Early Childhood Competencies4. Using Developmentally Effective Approaches

4.1 Understands positive relationships and supportive interactions as the foundation of their work with young children.

Evidence 1:

Physical Development – Talking with Families About What Children Learn Through Play: Nadine Heim, Workshop series, 8 hours, Professional Development Certificates

Description:

This four part, eight hour workshop series was presented by Nadine Heim. This workshop discussed how and what children learn through play in various interest areas and domains, and how to communicate this to families in early childhood programs. This workshop covered ages birth through school age children.

Analysis/Reflection:

We discussed in detail how play is portrayed in the eyes of teachers and parents. We brainstormed how play affects a child's development and learned ways to discuss and document this to parents. In small groups we discussed ways to align a child's learning through the VELs (Vermont Early Learning Standards). This lead us to designing and developing poster boards to show how children in our program learn through play. In one class we took a single picture and learned how the "play" in the picture aligned with the domains of the VELs. This helped me set up my indoor and outdoor learning environments and see how it focuses on all the learning goals of each domain of the VELs.

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Evidence 2:

Rock Solid: Building Positive Relationships: Workshop, Amethyst Peaslee, 3 hours, Professional Development Document

Description:

This workshop focused how relationships are the key to learning. The training covered the importance of building positive relationships with children, families and colleagues. Strategies to support and promote relationships include knowledge of temperament, promoting attachment, responsive interactions, and activities to support children's social emotional development.

Analysis/Reflection:

This workshop covered many areas of communication, from supporting families in difficult situations to helping teachers work collaboratively with one another. I learned to recognize the signs of a child getting frustrated and how to handle working with colleagues. We discussed ways on how to bring up and communicate sensitive issues with parents that may not want to hear. We also brainstormed positive ways to approach family members, and how to discuss issues with families such as their children biting, hitting, or showing emotional stress with situations.

I have always been comfortable communicating with families about their child's day, whether it was on a positive or negative note. When I conduct a parent intake meeting, I always tell the family up front that I will be honest about their child's day, that I will not "sugar coat" how their child behaved or acted that day. This honest and up front communication is very important in providing a consistent and ongoing open relationship with the families.

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Evidence 3:

Mountain Road Preschool's Parent/Teacher Conference Form. Form

Description:

This parent/teacher document is just another form of communication I have in talking with families about their child's development in my program.

Analysis/Reflection:

I feel there needs to be a ongoing open communication between myself and the families in my program. One of the ways I strengthen my communication with families is by conducting two parent/teacher conferences throughout the year. In these meetings I will discuss anything from how the child is doing developmentally to how he/she interacts socially with his/her peers in the classroom. The form I use to talk to parents is a brief synopsis on their child's development. It details what activities they choose during the day, how well they transition, and recommendations or suggestions for improvement. I feel when parents are actively and positively involved in their child's education the whole family grows. I have this form filled out during parent/teacher conferences but I sometimes use it for intake meetings with families as well.

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