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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 quiet areas. As one enters the house, they will first encounter the block area, which due to its vast display of colors and interesting objects usually attracts Easton (the troublemaker) and Martin (the wise fellow). Yet, the two do differ in their favorite play toys. While Easton enjoys building large towers and bridges, Martin endlessly races all the miniature cars available. To the left of the block area, one will find the dramatic play area. Here, one can find several kinds of pretend play items, such as, kitchens, costumes, food items, telephones, etc. The two most frequent visitors to this area are Madelyn (the cutie pie) and Cody (the new kid in town). For the most part, they usually only play with play phones despite the vast array of options they are presented with. Continuing straight, is the fine motor area. This area is the hot spot for the younger children, since it is essentially an easier replica of the block area. There are many stacking blocks and musical items, which the younger children find easier to handle. Mahalia (the loving angel) can be seen spending the majority of her time. Directly to the left is the arts and craft area. Although, it is fully stocked with quantities of cardboard paper, crayons, markers, and even play dough the children dont particularly find themselves very attracted to this area. They only seem to frequent it when making seasonal crafts, or when a special activity is planned. Lastly, straight ahead is the quiet are. In here, one will find a computer station, bean bags/chairs, soft plush toys, and two bookshelves. Not surprisingly, the rowdy children of the daycare dont typically visit this area. It is essential to consider the different areas, in order to acquire an understanding of the childrens 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 unique characters or actors. By analyzing the key 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 moms house, which will allow me to make observations whenever I deem necessary. Although at first it was simply a daycare, now it is also a registered preschool for kids ages 3-5. As with any scholastic program, the daycare has a curriculum which it must base its teaching upon. The curriculum includes various concepts that North Carolinas Child Care Resources (CCR) considers essential for a childs proper development. Day to day, the children learn shapes, colors, numbers and other important concepts. Yet, an added bonus to the daycare is the fact that the lessons incorporate the Spanish language. From a young age, my mom works with the children so that they are able to become bilingual. This task is performed through constant repetition and translation of important words and phrases. The majority of the lessons the children learn take place during Circle Time. During this time, each child is assigned a spot on a mat and has an assigned task. For example, Circle Time is composed of many activities, such as, the weather, days of the week, colors, calendar, and puppet time. The various assigned tasks range from a child being in charge of determining the weather to another child passing out the puppets. From what I have gathered so far, the children are made responsible for performing their tasks daily. As well as, many of them have acquired different roles. While some children consider themselves superior enough to be the Teachers Assistant, some simply think of themselves as students. Yet, since no child is perfect having a little bit of disruption is acceptable. My mom incorporates the idea that not always doing everything right is okay, as long as the child is always trying. Needless to say, with children comes a lot of noise. That is mainly why the person in charge of taking care of them must 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 major 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. Both the children and the provider would be considered the actors of the daycare. Yet, each category has different roles. While the instructor is considered more of a superior, leader-type character, the children are essentially her followers. They take in all the knowledge 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: Commonly referred to as Ms. Tricia, she is the lady in charge of running the daycare. She is the one who all the kids turn to when they need assistance with something or unfortunately when they are in trouble. As well as, she is really the one person who knows and understands their different personalities and ways of being. Easton Devries: Also known as the trouble maker, Easton is definitely a unique personality. His curiosity and constant need to discover things on his own cause to get in heaps of trouble. From a very early age, Easton has been one to ramble on and on about the events that occur within his daily life. Yet, know that he is able to do so in Spanish it has become much more entertaining to observe. Martin Kramer: From the day he was born, everybody knew he was going to be a very intelligent individual. It was the way that he always knew the answer to his teachers questions, and always knew just what to say that allowed everyone to deduct this. Although, with great intelligence sometimes comes rebellion. From time to time, one is presented with Martins disapproval of a certain subject. Madelyn Mckee: For about two years now, Madelyn has become the one true source of entertainment and laughter at the daycare. From the way she waddles to the hysterical faces she makes, Madelyn has earned her nickname, Cutie Pie. When she is in the zone, there is no one that can stop her as she will ultimately do as she pleases. Cody Madeiros: Although hes only been at the daycare for two weeks, I have gathered an overall understanding of his character. At first, Cody comes out as defiant and sometimes even mean, yet when reaching further down one can gather that he is simply protective. Going from countless custody lawsuits, Cody has no sense of home. Since his dads recent victory earning him full custody, Cody has started to adapt to life by his side. At the daycare, one can only hope that with time he will be able to fully adapt to his new life. Mahalia Esposito: Similarly, although shes been in the daycare for a relatively short period of time, we have learned much about Mahalia. She is the type of girl who will easily adjust to her new surroundings. This is due to her loving personality and easygoing character. One can ask her something and be sure that Mahalia 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 be animate or inanimate objects with either short or long durations, depending on the object. 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 various centers present within the daycare are of major importance to the children. In a way, it makes up who they are. For example, by Easton building structures in the block area one can assume that he is a very technical and figurative person. The areas also allow the children to grasp a sense of division within the room.

