abrookshaw_positive and productive relationships_102323

pdf

School

Rasmussen College *

*We aren’t endorsed by this school

Course

EC110

Subject

Psychology

Date

Oct 30, 2023

Type

pdf

Pages

5

Uploaded by ChefSeaLionPerson893

Report
Positive and Productive Relationships Angell Brookshaw Rasmussen University Kristen Walley 10/22/23
Positive and Productive Relationships My teaching practices meet this goal because of the positive and productive relationships I have with my family. Having daily interaction time with parents during drop off and pickup times to ensure that we are meeting all the needs of each child and parents, also communication through email and newsletters each week explain what we focused on each week. CG 4.1- I ensure that my parents are kept aware of what is happening in their child’s daily and weekly life in our program by having daily sheets that are updated as the child eats, sleeps, and gets changed, parents can check the sheets through the day to see their schedules. Teachers update the sheet on how their children did today and what they really liked doing throughout the day. We also have communication at pick-up at night. Teachers have a Friday email that gets sent out every Friday with a recap of what we did during the week, and different milestones for the month, as well as upcoming events around the center. CG 4.2- I ensure that I am aware of what is going on in each child’s life by talking with parents about what they will be doing over the weekend or discussing other things that may be going on. This awareness directs my teaching patterns because being aware of things that are going on at home could help me with planning activities to help the children.
Cognitive, Physical, Creative and Language development, these areas are interrelated, and in an inviting and rich learning environment, these aspects can integrate to create maximal and effective learning. This is the main reason why I make sure to integrate these areas as much as possible. From planned learning experiences to free-play, what I look for is for children to develop skills that will help them participate in, understand and respond to their environment, as well as interact with the people around them. To advance physical development, I provide opportunities for my students to engage in gross and fine motor skills not only through planned learning experiences, but also through freeplay. I´m a true believer in the idea that children are born with an intense need to explore and learn about their world. The ability to control their body expands their ability to explore, discover, and problem-solve. This is what I look for when including gross and fine motor activities into my curriculum. For an example science, Math, and Blocks´ centers allow children to explore and investigate new concepts inside the classroom. To support my students’ cognitive development, I make it a priority to always challenge them, and make them think. This will lay the foundation for them to improve their critical thinking and reasoning skills. It´s my personal belief that no child learns if he/she is not challenged, if he/she is bored. For this reason, is of extreme importance to me to encourage them to try new things, and to get out of their comfort zones.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Preschool can be one of the most creative stages in a child’s life. Creativity is the best form of self-expression and to me, its importance has no limits since it involves children using their biggest tool: their imagination. I like to foster creative development inside my classroom by supporting my students´ curiosity, exploration, and play. I like to provide opportunities for them to share their thoughts, ideas, and feelings, expressing themselves through art, music, and play while fostering their creative expression and emotional health. To promote communication and language development, I make sure to provide natural opportunities to spark conversation throughout the day. One of the practices that I implement constantly is to initiate conversation with my students as much as possible; in the morning, after the weekend, during breakfast or lunch, or whenever an opportunity presents itself. While engaging them in conversation, I always make sure to model appropriate language and one that is at or slightly above the child´s current level to promote development. To promote language development for dual language learners, I make it a priority to make them feel comfortable and welcomed to use the home language inside the classroom, while at the same time encouraging high levels of interactions with the use of the second language. Having been a dual language learner myself, I know how overwhelming it can be, so I make sure to help the children learn through meaningful interactions, making it creative, fun, and interactive for them.

Related Documents

Week1 Assignment.docx
3.6 D and E.docx.pdf
Document4.docx
Group Assignment #2 Perceptual Map Exercise part 2.pdf
Social Influence in Context - Copy copy.docx
abrookshaw_nine learning experiences assignment_101423.pdf
HW2 Steve[65].docx
Chapter 8 Sexual Arousal.docx
2EDUC211_Assignment 1 Guidelines (Fall).pdf
Week3 Assignment.docx
Psychopharmacology Unit 1.docx
Lifespan Sample Questions_Exam 1.docx
Recommended textbooks for you
Text book image
Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Text book image
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Text book image
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Text book image
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Text book image
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Text book image
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning
SEE MORE TEXTBOOKS
Recommended textbooks for you
Text book image
Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Text book image
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Text book image
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Text book image
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Text book image
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Text book image
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning
SEE MORE TEXTBOOKS

Browse Popular Homework Q&A

Q: Q2. The following tables give the velocity data for the space shuttle between lift-off and the…
Q: 15) 17) 19) 16) 18) 20)
Q: Using the CAPM theory, if the Volatility of a stock is twice as great as the market, the market…
Q: Find the second-order partial derivatives of the function. Show that the mixed partial derivatives…
Q: Depreciation on the company's equipment for the year is computed to be $16,000. The Prepaid…
Q: Problem 4: Two blocks sit on a frictionless surface. The left block has a mass of 4 kg and the right…
Q: Exercise 4.1.1 Consider a mass m acted on by two springs and dashpots as shown in Figure 4.5. Assume…
Q: Find the interval(s) of numbers that are less than a distance of 3 away from -5. Enter solution as…
Q: A partial sum of an arithmetic sequence is given. Find the sum. -5+(-5/2)+0+5/2+5+...50
Q: 3 x² + y² the direction of (−3, −3). Then, Suppose f(x, y) (a) ▼ ƒ (x, y) (b) ▼ ƒ(1,4) = = = 1/77…
Q: What does the break keyword do? Select all that apply a. Come out of a switch block b. c. Come out…
Q: If 25.5mg of triethylmethanol is produced when 0.100mL of methyl propanoate and 0.200g of ethyl…
Q: Where would I place the black dot in the section?
Q: Given f(x) 5x+3 and g(x) = 3x, first find f+ g, f- g, fg. and a Ihen determine the domain for each…
Q: An airplane is flying at an elevation of 5150 ft, directly above a straight highway. Two motorists…
Q: Solve the matrix equation Ax = 0. (If there is no solution, enter NO SOLUTION. If the system has an…
Q: The components of all the vectors are INTEGERS. The following figure represents vectors of various…
Q: Determine whether the statement is true or false. 10€{x|XEN and x is odd} Is the statement true or…
Q: d. H NH₂ H OH H H b e. HO H ОН H OCH OH H OH H L HN CH ОН Н H