Child: In red shirt

Start Time: 0.09  End Time: 2:17 

 ​Site Location: YouTube 

Observation Objective: the boy in the red shirt is for seen laying down playing with some cars along with another child. He seen playing with an fire truck car knowing the sound it makes possibly knowing that fire trucks can stop a fire. Both boys seem to know the ambulance and firetruck save people. In the room, they are surrounded by lots of toys and what sounds to be like other children. They’re playing with ambulance firetruck and police cars. What sounds like to be saving some people. 

My mom would use tape and make hopscotch on the carpet in our playroom. We would use one die, some plushy’s and our Jenga blocks the ones that had the dares on them.

The rules of the game are easy. You would take the one die that we had whatever number it rolled on that’s how far you had to throw your plushy. If you made it in the box you were safe you did not have to do a dare if you made it out the box you would skip a turn pulling a dare block from the tower and then must do that dare. We would play until the tower fell.

Since me and the kids were really young, my mom had made her own dare blocks because the dare Jenga tower was 18+. She had dares like run back-and-forth from the front door to the back door 12 times. Or chug a glass of water. My favorite block was eat three cookies. These rules my mom made..I’m starting to think she did that just to keep us active and us busy so that we would entertain each other and leave her alone.

Child: In red shirt

Start Time: 0.09  End Time: 2:17 

 ​Site Location: YouTube 

Observation Objective: the boy in the red shirt is for seen laying down playing with some cars along with another child. He seen playing with an fire truck car knowing the sound it makes possibly knowing that fire trucks can stop a fire. Both boys seem to know the ambulance and firetruck save people. In the room, they are surrounded by lots of toys and what sounds to be like other children. They’re playing with ambulance firetruck and police cars. What sounds like to be saving some people. 

My mom would use tape and make hopscotch on the carpet in our playroom. We would use one die, some plushy’s and our Jenga blocks the ones that had the dares on them.

The rules of the game are easy. You would take the one die that we had whatever number it rolled on that’s how far you had to throw your plushy. If you made it in the box you were safe you did not have to do a dare if you made it out the box you would skip a turn pulling a dare block from the tower and then must do that dare. We would play until the tower fell.

Since me and the kids were really young, my mom had made her own dare blocks because the dare Jenga tower was 18+. She had dares like run back-and-forth from the front door to the back door 12 times. Or chug a glass of water. My favorite block was eat three cookies. These rules my mom made..I’m starting to think she did that just to keep us active and us busy so that we would entertain each other and leave her alone.

My mom would use tape and make hopscotch on the carpet in our playroom. We would use one die, some plushy’s and our Jenga blocks the ones that had the dares on them.

The rules of the game are easy. You would take the one die that we had whatever number it rolled on that’s how far you had to throw your plushy. If you made it in the box you were safe you did not have to do a dare if you made it out the box you would skip a turn pulling a dare block from the tower and then must do that dare. We would play until the tower fell.

Since me and the kids were really young, my mom had made her own dare blocks because the dare Jenga tower was 18+. She had dares like run back-and-forth from the front door to the back door 12 times. Or chug a glass of water. My favorite block was eat three cookies. These rules my mom made..I’m starting to think she did that just to keep us active and us busy so that we would entertain each other and leave her alone.

Child: In red shirt

Start Time: 0.09  End Time: 2:17 

 ​Site Location: YouTube 

Observation Objective: the boy in the red shirt is for seen laying down playing with some cars along with another child. He seen playing with an fire truck car knowing the sound it makes possibly knowing that fire trucks can stop a fire. Both boys seem to know the ambulance and firetruck save people. In the room, they are surrounded by lots of toys and what sounds to be like other children. They’re playing with ambulance firetruck and police cars. What sounds like to be saving some people. 

My mom would use tape and make hopscotch on the carpet in our playroom. We would use one die, some plushy’s and our Jenga blocks the ones that had the dares on them.

The rules of the game are easy. You would take the one die that we had whatever number it rolled on that’s how far you had to throw your plushy. If you made it in the box you were safe you did not have to do a dare if you made it out the box you would skip a turn pulling a dare block from the tower and then must do that dare. We would play until the tower fell.

Since me and the kids were really young, my mom had made her own dare blocks because the dare Jenga tower was 18+. She had dares like run back-and-forth from the front door to the back door 12 times. Or chug a glass of water. My favorite block was eat three cookies. These rules my mom made..I’m starting to think she did that just to keep us active and us busy so that we would entertain each other and leave her alone.

