Compare and Contrast
The first program that I observed was Victor Valley College Child Development Center. It is a Free State preschool program. The program has two sessions in each session there are 16 children. The ages range from 3-5 years old. The program serves diverse families. The program offers various types of services such as information to community resources. Also, if children need services such as speech the children are provide those services on site. The teachers are encouraged to attend various types of staff developments. The programs philosophy is”
“The CDLC implements a child centered, active learning curriculum in a developmentally appropriate preschool environment. Our educational approach to learning builds on children’s interests, strengths, and emerging abilities in their social, emotional, cognitive, and physical growth” (VVC, 2013)
I had the opportunity to observe the parents arriving. I noticed that the teacher greeted the parents and teachers. The children were given warning before a transition. As, continued to observe I observed the children they were actively engaged with the teacher. The children were looking at the hamster with a magnifying lens. The teachers got down to their level waited for the child to speak then responded to the child. The teacher asked the children various open-ended questions. Also, I observed the children exploring in the sensory table with pumpkins and paint. The children were curious about what was inside the pumpkins. The children used plastic hammers to try and crack the pumpkins.
The classroom was calm and exploring the various activities that were set up. I noticed that when a child wanted to paint he got the paint brush and began to paint. When he was done he h...
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...ously stated I did not observe any pictures of the children and their families. Most of the art work looked the same. The classroom did not have materials that encouraged home language. York (2003) stated, “Create a language-rich environment add bilingual signs and labels” (p.98). Also, I think a disadvantage in this program is that all the teachers in the classroom only speak Spanish. When a child walked up to a teacher and asked something in Spanish the teacher replied, “I don’t know what you are saying” (p.98). I understand that everyone is bilingual however; this might make the child feel uncomfortable. He may not want to engage with the teachers and peers if he feels different. York (2003) stated, “The child may experience high levels of stress in the classroom and as a result loses the ability communicate when angry, scared, excited, or self-conscious” (p.95).
Changing demographics in America are leading to an increased need for preschools. In 1950, only 14% of mothers of children under six worked outside the home (Williams 351), but in 1995, the U.S. Census Bureau reported that 63.5% of mothers of children under age six worked outside the home (Garey 4). The number of families with two working parents is steadily rising; the number of single-parent families is also increasing. Many families cannot afford to have a parent at home full time but have a hard time affording preschool or childcare costs. A publication by L.M. Casper, printed by the U.S. Census Bureau, found that on average, parents spend 8% of their family's income on childcare (Kinch 68). Many of these parents make great sacr...
For our Human Resources report assignment we have decided to interview Mr. David Kressel. Kressel is the Chief Financial Officer who has been with, Central Escrow, Inc. for more than 3 years. Central Escrow has six locations throughout the San Gabriel Valley and Inland Empire with about 75 employees. Although Central Escrow does not have a dedicated human resources department, Kressel along with Florence Chow who is the Controller of the company and Lan Tran who is the Chief Operations officer take care of all the human resource issues and problems that occur in Central Escrow.
Moderata Fonte’s Venetian ladies debated the worth of women while cavorting in their fictional garden in 1605; Tempel Anneke met her unhappy fate in the 1660s. The seemingly enlightened and forward-looking feminist attitudes articulated in Fonte's text were absent from the Brunswick courtroom where the allegations against Tempel Anneke eventually brought about her death. The two accounts illustrate the differences in the attitudes towards women between European states during the 17th century. The differences are technically religiously based, however, they deal with the differences of the specific regional factors of the areas discussed. The differences explain why the attitudes of Fonte’s ladies and the persecutors of Tempel coexisted in roughly the same era. Fonte's ladies are Italian Catholics, and Anna's neighbors are German Protestants, therefore, the ideals of women are varied based on religious experience. Additionally, the theory of reason of state that came about with the consolidation of authority consisted of centralization and secularism that subordinated the social role ...
