Case Study 5- Question 2

What strategies did Helen use to gain cooperation from the children? Were they effective? Why or why not? Helen followed DAP Guidline 1 C(1)- “Teachers help children develop responsibility and self-regulation. Recognizing that such abilities and behaviors develop with experience and time, teachers consider how to foster such development in their interactions with each child in their curriculum”

Helen sat on the floor with each of the students (she was on their level) and sang a song as she put on the children’s boots. The song went like this, “Child’s Name is wearing red boots, red boots, red boots, Child’s Name is wearing red boots so they can go outside.” I would say Helen’s strategies were very effective. All the students were excited to join Helen in singing the boot song and help her with putting their boots on. Even the one student who was upset about the color of the boots was happy to take part in the boot song and process, once Helen grabbed the right color.

Another strategy Helen used was with the student who did not come over to put her boots on. The student was preoccupied with the baby doll she was playing with. Helen told the student to make sure the baby is okay and then to come over and put her boots on. I think this was a good response. Helen does not get upset with the student for not responding to her, she kindly asks her to finish her task then come over.

The New Student

At the school I work at we recently received a new student to our class. The student has never been in a day care setting before so the transition from home to school has been very difficult. She is an only child and has not had any experience with children her age. Up to this point she has had a nanny so is used to constant attention. Since we have nine other students in the class we must give her the same amount of attention that we give the others. It has been very interesting to watch her transition. When she first went on the playground she did not really know how to play. She tried to walk down the slide. She also bumped her head on the roof of a little house because she did not realize she had to bend down in order to get in.

Her mom also struggled with the transition. We have done our best to comfort her and help her to realize that all the kids have difficulty saying bye to mom and dad. She has become more willing to hand her over to us when she comes to school in the morning. She has also stopped lingering around the classroom as much. She always asks us to call her if we have any trouble with the student or if the student is just having a tough time. We reassure her that we will let her know if we think the student is having an overly difficult time.

Over the past couple of weeks it has been so wonderful to watch her daughter grow. She now knows that she needs to sit down on her bottom to go down the slide. She has started smiling more, which is great and definitely puts the teachers at ease. She has stopped crying in the morning. I have truly seen how important it is to follow DAP Guideline 2 B(1)- “Teachers make it a priority to know each child well, and also the people most significant in the child’s life: Teachers establish positive, personal relationships with each child and with each child’s family to better understand that child’s individual needs, interests, and abilities and that family’s goals, values, expectations, and childrearing practices. Teachers talk with each child and family and use what they learn to adapt their actions and planning.”

Early Childhood Education & My Hopes for the New Semester

Ever since I was a kid I have longed to teach. Originally I was drawn to the profession because my mom was a teacher. My mom has taught in the public school system for over 20 years. I have always admired her enthusiasm for the job and her accomplishments as a gifted educator. Now I desire to teach because it is something I am passionate about. I love the look in a child’s eyes when he or she has accomplished a task. I also love the fact that I helped the child to succeed.

During this semester I hope to learn some new skills that I can practice with my present job. I work with 10 to 14 month olds at the Children’s Center – an early childhood development center that accommodates children ages three months to five years. The Center strives to meet all of the NAEYC standards; by studying these standards, I will be able to better perform my job as a more informed and capable employee. I also hope to discover what grade level I want to teach once I am done with my masters program. At the moment I am unsure which age group I prefer, but I look forward to learning about each of them and to which level I am best suited.