Child: In red shirt

Start Time: 0.09  End Time: 2:17 

 ​Site Location: YouTube 

Observation Objective: the boy in the red shirt is for seen laying down playing with some cars along with another child. He seen playing with an fire truck car knowing the sound it makes possibly knowing that fire trucks can stop a fire. Both boys seem to know the ambulance and firetruck save people. In the room, they are surrounded by lots of toys and what sounds to be like other children. They’re playing with ambulance firetruck and police cars. What sounds like to be saving some people. 

My mom would use tape and make hopscotch on the carpet in our playroom. We would use one die, some plushy’s and our Jenga blocks the ones that had the dares on them.

The rules of the game are easy. You would take the one die that we had whatever number it rolled on that’s how far you had to throw your plushy. If you made it in the box you were safe you did not have to do a dare if you made it out the box you would skip a turn pulling a dare block from the tower and then must do that dare. We would play until the tower fell.

Since me and the kids were really young, my mom had made her own dare blocks because the dare Jenga tower was 18+. She had dares like run back-and-forth from the front door to the back door 12 times. Or chug a glass of water. My favorite block was eat three cookies. These rules my mom made..I’m starting to think she did that just to keep us active and us busy so that we would entertain each other and leave her alone.

Answer: leader, the duties that come with being a leader is teaching the children about God and watching over them to keep them safe.

2. What are the ages of children that you work with?

Answer: working with 9 month old babies until 12th grade.

3. In what ways do you interact with children?

Answer: if they are babies, they play with them with the toys in the classroom if they’re older kids, they will play in the arcade with them.

4. What skills do you think are most important to for your job?

Answer: being patient and kind with the children

5. What are your biggest benefits of including families into your work?

Answer: the biggest benefit, including families into my work would be getting to know more about their children, so I have better ways of communicating and making the child feel comfortable in the classroom.

6. What kind of education do you need to do your job?

Answer: the only education you would need is how to be patient with others and kind and caring especially with young children.

7. Why is it important to work with families?

Answer: it is important to work with families because when you talk with the parents, you can gain their trust that they will be ok with leaving their child in your care.

8. What do you like most about working with children?

Answer: the most thing I like about working with children is I get to experience the joy of other children being happy I get to go through the emotions they feel if they are sad when someone doesn’t share if they’re happy when they get what they want if they are scared when they don’t want their parents to leave them in the classroom and when they are excited, they get to go home at the end of the day.

9. What are the current issues in this field?

Answer: the most current issues in this field are that parents bringing new children in who have never interacted with other kids bringing in shy children or young children, who will cry for their parents to come back that they don’t want to stay in the classroom or at the end of the day, they don’t wanna leave they want to stay and play with their new found friends.

10. Was there a personal experience that help you decide to choose this career?

Answer: she has a lot of siblings and always liked when she got to see them smile and she wanted to make other kids smile too.

Princ Pract Tchng Yng Chldrn (MCLDDV-101-5771-2025MSU)

Child growth, and development (MCLDDY-1035772)

(MCLDDV– 107 – 2802) instruction two curriculum

(MCLDDV– 109– 2807) child – family – community

• The environment influences:

  • Every aspect of child development and learning

  • The way teachers teach

• Source: Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments by Mary Ann Biermeier

• Loris Malaguzzi’s Concept:

  • The environment is the “third teacher”

  • It plays a central role in making learning meaningful

• Cited by: Gandini, 2011

• The third teacher is a flexible, responsive environment that supports:

  • Collaboration between teachers and children

  • Co-creation of learning experiences

• The environment fosters creativity through:

  • Hands-on activities

  • Art and object manipulation

• The environment:

  • Reflects values educators wish to communicate to children

  • Shapes a child’s identity as an active, capable participant in their own life and the lives of others

• Teachers must:

  • Look beyond surface-level design

  • Develop a deep understanding of:

    • Core educational principles

    • Children’s thinking, questions, and curiosities

They recommend that we focus on embedding these positive messages: 

 “This is a good place to be.” 

 “You belong here.” 

 “This is a place you can trust.” 

 “There are places where you can be by yourself when you want.” 

 “You can do many things on your own here.” 

 “This is a safe place to explore and try your ideas.

The Physical Environment in Early Childhood Education

• Physical environment includes:

  • Indoor and outdoor layout

  • Furniture and equipment

  • Materials and learning centers

  • Entryways and walkways

  • Lighting, flooring, ground coverings

  • Wall decor

• According to California Preschool Program Guidelines (2015):

  • High-quality environments support social-emotional exploration and growth

  • A friendly, inviting, and culturally familiar environment helps children feel:

    • Comfortable

    • Secure

• The environment communicates to children and families:

  • They matter

  • Their safety and well-being are valued

Designing a Functional Floor Plan for Early Childhood Environments

• Goals for the floor plan

  1. Safe, comfortable, practical, and aesthetically appealing

• Factors to consider:

