Makayla Page by Makayla Page https://padlet.com/makaylapage/ys7apd31scplx8qx Technical College Early Childhood Care and Education Professional ePortfolio en-us 2022-07-19 15:45:08 UTC 2022-07-22 16:02:19 UTC hello@padlet.com Professional Organizations makaylapage https://padlet.com/makaylapage/ys7apd31scplx8qx/wish/2246281179 In my research I have foud three organizations I would find beneficial to join as an Early Childhood Educator. My first organizaion is the Georgia Association for the Education of Young Children (GAEYC). It is a Georgia based organization with several types of memberships depending on what level of access and price that would work best for you, begining with Entry membership to the GAEYC and NAEYC for $35 or becoming a premium member of GAEYC and NAEYC; this membership will warrant you a discount on SECA membership at $177. I believe the greatest benefits to joining this organization include exclusive access to GAEYC special events as well as complimentary registration for 2 NAEYC professional development events a year! GAEYC.org has more detailed listing of the different levels of memerships and pricing, including the benefits and membership teirs. The second organization I chose is the Association for Childhood Education International. You can locate this organization via the web at ceinternational1892.org This organization has affordable membership pricing at $65/year. With this membership, you recieve unlimited access to Childhood Educaion Innovations, a magizine, past presesnt and future as well as six print issues a year! You will also recieve unlimited access to the Taylor and Francis online database dating back to 1924! This also includes alerts to grants and resources for ECE development. My last organization I would personally utilize is also Georgia based, Georgia Preschool Association located on georgiapreschool.org. The membership cost begins at $15 for students (as long as you can provide an unofficial transcript proving you are enrolled in 10 credit hours a semester) or $20 for individuals. Members recieve reduced registration fee to the annual conference, access to a network of other educators in Georgia and access to other seminars and mini-confrences.

PART 2:

While reading chapter 5 of Beginning Essentials in Early Childhood Education, I identified five of the most important qualities of a childhood educator. In my opinion, the top 5 important qualities are compassion, self-awareness, relaibility, patience and flexibility. It is important that we, as early educators, make sure we are compassionate to every child in the class. The children we are influencing come from a variety of cultural backgrounds and could come from a hard homelife. By being rigid to the child who shows up late or doesn't learn as quickly as the others in the class, we could be affecting the self-esteem and overall development of the child. This is also why chose self-awareness as another important quality. It is crucial we are self-aware and pratice meticulous thinking on how every action and word we speak build a child or tear it down. It is also crucial for us to be reliable because we are the ones providing care while mom and dad work. We know the schedule of the child and how to read their needs based on behaviours. Our children in the classroom setting are depending on us to show up every day so they can feel safe and secure in their school enviroment. It is also of utmost importance that we are patient and flexible. Plans always change based on the need of the child that day. If they come in feeling unwell it is crucial we are not only patient, but are able to adapt from the classroom activities we planned that day. We may not be able to complete the craft or activity we had planned. This can cause flustration as a teacher, especially if it is for a Holiday around the corner. It is important we are able to adapt and practice patient as the child's behaviours may differ during a time of sickness. We need to focus on comforting and loving on the child for the duration of the day, instead of becoming preoccupied with OUR plans. Their needs always come first.

Refrences:

Gordon, A., & Browne, K. (2015). Beginning Essentials in Early Childhood Education (3rd ed.). Cengage Learnin

]]> 2022-07-19 15:53:03 UTC https://padlet.com/makaylapage/ys7apd31scplx8qx/wish/2246281179 Code of Ethic Delimmas makaylapage https://padlet.com/makaylapage/ys7apd31scplx8qx/wish/2246282245 Ethical Dilemmas

Using your NAEYC Code of Ethics, list and explain in detail the NAEYC Code of Ethics Ideals and Principles the Early Childhood Educator would refer to in order to resolve each scenario.

NAEYC. (2011). Code of Ethical Conduct and Statement of Commitment A position statement of the National Association for the Education of Young Children. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

1. Ethical Responsibilities to Families
Scenario: The Nap

A parent named Sandra asks Frankie, the teacher of her 4-year-old son Apollo, to stop Apollo from napping in the afternoons when he is at the center. She tells Frankie, “Whenever Apollo naps at school, he stays up until 10:00 p.m. at night. I have to get up at 5:00 in the morning to go to work, and I am not getting enough sleep. Can’t you just give him something to do while the other children nap?”

