Shirley Parraga 9/13/13 Assignment One Description of the Location: The daycare consists of five major divisions which

are known as the block, dramatic play, fine motor, arts and craft, and !iet areas" #s one enters the ho!se, they will first enco!nter the block area, which d!e to its vast display of colors and interesting objects !s!ally attracts $aston %the tro!blemaker& and 'artin %the wise fellow&" (et, the two do differ in their favorite play toys" )hile $aston enjoys b!ilding large towers and bridges, 'artin endlessly races all the miniat!re cars available" To the left of the block area, one will find the dramatic play area" *ere, one can find several kinds of pretend play items, s!ch as, kitchens, cost!mes, food items, telephones, etc" The two most fre !ent visitors to this area are 'adelyn %the c!tie pie& and +ody %the new kid in town&" ,or the most part, they !s!ally only play with play phones despite the vast array of options they are presented with" +ontin!ing straight, is the fine motor area" This area is the hot spot for the yo!nger children, since it is essentially an easier replica of the block area" There are many stacking blocks and m!sical items, which the yo!nger children find easier to handle" 'ahalia %the loving angel& can be seen spending the majority of her time" -irectly to the left is the arts and craft area" #ltho!gh, it is f!lly stocked with !antities of cardboard paper, crayons, markers, and even play do!gh the children don.t partic!larly find themselves very attracted to this area" They only seem to fre !ent it when making seasonal crafts, or when a special activity is planned" /astly, straight ahead is the !iet are" 0n here, one will find a comp!ter station, bean bags/chairs, soft pl!sh toys, and two bookshelves" 1ot s!rprisingly, the rowdy children of the daycare don.t typically visit this area" 0t is essential to consider the different areas, in order to ac !ire an !nderstanding of the children.s personalities" Figured World: A figured world is defined as a structured place, or society. It is within a figured world that a particular set of rules and regulations are adapted to. This adaptation is performed through a social and cultural realm of interpretation. The daycare as a whole represents a figured world, composed of various aspects, as well as uni ue characters or actors. !y analy"ing the #ey aspects within the figured world, one can gather a deeper understanding of what the daycare actually represents. Summary of Rules and Correct Behavior: The daycare compromises the lower portion of my mom.s ho!se, which will allow me to make observations whenever 0 deem necessary" #ltho!gh at first it was simply a daycare, now it is also a registered preschool for kids ages 323" #s with any scholastic program, the daycare has a c!rric!l!m which it m!st base its teaching !pon" The c!rric!l!m incl!des vario!s concepts that 1orth +arolina.s +hild +are 4eso!rces %++4& considers essential for a child.s proper development" -ay to day, the children learn shapes, colors, n!mbers and other important concepts" (et, an added bon!s to the daycare is the fact that the lessons incorporate the Spanish lang!age" ,rom a yo!ng age, my mom works with the children so that they are able to become biling!al" This task is performed thro!gh constant repetition and translation of important words and phrases" The majority of the lessons the children learn take place d!ring 5+ircle Time"6 -!ring this time, each child is assigned a spot on a mat and has an assigned task" ,or e7ample, 5+ircle Time6 is composed of many activities, s!ch as, the weather, days of the week, colors, calendar, and p!ppet time" The vario!s assigned tasks range from a child being in charge of determining the weather to another child passing o!t the p!ppets" ,rom what 0 have gathered so far, the children are made responsible for performing their tasks daily" #s well as, many of them have ac !ired different roles" )hile some children consider themselves s!perior eno!gh to be the 5Teacher.s #ssistant,6 some simply think of themselves as st!dents" (et, since no child is perfect having a little bit of disr!ption is acceptable" 'y mom incorporates the idea that not always doing everything right is okay, as long as the child is always trying" 1eedless to say, with children comes a lot of noise" That is mainly why the person in charge of taking care of them m!st behold a lot of patience" Actors: An actor is defined as a character within a social structure, such as, a figured world that plays a ma$or world. An actor is the person that must conform to the conditions of the structure, and eventually adapt to all of its regulations. It is this person that essentially sets the norms for the structure through

