Competency Goal I To establish and maintain a safe‚ healthy learning environment Functional Area 1: Safe Competency Goal II To advance physical and intellectual competence Competency Goal III To support social and emotional development and to provide positive guidance Competency Goal IV To
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Word Count 95‚ 124‚ 144‚ 126= 489 Competency Goal II To Advance physical and intellectual competence 4. Physical I am competent in the area of physical activity. My goal is to get every child moving every day. To accomplish my goal I observe each child’s physical capabilities and limitations. I create a purposeful physical activity that is fun and challenging to develop fine and gross motor skills. Physical development is important to a child’s cognitive development. I put a fine and gross motor
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Assessing Infants and Toddlers Nichole Spiller ECE 354: Assessment & Intervention during Early Childhood Instructor: Robin Skeen Monday‚ October 1‚ 2012 Assessing Infants and Toddlers Assessing infants and toddlers is commonly used to determine if children are meeting their developmental milestones or if they are showing any signs of developmental delays or disabilities. Many types of standardized tests are available for use with infants and young children; all are psychological
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describe two goals of a quality infant/toddler care and education program and two ways caregivers/teachers can help reach such goals. Two goals of quality care programs and reaching those goals include: Ensuring cultural congruency & ensuring that professionals possess appropriate knowledge. Reaching these goals include ensuring that each student’s culture remains rooted to their learning process & strongly evaluating staff and keeping their knowledge up to date. 2. "The hardest part of infant-toddler
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physical sensations-sight‚ sounds‚ smells‚ touch‚ and taste-help the infant survive and grow to meet his or her potential. This "somatosensory" bath from a loving caregiver-the rocking‚ hugs‚ coos‚ and smiles-is transformed by the infant’s sensory systems into patterned neuronal activity that controls the development of the brain in positive ways. It is in this dependent relationship between the primary caregivers and the infant that the new form of attachment grows. This attachment the emotional
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In this term paper I will explore infant and toddler curriculum. I will discuss: the developmental themes in infancy‚ infant toddler curriculum‚ and the differences between preschool curriculum and appropriate infant toddler curriculum. In conclusion I will share some of my personal feelings about infant and toddler curriculum‚ including the challenges and rewards. Developmental Themes of Infancy ‘The behaviors and abilities that develop during each stage are influenced by the theme that consumes
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Summary for Infant/Toddler Environment Rating Scale Report (ITERS-R) I observed and evaluated the toddler class that composed of eight (8) children varying from 1-2 years of age. There were 2 teachers in the class. Space and Furnishing: There was no good ventilation‚ The glass windows are fixed permanently so ventilation can not be controlled through windows. There was door to outside going to play yard but it can not count as ventilation
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Competency Goal 1 To establish and maintain a safe‚ healthy learning environment A safe and healthy learning environment is essential for young children in a classroom. One goal in the functional area of safe is to prevent and reduce injuries and still have a learning environment that is conducive to the children learning their own safe and healthy environments. SAFE: * Young infants are placed on their backs when they are sleeping. The crib is free of blankets‚ toys‚ or other soft materials
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Within this paper 6 scholarly research articles focusing on infant and/or toddler development will be discussed. These articles will cover physical‚ cognitive‚ and social or psychosocial development. A 30 minute observation of a 1month old (Willow) and a 13month old (Emmett) will be conversed‚ with particular focus on physical development including body shape and motor skills‚ cognitive development‚ and social development. The information obtained in the observations will be compared to the information
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INFANT/TODDLER OBSERVATION CHECKLIST This instrument focuses on the direct observation of adult behaviors/environmental arrangements specific to supporting the social emotional development of infants and toddlers. Items are scored using the following 4-point scale: 1. Exemplary (4) a. Observed consistently across the observation time b. Observed consistently across children in the classroom c. Practice is of high quality throughout the observation
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