Shirley Parraga 9/13/13 Star Chart: This is actually a new system of enforcing good behavior within the daycare. The method consists of earning one reward for having good behavior three consecutive days in the week and two rewards for having done so all week. Although at first, the system wasnt quite clear to the children, now it surely is. Everybody is constantly striving to earn a star and eventually a reward at the end of the week. Plates & Utensils: One again, distinction can be observed within the plates and utensils assignment. Each child is assigned a color, only on which their food can be placed on. This allows the children to acquire a sense of routine and organization. Through this, the children also begin to adapt to the daily expectations and rules of the daycare. Mats for Circle Time: Similarly with the plates and utensils, the older children are assigned mats. They are each in charge of picking up their mat and placing it in the sleeping spot. It is also their responsibility to make sure that their mat is put back in its correct after naptime. This also enhances the childrens ability to follow the rules and develop an idea of consistency. Madelyns Phone: Although somewhat strange, this is just unique part of the daycare everyone must learn to cope with. For whatever the reason, Madelyn (the cutie pie) has become obsessed with a My Little Pony phone. She carries around everywhere and pretends she calls the world. Even though she is taught to share the phone with her friends, usually everyone knows its not a good idea to upset her.

Discourse Communities: A discourse community is a group of people that tend to follow the same patterns. These people may either be 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 example, the older children typically tend to fulfill whats expected 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, except during their free time. Through constant repetition and habit, they have all learned who their assigned partner is. An important thing to consider with the assignment is that placing an older child with a younger child would most likely allow for good results. Therefore, Martin and Cody were placed together, as well as, Cody and Madelyn. Mahalia usually tags along to the group she wishes to join. Teachers Helpers: Similarly, a key aspect to take into consideration is that the older children (3 and up) would be best suited for this position. The instructor tries to incorporate a leadership feeling within them so that they will be motivated to perform well. These are also usually the kids that guide the younger children, since they typically have a sense of whats expected of them. Free Flyers: The kids known as the Free Flyers, are the younger ones (ages 2 and under). Although these children are expected to follow the basic rules and obligations, one must understand that they may be too young 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 group. The older children know who these people are and know that it is only allowed for them to do so because of their young age.

Literacy Practices: A literacy practice is defined as literacy events that occur though the participation of actors in a figured world, but through a larger spectrum. Literacy practices are not merely social, political, and historical contexts of literary events, but the relations of social development that envelop them. The literacy practices found in the daycare help the children learn lessons not only about the concepts covered in the providers curriculum, but also in life. It is through these literacy practices that

Shirley Parraga 9/13/13 the children are able to interpret the lessons they learn. They facilitate the learning process for the children. Weather Chart: During Circle Time, the children learn about the different possibilities for weather. They are taught to distinguish these weather types by analyzing and comparing both the appearance of the sky outside and on printed figures. The children enjoy the process, while learning at the same time. Calendar: The calendar serves multiple educational purposes in the daycare. Its normal use is for that of keeping track of the days of the week. Yet, during the guided learning time, the kids are encouraged to refer to the calendar in order to facilitate their counting skills. The children enjoy the fun colors and lettering of the calendar. Lesson/Theme Books: Almost all of the lessons include a book which demonstrates the same or similar concept that the children are learning. These books are carefully chosen by the instructor so that they portray a concept or activity that the children have already practiced. This allows the children to further analyze a specific concept and apply to the outside world.

