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The site where I am student teaching does implement the essential policies. In my classroom there is never more than 12 students and my teachers always split the group up when they are caring for them. Throughout the day the teachers split up the work and rotate on certain activities. Sometimes they work in small groups when they are doing art activities or reading books or playing with certain toys. I feel my site is able to balance everything and keep it all organized and let every child feel important. The only thing my site doesn't have is the continuity of care. The do stay with the same teachers for a while but when they move up they are in a different classroom and different teachers. The one thing they do continue to do is the other teachers always step in and talk with the children so they become familiar with them as well so it makes the transition into the new classroom a little easier.

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At the site that I am doing my student teaching, they implement the Essential Policies. The classroom ratio is suppose to be 1:8 but we only have 7 students and Mrs.Maria has about 3 floaters (teachers aids) that help her out for various hours. All their emotional and physical needs are met. The teacher has post it notes all over the classroom so that the teacher aids, herself or I can jot down anything we see. Monday , Wednesday's and Friday's they have the 7 students there but Tuesday's and Thursdays they only have 4 students present. The students demostrate to have a strong connection and bond with the teacher and the aids.

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At my field placement site, the program does implement all three areas of Essential Policies. The classroom ratio is 1:4; however, usually the ration is 1:3 because two of the students only attend the child care once a week. The children do have a primary caregiver, this is how the teachers divide the children for the DRDPs. Usually we have 3 infants and three toddlers. The teachers switch from child to child and sometimes one will be with the infants and the other will be with the toddlers. The children create bonds with both teachers and they seem to be comfortable with both. The classroom does have a section for infants, but they are in an open space and even if one teacher is with the infants, she is still able to see the toddlers. Both teachers equally share responsibilities and they have great communication with one another. Since there are some children that have been there for 1-2 years, they begin creating bonds with both teachers and feel comfortable in their environment.

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My field site practices primary care, continuity of care, and small group care. All of the students are 3 years old and 6 of the students have been in the program since infancy. There are 2 teachers and the ADA is 6 students.The bond between the children and teachers are pretty secure. When the child is upset they often seek comfort from their teachers. The lead teacher is in charge of curriculum, but diapering is split between both children. If a child is having a hard time sleeping at nap time, the teachers do a good job at comforting the child and putting them back to sleep. They equally share the responsibilities with the children, but just split between the two.

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My field site practices primary care, continuity of care, and small group care. All of the students are 3 years old and 6 of the students have been in the program since infancy. There are 2 teachers and the ADA is 6 students.The bond between the children and teachers are pretty secure. When the child is upset they often seek comfort from their teachers. The lead teacher is in charge of curriculum, but diapering is split between both children. If a child is having a hard time sleeping at nap time, the teachers do a good job at comforting the child and putting them back to sleep. They equally share the responsibilities with the children, but just split between the two.

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I've noticed that my student teaching site implements all the essential policies. Usually there's two main teachers and one or two student teachers there for about eight children. They get to know the teachers well and feel comfortable. The roles of the teachers are switched throughout the day and when they go outside one teacher will walk with them while the other stays inside. I believe many of the children have stayed with those teachers for their time at my site so continuity of care is implemented. I can also see how small groups are utilized in the classroom. The group size never goes over twelve for toddlers and six for infants. I don't know how many infants are in the class but I think most of them are toddlers.

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The site I am doing my student teaching follows all the essential policies. Primary caregivers meet all the infant’s physical and emotional needs and will travel with the family to provide support for the child. The ratio is 1:4 which provides children with more attentive adults providing the care and supervision they need. We currently have nine children with four teachers. Teachers remain respectful of the children as individual beings and provide continuity of care with the same groups of children.