  1. Age levels of children

  2. Building and outdoor space available

  3. Cultural context of families and community

  4. Regulations

• Creating a floor plan:

  1. Start with a written plan (paper or digital)

  2. Helps organize, frame, and modify ideas

• Planning steps:

  1. Refer to ages and developmental stages of children

     • Begin broad; adjust once you know individual children

  2. Reflect community and culture in design

  3. Address safety and health concerns

  4. Plan around large, fixed furniture/equipment

  5. Design for different types of play and exploration

  6. Identify and plan for materials, storage, and accessibility

  7. Plan for transitions between areas

  8. Consider elements like lighting, flooring, ground cover, bulletin boards, etc.

Importance of Structure, Routine, and Predictability in the Classroom

• Each child is unique, but all benefit from

  • A structured schedule

  • Predictable routines

  • Consistent transitions

• These elements help create a safe and secure environment

• Clear expectations help children

  • Adjust to surroundings

  • Adapt to the daily schedule

  • Feel comfortable knowing what comes next

• Once children feel comfortable, they are more likely to:

  • Socialize with peers

  • Use materials meaningfully

• Benefits of consistent routines:

  • Increased confidence to explore, create, and take risks

  • Better focus and task completion

  • Higher engagement in learning and play

  • Stronger sense of belonging

  • Growth in autonomy and independence

  • More cooperative play and fewer behavioral incidents

Three Main Areas:

1. Gross Motor Development:

   • Involves large muscle groups (closer to the body).

   • Examples: running, jumping, skipping, swinging.

2. Fine Motor Development:

   • Involves small muscle groups (further from the body).

   • Examples: writing, squishing sand with toes.

3. Perceptual-Motor Development:

   • Combines sensory input and motor skills.

   • Examples: catching a ball, painting from memory.

Developmental Highlights:

• Rapid growth in the first few years.

• Example: from holding head up to walking within the first year.

• Crucial time for building foundational motor pathways.

Importance in Early Learning Environments (Ages 0–5):

• Must provide ample space and varied materials.

Children need many opportunities to move and explore to support motor development.

2. My second goal is to understand how to support diverse learners in the classroom. To accomplish this, first I must study child psychology and inclusive education practices, and then I will need to apply those strategies in real-life classroom settings.

3. My third goal is to create developmentally appropriate learning environments. To accomplish this, first I must learn about age-appropriate curriculum and materials, and then I will need to design and organize learning spaces that support children’s growth and exploration.

4. My fourth goal is to advocate for children’s needs and rights. To accomplish this, first I must stay informed about child development research and policies, and then I will need to participate in community outreach or join organizations that support children and families.

• Objective: Ms. Jones aims to teach respect for different cultural practices, focusing on bedtime routines across cultures.

• Books Used:
  

  • Where Children Sleep by James Mollison

  • Why Cowboys Sleep With Their Boots On by Laurie Knowlton

  • The Napping House by Audrey Wood

• 
  

• Teaching Strategies:
  

  • Read-alouds with discussion on illustrations and personal comparisons

  • Photos of bedtime routines from around the world (highlighting climate, house size, parenting practices)

  • Dramatic play extension: Children role-play bedtime rituals using hammocks, body wraps, cribs, etc., with dolls as family members

• 
  

• Key Concepts:
  

  • Behaviors often have cultural roots.

  • Teachers can use cultural differences to:
    

    • Support identity development

    • Share cultural knowledge with the class

    • Foster shared behavioral norms

  • 
    

• 
  

• Research Insight:
  

  • Cultural and linguistic diversity often leads to guidance challenges in classrooms (Rogoff, 2003).

  • Conflicts may stem from differing “cultural scripts”—rituals and habits formed at home vs. school expectations.

• 
  

• Guidance Approach:
  

  • Teachers should use developmentally and culturally appropriate practices (Copple & Bredekamp, 2009).

  • Cultural appropriateness includes:
    

    • Family traditions

    • Religion

    • Social class

    • Community norms (urban, rural, suburban)

  • 
    

• 
  

• Educator Role:
  

  • Understand and mediate differing child-rearing views between families and the school setting.

  • Help children recognize that others’ behaviors may differ due to cultural backgrounds.

  • Guide children to navigate multiple cultural expectations (home vs. school).

• 
  

The best part of this class is learning new things. The hardest part or the worst of this class is that it’s online. This class isn’t a hands-on classroom personally I work better like that so I did struggle a bit with this class, but it’s pretty easy none of the less. The next student could be successful in this class if you pay attention to what you’re doing, read instructions and make sure to submit the correct work. What I learned that will stick to me one from this class is that it’s a lot harder to teach children than I thought. Also, another thing I learned that doesn’t necessarily have to do with the classes. I hate doing online school, but I love doing this class.