Observation of an Early Childhood Program - NAEYC Standards - Questions -Fall 2019 -Template (1)

CHILD DEVELOPMENT 2 Observation of an Early Childhood Program Using NAEYC Program Standards Essence Cain and Kasandra Ortiz Due October 28, 2019 0

Program Information Program Name: The Child Development Center. Accredited by NAEYC: No Program Address: 13356 Eldridge Ave, Sylmar CA 91342 Website: lamissioncollege@laccd.net Telephone: (818) 364-7865 Hours of Operation: 7:00am-3:30pm Public: X Private: _______ Non-Profit: ___________ College or University Lab: X Corporation: _____ Licensing Regulations Program is Licensed by: State: California Agency: Department of Social Services License # 197415855 License Expires: Not Applicable (By Department of Social Services, Licensing Division, Title 22 Regulations) Program is Regulated by: 5 & 22 (By Department of Education, Title 5 Regulations) Category of Children Served Group Information: (Observed at the time of your visit) Age Category served in this group or classroom: 3 Number of Children: 25 Do any children in this group have any of the following diagnosed special needs : Individualized Education Program, Speech Impediment, and Autism (Example: Orthopedic handicaps; Speech & language; Neurological disorders; Down Syndrome; Learning disabilities; ADHD; Hearing impairment; Autism; spectrum disorders; Mentally Delayed; Maintenance care diseases (diabetes, HIV); Visual impairment; Behavioral; Other, specify) Number of Teachers: 4 Number of assistant teacher-teacher aides? 3 Number of other adults (if any)? 1 What is their role? Main lead of the whole classroom Philosophy of the Program: (Check on line or ask the Office) We believe that the early years provide a foundation for life-long learning. Our program is based on the well-established belief that children learn best in a play-based learning environment that supports individual and group needs in all areas of their development. We believe each child is capable of constructing his/her own knowledge when given the time, resources, activities and meaningful interactions that expand and extend their understanding of the world around them. We strive to provide enriched learning experiences based on the latest research and the best practices to meet the needs of children, families, staff and college students. 1 Age Category Number of Children Enrolled Number of Children observed and Age Category Infant (birth to 15 months) 7 0 Toddler/Twos (12 to 36 months) 6 0 Preschool (30 months to 5 years) 5 16 kids observed and age category 4 &5 ANY public or private kindergarten 0 0 Special Needs Children 4 0 TOTAL Number of Children: 22 0

Questions Answers Standard 1: Relationships Answer the (1-5) questions below by describing in detail what you observed for each of the questions for Standard 1: Relationships 1. Do teachers work in partnership with families, establishing and maintaining regular, ongoing, communication? (e.g., parent board with lesson plan, menu, and events calendar) 2. Did the teaching staff engage in warm, friendly conversations with the children and encourage and recognize children’s work and accomplishments? 3. Are the children encouraged to play and work together in small groups? 4. Did the teachers help children resolve conflicts by identifying feelings, describing problems, and trying alternative solutions? If not, what did you observe? 5. Describe in detail your observation of standard 1, Relationships. 1. Yes, the teachers do work in partnership with the parents. When I was observing the classroom there were pictures of the kid’s families and there was a parent bulletin board that told them what was going on that day. There is also a menu that tells the parents what food they will be eating everyday 2. The teachers would engage with warm and friendly conversations. And would praise the students for doing good things and making really nice pictures. It shows the kids that the teachers appreciate their artwork. 3. The teachers were splitting up the kids so they would be in groups of three and then they would all be doing different things together and some of them did it independently 4. While I was observing the class there were multiple occasions were the kids were crying, screaming and throwing tantrums. The teachers were just telling them to be quiet they weren’t really trying to resolve anything they just said that child was using it first you need to wait. In my opinion they were not real helping out the children. 5. I learned for this standard that relationships with the parents are important because that is letting them actually see what their kids are doing in school, what they are learning and if they are even struggling in their classes. 3