Shirley Parraga 9/13/13 their actions. !oth the children and the provider would %e considered the actors of the daycare. &et, each category has different roles. While the instructor is considered more of a superior, leader'type character, the children are essentially her followers. They ta#e in all the #nowledge the instructor provides them with and use it within their daily activities. The actors, although important, could not function if one of the two categories were missing. Patricia Ordonez: +ommonly referred to as 5's" Tricia,6 she is the lady in charge of r!nning the daycare" She is the one who all the kids t!rn to when they need assistance with something or !nfort!nately when they are in tro!ble" #s well as, she is really the one person who knows and !nderstands their different personalities and ways of being" aston Devries: #lso known as the tro!ble maker, $aston is definitely a !ni !e personality" *is c!riosity and constant need to discover things on his own ca!se to get in heaps of tro!ble" ,rom a very early age, $aston has been one to ramble on and on abo!t the events that occ!r within his daily life" (et, know that he is able to do so in Spanish it has become m!ch more entertaining to observe" !artin "ramer: ,rom the day he was born, everybody knew he was going to be a very intelligent individ!al" 0t was the way that he always knew the answer to his teacher.s !estions, and always knew j!st what to say that allowed everyone to ded!ct this" #ltho!gh, with great intelligence sometimes comes rebellion" ,rom time to time, one is presented with 'artin.s disapproval of a certain s!bject" !adelyn !c#ee: ,or abo!t two years now, 'adelyn has become the one tr!e so!rce of entertainment and la!ghter at the daycare" ,rom the way she waddles to the hysterical faces she makes, 'adelyn has earned her nickname, +!tie Pie" )hen she is in the 8one, there is no one that can stop her as she will !ltimately do as she pleases"

Cody !adeiros: #ltho!gh he.s only been at the daycare for two weeks, 0 have gathered an overall !nderstanding of his character" #t first, +ody comes o!t as defiant and sometimes even mean, yet when reaching f!rther down one can gather that he is simply protective" 9oing from co!ntless c!stody laws!its, +ody has no sense of home" Since his dad.s recent victory earning him f!ll c!stody, +ody has started to adapt to life by his side" #t the daycare, one can only hope that with time he will be able to f!lly adapt to his new life"

!ahalia sposito: Similarly, altho!gh she.s been in the daycare for a relatively short period of time, we have learned m!ch abo!t 'ahalia" She is the type of girl who will easily adj!st to her new s!rro!ndings" This is d!e to her loving personality and easygoing character" :ne can ask her something and be s!re that 'ahalia will always follow along"

Artifacts: An artifact is defined as an essential element within a structured society that allows the character(s) adapt to the society as a whole. These elements can either %e animate or inanimate o%$ects with either short or long durations, depending on the o%$ect. Within the daycare, there are various artifacts which compromise significant roles within to each of the actors. They help the children adapt to the daycare environment. Different Areas: The vario!s centers present within the daycare are of major importance to the children" 0n a way, it makes !p who they are" ,or e7ample, by $aston b!ilding str!ct!res in the

Shirley Parraga 9/13/13 block area one can ass!me that he is a very technical and fig!rative person" The areas also allow the children to grasp a sense of division within the room" Star Chart: This is act!ally a new system of enforcing good behavior within the daycare" The method consists of earning one reward for having good behavior three consec!tive days in the week and two rewards for having done so all week" #ltho!gh at first, the system wasn.t !ite clear to the children, now it s!rely is" $verybody is constantly striving to earn a star and event!ally a reward at the end of the week"

Plates $ %tensils: :ne again, distinction can be observed within the plates and !tensils assignment" $ach child is assigned a color, only on which their food can be placed on" This allows the children to ac !ire a sense of ro!tine and organi8ation" Thro!gh this, the children also begin to adapt to the daily e7pectations and r!les of the daycare"

