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In this standard we understand the development of children from birth to age 8. This includes physical, social/emotional, linguistics including bilingual/multilingual, and cognitive development. Understanding each child and valuing them with different experiences, abilities, strengths, challenges, learning approaches, and choice making. We also have to see how the child develops and they're learning process with culture, family, language, community, and early learning settings. To make evidence based decisions for the child we would have to use knowledge of development in early childhood, individual children, and development learning in cultures.

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The assignment I am using is an old one from one of my previous classes. We had to define a whole child. The idea of “the whole child” is based on how human growth and development are integrated. Teachers observe children the way they express themselves as a “whole”. They’re six developmental domains. These domains are social emotional, physical/motor, cognitive, language, cultural identity, and creative development. Social emotional development has to do with a child’s relationship with themselves and others. Physical development includes gross, fine, and perceptual motors. Cognitive development deals with memory, attention, curiosity, problem solving, and general knowledge. Language includes pronunciations, sentence length, vocabulary, needs, and feelings. Cultural development includes interconnections between developmental stages and being aware of your attitude towards another person. Lastly creative development deals with creative activities such as art, music, dance, movement, and imagination. All of these developmental domains are interrelated because each area is affected by and influences every other area of development. One area of development affects another.

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Family - Teacher Partnerships and Community Connections

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Family - Teacher Partnerships and Community Connections

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In this standard we create respectful, responsive, reciprocal relationships with families and engage with them as partners in their child's development and learning. Community resources are used to support young children's learning and developmental. Also to support children's families and build connections agencies, early learning settings, schools, and community organizations.

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The assignment I used was from ECHD285. We had to write a letter to families explaining tolerance. I am writing this letter to inform you in our classroom we will be learning about tolerance. What is tolerance? We will be learning how everyone is different, we will be learning about cultures, emotions, behavioral, and how to treat each other. It is very important for children to learn this at a young age because it focuses on their social/emotional skills. It is important to teach children about their community and how things/people compare and contrast. We will be exploring skin color, disabilities, emotions, how to solve problems, and how to be united. We will first be talking about ourselves and what makes us different from one another. This will teach how everyone is not the same but deserves to be treated the same as equal. We will continue by learning more about our families, what are some things we eat in our family, and languages. We will then speak on disabilities and senses. Some people have accessible issues, some are blind, some people cannot hear, and some can’t speak. We will do some activities exploring how people who have disabilities get around in life. An example would be for someone who is blind, we will blind fold them and take them for a walk around the classroom to see how they would get around. Another activity would be learning braille and what it is.  Another would be speaking and communicating with someone who cannot hear. By doing this we will have activities that show one another how to speak without using language. This can be done by teaching sign language, word pictures, and gestures. It is important to learn that even though everyone is different we can all get along and even have some things in common. It also helps children be sensitive to others and lets them know how to treat someone. We encourage you to follow this in your home and community.

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Child Observation, Documentation, and Assessment 

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Child Observation, Documentation, and Assessment 

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The purpose of assessments inform instruction and planning in early childhood setting. Educators use screening and assessment tools in ways that are developmentally appropriate to document developmental progress and positive outcomes for each individual child. When partnering with families and educators use assessments to documents the child's progress by the findings and can plan accordingly for the child.

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For evidence I used an assignment we did in ECHD204 module 12. I use a checklist for a student who is having a tough time in the classroom setting. He is two years old and is having a bit of behavior issues. I have noticed by using the checklist what he has reached by his age and what he has not. I also use the checklist to observe what he has trouble with and what he needs more help in. The child has a hard time transitioning. We have noticed what time he gets triggered and what triggers him. He is overstimulated during transition times and appears to get distracted. We made visuals for his cubby. We put pictures up step by step for what he should do. We put first he will take off his jacket and backpack. Next, he will hang them up and then he will go to wash hands. We also noticed during choice time he gets overstimulated and distracted as well when it comes to cleaning up. We then set a timer and give him reminders that we are setting a timer and it will ring. We then model cleaning for him, and he will follow. He also has trouble with spatial awareness and playing nicely with others. In the checklist we would write things such as follow classroom rules, the way he works/plays with another child/ independently, self-help skills, helps put things away, and shows affection for others. We have asked the parents how his behavior is at home and what they have noticed as well, what helps him, what triggers him, and what helps him sleep.

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Educators know and demonstrate positive, supportive, caring relationships and interactions as the foundation for their work with young children. Educators also use teaching skills responsive to the children's learning path and needs for each child.

