NANNY WRENPRESCHOOL TEACHER AND SO MUCH MORE

WHY I CHOSE TO BE AN EARLY CHILDHOOD

EDUCATOR• Why I chose to become a Early Childhood Professional:

Why have I chosen to become an Early Childhood Educator? Tough question to summarize there are so many reasons.

• I Have always enjoyed the company of children.

• I have not lost the ability to see the world through the eyes of a child

• I am able to make almost any moment a opportunity to learn

• I am creative and there is no one more creative than a child.

• I believe learning never stops no matter what your age.

• The opportunity to help prepare a young mind for the academic world thrills me.

• The fact the world has become “hands off” saddens me because a warm hug or smile can make all the difference in a persons day. Perhaps even a life time.

MY PHILOSOPHY WREN LYNN RICHINS

• It is my goal to run a comprehensive preschool program that is designed to meet the needs of all children who attend and their families.

• A positive academic and social environment and developmentally appropriate experiences will be provided to help children develop social competence and academic success. By focusing on all aspects of learning and development, children will achieve the desired outcomes necessary for lifelong learning while having fun.

•I recognize that each child has a unique cultural background that has been nurtured by his/her parents. it is my belief that the diverse backgrounds of families involved in the program enrich the classroom environment and enhance the learning experiences for everyone. I welcome the role of parents as the primary teachers and nurturers of their children. By working in partnership with parents and building strong relationships with them I know the involvement between the home and school to facilitate the child’s development during this crucial stage of life.

EDUCATION DOCUMENTATIONS

FIRST AID/CPR

CERTIFICATIONS.

Class Summary Report Continued

CERTIFICATE OF ATTENDANCE AND COMPLETION

PROFESSIONAL DEVELOPMENT RECORDS

PROFESSIONAL DEVELOPMENT RECORDS CONTINUED

HEAD START INDIVIDUAL TRAINING

CERTIFICATE OF ACHIEVEMENT

COMPLETION OF CDA CLASS AT HEAD START

CERTIFICATE OF ACHIEVEMENT PRESCHOOL EDUCATION

CERTIFICATE OF COMPLETION CHILD ABUSE AND NEGLECT

CERTIFICATE OF COMPLETION MEDICATION ADMINISTRATION IN CHILD CARE PART 1

CERTIFICATION OF COMPLETION MEDICATION ADMINISTRATION IN CHILD CARE PART 2

EXPLANATION OF MENU

CHILDREN’S MENU PART 1

CHILDREN’S MENU PART 2

MENU KEY FOR PARENTS

THE FOLLOWING LESSON PLAN WAS CREATEDFROM RANGER RICK J. DECEMBER/JANUARY 2015

WORD AND PICTURE SEARCH

HEAD START CLASS LESSON PLAN

MEET MR. SNEEZY

WINTER LESSONS

FIRE SAFETY WEEK!

HEALTHY LESSON ART

MEMORY GAMES SUPER HERO STYLE

GIVE THANKS

Each star is a good dead that I had done that day. This was Amy’s way of showing me I was doing good too. When she ran out of stars she put the whole sticker remnant on there for more starts. I was a very good student that day.

NINE LEARNING EXPERIENCES

BIBLIGOGRAPHY OF CHILDREN’S BOOKS

BIBLIOGRAPHY OF CHILDREN’S BOOKS

Family Resources Guide

STATE LICENSING AGENCY & INFORMATIONAL LINKS• Montana DPHHS

• This website has all of the listed website links you will find below as well as several other services.

•Website: http://dphhs.mt.gov/

• Early Childhood Services Bureau

• Assist with finding quality childcare

• Website: http://dphhs.mt.gov/hcsd/ChildCare

• Phone: 111 N. Jackson

• Arcade Building, 5th Floor

• P.O.. Box 202925

• Helena, MT 59620-2925

• Early Childhood Services Bureau: (406) 444-1788

• Child Care Unit:866) 239-0458 FREE

• CACFP (888) 307-9333 FREE

• * Abuse/Neglect:• Child Projection/child welfare• Website:

http://dphhs.mt.gov.CFSD• To report abuse or suspected

abuse call • Phone: 1 (866) 820-5437

HRDC COMMUNITY ACTION SERVICES

• Community based services. This site can assist with finding and obtaining housing assistance, SNAP benefits, training and classes to teach parents how their children grow and what they can expect

