Q.) How do you feel when a child has a tantrum? What do you say or do? How does this make the child feel?

A.) I think if someone is going to be a teacher or daycare instructor for young children one of the first things they have to prepare and accept is that children are going to have tantrums. If screaming fits and crying is something that makes you impatient then you may want to rethink your career choice. If a child has a tantrum I very gently take them aside and with a smile and a soft voice I assure them that they did not do anything wrong, no one will be mad at them, and I certainly will do my best to make sure the other children are not made aware. Children often can feel nervous or defensive if they’ve thrown a tantrum in front of themselves and others so when you provide calm reassurance that usually helps their anxiety about the situation.

Q.) What might explain some parents’ attempts to leave without saying goodbye? What are they feeling? How do you feel when parents leave that way? How do the children feel?

A.) Unless the parent is just in a hurry (or unless they are just inconsiderate) I have found that parents that do this usually know that goodbyes are tough for their children and are trying to make a point that they’re not leaving forever or leaving their child behind, but that school is a normal part of the day and something the child will have to get used to. Parents that do this often feel bad about having to leave this way, and when I have witnessed it I admit that I feel a bit badly for the child too. But the point of it is that eventually, the child will understand what a daily schedule is like and how they should respond to it. It may take a while, but they will eventually come to understand that they get dropped off in the morning, their parents are not leaving them alone, and when school is over their parents will pick them up to bring them home.

Q.) What are the general attitudes of the parents you encounter at the daycare? Do you find that many are upset to leave their children there? Are there varying degrees of stress and frustration among certain parents/guardians?

A.) I can definitely say that there is a wide spectrum on parents in daycare. Some are more open than others about how much stress they are under and will openly talk about how they are grateful to us for caring for their children. Others are aloof and do not seem to put forward many emotions when dropping off their children. Obviously, daycare is a huge part of modern society, and not every parent is going to be thrilled with the prospect of leaving their child alone the entire day. I try to be empathetic and understand the various life scenarios that each of them has,

Q.) Would you describe yourself as a healthy person? How does your approach to nutrition influence how and what you teach your children about healthy eating?

A.) This is such an interesting question when put in the context of classroom eating habits. When I was a student they gave us things like jello, soda, and processed frozen foods for lunch. As time has gone on and more nutrition information becomes available, it seems that schools and daycares have adopted a menu that emphasizes healthy food options. Water and milk instead of juice. Fresh fruit and vegetables instead of syrupy fruit cups. Diet is incredibly important to me and I also like to teach the children that these healthy alternatives are imperative to a good learning environment.

Q.) Take time to consider each child in your room. What are his/her schedules like? How do they do when naptime is announced? Are they opposed to falling asleep? What is their mood generally like when they wake up?

A.) I think a child who cries frequently during nap time is expressing a sense of anxiety about being left alone without their parents for class. I don’t think it means they love their parents anymore or less than children who do not cry during drop-off; I think the children who cry may be feeling more anxious about school. If you are going to work with very young children, then crying during drop-off time is a part of the job. I think it is best to approach the children who cry with a sense of compassion while also assuring them that they are in good hands and the day ahead will be fun while at the same time being cautious not to give less time to the children who do not cry. Sometimes I find that children who do not cry during drop-off are just as anxious as those who do cry; they just may be better at suppressing their outward emotions. With that in mind, it is best to try and give each child your time and attention and be attentive to their needs.

Q.) What do you want to teach children about their bodies while they are learning to use the toilet or getting dressed?

A.) I am not sure if it is a daycare instructor’s or teacher’s role (or their place) to teach other people’s children about the anatomy involved in bodily waste removal. What I do think is important is that the children are made aware of the potential hygiene issues involved with urination and defecation. I try to teach them that the waste expelled is natural and healthy but that it needs to go in the toilet. If they have an accident I tell them that we have to clean the area as much as possible because urine and feces carry germs that can make them (or other children) sick. This is usually a good opportunity to assist or supervise the proper wiping of the genital/anal area. Most importantly is that I teach them that washing their hands thoroughly when they are done is crucial and cannot be skipped or rushed. I have shown children how to apply the soap, work up a lather, spread it throughout the fingers, thumbs, and wrists, and then wash and rinse vigorously for 45-60 seconds. I try to make it fun by singing songs like “Happy Birthday” or “Twinkle-Twinkle Little Star” so that the children have an idea of how much time they need to lather and rinse.

Q.) What is the emerging role of technology in the classroom, especially as it pertains to small children? Is there any role for technology, and if so, why?

