This object that is important to me is from my Pre-K teacher Mrs. Judy. My book is wrinkled and bent. It also has the aroma of Kindergarten every time you open the book. It is also titled Clifford the Big Red Dog Goes to School. This book was an out of a blue present given to me by my Pre-K teacher. I always read it. Now‚ though‚ it sits on my bookshelf tucked away from the luminous light of day. This book also has a purple border and has a walloping yellow title. As it sits it’s 8in x 6in‚ and
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While I was in Ms. Carrilo’s Pre-K classroom‚ I saw a lot of developmentally appropriate practices being utilized. However‚ I am going to note the three biggest developmentally appropriate practices that I observed. The three biggest developmentally appropriate practices that I saw are the following: the teacher being warm and responsive‚ the teacher following daily schedule‚ and the teacher engaging students in a variety of learning experiences. The teacher‚ Ms. Carrilo‚ was very kind‚ caring‚ and
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For many homeschool parents‚ a good preschool curriculum provides a sense of security - at the end of the year of study‚ you can look back and say: "We did ’this or that’ curriculum‚" and have something to show for your efforts. Although I believe that little children do not need a formal preschool curriculum‚ I realized that mothers need quality resources to create a stimulating learning environment for their children‚ as an introduction to their world and God’s creation and to lay a foundation
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Teachers at ASI Children Center promote the basic skills in language and are preparing preschoolers to enter kindergarten with the skills to read and write. Children require hearing and speaking a variety of English vocabulary throughout the school day. The best way to use these new learned vocabulary is to interact with other students. Therefore‚ the teacher facilitated peer interactions since social interaction skills are the most valuable skills that needs to be acquired. Opportunities were
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High/Scope Information Paper on Preschool Assessment by Ann S. Epstein‚ Ph.D.‚ Director‚ Early Childhood Division Lawrence J. Schweinhart‚ Ph.D.‚ President Andrea DeBruin-Parecki‚ Ph. D.‚ Director‚ Early Childhood Reading Institute Purpose of Paper This paper addresses the many questions the High/Scope Educational Research Foundation has received about testing four-year-olds. Our reasons for sharing this paper with early childhood practitioners‚ policymakers‚ and parents is three-fold: (a)
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Yesterday Oct. 31 I spoke with Mrs. Lane about Sheyenne and some others girls not being nice to each other at lunch I told her I had talked with each of them and found that they were both picking at each other. Today Nov.1 Mrs. Lain came to school and wanted to have lunch with her daughter she did not eat with her rather she wandered around the outside area observing our students. Mrs. Lane came to the office after lunch to tell me that she saw students not being nice to each other and that on more
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Preschool Philosophy Our preschool philosophy is based on the research that young children learn and develop best when they are actively involved in a loving and safe environment. It is important that in this environment children are given opportunities to learn about and experience new things. It is also important that they feel valued‚ and the classroom is set up in such a way that it is child-oriented‚ rather than teacher-oriented. We also feel strongly that the best and most lasting way a child
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On Thursday October 6‚ I observed a Pre-K classroom in a public school setting from the time of 9-10:30 am. When I arrived into the classroom the children were having their morning snack before school began. Once school began they gathered on their circle time rug for morning meeting. During their morning meeting time they discussed Maine Animals that were on a poster that a child brought into the class to show to their classmates. They said good morning to one another and then returned back
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I got the pleasure to observe a ninth grade boy in a World History Class. I will refer to this student as B. B is a fourteen year old Latino young man who lives in a broken home. From what I learned from the other teachers‚ B’s family has learned that his younger sister has cancer and will be spending the holidays in the hospital. After the news of his sister hit him‚ his behavior has gotten more and more distracting. He said to the co-teacher‚ “My life sucks at home and my parents are constantly
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When I first started taking this class I wondered how I was going to do my assignments each week? I wondered if I would be able to find someone young to talk with or visit every week? I said‚ “this is just too much.” But to my surprise I didn’t have enough time to reach all the youth that I wanted to reach. My first week‚ I thought about who I was going to try to mentor to? Who am I going to inspire? Will anyone listen to me? All these questions were quickly answered. It’s like the youth
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