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At my field placement site, the essential policies implemented include primary care, continuity care, and small group size. For the small group size policy, there are a maximum of 6 children allowed to be enrolled in the classroom with two teachers. There are 4 children who consistently attend the program and are currently ages 9-19 months old. For the 4 infants that are consistently there, they are divided between the two teachers as their primary caregivers. From my experience and observations, I’ve learned that the primary caregivers are in charge of doing the feeding and diapering for their assigned infants, however they will help each other if needed. I’ve also noticed that the infants have a closer relationship with their primary caregivers. For example, when they are crying and need to be tended to, they will reach out and prefer their primary caregivers. The primary caregivers know how to hold and comfort them, put them to sleep, and know their schedule. As for continuity care, the program is for teen parents and is provided to them until graduation. If they choose to enroll into the program, their children are provided the same teachers and classroom, while attending high school. Most of the children are/will be attending the child care program for two years, being that the teen parents are mostly juniors and seniors.

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At the site I'm doing my student teaching implements all three essential policies. The class I'm in is a small group there is 5 children with a 3 teachers. Primary care is initiated in the classroom. Every child feels comfortable with all the teachers. Each teacher is assigned has 2 children that are their primary and one teacher as 1 assigned to them. There is two to three teachers in the classroom most of the time. The teachers switch their roles around such as changing diapers, snack, and lunch. When it's time to go outside one teacher stays inside for children who want to stay inside and they're is two teachers outdoors. All the teachers work together to provide the nurturing care to all children.

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The site I am doing my student teaching at is implementing all three essential policies. Our class technically has eight children, however, two of the children only attend the school once a week and have not been to class in several months. We usually have three infants, and three toddlers. There are two teachers in the class at all times, and they switch off on primary care. Every child in the class is comfortable with both teachers, and they will switch days when it comes to who focus's on what group. There is continuity within the classroom. Since this is a class that caters to teen moms, they will be in the program until the moms graduate. This means that most of the children do leave at some point, but it builds a strong foundation. The next essential policy is small groups. Since only three children are moving independently, everything is in small groups. Occasionally an activity is based on one child's interest and another child will join in.

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At the site that I am doing my student teaching, they implement the Essential Policies: Primary Care, Continuity of Care, and Small Groups. There are four teachers in the classroom and there are 12 children total. Each teacher has about 3 children, but they also take care of any babies that seem to need help. But the 3 babies that is assigned to them are the ones they know a lot of specific details and when it comes to parent conferences they are responsible for those babies. The teachers continue to give care to the students and help them with any essential things like changing diapers, eating, and napping. They also do small and large group activities. The children are constantly playing and the teachers get to be with them in either individually, small group or large group.

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At the site where I am they do implement the Essential Policies: Primary Care, Continuity of Care and small groups. There are 3 teachers in the classroom and each teacher has their 4 kids that are their primary. The teachers are responsible for their 4 children with diaper changing, assessments lunch and snack and everything the child needs while they are under their care. They do separate and two groups go out door and one stays inside to give children space. They do have their circle time together when they all com back inside.

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At my site that do use primary care givers, each teach can be assigned up to 4 children at a time. While all teachers work to meet the childs needs the primary teacher creates the plans, connects with the families, and is the go to for that child. They also use small groups a 1:4 ratio at all times in the clasroom or in the outdoor area and 1:2 if they ever leave those areas.

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Yes they have Primary Care where each teacher has 6 students, however both teachers will meet the needs of the child with diapering, as well as all the children eat together. There is a lot of continuity to care with the children and scheduling, but the care givers are flexible in order to meet the children's needs. The Primary Care teacher is responsible for their child's assessment and DRDP, collecting notes for the app for the parents and conferences. Their ratio is higher because it is a toddler room, and mostly they do everything together with transitions, keeping the children together. My student teaching site also believes in keeping all the children together when they transition to another classroom. Sometimes they will move the teacher with the children to have them continue to stay with the same children for longer.