A.) In keeping in with the theme of the last post, so many of today’s students are now raised with tech devices such as tablets and smartphones from a young age. The technological devices inform their learning style, so teachers are encouraged to utilize as many educational tools and add-ons as possible in their lesson plans as a way to engage with their students. Ways in which teachers can introduce interactive content into their lessons from a variety of different sources. These examples can include interactive slides, maps, posts, comics, quizzes or posts.

• Think about the children and families in your program. Do you know how each family feels about children dressing themselves? Is it something they feel strongly about?
• There are many different ways to approach this question; is this in reference to the possibility that a child in my program may have an accident and would need to change clothes? Or is it just in reference to the children changing out of their jackets, hats, and boots during winter? I have definitely had parents personally request that if their child accidentally soils themselves to please contact them so they can come and assist, while others are comfortable with the staff assisting the child in that event. But most parents and families in my program are often encouraging to their own children being able to dress themselves. It is a major developmental milestone when children begin to pick out their own clothes and then dress themselves properly, so yes, I would say they often feel strongly about it.
• The next time you are engaged with a child in the routine of dressing, pay attention to what you say. How much do you talk with the child? What do you talk about? Are you giving directions, correcting behavior, describing the routine, talking about articles of clothing, and/or simply engaging in casual conversation? Try to use this time for less directive language (giving instructions and correcting behavior) and more language building. Challenge yourself to use rich vocabulary as you engage in this routine (e.g., “Let’s put your soft corduroy overalls back on. They will keep you warm and cozy on the playground today. It is chilly outside.”)
• The only time I find myself using corrective language is if the child in question is putting their clothes on incorrectly (I see this a lot with pants and overalls). In that event I gently correct them and show them that the tag on the inside of their pants should be on the backside. I really like the suggestion about using descriptive language as an exercise. There is already a kind of awkwardness involved when a child is being dressed by someone who is not their parent, so speaking about other topics allows the child to focus on the conversation and helps put them at ease.

Q.) Can you think of a bedtime ritual that you have used effectively with your own children and/or the children in your care? What was it? How did it make the child feel about going to sleep?

A.) Oh yes, definitely. When I was a child I loved when my Mom or Dad would read to me before bed. A good story being read in an animated fashion by my parents would set my mind at ease and allow me to rest easier. While I use this method with the children in my care, I have found that music can be just as effective and relaxing. There are a few albums of classical standards played with children’s instruments such as xylophone and recorders that my students have really enjoyed. Another thing I have used recently is scent therapy. Obviously having incense in a classroom would not be a good idea but a single scented candle along with a powerful liquid diffuser with a lavender scent gets me many compliments from the children and seems to put them to ease for naptime.

Q.) Take time to consider each child in your room. What are his/her sleep patterns like? How do they prefer to fall asleep? What is their mood generally like when they wake up?

A.) I think a child who cries frequently during nap time is expressing a sense of anxiety about being left alone without their parents for class. I don’t think it means they love their parents any more or less than children who do not cry during drop-off; I think the children who cry may be feeling more anxious about school. If you are going to work with very young children, then crying during drop-off time is a part of the job. I think it is best to approach the children who cry with a sense of compassion while also assuring them that they are in good hands and the day ahead will be fun while at the same time being cautious not to give less time to the children who do not cry. Sometimes I find that children who do not cry during drop-off are just as anxious as those who do cry; they just may be better at suppressing their outward emotions. With that in mind it is best to try and give each child your time and attention and be attentive to their needs.

Q.) How do you feel when you are changing diapers? How do your feelings about diaper changing influence your interactions with children during this routine?

A.) I have absolutely no issues whatsoever with changing diapers. I was a babysitter for a few very young kids when I was a teenager and I still assist with childcare for a very close friend of mine’s daughter. The only thing that changes with my interactions with children is that I have to become a bit more focused on when they eat or drink. If a child starts the day with me at 8:30 AM I know to start checking them to see if they’ve defecated or urinated by 10:00 AM

Q.) How do you feel when a child has a toileting accident? What do you say or do? How does this make the child feel?

A.) I think if someone is going to be a teacher or daycare instructor for young children one of the first things they have to prepare and accept is that children are going to have accidents. If urine and feces is something that makes you squeamish then you may want to rethink your career choice. If a child has a toileting accident I very gently take them aside and with a smile and a soft voice I assure them that they did not do anything wrong, no one will be mad at them, and I certainly will do my best to make sure the other children are not made aware. Children often can feel nervous or defensive if they’ve accidentally soiled themselves so when you provide calm reassurance that usually helps their anxiety about the situation.