!ats for Circle &ime: Similarly with the plates and !tensils, the older children are assigned mats" They are each in charge of picking !p their mat and placing it in the sleeping spot" 0t is also their responsibility to make s!re that their mat is p!t back in its correct after naptime" This also enhances the children.s ability to follow the r!les and develop an idea of consistency"

!adelyn's Phone: #ltho!gh somewhat strange, this is j!st !ni !e part of the daycare everyone m!st learn to cope with" ,or whatever the reason, 'adelyn %the c!tie pie& has become obsessed with a 'y /ittle Pony phone" She carries aro!nd everywhere and pretends she calls the world" $ven tho!gh she is ta!ght to share the phone with her friends, !s!ally everyone knows it.s not a good idea to !pset her"

*iscourse +ommunities: A discourse community is a group of people that tend to follow the same patterns. These people may either %e trying to adapt simultaneously or simply trying to find their individual rhythm. Within the daycare, the discourse communities represent a correct or incorrect way to follow the rules. For e,ample, the older children typically tend to fulfill what-s e,pected of them, while the younger children seem to struggle. Thus, forming different groups within the daycare. Partners for Centers: The children are assigned one partner to play along with, e7cept d!ring their free time" Thro!gh constant repetition and habit, they have all learned who their assigned partner is" #n important thing to consider with the assignment is that placing an older child with a yo!nger child wo!ld most likely allow for good res!lts" Therefore, 'artin and +ody were placed together, as well as, +ody and 'adelyn" 'ahalia !s!ally tags along to the gro!p she wishes to join" &eacher's (elpers: Similarly, a key aspect to take into consideration is that the older children %3 and !p& wo!ld be best s!ited for this position" The instr!ctor tries to incorporate a leadership feeling within them so that they will be motivated to perform well" These are also !s!ally the kids that g!ide the yo!nger children, since they typically have a sense of what.s e7pected of them"

)ree )lyers: The kids known as the 5,ree ,lyers,6 are the yo!nger ones %ages ; and !nder&" #ltho!gh these children are e7pected to follow the basic r!les and obligations, one m!st !nderstand

Shirley Parraga 9/13/13 that they may be too yo!ng to do so for certain things" Therefore, on certain occasions these are the children that go in their own direction rather than stay with the gro!p" The older children know who these people are and know that it is only allowed for them to do so beca!se of their yo!ng age" .iteracy /ractices: A literacy practice is defined as literacy events that occur though the participation of actors in a figured world, %ut through a larger spectrum. .iteracy practices are not merely social, political, and historical conte,ts of literary events, %ut the relations of social development that envelop them. The literacy practices found in the daycare help the children learn lessons not only a%out the concepts covered in the provider-s curriculum, %ut also in life. It is through these literacy practices that the children are a%le to interpret the lessons they learn. They facilitate the learning process for the children. *eather Chart: -!ring +ircle Time, the children learn abo!t the different possibilities for weather" They are ta!ght to disting!ish these weather types by analy8ing and comparing both the appearance of the sky o!tside and on printed fig!res" The children enjoy the process, while learning at the same time"

Calendar: The calendar serves m!ltiple ed!cational p!rposes in the daycare" 0ts normal !se is for that of keeping track of the days of the week" (et, d!ring the g!ided learning time, the kids are enco!raged to refer to the calendar in order to facilitate their co!nting skills" The children enjoy the f!n colors and lettering of the calendar"

Lesson+&heme Boo#s: #lmost all of the lessons incl!de a book which demonstrates the same or similar concept that the children are learning" These books are caref!lly chosen by the instr!ctor so that they portray a concept or activity that the children have already practiced" This allows the children to f!rther analy8e a specific concept and apply to the o!tside world"