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The site that I am conducting my student teaching at does have a version of Primary Care, each teacher is "assigned" a child that they collect data/anecdotal on and use the DRDP to conduct two assessments, within the year with possible meetings with parents. The teacher create binders full of information, work samples and noted for the children they are assigned. As far as the moment to moment all of the teachers interact with all of the children. The children at the site I am student teaching, the children move classrooms on their birthdays (all children 24 months to 35 months are in the two's room, they move on their third birthday) so the continuity of care isn't that extensive. There aren't set small groups, the children are able to form in small groups during center time but they aren't preset small groups. The number of children varies depending on the day, one day when I was there, there was eleven children and another day there was fifteen children, each time for four teachers.

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The place where I am doing my student teaching at does implement Essential Policies in the classroom. Right now they have a maximum of seven kids in the class because a couple moved up into the toddler classroom after turning three. The teacher and co-teacher work together in sharing responsibilities of diapering and self care. Both teachers also share the responsibilities of teaching circle time and doing the art and activities. Some of the children who started out in the beginning of the school year though don't receive the continuity care because they move up into a different classroom with a new teacher. But when they need help doing breaks, the teachers are able to come in and visit the children and interact with them again.

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My student teaching site does implement Essential Policies in the classroom. My site only has three students in the classroom at the moment but, the program is expecting a new infant in a couple of weeks. My teacher shows compassion for each child that is in her classroom. She does get help from the dictator of the program if she needs it. Lupe builds caring relationships with her students. She encourage her students to be independent and try to figure things out with her support. Teacher Lupe offers support of the wants and needs of all of her students. She draws attention to the interests of her students can based many of her lessons around that.

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My student teaching site does implement all three of the essential policies. Firstly, my coordinating teacher implements primary care in her child care center. She is one of the primary care providers along with the student teacher or assistant teacher she is working with that day. Gina build relationships with her infants by providing support physically and emotionally to the child. She also maintains communicative relationships with parents to learn more about the infants life’s at home, to better know how to support them. My cooperating teacher also emphasizes continuity in her child care center. Most of the children she is currently caring for, she has had since they were 5 to 7 months old. She prides herself in connecting with families to the point where they want to keep their children with her until they age out of early education. The last essential policy that my cooperating teacher models is using small groups. Currently she has five children over two and one child under one. With such a small class size she is able to spend a lot of time working in smaller groups. She often works with two main group, one group of three over the age of three and a group of two under three years. This way she is better able to modify the activities to the children. For example, last week we were doing an activity where they were stringing beads over a thick metal wire to practice fine motor skills. For the three children over three, I sat with them and asked them questions about their process without physically assisting them in the activity. For the two children under three, I held the metal wire for them so they could string the beads while just focusing on holding the beads.

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The program I student teach at does implement Essential Policies. In the classroom there is always 12-13 children in the classroom. The two teachers always split the number of children they are caring for the day and the divide the work. They do provide respectful caregiving and stay with them through out the day. They also allow the children to take over the schedule in a sense of they know what to expect. I feel that they don’t work in small groups so often so sometimes it’s teallt chaotic and confusing. 12 children at a table can be a little too much I believe, just because the teacher doesn’t have control of what’s going on. As she’s focusing on a couple of children the others I waiting and becoming impatient. I believe that dividing them 6 and 6 in each activity will make easier transitions and make the activity go a little smoother. But overall the teachers participate in being responsive to the children and their needs

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The site I am student teaching at does implement the essential policies for infants and toddlers. They never have more that twelve students at one time and each teacher has their own primary caregiving group. Most of the day one teacher is working on diapers and self care while the other teacher does small group activities like books or stories. The only thing missing is continuity of care, because when they move up into the older toddler room, they will not have the same teacher. However, the older toddler teacher visits the classroom regularly to help with breaks or just to say hi to the students, so the students are somewhat familiar with their "future" teacher.

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The program where I student teach at does implement the Essential Polices. When it comes to caring, the teachers always make sure to provide the children with care. They also try their best to have small groups when they can. They do have 13 children inside their classroom. Throughout the whole day they are always providing care for all the children. When they do small groups, they like to focus on each child.