Q.) What do you want to teach children about their bodies while they are learning to use the toilet?

A.) I am not sure if it is a daycare instructor or teacher’s role (or their place) to teach other people’s children about the anatomy involved in bodily waste removal. What I do think is important is that the children are made aware of the potential hygiene issues involved with urination and defecation. I try to teach them that the waste expelled is natural and healthy but that it needs to go in the toilet. If they have an accident I tell them that we have to clean the area as much as possible because urine and feces carry germs that can make them (or other children) sick. This is usually a good opportunity to assist or supervise the proper wiping of the genital/anal area. Most importantly is that I teach them that washing their hands thoroughly when they are done is crucial and cannot be skipped or rushed. I have shown children how to apply the soap, work up a lather, spread it throughout the fingers, thumbs, and wrists and then wash and rinse vigorously for 45-60 seconds. I try to make it fun by singing songs like “Happy Birthday” or “Twinkle-Twinkle Little Star” so that the children have an idea of how much time they need to lather and rinse.

Q.) Do you say hello and goodbye to each family member every day? What messages do you think your hellos and good-byes (or lack of them) send?

A.) Years ago I remember watching a pro-wrestling program with a friend of mine (he was a big fan). It was a special live episode devoted to one of their wrestling stars who had died very suddenly while on tour. The play-by-play announcer said something during the broadcast that I thought was very profound. He said, “Don’t ever leave home without telling the people you love what you think of them, because you never know if it’s the last time you’ll see them.” That comment has stuck with me through all these years and I try to abide by it as much as possible. Saying “hello” or “goodbye” to your family members holds more meaning then using those greetings with people in your workplace or school. When using those greetings at home they convey a sense of familiarity; you are greeting a person for the first time in a day and also announcing that you are leaving. The fact that you see these people everyday and still say “hello” and “goodbye” to them infers close familial relations.

Q.) What do you think about a child who cries a lot when his parents say good-bye? How does his crying make you feel? Do you feel differently about a child who never cries at drop-off time?

A.)  I think a child who cries frequently during drop-off time is expressing a sense of anxiety about being left alone without their parents for class. I don’t think it means they love their parents any more or less than children who do not cry during drop-off; I think the children who cry may be feeling more anxious about school. If you are going to work with very young children, then crying during drop-off time is a part of the job. I think it is best to approach the children who cry with a sense of compassion while also assuring them that they are in good hands and the day ahead will be fun while at the same time being cautious not to give less time to the children who do not cry. Sometimes I find that children who do not cry during drop-off are just as anxious as those who do cry; they just may be better at suppressing their outward emotions. With that in mind it is best to try and give each child your time and attention and be attentive to their needs.

Q.) What might explain some parents’ attempts to leave without saying good-bye? What are they feeling? How do you feel when parents leave that way? How do the children feel?

A.) Unless the parent is just in a hurry (or unless they are just inconsiderate) I have found that parents that do this usually know that goodbyes are tough for their children and are trying to make a point that they’re not leaving forever or leaving their child behind, but that school is a normal part of the day and something the child will have to get used to. Parents that do this often feel badly about having to leave this way, and when I have witnessed it I admit that I feel a bit badly for the child too. But the point of it is that eventually the child will understand what a daily schedule is like and how they should respond to it. It may take awhile, but they will eventually come to understand that they get dropped off in the morning, their parents are not leaving them alone, and when school is over their parents will pick them up to bring them home.

Q.) How do you help parents reunite with their children at the end of the day? How does a parent feel when her child cries or keeps playing? How do you feel?

A.) In my experience the children line up when it is time for dismissal and we walk them outside in an orderly fashion to their waiting parents. In smaller classes or at day-cares when a parent comes to pick up their child I will often excitedly announce to the child, “Look who’s here!” In the very rare instances in which a child does not want to leave to go home with a parent, it is usually because the child is having fun and may not want to return home at that moment. If a child cries every time a parent comes to pick them up, that may be indicative of a problem at home. But if a child occasionally cries when a parent comes to pick them up I often feel a sense of accomplishment (especially if the child was crying and upset during drop-off). In my opinion, that means that the child was having a good enough time that they were able to let go of their parental attachment issues and focus on the teachers and classmates.