• Web site: http://hrdc7.org/ • Phone 406 247 4732

• Disabilities:

• Developmental Services Division

• Website: http://dphhs.mt.gov/dsd/ddp

• Developmental Services Division

• 111 Sanders, PO Box 4210

• Helena, MT 59604

• 406-444-4545

• Toll Free Number 296-1197 FREE

• Voice/Hearing and Speech Impaired 6-444-2590

• Administrator; Rebecca de Camara

HRDC COMMUNITY ACTION SERVICES

• Montana Bridge to Benefits

• Assist families with children who have disabilities

• Website lists other agencies

• Webistes; http://mt.bridgetobenefits.org/Disability_Service.html

• Toll Free Phone: 1-800-245-4743 FREEDisabilities:

• AWARE Inc.

• Assists families with children who have disabilities

• Website: http://aware-inc.org/

• Toll Free Phone:1-800-432-6145

•Early Childhood Intervention

• Billings Public Schools

• 2016 Grand Avenue • Billings, MT 59102

• Ann Witts

• P:406-281-5885 • F: 406-245-1149

•Webiste: http://www.ecibillings.org/

HRDC COMMUNITY ACTION SERVICES• Financial Assistance:

• Family Connections

• 202 2nd Avenue South

• Suite 201

• Great Falls Montana

• Phone: 406 761 6010

• Toll Free 1 800 696 4503

• Fax 406 453 8776

• Provides Services to assist families in finding and financing child care services as well as provide training.

• Website: http://childcaresolutionsmt.org/

• Child Support Enforcement Division

• Assist with child support services

• Website: http://dphhs.mt.gov/CSED

•Healthy Montana Kids

• http://dphhs.mt.gov/HMK

• Phone: (888) 706-1535

HRDC COMMUNITY ACTION SERVICES•

Family Services:• Family Planning: • Helen McCaffrey, MPH• Section Supervisor, Women’s and Men’s Health Section• Montana Department of Public Health and Human Services• 1400 E Broadway A116• Helena MT 59620• Phone:-444-0983• Fax: 406-444-2750• E-Mail: hmccaffrey@mt.gov•

Montana Association for the Education of Young Children•

Website: http://www.mtaeyc.org/

• National Association for family child care

• 1743 West Alexander Street Suite 201• Salt Lake City, Utah 84119• Phone: 801-886-2322•

Webstie: http://www.nafcc.org/

HRDC COMMUNITY ACTION SERVICES• Translatores:

•Gateway Language services:

• For non english speaking families

• Website: http://www.gatewaylanguages.com/

• Phone:(888) 625-1304

•TranslationAZ

• For non english speaking families

• Website: http://www.translationaz.com/

• Phone: toll free 100 620 4789

•

Montana Bridge to Benefits

• Assist families with children who have disabilities

• Website lists other agencies

• Webistes; http://mt.bridgetobenefits.org/Disability_Service.html

• Toll Free Phone: 1-800-245-4743 FREE

•Training opportunities & Articles

• Building Better Brains, Part 3 : When Tuesday, March 3, 2015 6:30 p.m. - 8:30 p.m.

• Where HRDC 7 North 31st Street Billings, MT 59101

• General Info: Understanding principles of child development and learning

• Program: Early Childhood Provider Services

• Details:

• Early childhood educators have known for years that the early years are important learning years and now science validates this. This course will explore the brain, functions of the brain and the relationship of planning for learning for specific brain development.

• Register

• You are able to complete the 5-part series for a single 10 hour certificate, or you may receive a certificate for each session. Cost is $10 or $50 for all the sessions. Char Kenney @ 247-4750

• - See more at: http://www.hrdc7.org/calendar/2015/03/03/%0A%20%20%20%20%20%20%20%20building-better-brains-part-3/#sthash.LZEblZNR.dpuf

THE WHOLE CHILD BY PBS:WEBSITE: HTTP;//WWW.PBS.ORG/WHOLECHILD/ABC/• PBS has been empowering parents and children for years. This site goes through the stages of child

growth from physical development to communication skills.