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Knowledge, Application, and Integration of Academic Contentin the Early Childhood Curriculum

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Knowledge, Application, and Integration of Academic Contentin the Early Childhood Curriculum

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Educators understand central concepts, methods, tools, and structures in academic discipline. They know how children process and learn information, trajectories discipline, and how teachers use their knowledge to inform their practice. They use early learning standards and resources to make decisions about learning experiences and curriculum development.

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Professionalism as an Early Childhood Educator

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Professionalism as an Early Childhood Educator

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Educators serve as informed advocates for children and for their families. They know and use ethical guidelines Educators also have professional communication skills that help relationships and work with young children.

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I used assignment standard 4 in ECHD201. It is important to keep in mind while assessing dual language children to know they speak

more than one language so their processing and speaking may appear to be delayed possibly

because of that. Therefore, you might have to test in their primary and secondary language

and/or use visuals. I would use visuals for and English language for an English only speaking child.

I would use visuals, gain an understanding of their home language, use gestures, and facial

expressions. I would ask many questions to bring their culture into the classroom. I would ask

how communication and behavior is at home. I would also observe the child’s social/emotional

behavior, their interaction with peers, and adults.

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This standard, classes, and courses I have taken has helped me a lot to understand child development and the child as a whole. I have used this as an educator. I have learned what is developmentally appropriate for each age and there is even a list to help guide you. An example the way I use this standard is I have a student who does not meet certain developments for her age. She is two and appears to be delayed is speech. I have been working with her and using visuals to help her develop more language. I will continue to observe and use the developmental guide to help other children meet their needs.

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I used knowledge from previous classes, courses, and experience. My coworkers and myself have worked closely with this family and families of each individual child to help the child. I feel this helps me grow as an educator and help strengthen relationships with families. The child is doing much better and I will continue to observe him and find ways to meet his needs and the needs of other children.

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For this evidence I used module 11 in ECHD 204. For our unit at work, we are teaching the children about plants. Our STEAM project was color changing carnations. In this activity we took a neighborhood walk to the flower shop and purchased white carnations. During meeting as a large group, the children one by one took turns participating in the activity. We had children adding water, watercolor paint, putting in the flowers, and lastly each made a prediction. After the activity we asked the children what do you think will happen to the flowers? Some students said nothing will happen, others said the flowers will change colors, and some said only some of the flowers will change colors. We then put the activity in the science center so the students can observe them and see what happens day by day. We put the children’s predictions on the wall as well with pictures of the activity.

The children can independently visit the science center and make observations. We put magnify glasses as well in the center. I feel like this meets the needs of each child we have in the room going based on development and observations.

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Knowing where each child should be developmentally by age is very helpful when creating a curriculum. Working with the families as well and observing/assessments also helps know where the child is developmentally and what they can and can't do. We incorporate this into the curriculum and I will continue to speak with my colleague and the families of the children to get a better sense of what activities to add in the curriculum.

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The evidence I used is from ECHD201. Head start is a school your child will attend during childhood before kindergarten. It is a school in local communities where they get our child ready by using education approaches to focus on health, education, social, and parent involvement. Head start focuses on ages 3-5 years

old. Teachers must develop and follow a curriculum, go to professional development,

assessments, teaching practices, and learning environments. They can be home based, or center

based and can be full or half day as long as they are reaching a certain number of hours. Federal

funding is set to the side for research, technical assistance and trainings, evaluation, and

monitoring programs. Head start helps families in poverty access high quality education and 10%

spaces must be used for special needs children. They make sure parents and families are fully

involved in the child’s life and even asks parents to volunteers. They hold informative meetings

and celebrate parents with different themes, and really bring in culture to the classroom.

A big issue we have in head start is that they are underfunded. I have worked in certain schools that do not have enough materials for children to use and teachers have to buy thematerials, but do not get paid enough. I feel like the other issue are teachers being under paid.

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I feel throughout my years of teaching and being in the field I will always advocate for children and fight for what is best for them. This has demonstrated my growth by helping me gain a better understanding of the ethics of early childhood.

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This has helped me grow by understanding how to communicate with other children who speak different languages other than english and spanish. I also learned using anti bias evidence helps children as well. In the future I will try to use more visuals and look for different strategies that might help.

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I believe this has helped me grow by understanding how to speak to families about their children. I chose my words carefully and always made sure to show positives as well as negatives. I explained and will continue to do this how consistency is important and we must do the same thing in both school and home so the child can learn and it can stick with them. I believe in informing families on different topics that deal with their child and giving them resources as well.