1. Concept development by using descriptive language broadly describes helping a child associate a name/object with a picture. In the video, this is done by a teacher showing pictures of a child’s parents and asking them whom their mother and/or father is by having the child point at the picture that they recognize as their parent. They do this again in the video by showing a child a rainbow and then asking them where the rainbow is and having them identify it.
2. Describing actions and events occur in the video when the adults directly describe an event they are performing with the children. One example is the teacher showing the child how to wash their hands by completely covering them in soap, getting a lather, and then rinsing it off. Another example is the teacher talking a child through the steps of a diaper change so that the child understands why a dirty diaper must be taken off and replaced with a clean one.
3. Social and emotional development is described in the video as a way of giving children important attention while also showing them direct responses to their actions. This could be done by positively encouraging children when they behave or play well together (showing the children that there is positive feedback and gratification for behaving a certain way) and immediately responding to a crying child. This is so the child understands that their cries are not random; crying is an emotional response to pain or frustration so the child then learns that if they cry the teacher will then help/soothe them.
4. Responding to communication attempts occurs in the video multiple times but is strictly described in this section by adults asking questions to the children and waiting for a response or directly responding to the vocalizations of a child. Examples are when the teacher is describing the shapes of a mobile to a child laying on their back; the child begins to cry and the teacher then picks them up and asks if they’d rather view it sitting up. Another example is when the teacher responds to a child fussing by asking if they are hungry while insinuating that if they are they can have their bottle.
5. Positive language for guidance is important because children often have no concept of social behavior and cues. This can lead to children behaving in a way that is disruptive to other children through no fault of their own. Positive guidance via language is shown when one child tries to grab a book that is being read to another child. The teacher gently corrects the child and asks if they’d like her help picking out a book of their own. Another example is when a young girl (who looks to be about 18-24 months) attempts to hug a baby that is probably only about 3-6 months old. Having no concept of how fragile the younger baby is, the teacher then gently guides the older girl and has her give the baby a soft, gentle hug. This seems extremely important as it teaches the older girl that a hug is a good thing when done properly and also that babies younger than her can be fragile and she needs to exercise restraint when interacting with them.
6. Using language during daily activities is described as utilizing key moments throughout the day during play activities and routine care to use guided language to emphasize and reinforce rules and cues. This is done when a teacher watches a group of four children eat lunch. The teacher constantly interacts with the children by asking if they need help drinking from their cups, if they can finish the drinks in their cups, if they are chewing their food correctly, and reminds them to say “please” and “thank you”. When a child is visibly upset the teacher immediately comes to her aide and sits down next to her to calm her. After the child has calmed down she verbally explains that she is going to help another child at the end of the table. The teacher also establishes a routine by instructing the children to clean their plates, put their garbage into the can, put their bibs into the laundry and then wash their hands.

1. I was the youngest in my family and I do not have kids of my own so my experience with infants in my own family and social circle is extremely limited. I would say that what I knew before watching this video is only what I had read in developmental books and educational videos. It seemed to me that there was a medical consensus that newborn babies need to have physical contact with a parent or caregiver in order to develop properly.
2. I think that this approach to infant brain development is exceptional and certainly all-encompassing. I would have a hard time believing that one person could do all the recommendations in this video alone, especially if they have other children or a job. It seems like this approach is best achieved by involving both dedicated parents as well as any invested family members to help.
3. I could apply this to my teaching practice by emphasizing the stimulation aspect that Fraley outline so clearly here. Young children seem to do better under a controlled environment where the daily activities are clear, announced, and uninterrupted. Of course children need some time to socialize with each other but if a class is 120 minutes I would hope to fill at least 105 of those minutes with classroom activity. Fraley often says, “be present” when dealing with infants and small children because when children see that you are directly interacting or teaching them they feel safer and their brains are stimulated.

4.)The biggest surprise of the video for me was when Fraley was taking about orphanages in super-populated areas that may have one caregiver for 10-15 infants. She said that some infants can actually die if they do not have the correct amount of physical contact. Even if the infant in question is well fed and otherwise healthy, the built—up of stress from not being soothed or held is catastrophic for a baby’s nervous system. As far as the Conscious Discipline website, I found myself drawn to many of the text and videos that outlined the potential negative effects that babies may develop as a result of not having proper handling and attention was shocking. To someone who has never had any contact with an infant, you may tend to think if you feed them, burp them, change them, and lay them on their back to sleep, then that is enough for a healthy baby. There is so, so much more that needs to be done to ensure an infant properly develo

I confess I was more than a little skeptical about this project when I first read it because to me, the term “blog” is sort of antiquated. Blogging seemed like an online activity whose time had passed long ago (and by “long” I mean 2008). In today’s hyper-visual online world it seems as if many people prefer to talk about their lives strictly through visual formats such as Facebook, Instagram, and Tumblr. So imagine my surprise when I completed each portion of this challenge and realized that blogging can be anything you want it to be. This project was broken down into concise sections that allowed me to focus on one particular subject at a time and learn a valuable tool that I can use to enhance whatever subject I am writing about.