The Observations: Observation 1: Block of time (7:00 11:30) Activity_________________________________________ 7:00 8:00am - Arrivals/Greeting: Ms. Tricia greets the children individually. She also takes notice of any change in the person dropping off the child. As a part of the North Carolina health regulations, the teacher must also conduct morning health inspection. As the children arrive, they are all very excited to see their friends once again. Easton and Martin run to give each other hugs and later say goodbye to their parents. Madelyn is too cranky and exhausted to say goodbye to her parents, and just ignores as they constantly ask for a hug and kiss. Cody is still a little sad to depart from his dad, but soon gives him a hug and says bye bye. 7:00 8:00am Toileting: Ms. Tricia escorts the children to the bathroom to wash their hands upon arrival. All the children know to line up at the door and wait to be called to wash their hands. Madelyn seems to be the most impatient one; she constantly fidgets and makes loud noises. Easton signals her to shush. 7:00 8:00am Free Play: The children participate in activities of their choice. However, Ms. Tricia supervises these activities, guiding the children to help make for a successful experience. However, the children all go their separate way. Easton and Martin go to the block area and build giant bridges, Madelyn goes to the kitchen area and starts to sing, and Mahalia goes to the library area and just sits there. Cody looks around for about two minutes before going to the puzzles. 7:00 8:00am Clean-Up: Ms. Tricia gives the children an advanced notice that clean-up time is approaching. She also suggests that they complete their activities and prepare to help put up equipment. The purpose of clean-up time is to encourage all children to participate. Martin knows exactly where everything goes and gets frustrated with Madelyn for not doing the same. Easton helps Mahalia clean up her books and Cody hurriedly picks up all his puzzle pieces. He whines and is close to crying because he cant fit all the pieces back on, but then Ms. Tricia walks over and helps him.

Shirley Parraga 9/13/13 7:00 8:00am Toileting: The children who have finished cleaning up are escorted to the bathroom to wash their hands before breakfast. 8:00 8:30am Snack/Breakfast: The provider sits with the children and helps them eat their meal. At the same time, she is trying to encourage socialization among children while they are eating. According to the expectations of the North Carolina Health Department, she must also meet the nutritional needs of children. All of the children eat their oatmeal and bananas happily. Cody is the first to ask for more bananas and then still the first one to finish his meal. 8:45 9:00 am Toileting: The children who have finished cleaning up are escorted to the bathroom to wash their hands after breakfast. 9:00 10:00am Free Play: The children move freely into activities previously set up that provide them with opportunities for creative and dramatic play. The instructor must be prepared to help develop skills by observing the needs of children, providing materials, suggestions, and encouragement. Once again, all the children go back to their previous play centers, except this time Mahalia joins Madelyn in the kitchen. They stack many pretend plates on the little table near the kitchen and pretend to mix food. 10:00 10:30 am Group Time: During this time, the children take part in informal discussions. As well as, in the planned classes they learn shapes, colors, numbers, letters, Spanish, show-and-tell, story time, songs and music, coloring, group games, finger plays; etc. Ms. Tricia calls everyone to Circle Time, and the all go their assigned spots (Easton is red, Martin is green, Madelyn is blue, Cody is yellow, and Mahalia sits in between Martin and Madelyn. They start out by going over the weather, and after deciding to keep the same partly cloudy image on the weather chart, they move on to the calendar. Martin is called upon to say the name of current month and day. Then, Easton is asked to spell it. Although he has some trouble at first, he slowly manages it to spell it. Later, Ms. Tricia hands out puppets so that the children can sing the days of the week. Madelyn specifically asks for la nina, please or the girl, please. Once they are done singing, Ms. Tricia hands out stickers to all the children. The children get very excited from their earned stickers and cant resist but to show them off to each other. 10:30 11:00am Outside time: Ms. Tricia is responsible for seeing that all the children are dressed appropriately for the outside weather. It is important to note that planned activities take place outdoors only for the children that wish to participate. The instructor must make sure to carefully supervise all activities. Martin, Easton and Cody all choose to play with the pedaling cars. Madelyn picks out two pieces of chalk and starts drawing on the concrete portion of the backyard. Mahalia runs to the corner of the fence, where there is Disneys Princess ball. She tries to bounce it, but has not quite acquired that ability yet. Cody is the only one who plays in the Fisher Price playhouse. There, he just looks out the windows and calls everybody. 11:00 11:30am Clean Up: The instructor gives the children an advanced notice that clean-up times