Standard 2: Curriculum Answer the (6-11) questions below by describing in detail what you observed for each of the questions for Standard 2: Curriculum 6. What is the program’s Curriculum? 7. Are children given opportunities to learn and develop through exploration and play, and teachers have opportunities to work with individual children and small groups on specific skills. 8. Did materials and equipment spark children’s interest and encourage them to experiment and learn? 9. Did the children seem to be engaged in the activities or were they bored? 10. Were the activities designed to help children get better at reasoning, solving problems, getting along with others, using language, and developing other skills? 11. Describe in detail your observation of standard 2, curriculum. 6. The programs Curriculum is to treat all the children in the same way and not to change the lessons because that would not be fair to those kids especially if they have a disability of some sort. There is a saying “No child should be left behind”. Meaning you should treat every child the same way. 7. The kids were given a lot of different opportunities to succeed. There was one table that focusing on math, one group was focusing on art and the last group was doing reading. In each group there were testing the kid’s ability to see what they can do. It is making sure they aren’t struggling in anything this also helps the teachers build the lessons around the material the kids don’t comprehend. 8. It did, in math the teacher had the students put a picture together by putting together aa sequence. That is pushing their knowledge of categorizing a list of numbers. So eventually the kids will be able to do it by their selves without struggling. 9. The kids were engaged in what they were doing some of them were really excited they got to play. While others were just content. The kids were having a good time 10. Using their language was a huge thing when I was observing when the kids were getting upset the teachers were asking getting upset the teachers were asking them to talk instead of being quiet. 11. For curriculum it shows me that when teachers have something in mind they know how to showcase it and elaborate more on it. There was multiple work on how this specific class did it. Standard 3: Teaching Answer the (12-16) questions below by describing in detail what you observed for each of the questions for Standard 3: Teaching 12. Were the teachers carefully supervising all children? 13. Do the teachers provide time each day for indoor and outdoor activities (weather permitting) and organize time and space so that children have opportunities to work on play individually and in groups? 14. Did you see children’s recent work (for 12. The teachers were supervising the kids carefully. When something happened or if they were leaving to go somewhere so the teacher asks multiple questions. 13. The teachers do provide time for the students to either be indoors or outdoors. They have a whole schedule with the times what kids go outside and what kids come inside. The kids had a daily routine every day. Everything was organized and there were also groups so the kids can be productive in their little on way. 14. At the time of my observation I was not able to see any recent artwork done by the students. The 4

standard 5, Health. big thing in school today because kids and teachers can get sick from things that are open and contaminated. Standard 6: Teachers Answer the (26-29) questions below by describing in detail what you observed for each of the questions for Standard 6: Teachers 26. Does the teaching staff have educational qualifications and specialized knowledge about young children and early childhood development? Ask, for example, how many teachers have Child Development permits or credentials, associate’s degrees, or higher degrees. 27. How does the program go about making provisions for ongoing staff development, including orientations for new staff and opportunities for continuing education? 28. Does the teaching staff have training in the program’s curriculum and work as teaching team? 29. Describe in detail your observation of standard 6, teachers. 26. Yes, all teachers have specialized knowledge and qualifications in early childhood. In order for you to even get a job as a teacher there are requirements for you to establish to do this you need an associate’s degree or higher to become a teacher. 27. Teachers will all get together and show each other what the kids are doing or working on. The teachers take special attention on what is helping and helping the students. Then the teachers will figure out together what they should change or broaden for new staff that are coming in to help the new people. 28. Yes, the teachers do have training in the programs curriculum and also in working with one another. In order for the teaching staff to understand the work, they need to go level by level to master the curriculum. Working in teams are really an important thing because if you don’t understand something another teacher can. 29. Teachers have a hard time they have to do lesson planning and also be able to actually work with one another. If you believe you know everything then of course your being very selfish. Teachers today might know every thing but they are not afraid to ask for help. Standard 7: Families Answer the (30-33) questions below by describing in detail what you observed for each of the questions for Standard 7: Families 30. Are all families welcomed and encouraged to be involved in all aspects of the program? 31. What are the variety of strategies the program uses to communicate with families, including family conferences, new family orientations, and individual conversations? 32. How the program information-including policies and operating procedures are provided in a language that families can understand? Describe in detail your observation of standard 7, families. 30. Families are encouraged and welcomed to be involved in all aspects of their child’s steps in school. Teachers welcome parents to step in and help there kids out with work if they might believe their child is struggling. 31. The variety of struggles with communicating with the families for example are: Bulletin board, Fundraisers, Group chat and even a blog. 32. There are documents for the parents who speak different languages for the procedures and policies. The different languages range from: Spanish, Russian, Chinese and so on and so forth. Even though it is hard for a family to keep in contact with their kid’s progress. It good for the parents to be more involve in their kid’s school life. And it’s always important to have information in different languages so that the family knows that there welcomed in a way. Standard 8: Community Relationships Answer the (34-36) questions below by describing in detail what you observed for each of the questions for Standard 8: Community Relationships 33. Yes, the program does connect the kids to museums, parks, libraries, zoos, and other resources in the community. They teachers are helping the kids get ready for the world. 6

