Observing At Stepping Stones Family Childcare And Preschool Program

Pasadena City College Child Development Center is located at 1324 E. Green St., Pasadena, California. It is a laboratory school that is affiliated with Pasadena City College (P.C.C.), which is located one block away from the Center. The Center has the infant, toddler, two-year olds, preschool, and early primary program. The neighborhood is generally quiet although it is a mixture of some residential buildings, businesses, schools, the public library, and a major street (Colorado Blvd.). It is a two story building. The school part is on the first floor and the office part is on the second floor. The exterior of the building is well maintained and good condition. The outside of

Doing field experience at St.Mary’s Preschool has taught me a lot not only about the educational system but about myself as well. I’ve learned over these couple of months that in order to become a wonderful teacher, you have to have an enormous amount of patience and dedication. Teaching isn’t an easy profession and through this experience, my respect for my teachers have grown tremendously. Many students often take their teachers for granted but they don't realize what they do for us.

During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book

For my field experience, I had the opportunity to observe a four-year-old pre-kindergarten classroom on November 5th and 12th at Bushwick United Head Start program. The school is located at 136 Stanhope street, Brooklyn, N.Y. Majority of the families the school serve are Hispanics, and as a result, the student body entails mostly ELL students. There are approximately 130 students enrolled in the program, and out of that 130, about 10% speaks English. The school uses an additive model of English Language to support both the student’s home language and foster and support English language acquisition. The classrooms are staffed with teachers who speak the children’s home language, who can apply some use of the home-language within the classroom and providing hands-on experiences for students. Additionally, to support students with disability, the school also partnered with United Community Services (UCS), a program that offers speech therapy, occupational therapy and physical therapy to students. The school uses the evidence-based Creative Curriculum. The Creative Curriculum is aligned with Head Start Performance Standards, NAEYC guidelines and the NY State Prekindergarten Common Core Standards.

The date of my observation was April 27th, 2010. It was about 9:30 in the morning when I began my study. I went to Grossmont College’s Child Development Center. The first thing I began looking for was if the child-teacher ratio was correct. The child ratio was 2 teachers to about every 8 children. The ratio was good. As I entered there was one large room that almost looked as if it could be two rooms they way it was set up. One half consisted of a large bookshelf with numerous books on it with a couch in the front of it. The other half of the room was almost like a little kitchen. It had a table with chairs around it with a sink and cabinets behind it. There were “age appropriate” toys as well as books all over the

. The daycare and child development business is booming and profits are soaring. With more people looking at the child care field from different angles, these type of programs have more opportunities for more allies and partners, for funding and positive public relations, for improving, and “professionalizing” the programs that we offer to our children in our communities. Non-profit groups and higher education have increasingly partnered with schools, often including after-school hours.

During this thanksgiving break I met with Zurlay Rivera, a daycare provider back in Revere, MA. Being a business owner she supervises her 2 assistants and she makes sure all is running well with the kids. Ms. Rivera is sponsored also sponsored by Child development. Child development and education is the largest child care system in Massachusetts. This company supports children’s learning, partners with families and it is a

Hi everyone, I am observing on Wednesdays from 8-10 and Fridays 3-4 in Cuesta Children’s Center Preschool 2. I believe a child’s environment can affect their mood, social skills, ability to learn, mental health, and physical health. These essential elements need to be meet or it will affect their adult lives. I feel the Cuesta Center does a remarkable job of offering all of these, and has wonderful transitions throughout the day. I enjoy observing the teachers modeling acceptable class room behaviors, asking open-ended questions while using descriptive language to help to expand children’s speech, and they were engaged in the children’s presents. I was engrossed with how the class offers multiple opportunities for children to broaden their

I was able to make an appointment with a preschool program located in Glens Falls, NY, that has been in business for more than thirty-five years. I had planned to visit another location, but sadly due to their bylaws, and security I was not permitted in the classroom. The school where I did visit is a housed in a very centralized location and was formerly a home, that was transformed into a school. The building meets all New York State laws and fire regulations, as well as local safety laws required for early childhood programs. The school does have two small three-year-old rooms, as well as the larger four to early five year old program. The space is small, but well planned out to meet the needs of the

I was welcomed into Ms. Nicole Ince’s classroom for an observation on Wednesday, July 29th, 2015. Ms. Nicole has recently had a few drops with children preparing for kindergarten so her numbers have changed. There were 21 children when I began my observations, but the class roster has dropped down to 18 with the class split nine boys and nine girls. Her classroom is located in the Sault Ste. Marie Tribe of Chippewa Indians Child Care Center, which is located in rural Sault Ste. Marie, Michigan. The school is also a private school that maintains a waitlist. It contains four classrooms; Ms. Nicoles preschool class, two toddler rooms consisting of children 18 to 36 months and an infant room with children birth to 18 months. Ms. Nicole has been

Standard #3: Observing, documenting and assessing to support young children and families. Q1.-In your opinion what are some important uses of assessment? Why do we need to assess?

1. Context/ Introduction: For my third observation, on Monday October 17th, I returned back to the Kean University Child Care Center. Just like my second observation I came for my observation for the hour of 10:30-11:30 am. This time in the classroom there was four teacher aides and the teacher Ms. Kierah. When I walked into the classroom I was surprised when one of the teacher aides told me that Ethan has a lot of energy in class that day. She explained that Ethan had a lot of energy that his listening skills were a little off as well. Once she was done explaining this I was anxious to see this for myself. I saw Ethan was playing at the middle table with one other boy Steve. Quietly, I sat at the table to the right of the middle table and began my notes.

A group of students from HCAP 3900, Technical Writing and Communication, at Tennessee State University, are petitioning for the institution to provide a nursery program available to the student’s children. With the implementation of a day care for the children, students will be able to comfortably attend their classes without having to worry about making arrangements for child care. We are aware that Tennessee State University already offers a preschool option for children, but the options are limited to a certain age range and only specific hours. We want child care to be available to children under the age of two and for the day care to be open for the duration of all class periods. Our plan would be to

During the first few weeks into the Head Start program, I mostly observed and engaged with the students through play. Observing in a PreK classroom, during Tuesday and Thursday afternoons, is during the class free play time. The classroom teacher, emphasized that a goal for parents should be to participate with their child, as this will encourage social and emotional development skills. The free play participation also helps to notice any strengths and weaknesses, in a students learning process.

As briefly mentioned previously, child care was developed out of economic necessity. Gradually, more research evidence has found that children’s learning opportunities in the years before kindergarten have an important effect on their performance in school and ultimately their ability to contribute to society when they become adults (Gupta & Simonsen, 2010). In addition to providing care to children, many daycare agencies have implemented educational and learning tools to attract more consumers and enhance their overall agency. Providing a nurturing, safe, secure, and comfortable environment are some key concepts of high-quality child care. Research by the Organization for Economic Co-operation and Development (2015), Crosson-Tower (2013), and Bredekamp and Copple (2009), and Child Care Services Association (n.d.) have suggested that indicators of high-quality child care include: low child-to-staff ratios, small group sizes (dependent on age), staff with higher education that are experienced, knowledge, and trained to work with children, accreditation or higher than minimum licensing standards, proper and stellar health and safety practices, and age appropriate services to name a few. More agencies have begun implementing tools and developmentally appropriate educational activities to further stimulate the children’s