• Also teaches parents how to understand how media affects their children

•Article:

• Dealing with Feelings:

Emotional Health It takes a lot of patience combined with good judgment and warm, nurturing relationships to raise emotionally healthy, comfortable and cheerful children. But no matter what you do, your children are still going to feel sad, afraid, anxious, and angry from time to time. Your challenge, as a parent, is to learn how to help your children cope with their feelings and express them in socially acceptable ways that don't harm others and that are appropriate to their age and abilities.Importance of TrustThe most important factor in fostering mental health in your child is the quality of the relationship you have with her. Without the presence of trust in this relationship, it's impossible for your child to feel safe, close, or comfortable. Trust has its roots in infancy, when babies gain confidence that they can depend on adults around them to meet their basic needs. From your baby's perspective, reasonably prompt and consistent care is an essential ingredient in developing trust. When her needs are responded to, your baby develops trust and confidence, and feels valued and important.

It's also important to maintain that trustful feeling as your child continues to grow. One of the easiest ways to build trust is by maintaining an orderly routine throughout the day so your child can predict what's going to happen next. Consistent rules that your child understands also add to his sense of trust. Adults who maintain their self-control encourage children to trust them. Then children can predict what their responses will be and this breeds confidence in the relationship. It's also important for rules and tasks to be appropriate for the child's age and abilities.

Trust between you and your child's other caregivers is also essential. This connection is important for all children, but especially for children with disabilities.Choices and LimitsThe toddler's drive toward independence and self-assertion is an important stage of emotional development. Maintain limits when necessary and independence when it's possible. Avoid confrontations when you can, insist on doing things your way when necessary, and provide as many choices for your child as possible. There are many choices that you can offer, but they are limited choices: not "do you want to put on a sweatshirt?" but "which sweatshirt?" not "do you want any vegetables on your plate?" but "do you want carrots or beans?" You can also give your children choices about their play and activities. When children are expected to choose for themselves what they want to do, they have endless opportunities for making decisions.

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Older children of 4 or 5 years need to reach out to the world around them, to be a part of and connected to the group. Try to encourage children of this age to think things up and try things out. It's important for them to feel the emotional satisfaction that comes from experiences of exploring, acting and doing new things together with friends.

When children don't have opportunities to make choices, endless struggles result with a spirited child and a loss of self-confidence in less spirited children. But not everything is a choice and sometimes the answer is "no." Learning how to cope with disappointments, delays, and setbacks

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s also a critical part of developing a healthy, balanced mental attitude. Try to reduce the level and frequency of disappointments and frustrations in order to avoid unnecessary battles.Feel What You Want, Control What You DoOne of the most valuable skills you can teach your children is how to express strong emotions without hurting themselves, others, or damaging property. Help your children learn to feel what they want, but control what they do. Begin by communicating to your child in a non-judgmental way, showing him you understand how he feels. Encourage your child to say his feelings out loud and to tell the other person how he feels. If the child's too young or inexperienced to know what to say, model a simple sentence for him to copy. The important thing to remember is that the same rule applies to you: feel what you want, but control what you do.Hallmarks of Emotional HealthHere are some ways that can help you decide if your child is doing all right:•Is your child working on emotional tasks that are appropriate for her age and ability? For example, if she's two and a half, is she asserting herself from time to time?•Is your child able to separate from you without undue stress and form an attachment with at least one other adult?•Is your child learning to conform to routines at school without too much trouble?•Is your child able to involve himself deeply in play?•Can your child settle down and concentrate?•Is your child aware of all her feelings and can she express them without harming herself or others?

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This artical comes from the following website: http://www.pbs.org/wholechild/parents/dealing.html

Parents: This is a magazine that has several good articles covering all stages of child developmenthttp://www.parents.com/kids/development/behavioral/

Article:Onoky Photography/ VeerAs the primary role models in children's lives, parents play a vital part in showcasing honesty. They also have the most influence when it comes to instilling a deep-rooted commitment to telling the truth. As children mature and acquire a more sophisticated understanding of social etiquette, parents must help children differentiate between little white lies told to spare people's feelings and downright dishonesty. "All children lie. Teaching children about the importance of honesty early and teaching them how to resolve situations so they don't need to rely on lying will ensure they will be honest -- most of the time," says Victoria Talwar, Ph.D., associate professor in the Department of Educational and Counseling Psychology at McGill University in Montreal. According to

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the American Academy of Child & Adolescent Psychiatry, children and adults lie for similar reasons: to get out of trouble, for personal gain, to impress or protect someone, or to be polite. At a young age, kids will experiment with the truth and they continue to do so through all the developmental stages, with varying degrees of sophistication and elaboration. For maximum influence at each developmental stage, address the subject of lying in an age-appropriate way. Learn how to respond appropriately to kids of different ages when they're caught telling a lie.