Shirley Parraga 9/13/13 is approaching. She also suggests that they complete their activities and prepare to help put up equipment. The purpose of clean-up time is to encourage all children to participate. 11:00 11:30am Toileting: The children who have finished cleaning up are escorted to the bathroom to wash their hands before breakfast and lunch. Observation 2: Block of time (11:30 3:00pm) ____ Activity__________________________________ 11:30 11:45am Clean Up: The instructor gives the children an advanced notice that clean-up times is approaching. She also suggests that they complete their activities and prepare to help put up equipment. The purpose of clean-up time is to encourage all children to participate. This time, all the children seem to be moving faster. They are all hungry at this point and know they must hurry and clean up all their toys before they can go eat their lunch. While everyone scatters to put all they toys in their corresponding spot, Cody just sits on the Elmo chair in the library area. Meanwhile, Easton constantly reminds his friends to hurry up, before our [their] food gets cold. Yet, later says I dont like my too hot. Once they are all done cleaning up the play area the children line up at the gate and wait for Ms. Tricia to come and get them one by one. From here, they are later escorted to their spot and the younger children are placed in their seats. 11:45am 12:30 pm Lunch: The older children serve themselves under the supervision of Ms. Tricia. The children who are not able to use silverware correctly are assisted by Ms. Tricia. She also tries to allow the children to relax and enjoy their food. This helps them practice and encourages them to develop the skills needed for good table manners. Small servings of food with seconds, if desired is encouraged. Once again, all the children eat their meal quietly. Except, this time they all ask for seconds. Both Martin and Easton love the mashed potatoes and Madelyn enjoys her macaroni and cheese. Cody devours everything and is the first one to move on to his fruit (pears). Mahalia is the only who has a hard time finshing her meal. She does not swallow her food, but rather chews constantly the same pieces over and over again. 12:30 1:00pm Toileting: The children who have finished cleaning up are escorted to the bathroom to wash their hands before breakfast and lunch. At this point, the children are very exhausted and lean up close to the couches when waiting their turn for the bathroom. Once again, one by one Ms. Tricia helps them go to the bathroom and wash their hands. This time, however, all the children brush their teeth. They all know which toothbrush belongs to them, and pick it up themselves. Madelyn is the only one that does not like the taste of toothpaste, and spits it out quickly. Once all the children have finally gone to the bathroom and prepared for naptime, they are escorted by Ms. Tricia to the sleeping room. 1:00 3:00pm Rest time: Easton and Martin have different colored mats and know to go their cubbies and pick out their sheets. Martin pull out his Cars sheets and Easton takes out his Winnie the Pooh sheets. They both try to put their sheets on themselves, but must wait for Ms. Tricia to come and help them. Madelyn, Mahalia and Cody all have assigned cribs in which they sleep in. Although at

Shirley Parraga 9/13/13 first, Cody cries a little Ms. Tricia calms him down by rubbing his back and reassuring him that everything is going to be okay. Once all the children have calmed down and are laying down, Ms. Tricia sits in rocker chair to supervise that they all go to sleep. Observation 3: Block of time (3:15 6:30) ____ Activity__________________________________ 3:15 3:30pm Toileting: After the children wake up, they all head to the bathroom. Once going potty, they all know to head over to their cubbies and put on their shoes. Easton and Martin have some trouble putting on their socks, but easily fit their shoes. Yet, Madelyn, Cody and Mahalia must get help from Ms. Tricia. At this point, they are fully wake up and head to table to eat their snack. Cody and Madelyn are very cranky, until finally being taken into the kitchen area. 3:30 - 4:00pm Snack: The provider sits with the children and helps them eat their meal. At the same time, she is tries to encourage socialization among children while they are eating. According to the expectations of the North Carolina Health Department, she must also meet the nutritional needs of children. 4:00 4:30pm -Outdoor time/ Group time: The provider is responsible for seeing that all the children are dressed appropriately for the outside weather. It is important to note that planned activities take place outdoors only for the children that wish to participate. The instructor must make sure to carefully supervise all activities. Once again, Martin, Easton and Cody head over to the pedaling cars, while Madelyn colors with the chalk. Yet this time both Mahalia and Cody play in the Fisher Price playhouse. There, they sing various songs and dance in circles. 4:30 4:45pm Toileting: When coming from outside, the children must once again line up and wait their turns in order to wash their hands. During this time, they also prepare themselves for dinner time. 4:45 5:45pm Dinner: The older children serve themselves under the supervision of Ms. Tricia. Ms. Tricia must also assist the younger children who are not able to use silverware correctly. She is once again trying to allow the children to relax and enjoy their food. This helps them practice and encourages them to develop the skills needed for good table manners. Small servings of food with seconds, if desired is encouraged. 5:45 6:30pm -Free play: The children move freely into activities previously set up that provide them with opportunities for creative and dramatic play. The instructor must be prepared to help develop skills by observing the needs of children, providing materials, suggestions, and encouragement. During this time, all the children pick up books and go either to the library area or the couches to read them. Cody is constantly pointing to the window and saying Daddy. 5:45 6:30pm -Clean-Up: The instructor gives the children an advanced notice that clean-up times is approaching. She also suggests that they complete their activities and prepare to help put up equipment. The purpose of clean-up time is to encourage all children to participate.