Along with all the other children, Apollo takes about a one-hour nap almost every day. His teacher says that he appears quite tired by midday, and that he seems to need it to stay in good spirits through the afternoon.

List the NAEYC Code of Ethic Ideals and Principles the educator would refer to in order to resolve this scenario. Also provide at least two detailed sentences explaining why you selected these particular Ideals/Principles and what actions you would suggest to help get the issue resolved.

I-2.7- —To share information about each child’s education and development with families and to help them understand and appreciate the current knowledge base of the early childhood profession.

P-1.7- We shall strive to build individual relationships with each child; make individualized adaptations in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program. If after such efforts have been exhausted, the current placement does not meet a child’s needs, or the child is seriously jeopardizing the ability of other children to benefit from the program, we shall collaborate with the child’s family and appropriate specialists to determine the additional services needed and/or the placement option(s) most likely to ensure the child’s success. (Aspects of this principle may not apply in programs that have a lawful mandate to provide services to a particular population of children.)

I selected these two codes of Ideals and Principles because as a teacher, it is my responsibility to make sure the family understands and appreciates the knowledge in the early childhood profession. This includes our ability to assess the child’s needs. I chose P-1.7 because it is my duty to create a healthy relationship with the child and advocate for their needs based on my observations and knowledge. As an educator, it is my responsibility to advocate for the child’s best interests.

2. Ethical Responsibilities to Colleagues
Scenario: Personal Business

Sybil and her co-teacher Rosa work with a group of about 20, 4-year-olds in a child development center. (Two of the students in their class have special needs.) Their classroom is a portable building, and is one of six units clustered around a small, central courtyard. Several times recently, Sybil has left the classroom for up to 30 minutes at a time to conduct personal business, mostly consisting of phone calls. Although she stays in the courtyard near the portable building where the classroom is located, she is outside while on the phone. Sybil has only told Rosa that she has something personal going on in her life that requires attention.

P-3A.2 —When we have concerns about the professional behavior of a co-worker, we shall first let that person know of our concern in a way that shows respect for personal dignity and for the diversity to be found among staff members, and then attempt to resolve the matter collegially and in a confidential manner.

P-3A.3 3—We shall exercise care in expressing views regarding the personal attributes or professional conduct of co-workers. Statements should be based on firsthand knowledge, not hearsay, and relevant to the interests of children and programs.

I-3A.2—To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program is provided.

P-3B.5 —When we have a concern about circumstances or conditions that impact the quality of care and education within the program, we shall inform the program’s administration or, when necessary, other appropriate authorities.

I chose these codes because I feel like these codes will best assist both parties in a resolution to this behavior. P-3a.2 could be used when Rosa is first coming to Sybil about her personal business that is causing her to leave the classroom. PA3.3 should also be referenced when she is having the initial conversation because it is important you are exercising concern for your co-worker. I chose I-3a.2 because I believe Rosa could share resources and collaborate with her to come up with a plan to make sure everyone is benefiting from the Early Childhood Education center. However, it seems that Sybil is leaving the classroom without a floater or someone to cover for her during the extended phone conversation. If that is the case, I also believe that P-3B.5 is appropriate because she is leaving the classroom out of ratio and not only violating state laws but endangering the classroom, Rosa and the integrity of the Early Learning Center. This would warrant Rosa informing the Director of the school so they can implement a strategy that ensures the well-being and safety of the entire school.

References:

]]> 2022-07-19 15:55:08 UTC https://padlet.com/makaylapage/ys7apd31scplx8qx/wish/2246282245 Cultural Diversity and Guidance makaylapage https://padlet.com/makaylapage/ys7apd31scplx8qx/wish/2246552118 YOUR NAME: __Makayla Page DATE:7/19/2022

ECCE 1101: Introduction to Early Childhood

1. Define the following:

· Guidance: Guidance is an going system by which adults help children learn to manage their impulses, express feelings, channel frustrations, solve problems and learn the difference between acceptable and unacceptable behavior.