&he O,servations: O,servation -: Bloc# of time ./:00 1 --:203 Activity44444444444444444444444444444444444444444 /:00 1 5:00am 6 Arrivals+7reeting: !s8 &ricia greets the children individually8 She also ta#es notice of any change in the person dropping off the child8 As a part of the 9orth Carolina health regulations: the teacher must also conduct morning health inspection8 As the children arrive: they are all very e;cited to see their friends once again8 aston and !artin run to give each other hugs and later say good,ye to their parents8 !adelyn is too cran#y and e;hausted to say good,ye to her parents: and <ust ignores as they constantly as# for a hug and #iss8 Cody is still a little sad to depart from his dad: ,ut soon gives him a hug and says =,ye ,ye8> /:00 1 5:00am &oileting: !s8 &ricia escorts the children to the ,athroom to ?ash their hands upon arrival8 All the children #no? to line up at the door and ?ait to ,e called to ?ash their hands8 !adelyn seems to ,e the most impatient one@ she constantly fidgets and ma#es loud noises8 aston signals her to shush8 /:00 1 5:00am )ree Play: &he children participate in activities of their choice8 (o?ever: !s8 &ricia supervises these activities: guiding the children to help ma#e for a successful e;perience8 (o?ever: the children all go their separate ?ay8 aston and !artin

Shirley Parraga 9/13/13 go to the ,loc# area and ,uild =giant ,ridges:> !adelyn goes to the #itchen area and starts to sing: and !ahalia goes to the li,rary area and <ust sits there8 Cody loo#s around for a,out t?o minutes ,efore going to the puzzles8 /:00 1 5:00am Clean6%p: !s8 &ricia gives the children an advanced notice that clean6up time is approaching8 She also suggests that they complete their activities and prepare to help put up eAuipment8 &he purpose of clean6up time is to encourage all children to participate8 !artin #no?s e;actly ?here everything goes and gets frustrated ?ith !adelyn for not doing the same8 aston helps !ahalia clean up her ,oo#s and Cody hurriedly pic#s up all his puzzle pieces8 (e ?hines and is close to crying ,ecause he can't fit all the pieces ,ac# on: ,ut then !s8 &ricia ?al#s over and helps him8 /:00 1 5:00am &oileting: &he children ?ho have finished cleaning up are escorted to the ,athroom to ?ash their hands ,efore ,rea#fast8 5:00 1 5:20am Snac#+Brea#fast: &he provider sits ?ith the children and helps them eat their meal8 At the same time: she is trying to encourage socialization among children ?hile they are eating8 According to the e;pectations of the 9orth Carolina (ealth Department: she must also meet the nutritional needs of children8 All of the children eat their oatmeal and ,ananas happily8 Cody is the first to as# for more ,ananas and then still the first one to finish his meal8 5:BC 1 D:00 am &oileting: &he children ?ho have finished cleaning up are escorted to the ,athroom to ?ash their hands after ,rea#fast8 D:00 1 -0:00am )ree Play: &he children move freely into activities previously set up that provide them ?ith opportunities for creative and dramatic play8 &he instructor must ,e prepared to help develop s#ills ,y o,serving the needs of children: providing materials: suggestions: and encouragement8 Once again: all the children go ,ac# to their previous play centers: e;cept this time !ahalia <oins !adelyn in the #itchen8 &hey stac# many pretend plates on the little ta,le near the #itchen and pretend to mi; food8 -0:00 1 -0:20 am 7roup &ime: During this time: the children ta#e part in informal discussions8 As ?ell as: in the planned classes they learn shapes: colors: num,ers: letters: Spanish: sho?6and6tell: story time: songs and music: coloring: group games: finger plays@ etc8 !s8 &ricia calls everyone to =Circle &ime:> and the all go their assigned spots . aston is red: !artin is green: !adelyn is ,lue: Cody is yello?: and !ahalia sits in ,et?een !artin and !adelyn8 &hey start out ,y going over the ?eather: and after deciding to #eep the same partly cloudy image on the ?eather chart: they move on to the calendar8 !artin is called upon to say the name of current month and day8 &hen: aston is as#ed to spell it8 Although he has some trou,le at first: he slo?ly manages it to spell it8 Later: !s8 &ricia hands out puppets so that the children can sing the days of the ?ee#8 !adelyn specifically as#s for =la nina: please> or =the girl: please8> Once they are done singing: !s8 &ricia hands out stic#ers to all the children8 &he children get very e;cited from their earned stic#ers and can't resist ,ut to sho? them off to each other8

