Fluent Essays

Introduction Now that you have observed in an infant classroom, you are going to share some of your thoughts and reflections on what you have learned in both Modules 2 and 3 about the Five R’s and about observation and assessment. You must maintain confidentiality at all times. You will NOT divulge the name of the center/program in which you observed. These are your thoughts on what you have learned from your observation. The Assignment For each of your responses to the prompts that follow, you will need to be specific about what you observed, giving examples while ensuring the confidentiality of the teachers and children.What you share here must be objective in nature. This will give you practice in writing objective statements of your observations in these classrooms. Respond to the following questions in your initial post: In what ways did you see relationship-building occur between infants and teachers? How did the environment support learning? How did the infants access the materials and toys? What kinds of conversation did you hear, and between whom? (teacher/child, teacher/teacher, teacher/parent) You will post a second response that will be more reflective in nature. Respond to the following questions: What did you learn about caring for infants? (This will be your opinion and can be more subjective in nature.) Did you see evidence of teacher observation and assessment of the children during your observation? If so, how and what did the teacher do to document children’s learning? One of your reading assignments was to read NAEYC’s position statement on Developmentally Appropriate Practice. Based on your reading, what aspects of DAP did you see during your observation of the infant classroom? Provide at least 3 examples of DAP or developmentally inappropriate practices from your observation. Your examples should be written objectively. Once you provide your examples, explain why each one is or is not developmentally appropriate. https://www.youtube.com/watch?v=iDg2hR1FPgA&t=158sBright Dark Blues Grays Night Click this link to access the lecture for this module. Powered by Beeline ReaderRunning Head: BUILDING PROFESSIONAL COMPETENCES 1 BUILDING PROFESSIONAL COMPETENCES 3 Building Professional Competencies Students’ Name Institutional Affiliation Building Professional Competencies Focus. Teachers need to understand their roles well to create an impact on children. The article used concentrates on childhood education. It gives teachers more knowledge in childhood education, thus helping them grow their momentum through competent ideas. These ideas include being knowledgeable, self-awareness, accountability, equitability, mentorship, and passion. This paper aims to discuss the main strategies discussed in the article. Strategies The major strategies discussed in the article are how a teacher in early childhood education should have the passion and mentor his/her learners. According to Meghann (2020), this is a situation where the teacher should understand his/her childrens behaviors to avoid wrongful judgments. Resources. Being accountable and equitable are other important factors to consider when dealing with children. Despite having a degree as a high-quality teacher, a teacher also needs to know issues relating to child development. Ideas. The teacher should be ethical, which means that the teacher should develop ethical guidelines in his/her practices as an early childhood educator. More so, the teacher should have the self-awareness to create an impact on his/her learners. `In conclusion, to implement the above strategy, resources, and ideas for a teacher to be equitable, the teacher should create nap time for his/her learners. This helps in relieving the learner from being exhausted and improves the attention of the learner. Also, the teacher should learn about the learners behaviors other than the coursework learned during child development programs in college. Finally, the teacher should develop a clear relationship with the families where the children come from on being ethical. This helps in supporting all children in the class. References Meghann, H. (2020, December). Becoming your best: Building professional competencies. Retrieved from https://www.naeyc.org/resources/pubs/tyc/dec2019/building-professional-competencies1 Observing Development Student’s Name Institution Name Course Name Instructor’s Name Assignment Due Date Observing Development Narrative Observation Sheet NOTE: To be documented in Narrative Observation Sheets and scanned. Child’s Name Child 3 Child’s Age 30 Months Old Parent/Guardian Developmental observations The boy identifies the frog in the picture, holds green and blue crayons, and colors the picture. He flips pages one at a time and colors each picture. After the sounding of the bell, he stands up and runs to the playground. He mounts the blue tricycle pedals smoothly across the playground. He climbs down the bicycle and asks two boys “Do you want a ride?” He goes to the swings and is happy to take a swing. The bell rings and the boy runs back to the class. Comments Recommendation1 Observing Development Student’s Name Institution Name Course Name Instructor’s Name Assignment Due Date Observing Development Summary of children’s developmental characteristics Child 1 The child depicted traits that met the different milestones for the age. She shows significant eye-hand coordination as evident when she reached for the toy. Her sensory milestones were massively evident during the observation period. She not only used both her hands to explore the teddy bear, but she also moved it to her mouth. She is able to seek attention by making babbling sounds, an indication that the child is progressing well in her communication milestones. The child also illustrated both play and social skills when she raised her hands to be picked up and enjoyed playing peek-a-boo with her mother. She is also able to feed well. The child’s growth and development are promising. However, she indicates strengths in certain milestones unlike in others. The child’s strengths are evident in the sensory, communication, and feeding milestones (Pathways.org, n.d.). She also indicates strengths in coordination abilities as well as play and social skills. However, the child’s motor milestones were lacking but the period the child was observed could have skewed the results. Based on the child’s age, growth and development, she is progressing well. She has marked most of her milestones and exceeded some (Pathways.org, n.d.). Her parent indicated that the child enjoys bath time. She also established that the child is always playful and tolerates diaper and clothes change unless she is hungry or unwell. The parent’s response and the observed development of the child ascertain that she is likely to perform more functions at a significant rate (Pathways.org, n.d.). Therefore, no much effort is needed for the child’s developmental improvement. Child 2 This child walks alone without much support. He is able to remove items obstructing his way, including toys and pulls them behind him. In addition to this, he is able to move up and down the stairs with little support. The child can feed himself despite being playful with food. He can turn doorknobs and open the door. He is also able to drink from an open cup even though he makes messes. His communication was impressive as he could easily form a sentence. However, his inability to climb up the coach was questionable yet he performed much more difficult tasks. The child’s developmental milestones are appropriate for his age. One major strength is that the child is independent and does most things alone. He is able to walk alone without tripping or falling, establishing that his motor milestones are his strengths despite lagging in some of these milestones (Pathways.org, n.d.). The social and communication skills are also strong suits for the child (The Early Childhood Direction Center, 2012). An aspect of cognitive skills was lacking. The major weakness of this child is attributed to the fact that he alw