Week 3 EDUC 6358 Posting J.M. Barnes

As we all know, fire drills with young children can be very upsetting and chaotic. Moreover, fire drills with infants and toddlers that are riled out of their sleep to be placed in evacuation cribs, it is extremely unnerving. During fire drills, I am required to secure emergency cards and have all of my children and staff out of the building in a time efficient manner. This month’s fire drill occurred during nap time and unfortunately on the same day that we had two new infants that had just been introduced to the environment. I noticed that some of the children were upset, perhaps from the unfamiliar noise blaring from the alarm and from being around so many unfamiliar people.

During my observation, I noted how attentive the staff was to the children. They picked up the smallest infants and cradled them in their arms they sang songs with the older children and one of the staff members even pulled out a hand puppet to engage the children. One little boy decided to pull away from his group and ran towards the parking lot. The teacher was quick on her feet, she called out his name, said freeze play and the little boy froze in his tracks. The teacher secured his hand and explained how unsafe it was and how important it was to stay with the teacher and his friends. The little boy looked at the teacher who was down on her knees and gave her a hug. The all clear was given and the children were escorted back into the building. Some of the children returned to their slumber and others sat on the quite time rug and listened quietly to a story before dozing off to sleep.

The level of organization, attentiveness and concern that was given to the children during the fire drill was very good. Teachers spoke in low even tones and they made sure that the children were comforted when they were startled. These interactions validated the children’s sense of self because the teachers were receptive to each child’s specific needs. As Kolbeck (2011) indicated, “Children communicate really, all different ways and use their bodies so much that if you’re sensitive you can really pick up cues about how to communicate” (Laureate Education, Inc., 2011).

References

Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author

Week 2 EDUC 6358 Posting J.M. Barnes

Having a family home childcare center would be invigorating. I would use natural objects and items that represent my children and my families as the focal point of my center and footing of the center environment. Derman-Sparks and Olsen-Edwards (2010) indicate that, “An anti-bias environment is culturally consistent for the children and families it currently serves. In other words, anyone who enters your classroom can tell you immediately who is in your program at that time” (p. 43).

It is important to feel a sense of self in an early learning environment. When children can relate to an environment, they are more relaxed and trusting and have a sense of belonging. Therefore, I would incorporate family photos and objects that represent the child’s culture throughout the center.  Additionally, I would have an environment that displayed a selection of developmentally appropriate books that embraced culture and diversity. I would also have pictures, empty containers, and boxes from local community restaurants in the housekeeping center because, children can relate to things that they have seen throughout their community.  The listening center would include age appropriate, culturally sensitive music and instruments that each child could be in connection with.

It is my belief that incorporating aspects of the home environment into the center, plays an vital part in teaching to the strengths, as children are more driven to learn from things they know and make a connection with.  Instead of using generic pictures to identify daily routines, I would use pictures of the children and families engaging in the various activities; this would allow the children to see themselves throughout the day engaging in different learning experiences. In order to show my students that there is an outside world I would expose them to other cultures by having different dolls that are representative of different cultures, pictures of different of people from around the world.  I would also make use of other languages throughout the room environment to depict different dialects (Spanish and sign language).  In the course media segment, I noticed a song that was posted in Spanish on the wall and according to Adriana Castillo (2011) “All of the children can relate to it because they know it” (Laureate Education, Inc., 2011).

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias

       education for young children and ourselves. Washington,

DC: NAEYC.

Laureate Education, Inc. (2011). Strategies for working

       with diverse children: Building on children’s strengths.

Baltimore, MD