looking at her own stress and how that can effect her responses to Tamara’s stress.

Next its important to provide a safe place for Tamara to calm herself down such as a Cozy Corner. ALosng with cue cards or a social story that can help her understand how to use the Cozy Corner in a safe way.

Finally the teacher should have a discussion with Tamara’s family so they understand why Tamara is having issues and build a plan with them that the family is comfortable with!

With each of these tools implemented, I believe Tamara can much better acclimate to her new situation at school, at home, and she can relax.

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3, Because there are 3 points and a few sub points with great information but I didn't refrence the reading and I defenitly could have.

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Stress is unavoidable for everyone, but for children stress is much harder to handel because many young children don't have the emotinal language, understanding, or capacity to handel high stress situations. This is crutial to understand so you can implument stress reducing tactics into your classroom and have tools prepared in advance to reduce stress as it happens for your students! You should also help provide tools to students to help them build stress and emotional resiliance.

The major types of stressors/ types of stress are:

Physical Stressors:

"There are several such physical stressors: excessively loud noises, extreamly harsh lighting, decreased lighting or lack of oxygen, extream heat, extream cold, injuries, infections, and drugs." (Marion, 2018). There are many physical things that can influence a child and their emotions, this can be their body, or the enviornment that is causing issues! Stress is not just mental, but physical too.

Psychological Stressors:

This is based on a childs perception of an event or situation such as a deth of a granparent. The evnet itself is stressful, but its the childs respone that dictates if it is stressful to them. This event may be extreamly stresful for one child and not stressful at all for another child. This is depedant on if a cild can evaluate and understand the gravity of a situation along with a childs tools they use to cope with th event/situation.

Combonation Stressors:

Often stressors are mixed together. Such as a child being screamed at by a caregiver may hurt their ears physically, and make them upset that someone who should care for them is screaming at them causing stress on both fronts.

Acute Stress:

This is the most common form of stress and disapears as quickly as it appears! This can be a physical stressor, physcological stressor or a combo of them both, but it is ussally a quik event/situation.

Chronic Stress:

This is cnsistant stress, you never have a time to relax or process your stress and your body is consistanly pumping out stress hormones. This is like a chronic deseise (like diabeties) where it never goes away. This can also be triggered by a physical stressor, physcological stressor or a combo of them both but the diffrence is that thetrigger never leaves.

There are many sources of stress, esspecially for children who are ery sensitive to the world around them and the people/places they come in conncatct with. Some things that can cause stress for children are:

Internal sources of stress:

These include things we cannot see when we innitaly look at a child that i hapeening internaly in their body! This can be physical things such as hunger, needing the bathroom, or a headache. But it can also be psychological such as a perceived threat of a monster under the bed or high emotions.

External sources of stress:

These come from the enviornment suh as achilds family/living situation, school, social interations, and observing other sources such as agression, death, or natural disaster.

How a person or child respons to stress and how they cope are also a huge factor. There are inital universal reactions to stress such as alarm and appraisal but then we get to searching for a coping mechanism nd brings fourth four possisbilities: The child knowes a stressor and has actively delt with it in the past,

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As a teacher how you react to stress in your personal life will translate to how children in your care with cope with and react to stress. Social Learning theory suggests that children learn highly from modeling by an adult/authority figure. This means that when unhealthy coping mechanisms are modeled for children by their teacher, young children will take these unhealthy coping mechanisms for themselves.

For Tamara’s teacher I would suggest finding time outside of the classroom to put herself in Tamara’s shoes and see how her reactions to Tamara’s outbursts could effect outbursts in the future.

For example: When Tamara falls out of her chair and begins to cry the teacher reacting with anger not only to Tamara crying, but to the other students laughing at her models that getting mad and yelling is the only way to prevent this situation. This could be the cause of Tamara lashing out to students and destroying materials when she is frustrated in the future.

Getting on Tamara’s level and speaking with her in a calm voice while making sure she feels safe when she cries is a great way to make sure she learns to self regulate herself in the future. And when the teacher gets frustrated and models how to calm down in an effective way will send a message to her students of how to properly calm ones self down.

The teacher knowing that her reaction will have a cause and effect that may not be obvious until much later can promote thinking before interacting with a situation. Sometimes (but not always) letting a situation continue for a little longer and thinking of what to before you step in, is better than immediately jumping in to regulate or help and modeling how to not properly handle a situation.

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Misfit Response 12 - Feelings and Friends

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Misfit Response 12 - Feelings and Friends

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Tamara's teacher should now understand that Tamara may not be able to self regulate and process her emotions in a healthy and safe way because she has not reached that part of her development. Tamara's Teacher could react to this knowledge of looking at the Social Emotional Learning Theory to develop a specific separate curriculum for Tamara, to assist in furthering developing her emotional literacy.

From the reading from this week mentions how language development is a large part of emotional development, as being able tp put works to how you feel is a key step in understanding how you feel. Seeing as Tamara is younger than her classmates she may not have the words needed to determine how she is feeling like the other kids have, and being behind her peers may be frustrating not just to her but to the Teacher as well.

The plan should be to focus on building her language surrounding emotion, giving her a safe space to allow for learning, and be active in guiding Tamara through frustrating times such as when she fell from her chair and was laughed at.

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What is This Chapter About:

This chapter discusses how children express their emotions and the teachers role in the enviornment and modeling that goes into childrens emotional competence (Marion, 2018).

The main point that is brought up is Social Eotional Learning (SEL) Theory developed by Piaget and Vygotsky, the text book mentions “They display far less challenging behavior because they learn how to deal with emotions and relationships... Tecahers plan specific learning opportunities for childre but first, effective tecahers set the stage for SEL. They make sure that the interpersonal and physical enviornments will support children’s learning.” (Marion, 2018).

Teachers play a major role in how children develop their emotional knowledge and emotional intelligence. Having a teacher that dose not set children up for SEL are more likely to have children who can’t express themselves and therefor struggle. Resorting to outbursts instead of self regulation leads children to feeling unsafe and frustrated which makes it hard to learn other subjects such as reading.

What Tools/Functions of be Might This be Helpful With:

This chapter dicusses how langauge is an essential part of understanding emotions. If you don’t have the words, you will be unable to express how you are feeling with your words. Therefor using proper language and labeling emotions will help children with their linguistic development (Marion, 2018).

Not just langauge, but memory and cognitive development are essential to children being able to remember effective coping mechanisms and how to react to certain situations. The prefrontal cortex is rarely active in young children’s decision making, instead their emigdula is the one in charge! This means that they are more likely to react on instinct rather than  accessing their long term memory.

To help children cement healthier coping mechanisms into their long term memory they have to be reminded on a consistent basis so that they can move it from sort term to long term.