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toddlers and Preschoolers (Ages 2 to 4)Because toddlers' language skills are just emerging, they do not have a clear idea yet of where truth begins and ends. At this age, toddlers also have a fairly shaky grasp on the difference between reality, daydream, wishes, fantasies, and fears, says Elizabeth Berger, a Parents advisor, child psychiatrist, and author of Raising Kids with Character. "Strong emotions can make a 2- or 3-year-old insist, 'He ate my cookie!' when a baby brother clearly did not do anything of the kind," Berger says. Remember that toddlers are trying to exhibit their independence and they can make a power struggle out of any disagreement. So try a mild, diplomatic response that interjects doubt, such as, "Really? Then those must not be crumbs I see on your chin." Saying this helps avoid a battle of the wills. Toddlers are too young to be punished for lying, but parents can subtly begin to encourage truthfulness. Consider reading a lighthearted book such as Nicola Killen's Not Me to illustrate the issue of truthfulness.

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Around age 4, as children become more verbal, they can tell obvious whoppers and respond "No" when you ask simple questions like, "Did you pinch your sister?" Use every opportunity to explain what a lie is and why it is bad. Introduce the subject (ideally, soon after your child tells the lie so the memory will still be fresh). Start with, "Let's talk about lying and why it's not okay." "It may not be a long conversation, but give them the message that honesty is important," Dr. Talwar says. In response to a lie, be firm and serious, and say, "That sounds like you're not telling the truth" or "Are you absolutely sure that's what happened?" Make it clear that you are not taken in by the lies, but move on gracefully after listening to and gently correcting your child. Avoid confronting the child further or digging for the truth unless the situation is serious and demands more attention.The above article is from the website: http://www.parents.com/kids/development/behavioral/age-by-age-guide-to-lying/

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Children's Emotional Development Is Built into the Architecture of Their Brains

A growing body of scientific evidence demonstrates that emotional development begins early in life and is closely connected with the emergence of cognitive, language, and social skills. Early emotional development lays the foundation for later academic performance, mental health, and the capacity to form successful relationships. Despite this knowledge, most policies related to early childhood focus exclusively on cognitive development as it relates to school readiness, neglecting the importance of such capacities as the ability to regulate one's own emotions and behavior and to manage successful interactions with other people. As a result, many of our nation's policies, such as those that regulate child care provider training, availability of early childhood mental health services, and early identification and treatment of behavioral disorders, overlook emotional development as a focus of evaluation and intervention. This report from the National Scientific Council on the Developing Child presents an overview of the scientific research on how a child's capacity to regulate emotions develops in a complex interaction with his or her environment and ongoing cognitive, motor, and social development. It then discusses the implications of this research for policies affecting young children, their caregivers, and service providers.Suggested citation: National Scientific Council on the Developing Child (2004). Children's Emotional Development Is Built into the Architecture of Their Brains: Working Paper No. 2. Retrieved from www.developingchild.harvard.edu

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The previous article is from this website: http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp2/

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REPORT/OBSERVATION EXAMPLES

REPORT/OBSERVATION EXAMPLES

REPORT/OBSERVATION EXAMPLES

REPORT/OBSERVATION EXAMPLES

REPORT/OBSERVATION EXAMPLES

REPORT/OBSERVATION EXAMPLES

Lynn Richins (Wren)CDA Resources RC VI-1State Licensing ContactDepartment of Public Health and Human ServicesQAD - Licensing Bureau - Child Care LicensingP.O. Box 202953Helena, MT 59620-2953Phone:(866) 239-0458 FREE or visit http://www.dphhs.mt.gov/contact/childcarelicensing.aspx for county child care licensing contactsWeb Page: http://www.dphhs.mt.gov/hcsd/ChildCare.aspx