Shirley Parraga 9/13/13 5:45 7:00pm- Departure: The provider prepares the childrens belongings and is available to talk with the parents as they pick up the children. When picked up Easton and Martin give hugs to all their friends. Yet, Easton being the troublemaker ends up tumbling the younger children onto the floor. Madelyn once again ignores her parents when asked for a hug and a kiss, and when is forcedly picked up begins to cry. Ms. Tricia tries to calm her down and tells her that she will see her again the tomorrow. Cody and Mahalia have no trouble in leaving. They both pick up their bookbags and say goodbye to everybody. Once all the children have left, Ms. Tricia begins to clean up the daycare and prepare it for the next day. Interview(s): Questions for Director/Owner: 1. How long have been in this field? What was the main factor that drew you to working with children? - I have been in this field for well over 14 years. I have had my own daycares for almost six years. To be honest, Ive always enjoyed working with children. They make life so joyful and for me its a pleasure to spend all day with them. 2) Overall, what could say you have learned through working with children? Anything interesting or specific to an individual child? - The most interesting thing Ive learned is that all children are different. Despite what it may say in books and readings, children have individual minds. They grow at their own speed and if someone is working with them, they must have the patience it takes to do so. 3) Could you describe a typical day in your daycare? What kinds of activities are performed? - My daycare is based off the guided curriculum from the Child Resources Network. It is basically composed of free time, instructional group learning, meal times, nap time, and finally departure. Now, even though I follow a curriculum I still make changes to the lesson plans and activities that I do with the children throughout the day. 4) I am aware of your curriculum, however, how do you make sure that it is implemented and enforced daily? - Although I try to implement my curriculum as much as possible, I also try to maintain a flexible daily schedule. I know that the children may not respond to a certain activity, and in that case I like to create an alternative activity. I like to plan my day in a way in which all the children will respond positively and actually want to learn. 5) How would you say the bilingual factor of the daycare impacts the development of the children? Do they generally understand and respond well to the Spanish language? - For some children it takes them a while to finally adapt to speaking both English and Spanish. Yet, I have to say that I feel learning more than one language helps a childs development in more than one ways. It allows the children to interpret concepts in multiple ways.

Shirley Parraga 9/13/13 6) Would you say that the childrens parents play an important role in the development of the child? What are your forms of communications, and are they effective? - In my opinion, the parents play one of the most important roles. I think of my relationship with the parents as that of a team. In order for their child to succeed, we must be on the same page. I believe that communication is key to understanding, so I send daily weekly emails and memos with important information on upcoming events and activities. I also send daily reports of their childs day to keep them informed on a day to day basis.

Interview Questions for Children (3 and up): Will record for clearer understanding.

1) What would you say you like most about the daycare? Do you have a favorite play area or toy? 2) What kinds of things do you learn at this school? 3) Can you describe what you do throughout a typical day? 4) Do you enjoy learning Spanish? Can you say something in Spanish? 5) How do you think or feel you make this daycare/school a better place?

Martins Interview:

http://youtu.be/pcUw-eBWePM Eastons Interview:

http://youtu.be/joMseD71Wgw

Little Tots Website (Matthews Location): http://littletots.wix.com/homedaycare

Shirley Parraga 9/13/13

Shirley Parraga 9/13/13