Lindsay Lovold

TSA

Assess Child Growth and Development

There are five domains of development: Physical (both fine and gross motor), cognitive,

social, emotional, and communication. I have learned that when I am in the field, it is important

to document a child’s development, so I know where each child is at. I can do this by taking

notes frequently for each child, writing down exactly what they did without my own comments.

Then organizing it into a binder, folder, or some way that is easily accessible. This way, it is easy

to look back on and know how each child is developing. When I know where each child is at

developmentally, I can provide activities that will appropriately challenge and support each

child. As each child does not develop at the same rate, or in the same way. By observing each

child, I can provide activities that the children are interested in and are able to do.

I have learned that it is important to document a child’s behavior exactly as I see it

happen. This helps me identify what triggers each child. When I know that, I can properly

support and redirect the child and help them reach their full potential. By being active and

attentive in the classroom I can stop mistaken behaviors at their start and support each child

individually. Assessing children’s development can help me positively impact the child’s

behavior(s), know where the child is at, and what I need to do to support the children in my

classroom.

Demonstrate professionalism

The NAEYC Code of Conduct is a set of guidelines that I, as an educator, take very

seriously. This Code of Conduct includes but is not limited to: appreciating childhood as a
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unique and valuable stage, base work on knowledge of how children learn, support the bond

between child and family, and creating a classroom that is inclusive. This code of conduct is so

important, because it is the foundation of any successful early childhood classroom.

I adhere to professional workplace behaviors by dressing nicely and appropriately to my

practicum sites and professional conferences. I arrive on time and adhere to all the site rules

and guidelines. I maintain confidentiality by not revealing names, or personal information of

the children to anyone, unless permission is given. I refrain from gossip in the workplace and

come prepared with the proper materials needed for each activity.

The most crucial development happens between 0 and 3, and I believe each child

deserves a right to an early education. Our current education system over looks early

childhood, I feel. Children as young as 3 are being sat in desks and given worksheets, with less

and less playtime. That is why it is my job to create a space where children can play for hours,

uninterrupted. When I am part of the change I want to see in early childhood education,

creates more awareness to the importance of ECE. Every child and family deserve easy access

to good ECE programs. When there are good ECE programs easily accessible and available

provides opportunities for more children to prosper, develop a love of learning, and develop in

their own way.

Professionalism is not only about attire, timeliness, preparedness, etc. It is also included

in working with others. Effective teaching is a team effort and working with others

professionally and effectively is crucial for creating a space for children to learn and grow. If I do

not agree with my co-workers on strategies and activities, it may cause tension in the
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workplace and lower my effectiveness. That is why communication and teamwork is so

important.

Using reflective practices helps me to become a better person, and teacher. It allows me

to be more aware of the practices I am using, and adjust my methods accordingly, as needed. I

have written many journal reflections throughout my days on practicum sites, reflecting on

activities, and creating goals for myself and reflecting on them. Recently at practicum, I

organized an activity for children to wash the toy cars from the classroom. The activity went

very well, but with toddlers and water, water got all over the floor. I expected that to happen,

but while reflecting on it I thought of different ideas to help protect the floor from water

damage, while still allowing the toddlers to engage themselves fully in the activity, without

limiting them. Such as doing the activity outside next time, or placing towels underneath.

Cultivate relationships with children, family, and the community

One thing I have learned, is the importance of family involvement. We can involve

families in our daily routine, observations, and reflections. We can do this by communicating to

the families in many ways. Some ways that are most effective, are parent-teacher conferences,

home visits, letters sent home, and daily updates. Those ways seem to be the most common. I

have learned and observed that bringing families in to share a day with their child in their

normal school routine, can be extremely effective as well. It gives the family a chance to see

their child in school, how they behave and interact with others, and what their schedule is like. I

must use a combination of all of these strategies to effectively communicate with families.

Another way to stay connected with families, is to provide activities to send home with families.
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I have done a couple of activities to practice this, such as the family take home bag, and the

guidance book bag.

When I allow families to come into my classroom, it also provides opportunity to get to

know the families, and more about their culture. During family days, I can have families share

about their cultures, and even bring food in for the children to taste. When I am aware of all

the diverse cultures in my classroom, I can provide materials to expand the children’s

knowledge and awareness of culture age-appropriately. It is also important to include other

cultures outside of the ones in the classroom. Some assignments we have done to support this

is all about me book, and anti-bias file.

I have recently finished a community service project, that allowed me to volunteer at

the Damiano center, with the kids’ kitchen program. This program helps fight hunger in the

community, provide nutrition education, and provide a safe place for children to go afterschool

and in the summer. Through this project, I have acquired a very practical resource that I can

offer to families that are in my classroom and may be in need. Another way I can support

families, is by communicating with them and learning about needs they may have through

conversation, and using that information to access resources throughout the community

When children and families come into my classroom I am always aware of the messages

I may be sending them. I always try to make sure I have the daily tasks finished by pick-up times

or do them after, so I do not appear distracted and can offer my full attention when parents

come in. Not only am I aware of the verbal messages I may send, but the nonverbal messages

as well. I remain professional and attentive, and I am always eager to talk to families. I use clear
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communication, so I am always understood, and always remain positive. When a situation

arises when I may need to confront a negative situation, I always address it positively and ready

with possible solutions.