· Discipline: Discipline is the ability to follow an example or to follow rules; the development of self-control or control in general, such as by imposing order on a group. Discipline everything adults do and say influence a child’s behavior.

· Punishment: Punishment the act of inflicting penalty for an offence or behavior.

2. Explain in your own words how and why they are different, yet interrelated. This chapter has helped me realize the difference between punishment and discipline, which was used synonymously for me as a child. They are related because in both examples, the “goal” is to teach the child how to “behave”. However, reading this passage has shown me that the way the adult goes about it and their attitude and tone when reprimanding the child. Punishment is when the adult shows lack of control over their own emotions and forces the child into behaving how to adult desires with manipulation. Discipline is when the adult shows self-restraint and sets an example for the child while guiding them.

3. Fully describe, in your own words, five ways to prevent discipline problems. The adult is responsible for their own emotional triggers. The caregiver should take a deep breath and recognize their own emotion to make sure they will not physically or emotionally abuse the child with the actions or words they chose. The adult should set a positive example for the child to follow, telling the child not to hit and then spanking them can confuse the child, the same goes for telling the child not to yell but screaming at then screaming at the child who has behaved inappropriately. The adult should also do their best to keep discipline private, as the child ages, public embarrassment is terrible for their self-esteem. The adult should call the child off to the side to discuss the problem to prevent humiliation. Allowing plenty of outside play and activities that require a workload can also prevent inappropriate behavior by allowing children to get their pent-up energy out. Providing clear expectations and making sure an adult is present with the children at all times will also prevent a high occurrence of misbehaving.

4. In a family culture where expressing feelings is accepted and the child is allowed to cry, scream, throw temper tantrums; what method of appropriate guidance strategy should teachers use? The teacher should comfort the child as he/she learns to feel and work through their big emotions. The teacher should stay with the child until they are calm.

5. In a family culture where there is an authoritarian; one family member makes all of the decisions and the child is expected to obey, follow commands, and respect adult authority. Child may be unable to choose activities, look adults in the eye, or call them by name; what method of appropriate guidance strategy should teachers use? The teacher should not insist on eye contact. They should understand the child may need help choosing activities and work with the family member who makes the decisions.

]]> 2022-07-20 01:57:34 UTC https://padlet.com/makaylapage/ys7apd31scplx8qx/wish/2246552118 Case Study: Challenging Behavior makaylapage https://padlet.com/makaylapage/ys7apd31scplx8qx/wish/2248260295 Case Study: Challenging Behavior

In this video, there are a few examples of challenging behavior exhibited by the child. He is upset and not ready to go to his mat for rest time. He is crawling around the floor, disturbing his peers who are doing what they are supposed to do. His teachers are having a difficult time getting him to listen. When he finally gets to his mat, he is thrashing and kicking around and kicks his teacher. If I were the teacher, I think there could be better ways to make sure the child feels secure and capable of resting with the class. While I do not currently know the child’s background, I believe there could be some outside influences or challenges he is facing. I would try and talk to the child before rest time about anything that is bothering him either in or outside of school. I feel he just really needs an adult to love him and help him through any big changes he is experiencing. If rest time is always a challenge, I would work with him through this transition. I believe explaining to him what is going to happen and what is expected of him should be talked about with plenty of time for him to process what is going on. I believe the child could be offered some quite activities to help him wind down on the mat before resting or sleeping. I chose verbal techniques because I feel like the child is old enough to understand what is being said to him. Without knowing his personal situation, I can only assume that he is having trouble communicating his emotions, and this could be his cry for help. I would work with him and give him the words he needs to express how he is feeling and acknowledge that his feelings are valid, but certain behavior is expected and required to keep him safe as well as the teachers in the classroom. We underestimate what children can comprehend, and I believe all the “correction” he needs is an adult he can feel secure with. He is clearly having trouble winding down and preparing for nap, so I believe that he just needs someone to sit with him, maybe read him a book and help him work through those big emotions he is having a hard time expressing and verbalizing.

Refrences:
Challenging Behavior in Young Children [Video]. (n.d.). YouTube. https://www.youtube.com/watch?v=8eCfnrGu5xo

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