            There was a quote in this section from Clive Thompson that outlined why the actual act of sitting down to write is so important to writers, “Professional writers have long described the way that the act of writing forces them to distill their vague notions into clear ideas. By putting half-formed thoughts on the page, we externalize them and are able to evaluate them much more objectively. This is why writers often find that it’s only when they start writing that they figure out what they want to say.” This spoke to me in a very profound way because I often find myself thinking of so many ideas that when it comes time to write a rough draft I have a hard time condensing all of those ideas into one concise written blog. It is only through typing out those ideas that I begin to grasp what it is I actually want to say. From there I can edit and cut out any excess sentences and subjects.

            Through writing this blog I have gained many new tools for how to enhance the blog; the emphasis on crediting the original poster of a photo was most important to me because it is quite honestly something that is often not thought about by the average internet user. So many seem to think that images and media appear on the web magically, without any mention of who may have posted that photo, and often without any thought to how that poster should be credited. In the future, I will be much more cognizant of the images that I am researching and how I can use them in a fair way for educational purposes.

Does anyone remember life before YouTube? It’s hard to imagine now, right? YouTube is an absolutely fascinating tool that is forever morphing and expanding beyond what was thought to be its previous limits. Whether it is posting cute cat videos, reactions to popular media, or educational content, YouTube remains one of the few game-changing inventions in recent human history. People can specifically remember what life was like before YouTube, and what it was like after. So in a teaching setting, the usage of video is absolutely crucial in terms of stimulating and engaging students.

            Much has been written about the ways in which students learn and near the top of that list is visual learning. Videos provide a platform in which students can be shown lessons and tutorials that emphasize the main points of a subject while also giving them the option to learn at their own pace. Speaking only for myself, I can recall when I first started watching videos on sites such as YouTube and Metacafe. When I used videos for research, I was able to stop playback when I wanted to write something in my notes. I could rewind if I thought that I had overlooked a useful comment earlier in the video. This was in great contrast to the ways I learned in the classroom, which had always been difficult for me. I had a hard time picking out what information in the lecture was the most important, so I tended to write everything. This inevitably led to me missing something and then I’d have to ask the teacher to go back and restate the info. This led to me becoming extremely self-conscious and my study habits suffered even further. But when teachers started posting their lectures online to YouTube I was able to view a few minutes at a time, pause the video, write my notes, rewind if necessary, and then continue. This was immensely helpful as a study tool and quite literally changed my scholastic life.

            I am including a link for a YouTube video that I feel is immensely educational, and entertaining, and could absolutely be used as a teaching tool. The video is for an animated short film created by the group American Council to Improve our Neighborhoods, which was a non-profit group dedicated to educating homeowners on matters pertaining to housing, revitalization, and urban renewal. “Man of Action” was released in 1955 with the aim to inform viewers about the ways in which they can improve their homes and neighborhoods through community organization and outreach. The film was created as certain neighborhoods were beginning to become gentrified after years of neglect. It accomplishes this while also being charming and entertaining. The channel that hosted this video is called “reelblack” and also has many more films and pieces of lost media that could also be very useful in an educational setting.

(32701) Man of Action (1955) – YouTube

(32701) reelblack – YouTube

In keeping in with the theme of the last post, so many of today’s students are now raised with tech devices such as tablets and smartphones from a young age. The technological devices inform their learning style, so teachers are encouraged to utilize as many educational tools and add-ons as possible in their lesson plans as a way to engage with their students. This lesson outlines ways in which teachers can embed site links and interactive content into their lessons from a variety of different sources. These examples can include interactive slides, maps, posts, comics, quizzes or posts.

            An easy way one can attach an audio post (from websites such as Audible, Soundcloud, or Anchor) is to click the “share” option on the audio post that you’d like to embed and copy the embed code.

A popular tool that was not mentioned with the teaching tools mentioned above is an interactive site I have used many times called “EduClipper”. This is an online site dedicated to presenting different tips and tools that both parents and educators can use at home or in the classroom. Blogs are posted by a number of professional educators as well as any public member and cover a range of topics covering how to engage with students at a particular grade-level, how parents can help their children with online learning, and the highest rated tips for teachers. I started utilizing this site more often once the pandemic made remote-learning mandatory for most students and teachers. Everyone was in uncharted territory and this site provided up-to-date information on how teachers could engage with students in a remote environment and what parents could do to make sure that their children got the most out of their new learning environments.

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