I always try and remain positive with children and families. I offer support when needed

and pay attention to each child’s interests and needs. I provide opportunities for each child to

grow, in each of the areas in which they need. When I observe their interests, I am not only

able to provide resources and opportunities for children, but it allows me to get to know each

child on a more personal level. When I know what the child likes, it makes bonding with each

child easier. Recently in practicum, there was a boy who was in need of more sensory activities.

I provided sand and watched as he threw himself into the activity. I got down on his level, and

asked him questions and watched him smile, this was a turning point in my relationship with

this specific boy, as before this he was nervous with me. It is not only important to foster

relationships with children, but with adults as well. Also, in practicum, I have developed a

friendship with one of the parents. I feel I have developed this relationship because I would

always be excited and available to talk to her at pick-up, and maintaining a positive attitude.

Apply child development theory to practice

Throughout my time in the program, I have learned about all of the different theory

types. Psychoanalytic, cognitive, behavioral and social cognitive, ethological, and ecological.

Freud and Erikson are psychoanalytic theorists, and both believed that there are specific stages

a person goes through. Vygotsky believed in the zone of proximal development. In that zone

children display small signs of being ready to learn something. By introduction to certain
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activities, and being understanding of where each child is at, I can support each child

appropriately. When a child shows signs of being ready, I can scaffold them until they can do it

independently. I will never force a child to be ready, but I will guide them to the best of my

ability. Some other theorist I have studied are: Montessori, who invented child sized materials

and furniture and believes the environment is a child’s greatest teacher, Pavlov who invented

classical conditioning. This is used with repeated actions followed by the same result. Like

singing the same come to group song every day or turning the lights off to get the children’s

attention. Skinner invented operant conditioning, which is the study of behavior patterns based

on reward and punishment. Bowlby studied the importance of attachment. Piaget taught me

that children need concrete materials to absorb information. He believed there were stages,

sensorimotor, preoperational, symbolic thinking, concrete thinking, and formal thinking. I go

more in depth on these theorists in more in my unit 2 competency paper from child

development.

Children play in many ways, including: reading, dramatic play, sensory, art, building with

blocks, playing with dolls, cars, and so much more. The list could go on forever. I have learned

that play and learning go together. When children play they learn vital social, physical,

language, cognitive and emotional skills they carry with them their whole lives. Play is the

foundation to higher learning. When children play they use all their senses. This allows them to

absorb more and helps them grow to their fullest potential. It is important that I provide hours

of uninterrupted play, so I can allow children the chance to learn crucial skills.

Use best practices in teaching and learning

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In my practicum classes I am always planning activities, being aware of the development

of the students in my classroom. I am aware of the children’s interests, and development. I

make sure to plan activities that engage all of the domains, while also focusing on one. Some of

these activities include circle time. This allows children to practice listening and understanding,

social skills, teamwork, physical, and emotional skills no matter how I do circle time. Another

activity is movement. This allows children to develop spacial awareness, engage their gross

motor skills and fine motor skills. Some more include reading, painting, sensory, dramatic play,

block building. I also stay aware of each child’s personal interests and provide alternatives if a

child does not want to participate in the activity. The alternatives will be based on each child’s

interest, or I will just let them do what they need to do. A child in my classroom will never be

told an area of the room is closed. If they need to read books while I am doing circle time to

help them focus, that is great.

Another way I can adapt to a child’s individual needs, is creating materials to adapt to a

differing ability, or struggle. In my children with differing ability class I made two tool/toy

adaptations. One was a textured schedule, and the other a textured puzzle. These would allow

for a child with a visual impairment to understand the daily schedule, and also do a fun puzzle

that is based on touch rather than sight. Other adaptions I can make, are adding popsicle sticks

to book pages to make it easier to turn pages of a book. Weighted blankets to help children

calm down, sensory bottles, and solution cards to name just a few.

It is important to understand that positive guidance is important to successfully helping

mistaken behaviors. By telling the child what they can do, instead of what they cannot do, helps
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provide a nourishing classroom. It helps establish trust, and attachment. Positive guidance is

extremely important, as it allows more chances for the child to express themselves without

feeling afraid. Negative phrases establish fear in the child and causes the child to be afraid of

you rather than trusting you. That is why it is important for me to guide the children, rather

than punish.

I will be aware of each child’s culture, and provide activities that help support them, and

express themselves. The materials in my classroom will be all relative to the children. I will use

my anti-bias file frequently to enhance the children in my classroom’s awareness of different

cultures, and families. Another way to include culturally responsive materials, is to focus on the

children’s culture and providing things specific to that. I can do that by providing food for

children to try, placing posters, bringing in family, field trips, dramatic play, posters, books, art,

sensory, the list goes on. I can expand awareness to different cultures in every way.