52-2-723. Requirements for licensure. (1) The department shall include in the minimum standards for day-care centers the following requirements:    (a) The applicant, the applicant's employees, and all those persons who will come in direct contact with the children are of good character.    (b) The staff of the day-care facility is sufficient in number as provided by rule to provide adequate supervision and care of the children in the facility.    (c) Essential programs and practices carried on by the facility staff are developed and carried out with due regard for the protection of the health, safety, development, and well-being of the children.    (d) Applicant and staff are qualified by practical experience or education or training to give good care and treatment to the children.    (e) Intake records are kept on each child admitted for care.    (f) The applicant and staff limit admissions to the maximum number indicated on the current license.    (g) The applicant will arrange for the necessary precautions to guard against communicable diseases.    (h) Public liability insurance and fire insurance are currently in force for the protection of the operator, the staff, and the facility.    (i) The ages and numbers of children that may be cared for in a day-care facility are specified.    (2) It is the duty of the department or its authorized representative to assist applicants in meeting the minimum requirements.    History: (1)En. Sec. 6, Ch. 247, L. 1965; amd. Sec. 6, Ch. 121, L. 1974; amd. Sec. 1, Ch. 293, L. 1977; Sec. 10-806, R.C.M. 1947; (2)En. Sec. 9, Ch. 247, L. 1965; amd. Sec. 49, Ch. 121, L. 1974; Sec. 10-809, R.C.M. 1947; R.C.M. 1947, 10-806(part), 10-809(part); amd. Sec. 9, Ch. 606, L. 1981; Sec. 53-4-508, MCA 1987; redes. 52-2-723 by Code Commissioner, 1989; amd. Sec. 1899, Ch. 56, L. 2009.

52-2-731. Standards for day care. In developing standards, the department shall seek the advice and assistance of the superintendent of public instruction, representatives of day-care facilities, specialists in child care, and representatives of parent groups who use the services of day-care facilities. The standards may pertain to:    (1) character, suitability, and qualifications of an applicant and other persons directly responsible for the care of children;    (2) the number of individuals or staff required for adequate supervision and care of children in day-care facilities;    (3) child-care programs and practices necessary to ensure the health, safety, safety in transportation, development, and well-being of children;    (4) adequate and appropriate admission policies;    (5) adequacy of physical facilities and equipment;    (6) general financial ability and competence of an applicant to provide necessary care for children and maintain prescribed standards;    (7) the ages and numbers of children that may be cared for in a day-care facility.    History: En. Sec. 3, Ch. 247, L. 1965; amd. Sec. 3, Ch. 121, L. 1974; R.C.M. 1947, 10-803; amd. Sec. 5, Ch. 606, L. 1981; Sec. 53-4-504, MCA 1987; redes. 52-2-731 by Code Commissioner, 1989; amd. Sec. 150, Ch. 418, L. 1995; amd. Sec. 350, Ch. 546, L. 1995.

Ratio

37.95.105 DETERMINATION OF NUMBER OF CHILDREN UNDER CARE: COUNTING PROVIDER'S AND OTHER CHILDREN(1) The department shall make a separate count of children, apart from the initial licensure or registration determination count, to determine the type of license or registration required. The licensure or registration type count shall not include the provider's own children age six or over who attend school full time. The licensure or registration type count shall include all children, including the provider's own children under age six, who are present during hours when supplemental parental care is provided.(2) The licensure or registration count shall determine:(a) whether the provider must be registered as a family day care home or group day care home, or licensed as a day care center;(b) whether the day care facility is in compliance with applicable staff to child ratios;(c) whether sufficient space is provided; and(d) whether any other safety, health or program requirements or registration or licensure restriction requiring counting of children is affected or violated.History: 52-2-704, MCA; IMP, 52-2-704, 52-2-731, MCA; NEW, 2002 MAR p. 2231, Eff. 8/16/02.

37.95.623 DAY CARE CENTERS: CHILD-TO-STAFF RATIOS(1) The child-to-staff ratio for a day care center is:(a) 4:1 for children zero months through 23 months;(b) 8:1 for children two years through three years;(c) 10:1 for children four years through five years; and(d) 14:1 for six years and over.(2) When children of different ages are mixed, the ratio for the youngest child in the group must be maintained.(3) Only the day care center director, primary caregivers, and aides may be counted as staff when determining the staff ratio.History: 52-2-704, MCA; IMP, 52-2-703, 52-2-704, 52-2-723, 52-2-731, MCA; NEW, 2006 MAR p. 1424, Eff. 6/2/06; AMD, 2012 MAR p. 1368, Eff. 7/13/12.