Shirley Parraga 9/13/13 -0:20 1 --:00am Outside time: !s8 &ricia is responsi,le for seeing that all the children are dressed appropriately for the outside ?eather8 Et is important to note that planned activities ta#e place outdoors only for the children that ?ish to participate8 &he instructor must ma#e sure to carefully supervise all activities8 !artin: aston and Cody all choose to play ?ith the pedaling cars8 !adelyn pic#s out t?o pieces of chal# and starts dra?ing on the concrete portion of the ,ac#yard8 !ahalia runs to the corner of the fence: ?here there is Disney's Princess ,all8 She tries to ,ounce it: ,ut has not Auite acAuired that a,ility yet8 Cody is the only one ?ho plays in the )isher Price playhouse8 &here: he <ust loo#s out the ?indo?s and calls every,ody8 --:00 1 --:20am Clean 1%p: &he instructor gives the children an advanced notice that clean6up times is approaching8 She also suggests that they complete their activities and prepare to help put up eAuipment8 &he purpose of clean6up time is to encourage all children to participate8 --:00 1 --:20am &oileting: &he children ?ho have finished cleaning up are escorted to the ,athroom to ?ash their hands ,efore ,rea#fast and lunch8 O,servation F: Bloc# of time .--:20 1 2:00pm3 4444 Activity4444444444444444444444444444444444 --:20 1 --:BCam Clean 1%p: &he instructor gives the children an advanced notice that clean6up times is approaching8 She also suggests that they complete their activities and prepare to help put up eAuipment8 &he purpose of clean6up time is to encourage all children to participate8 &his time: all the children seem to ,e moving faster8 &hey are all hungry at this point and #no? they must hurry and clean up all their toys ,efore they can go eat their lunch8 *hile everyone scatters to put all they toys in their corresponding spot: Cody <ust sits on the lmo chair in the li,rary area8 !ean?hile: aston constantly reminds his friends to =hurry up: ,efore our GtheirH food gets cold8> Iet: later says =E don't li#e my too hot8> Once they are all done cleaning up the play area the children line up at the gate and ?ait for !s8 &ricia to come and get them one ,y one8 )rom here: they are later escorted to their spot and the younger children are placed in their seats8 --:BCam 1 -F:20 pm Lunch: &he older children serve themselves under the supervision of !s8 &ricia8 &he children ?ho are not a,le to use silver?are correctly are assisted ,y !s8 &ricia8 She also tries to allo? the children to rela; and en<oy their food8 &his helps them practice and encourages them to develop the s#ills needed for good ta,le manners8 Small servings of food ?ith seconds: if desired is encouraged8 Once again: all the children eat their meal Auietly8 ;cept: this time they all as# for seconds8 Both !artin and aston love the mashed potatoes and !adelyn en<oys her macaroni and cheese8 Cody devours everything and is the first one to move on to his fruit .pears38 !ahalia is the only ?ho has a hard time finshing her meal8 She does not s?allo? her food: ,ut rather che?s constantly the same pieces over and over again8 -F:20 1 -:00pm &oileting: &he children ?ho have finished cleaning up are escorted to the ,athroom to ?ash their hands ,efore ,rea#fast and lunch8 At this point: the children are very e;hausted and lean up close to the couches ?hen ?aiting their turn for the