The purpose of this article is to demonstrate how educators in the early childhood field can create an environment for children that is beneficial to development and enhance their thinking and learning skills. The author states that over the years, more and more observations of early childhood programs across the U.S. and some other countries to see what environments help to convey knowledge better for children. The authors states a caution that, “…we have seen: whether in Alaska, Florida or Massachusetts, all programs are starting to look like an early childhood catalog. Centers do not reflect the identity of the families and communities” (Curtis and Carter, 34). They then goes on to say that many programs apply
"Those of us in the first American generations have had to figure out how the invisible world the emigrants built around our childhoods fit in solid America." Maxine Hong Kingston is a native of Stockton, California, born in 1940. The essay, "No Name Woman", was taken from her book ,"The Woman Warrior" (1976). Kingston is , in her everyday life, surrounded by "ghosts" from her past cultural heritage. The role identity concept parallels Ms. Kingston's essay. In the role identity concept, factors surrounding us in our daily life are continuously shaping and reshaping who we are and what we will become. In this concept, taken from the structural school of symbolic interaction, we tend to conform our sense of self to adapt to individual social situations as we are exposed to them. The theory in the concept of role identity is that we all play different "roles" in society, on various levels , which can include our families, our workplaces, our peers, daily experiences, and even within ourselves. Therefore, we are continuously changing and evolving into our "sense of self". Kingston, born a Chinese-American, struggles with her sense of self as she attempts to balance her American lifestyle with that of her Chinese family's rich cultural beliefs; although, even as she begins to accept her "role identity" within her family structure, as an author, she realizes that she will be "haunted", merely by writing about it.
It is very rare that a book can be so compelling that it changes the way you think. Daniel Kahneman achieved this in his groundbreaking book Thinking, Fast and Slow. In his work, Kahneman challenges common notions of human psychology by offering a unique perspective of why we make certain decisions. Based off his contributions throughout his career, Kahneman compiles his experimental findings on human behavior into a complete manual to the human mind. The book delves into human nature and cognition, how we process our decisions and in what frame of mind do we create our perception of the world. More specifically, Kahneman deals with the irrationality of the way we think that leads to biases, mental shortcuts and defense mechanisms. His findings not only acts as an informative self-help but questions the very nature of everyday life.
Understandably, I had some doubt about carrying out this age group’s observation at the UCF Creative School, seeing as how I knew that the oldest kid in the school was about eleven. My backup plan if no volunteers in the proper age range were available or if I felt as if the data I gathered was not sufficient was to observe teenagers at a mall. However, after the first fifteen minutes I was hopeful. Of course, as mentioned before, during the third observational time the volunteer who was nineteen left the area I was allowed to observe in. So I stayed a little later in order to ensure I had the proper amount of time to observer. It was a bit different only being able to observe one person at a time, but I reasoned that it makes sense doing this as their may be a time in my future career as an educator where I will be asked to write a report about a particular student’s behavior for an IEP teacher or parents. During this additional fifteen minutes the class was still outside in the playground. Most of the kids finished their scavenger hunt, however it was very clear that most simply copped or traded answers about where they found certain things. Because of this, the daycare employees in this group decided to walk the kids around and have them explain where they found the items. While the two daycare ladies were doing this, the volunteer collected the sheets and pencils from the
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
National Center for O*NET Development . (2010). Preschool and Childcare Director. Retrieved November 12, 2013, from O*NET Online: http://www.onetonline.org/link/summary/11-9031.00
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
From my experience, bilingual education was a disadvantage during my childhood. At the age of twelve, I was introduced into a bilingual classroom for the first time. The crowded classroom was a combination of seventh and eighth grade Spanish-speaking students, who ranged from the ages of twelve to fifteen. The idea of bilingual education was to help students who weren’t fluent in the English language. The main focus of bilingual education was to teach English and, at the same time, teach a very basic knowledge of the core curriculum subjects: Mathematics, Social Sciences, and Natural Sciences. Unfortunately, bilingual education had academic, psychological, and social disadvantages for me.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
The modern early childhood curriculum refers to the experiences gathered throughout a child’s infancy and beyond. It incorporates everyday interactions with family members within a wide spectrum of environments. Such interactions can be spontaneous or structured however, it is important that they are established within a supportive, safe and nurturing setting in order for the child to flourish in terms of their mental and physical ability ( O’Hagen,and Smith (1998). We refer to such a curriculum as Child centered as equal emphasis must be made on the child’s learning through out infancy as it is within a formal education setting.
Albrecht, K., & Miller, L. (2004). The comprehensive preschool curriculum. Beltsville, MD: Gryphon House, Inc.