Louisville Mississippi Case Study

The Final Project will illustrate how family-centered programs, theories, and concepts support the early childhood classroom and the child’s family. The family-centered approach asserts that family involvement is important for a young child’s cognitive and social development. The Final Project, which will be presented via PowerPoint, will address the following scenario:

Also, in this assignment, each member of our group took time to research quotes, videos, articles and images for infant and toddler developmental domains and activities. When we were searching through our topics, we saw a huge selection of images that somebody had already saved on their Pinterest account. Each image gave us a proper explanation. For example, when we searched for infant and toddler environments, there were several beautiful images that popped up. We filtered through the Reggio Emilia Philosophy, which gave us details about how we can arrange setup outdoor activities inside the classrooms and look for which activities and materials we can arrange in different areas. These pins gave us an idea how the childcare must be designed

Provide a definition of what a “high quality” preschool program consists of and why that is important.

The day-care center will save and make the company money. The day-care center will keep money inside the company.

In the book Early Childhood Education Today 11th Edition, we read that “Family-centered practice is one of the cornerstone features of early childhood special education. This follows the fundamental notion that children’s development is influenced by their environment: their family, teachers, school, town, media, governmental systems, and so on.” (MORRISON, 2009) The first thing we as teachers must do is acknowledge that the children’s families are the first and most important teachers of their children and recognize the long-term effect families have on the attitudes and accomplishments of their children . For the edification of today’s youth there are potential positive responses to be obtained through working with a child’s parents as

While daycare/ childcare centers provide a safe haven for young children and left in the care of licensed caregivers, there is more to daycare then just temporary relief for parents. These facilities offer a nurturing and fun learning environment to promote curiosity, innovation, and continuous growth in developmental abilities and positivity in children, and they also have the ability to provide encouraging and engaging activities that endorse emotional, social, and academic development (Phillips 1987). Within these facilities, high quality care calls for each child reach greater levels of learning and can develop skills at their own pace under supervision.

It is important that an environment where children are going to be is a safe and friendly environment, and consists of everything that a child needs to be able grow and develop to the best of their ability. This includes challenging exercises and things that are able learn at their own pace. Whichever age group you a person is working with, it is important to ensure that the planning is done according to each child’s individual needs to ensure that that the development of each child is met. This is vital as every child is different and therefore activities that are put out should be able to be adapted so that every child feels as if they are able to have a go at doing it. A positive environment also includes the way that a room looks and if

It’s very important to work with families when it comes to their children’s learning. Children gain confidence by seeing their parents working with staff in the setting. Parents and families, who work with staff at their child’s school or nursery, will find that influences the way their children act at home. Having support from both parents/carers will encourage good relationships between the setting and the home, encouraging the families’ confidence and self-esteem. Practitioners can work in different ways to involve parents such as open days, newsletters, notice boards, parent-toddler clubs, day-to-day informal conversation, toy library, social activities, help with outings, reading with children, coffee mornings, school assembly, parent’s room and exhibitions of children’s work.

In this program our child care providers have a hands-on interaction with the children. They guide our early learners through child directed play. The child care staff provides different learning opportunities by supplying an array of activities based on the children’s interests. This program will allow the children an opportunity to become leaders in their learning, by exploring and discovering their play environment on their own, with peers and through guidance from the staff. Although we have many open-ended play opportunities, we will have a few structured activities for the children to participate in. We find it important to keep some structure within the daily schedule as this will allow the children the

In today's society, early childhood education programs have become an almost expected first step in every child's life. Studies have shown that when children attend they children who attend a preschool program are exposed to numbers, letter, and shapes on a daily basis. They also begin to learn many life skills, like how to socialize, share and separate from their parents. These first steps of learning are so important that now forty states in the U.S. now offer state funded pre-k programs (Kanter, 2016). With some many different preschools and early childhood programs, how do parents know if the programs are being held to a certain standard? The Early Childhood Environment Rating Scale (ECERS) is one comprehensive assessment tool available. Using this tool while quietly observing a preschool classroom, will help to define areas of strength as well as areas needing to be strengthened. The scale has thirty five different areas that are divided into six subscales, that will be observed. Each question is yes or no answer to a specific question and example.

Practitioners can do various things in a setting to encourage social and emotional development in children. For example, they should praise a child’s efforts, whether successful or not, and offer appropriate individual support. Additionally practitioners should ensure that a nursery is a safe, welcoming and comfortable environment where the children can feel a sense of belonging. Consequently the children will be more positive, happy and sociable and will have positive social and emotional

Educators hold the important role of supporting and facilitating each child’s development, one method of facilitating for the child is by recognizing and providing an optimal learning environment. An optimal learning environment is a safe environment specifically designed to facilitate a child’s learning and developmental needs. Educators need to provide time and opportunity for children to respond and experience the world creatively, it also needs to offer exposure to a variety of experience, to be secure and offer stimulating experiences so children can take risks and investigate the world around them safely. Olds (2001) suggests that children need to feel comfortable in their environment for them to explore. Educators need to be vigilant in making sure that each individuals needs are met so the child feels safe and comfortable in the learning environment. Creating an optimal learning environment means educators need to consider the aspects that create this environment. Harris Helm suggests that the overall effectiveness of an early childhood program is dependant on quality of staff, suitable environment, consistent schedules and parent involvement.

During the first part of the semester in Human Development Family Studies 102 we have been discussing vital information about all stages of life from womb to tomb and all parts of life in between. One of the most important stages in one’s life is early childhood when he or she is developing into the person that they will be when they enter the tomb so to speak. For this particular study I was sent to go observe the Palmer day care center located on Iowa State’s University to be able to see first hand the stages in life that different age groups are in, weather it’s the child’s physical, emotional, cognitive, language, or social developments that are lacking for the child’s age of above par for the child’s age. In the paper to come I will be describing my observations for two different age groups. The two groups that I observed were the infant program and the three to five-year-old room. The stages of life those two simple years can do for a young child is quite remarkable. From going to barely walking and or talking to running around and screaming asking questions and playing with the teacher.

The Early Childhood Education program at Carlow University focuses on educating children from birth to grade four in any context—school, family, or community. As a signature mark of the program, students learn how to honor diversity and form strong inclusive relationships between child and caregiver/teacher. They learn that a child’s environment needs to be rooted in trust; physically and psychologically safe. They learn that the caregiver/teacher relationship needs

During my observations in the different classrooms at “The childcare Center”, I learned about the proper environment, the fundamentals of the teachers lesson plans, their health and safety regulations, their approach to guidance and discipline, and overall quality childcare. The center has eight different levels of age groups; each of them has their own curriculum based on their age and developmental needs. This curriculum changes and has a new theme each month that helps the lead teachers to be able to start their lesson plans each week. From infants all the way to pre-K the lesson plans include fine motor, gross motor, art and sensory, math and manipulatives, music and movement, language including both signing and Spanish.