Shirley Parraga 9/13/13 ,athroom8 Once again: one ,y one !s8 &ricia helps them go to the ,athroom and ?ash their hands8 &his time: ho?ever: all the children ,rush their teeth8 &hey all #no? ?hich tooth,rush ,elongs to them: and pic# it up themselves8 !adelyn is the only one that does not li#e the taste of toothpaste: and spits it out Auic#ly8 Once all the children have finally gone to the ,athroom and prepared for naptime: they are escorted ,y !s8 &ricia to the sleeping room8 -:00 1 2:00pm Rest time: aston and !artin have different colored mats and #no? to go their cu,,ies and pic# out their sheets8 !artin pull out his Cars sheets and aston ta#es out his *innie the Pooh sheets8 &hey ,oth try to put their sheets on themselves: ,ut must ?ait for !s8 &ricia to come and help them8 !adelyn: !ahalia and Cody all have assigned cri,s in ?hich they sleep in8 Although at first: Cody cries a little !s8 &ricia calms him do?n ,y ru,,ing his ,ac# and reassuring him that everything is going to ,e o#ay8 Once all the children have calmed do?n and are laying do?n: !s8 &ricia sits in roc#er chair to supervise that they all go to sleep8 O,servation 2: Bloc# of time .2:-C 1 J:203 4444 Activity4444444444444444444444444444444444 2:-C 1 2:20pm 1&oileting: After the children ?a#e up: they all head to the ,athroom8 Once going potty: they all #no? to head over to their cu,,ies and put on their shoes8 aston and !artin have some trou,le putting on their soc#s: ,ut easily fit their shoes8 Iet: !adelyn: Cody and !ahalia must get help from !s8 &ricia8 At this point: they are fully ?a#e up and head to ta,le to eat their snac#8 Cody and !adelyn are very cran#y: until finally ,eing ta#en into the #itchen area8 2:20 6 B:00pm 1Snac#: &he provider sits ?ith the children and helps them eat their meal8 At the same time: she is tries to encourage socialization among children ?hile they are eating8 According to the e;pectations of the 9orth Carolina (ealth Department: she must also meet the nutritional needs of children8 B:00 1 B:20pm 6Outdoor time+ 7roup time: &he provider is responsi,le for seeing that all the children are dressed appropriately for the outside ?eather8 Et is important to note that planned activities ta#e place outdoors only for the children that ?ish to participate8 &he instructor must ma#e sure to carefully supervise all activities8 Once again: !artin: aston and Cody head over to the pedaling cars: ?hile !adelyn colors ?ith the chal#8 Iet this time ,oth !ahalia and Cody play in the )isher Price playhouse8 &here: they sing various songs and dance in circles8 B:20 1 B:BCpm 1&oileting: *hen coming from outside: the children must once again line up and ?ait their turns in order to ?ash their hands8 During this time: they also prepare themselves for dinner time8 B:BC 1 C:BCpm 1Dinner: &he older children serve themselves under the supervision of !s8 &ricia8 !s8 &ricia must also assist the younger children ?ho are not a,le to use silver?are correctly8 She is once again trying to allo? the children to rela; and en<oy their food8 &his helps them practice and encourages them to develop the s#ills needed for good ta,le manners8 Small servings of food ?ith seconds: if desired is encouraged8