Competency Standards

Child Development Associate Lynn RichinsInstructor: Marci March 1 2015Competency Standard IITo advance physical and intellectual competenceDevelopmental Contexts

Functional area 4 : Physical:Using skills already learned and developing skills to maintain a healthy body through fun exercises that would work the large muscle groups of the body such as jumping rope,skipping as well as hand eye coordination, such as t-ball or a kickball game . Inside we will work on their fine motor skills, by manipulating playdough into shapes or letters, coloring pictures and cutting them apart to create our own puzzles. Discussing how our lunch tastes and how feels or smells will help them with their developing sense. The use of textured material and surfaces will assist with developing language skills.Functional Area 5: Cognitive Building with blocks will help developing cognitive skills. How will we drive through the tunnel if the end is block? Asking these questions will stimulate them to solve problems. Having the children describe what is going on in a picture could turn out to be the best story ever told. The use of descriptive words will encourage communication skills. Role playing with children is a great way to expose a child to different ideas on how to react or handle difficult situations. Functional Area 6: CommunicationSeeing a child who has their arms folded and bottom lip is a sure sign of unhappiness. Getting down on the child's eye level and tell them that you see they are unhappy because their arms are folded and their mouth has a frown on it. Ask them what is wrong, how can you help, is there another way to deal with the situation at hand? Listen carefully repeat what they child says to you.Functional Area 7: CreativeChildren are creative creatures, Comment on their choice of socks. “I like that you have chosen to wear two different colored socks today.” Allow children to be creative with toys is a great way to build on their confidence. “Look how Bonny is using the asparagus as a screw driver, how creative!”

Competency Standard IIIChild Development Associate Lynn RichinsInstructor: Marci March 3 2015Competency Standard: IIITo support social and emotional developmentand to provide positive guidance

Functional Area 8: SelfHelp children understand what they are feeling, give names, I see by your face you are feeling angry right now, What made you angry? How can we fix this ? Maybe some breathing will help you calm yourself down.” Suggestions like these will help children feel secure and that they can deal with these on their own with practice. Children need to understand what they are feeling and giving “names or labels” will assist them in expressing these feelings, With your guidance and understanding they will be able to communicate with their peers and adults through the use of words. Not only learning how to deal with their own feelings but helping peers as well. Example: Bonnie is frustrated because she can not reach a toy so she starts stomping around, Jeremy see’s this and comments on her actions she yells at him and he reminds her to breath because when he is upset this is what he does to calm down. Jeremy walks Bonnie through the breathing and asks her why she was so upset she tells him and he suggests that they ask the teacher for help. “ Functional Area 9: SocialYoung children will mimic how they see adults around them act and react to situations. You can set a great example for your children by getting on their level and acting with them. Or simply by directing them. “I saw you take away the toy from your friend, when we want a toy someone is playing with, we need to ask them for it. “ Helping or “Giving” them words is also a good way to teach them. “you could say, when you are done with that toy will you please let me play with it?” Functional Area 10: GuidanceGuidance is something you will do many times during the day. Some are obvious such as setting rules for the classroom and explaining why we need to follow these rules. Some are less obvious such as , “I am going to wait in line to get a drink a water” The children hear and see you do this, chances are they will also do this. Children will push limits to see how far they can get before they are reminded of the rules. Letting children know they are straying to far can be tedious, however it is necessary for them to learn.