Caregiving routines are a natural part of any typical day. In my classroom, I will treat

caregiving routines as teachable moments. For example, meal times are a great time for

relationship building, to ask open-ended questions and really engage children. Getting dressed

to go outside is another good teachable moment, as it allows us to introduce children to getting

dressed for outdoors independently. During diaper changes, counting fingers and toes, singing

songs, engaging with the children, and using these times as building a personal relationship

with the children.

Environment plays a huge part in a child’s learning. If the environment is set up well, it

can teach the child. When I create an environment, I want to provide a space that is
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developmentally appropriate. In my curriculum planning class, I observed in a Montessori

classroom. I got to observe in a toddler classroom, and a primary classroom. In the classrooms

all the furniture was at their height, so they could independently reach everything. The routine

was consistent, so that the children knew that anything in the classroom was theirs to explore,

and it was child-led. I observed that the role of the adult was simply to monitor and observe. I

noticed that there was little teacher-child interaction during play. It was peaceful, because the

children were choosing what they wanted to learn rather than being told what to learn. That is

how I want my classroom to be.

Children play in many ways, including: reading, dramatic play, sensory, art, building with

blocks, playing with dolls, cars, and so much more. The list could go on forever. With a play-

based curriculum I can provide opportunities for children to learn crucial skills. When children

play they learn vital social, physical, language, cognitive and emotional skills they carry with

them their whole lives. When children play they use all their senses, this allows them to absorb

more and helps them grow to their fullest potential. It is important that I provide hours of

uninterrupted play, so I can allow children the chance to learn those crucial skills.

Health, safety, and nutrition practices

There are five types of abuse and neglect: Physical abuse, sexual abuse, emotional-

verbal abuse, emotional neglect, and physical neglect. As an educator it is important that I stay

aware of things such as scars, bruises, tattered clothing, isolating from peers, constant hunger

and frequent absences. If I observe any of this, it is my job as an educator and mandated

reporter to report any signs of abuse that I observe. I need to support every child in my
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classroom, and make sure they are cared for, and safe. When they are in my classroom, their

safety at home becomes my concern as well.

Before I started practicum 1, I watched videos and attended trainings in sudden infant

death syndrome, and shaken baby syndrome. During those trainings I learned a lot. Such as,

when placing an infant in a crib, it is important to lay them on their back. Firm mattress and

avoid placing the baby on a surface with thick padding, as this can block the airway. Keep other

items out of the crib, including crib bumpers, stuffed animals, toys, blankets, and pillows. Using

a sleep sack can be better than a blanket as it doesn’t require additional covers.

To prevent a baby from being shaken, starts with me. If I am holding a baby that is

crying, and I cannot get him to stop, it is best for me to stay calm, and do whatever I can to

support the baby. First knowing when the baby last ate, was changed, and napped. Maybe he

got overheated, and I can take his clothes off to cool him down. Rocking him gently, singing,

reading books, can help. Providing support if the baby is teething, with teething rings. If after all

of that the baby is still crying, it is better to set the baby down in a crib and walk away for a

moment, if I feel I am getting stressed. Take a break and come back after taking a moment to

breathe and calm down. SBS happens when the caregiver gets too worked up when a baby is

crying, and in frustration shakes the baby.

I contribute to having a healthy and safe environment by making sure all the toys are

stored neatly and properly labeled. I will make sure all the garbage’s are taken out daily and are

covered in the classroom. It is also important to clean my classroom daily, and cleaning toys

and equipment weekly. I will frequently check for broken toys and if I find any I will throw them
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away. If I have any rugs in the classroom they will be safely attached to the floor. Outdoor

equipment will be checked daily by myself, and monthly by professionals. It is my job to keep

my environment safe, and clean.

For the state licensing rules, we must throw away broken toys, provide balanced meals

for the children daily, and keeping the center clean. Along with that, fire alarms must be placed

in a low traffic area, and in every room. Emergency procedures should be posted in every room,

and easy to find. Escape routes should also be posted by the door. First aid kids must be kept in

each room, and checked frequently to make sure there are enough supplies. My unit 1

competency paper talks about how to deal with sickness and illness, and my unit 2 competency

paper refers to safety standards and emergency procedures.

In my health, safety, and nutrition class we talked a lot about providing nutritious meals,

and snacks for children in the classroom. We did assignments such as planning a week menu,

including breakfast, lunch and snack. Meat, poultry, fish, and other meat products should only

be from an inspected source. Menus should be viewable by parents, and also be planned at

least 1 week in advance, dated and kept for up to 3 months. The center must also provide

alternatives for allergies that arise. I will also introduce new fruits and vegetables often, and

provide encouragement when trying new foods.

In HSN class I learned about standard sanitation procedures required in a childcare

center. I talked about this in my unit 1 and 2 competency paper. I will use 2 parts water and 1

part bleach, that I will use on tables and surfaces. I will wash the tables before and after each

meal, as well as after other activities are done on the tables. When preparing food I will wear
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gloves, as well as when I am dealing with bodily fluids. I will wash my hands before and after

diapering, as well as food preparations.