Shirley Parraga 9/13/13 C:BC 1 J:20pm 6)ree play: &he children move freely into activities previously set up that provide them ?ith opportunities for creative and dramatic play8 &he instructor must ,e prepared to help develop s#ills ,y o,serving the needs of children: providing materials: suggestions: and encouragement8 During this time: all the children pic# up ,oo#s and go either to the li,rary area or the couches to read them8 Cody is constantly pointing to the ?indo? and saying =Daddy8> C:BC 1 J:20pm 6Clean6%p: &he instructor gives the children an advanced notice that clean6up times is approaching8 She also suggests that they complete their activities and prepare to help put up eAuipment8 &he purpose of clean6up time is to encourage all children to participate8 C:BC 1 /:00pm6 Departure: &he provider prepares the children's ,elongings and is availa,le to tal# ?ith the parents as they pic# up the children8 *hen pic#ed up aston and !artin give hugs to all their friends8 Iet: aston ,eing the trou,lema#er ends up tum,ling the younger children onto the floor8 !adelyn once again ignores her parents ?hen as#ed for a hug and a #iss: and ?hen is forcedly pic#ed up ,egins to cry8 !s8 &ricia tries to calm her do?n and tells her that she ?ill see her again the tomorro?8 Cody and !ahalia have no trou,le in leaving8 &hey ,oth pic# up their ,oo#,ags and say good,ye to every,ody8 Once all the children have left: !s8 &ricia ,egins to clean up the daycare and prepare it for the ne;t day8 Entervie?.s3: 0uestions for *irector12wner: 3. 4ow long have %een in this field5 What was the main factor that drew you to wor#ing with children5 ' 0 have been in this field for well over 1< years" 0 have had my own daycares for almost si7 years" To be honest, 0.ve always enjoyed working with children" They make life so joyf!l and for me it.s a pleas!re to spend all day with them" 6) 2verall, what could say you have learned through wor#ing with children5 Anything interesting or specific to an individual child5 ' The most interesting thing 0.ve learned is that all children are different" -espite what it may say in books and readings, children have individ!al minds" They grow at their own speed and if someone is working with them, they m!st have the patience it takes to do so" 7) +ould you descri%e a typical day in your daycare5 What #inds of activities are performed5 ' 'y daycare is based off the g!ided c!rric!l!m from the +hild 4eso!rces 1etwork" 0t is basically composed of free time, instr!ctional gro!p learning, meal times, nap time, and finally depart!re" 1ow, even tho!gh 0 follow a c!rric!l!m 0 still make changes to the lesson plans and activities that 0 do with the children thro!gho!t the day" 8) I am aware of your curriculum, however, how do you ma#e sure that it is implemented and enforced daily5

Shirley Parraga 9/13/13 2 #ltho!gh 0 try to implement my c!rric!l!m as m!ch as possible, 0 also try to maintain a fle7ible daily sched!le" 0 know that the children may not respond to a certain activity, and in that case 0 like to create an alternative activity" 0 like to plan my day in a way in which all the children will respond positively and act!ally want to learn" 9) 4ow would you say the %ilingual factor of the daycare impacts the development of the children5 *o they generally understand and respond well to the :panish language5 2 ,or some children it takes them a while to finally adapt to speaking both $nglish and Spanish" (et, 0 have to say that 0 feel learning more than one lang!age helps a child.s development in more than one ways" 0t allows the children to interpret concepts in m!ltiple ways" ;) Would you say that the children-s parents play an important role in the development of the child5 What are your forms of communications, and are they effective5 ' 0n my opinion, the parents play one of the most important roles" 0 think of my relationship with the parents as that of a team" 0n order for their child to s!cceed, we m!st be on the same page" 0 believe that comm!nication is key to !nderstanding, so 0 send daily weekly emails and memos with important information on !pcoming events and activities" 0 also send daily reports of their child.s day to keep them informed on a day to day basis"

Interview 0uestions for +hildren (7 and up): Will record for clearer understanding.

3) What would you say you li#e most a%out the daycare5 *o you have a favorite play area or toy5 6) What #inds of things do you learn at this school5 7) +an you descri%e what you do throughout a typical day5 8) *o you en$oy learning :panish5 +an you say something in :panish5 9) 4ow do you thin# or feel you ma#e this daycare1school a %etter place5

<artin-s Interview:

http:11youtu.%e1pc=w'e!We/< >aston-s Interview:

http:11youtu.%e1$o<se*?3Wgw

Little &ots *e,site .!atthe?s Location3:

Shirley Parraga 9/13/13

Shirley Parraga 9/13/13