Competency Standard IIIChild Development Associate Lynn RichinsInstructor: Marci March 4 2015Competency Standard: IVTo establish positive and productiverelationships with families

Functional Area 11: FamiliesFamilies are important to every child and no two families are the same, Cultural, religious values will vary from family to family, this make each family different. You should be familiar with each child's family. You need to build a bond not only with the child but the parents as well. Keeping each other informed as to how the child’s day has been, can be the best tool each of you have. If there's an upset in the family chances are you may see a difference in the child's behaviors or mannerisms. Should there be an upset at the school letting the parents know there was an issue will give them a better understanding of why their child may be exploring behaviors they have never seen before. Keeping each other informed is a great step to being able to assist the child in dealing with situations good or bad. Some of the ways I keep parents informed is by talking with them at pick up and drop off times. Just a quick “How are things this morning?” and the conversation usually takes off from there. I also send daily notes home with some of the children who have more intense issues at school. These notes are always kept on as much as a positive note as possible. Negative without positive input is unpleasant . The day is never entirely negative. When a child is having a “rough” morning often times it is time to slow down and start the day over. this is a learning moment. when positive attention pays off. Or perhaps we just need a moment of fun. Get the wiggles out! .I was most certainly surprised at the results of my questionnaire. I am known for letting my expectation being known and for sticking to rules set up in the classrooms, as well as for being upfront and to the point with parents and children.I did expect parents to score me lower than they did because of this. I believe in natural consequences tempered with positive guidance this technique often clashes with supervisors, who often times see it as harsh. As many of the parents thought I was bilegal due to teaching American Sign Language to my students. (this assists with those who have verbal and hearing issues) I am currently looking into finding a course that teaches so that I may become fluent. I now know all the extra classes I take are paying off and are not a waste of time as I had previously wondered. learning and implementing new techniques as required or wanted has paid off with good results and the questionnaire also prompted more parental feedback to me as to what they would like to see. This gives me a foundation to build on. Though not being the Lead teachers means I am extremely limited in areas that I can effect.

Competency Standard VIChild Development Associate Lynn RichinsInstructor: Marci March 5 2015Competency Standard: VI a & bTo maintain a commitment to professionalism

CDA Functional Area 13: Professional development

At work or out around town you are always a professional. How you conduct yourself says a great deal about who you are and what you do. When first entered early education my goal was to become a special education teacher for Kindergarten up. However after about a week, I began to see the need of people who could help children much earlier than kindergarten. I really starts at birth however with the way that economics in the world are (parents working multiple employments and parents not being well educated in early childhood education) and the way society puts more on the teacher's plates. it is necessary for well qualified people to step in and start teaching some very basic social skills and give children a hand up to getting started in school. More and more children are being placed in daycare spending 8 hours or more in the hands of strangers. While not all daycares are the same, it is my goal that children learn in a fun loving and structured safe environment. We can teach what parents of yesterday did at home as well as the educational needs of today's world at age appropriate levels. Perhaps even help a few who may show signs of learnings difficulties, before they learn to hate school It is so important that we remember that these young children will be in charge of the world soon. It is my goal to teach them love,respect,common courtesy by demonstrating it daily it is also important to keep up with current educational requirements and research, You can keep current by taking advantage of opportunities to improve your knowledge and competence not only for your professional growth but your personal as well. Continuing your early education can be done in several ways,*Online courses*Community Colleges*Community Actions Agency *Correspondence Courses*Your employerthere is so much riding on our young children, why not make it a fun loving way to learn. One I hope they carry all through their lives.

Competency Standard 12Child Development Associate Lynn RichinsInstructor: Marci March 5 2015Competency Standard: 12To ensure a well-run purposeful program thatis responsive to participants needs

CDA Functional Area 12: CSV a:When we teach we must also make sure we meet not only the educational needs of our students, we also need to meet the legal aspect as well as the parents needs .Documentation and Record keeping:Documentation could mean the difference between getting a child help or not(child observations). Make sure when you are doing an observation that you are being objective and or Subjective. Do not make assumptions, or judgments. Being able to find the required documentation is just as equally important, being organized is key to a well run classroom. Protecting yourself through documentation especially when giving medications is also important. Planning/CommunicationCommunication is also key to running a smooth classroom, keep parents, staff, children informed of activities and anything you may need for the classroom such as paper towel rolls. Staff can pass ideas around for group activities express concerns. Planning ahead for field trips and even lesson plans is important. If you have a field trip you want to take it is important that you have the necessary time,personnel, documentation,funds. This also gives parents time to plan around you as well as sign permission slips. If you decided to have an open house, it would be unwise to tell the parents the day before. They would have no time to make their own plans and chances are no one would show up. Would you have the documentation to show parents when they got there?

THANK YOU FOR YOUR TIME

BET YOU NEVER THOUGHT THIS WOULD BE OVER