33. Does the program connect with and uses museums, parks, libraries, zoos, and other resources in the community? 34. Does the staff develop professional relationships with community agencies and organizations that further the program’s capacity to meet the needs and interests of children and families? 35. Describe in detail your observation of standard 8, community relationships. 34. The, staff do develop professional relationship with community agencies to meet the needs for parents and children. But staff don’t have the time to actually keep up with them they are very busy when dealing with parents and planning new thing. 35. The community is a big thing for teachers and kids. The teachers are showing the kids different ways to connect what they are learning to what they are experiencing in the community. They want the kids to question everything around them. And not to except the bare minimum. And they also want the child’s parents to do the same. Standard 9: Physical Environment Answer the (37-39) questions below by describing in detail what you observed for each of the questions for Standard 9: Physical Environment 36. Are there a variety of materials and equipment appropriate for children’s ages and stages of development is available and kept clean, safe, and in good repair? 37. Are there first-aid kits, fire extinguishers, fire alarms, and other safety equipment are installed and available? 38. Describe in detail your observation of standard 9, physical Environment. 36. There are a variety of materials and equipment appropriate for children’s ages and stages. They are not kept clean or in good repair. The kids put the objects in their mouths and wait for other kids to do the same thing. Not all of the equipment is kept in good repair. 37. The first-aid kits, fire extinguishers safety equipment is locked up not visible. The tables are littered with pieces of paper so it’s very messy. And the first aid is locked up so you won’t be able to get them without a key. 38. The physical environment is not clean. The equipment has germs on them form the kids putting them in their mouths. Its important that the staff cleans everything and to wear gloves when picking up after the kids. Program Standard 10: Leadership and Management Answer the (40-43) questions below by describing in detail what you observed for each of the questions for Standard 10: Leadership and Management 39. The program is licensed and/or regulated by the applicable state agency. 40. The program’s written policies and procedures are shared with families and address issues such as the program’s philosophy and curriculum goals, policies on guidance and discipline, and health and safety procedures. 41. Appropriate group sizes and ratios of teaching staff to children are maintained (for example, infants—no more than 8 children in a group, with 2 teaching staff; toddlers—no more than 12 children in a group, with 2 teaching staff; and 4- year-olds—no more than 20 children in a group, with 2 teaching staff). 42. Describe in detail your observation of program standard 10, Leadership and Management. 39. The program licensed and/or regulated by the applicable state agency is California and the agency is Department of Social Services. 40. Yes, there is an area where the families of the children who attend the school to find it. They are usually located or on the bulletin board. If the parents can’t find it they can either ask the teacher if that doesn’t work they can also look online it’s called Parent’s handbook that shows the parents the rules and also the procedures. 41. This particular class was a really big class, with saying that they have 3 assistants working in this class also. To help the teachers out if it gets to overwhelming. 25 children in a group to 4 teaching staff in one classroom. 42. What I learned for this last standard is the leadership and management is a huge thing. Different classes have a limited helper. It’s the classes that have more children that will need the most help. This teaches me that 1 teacher can’t do 7