November 13, 2014

-Roots of Empathy, basics baby as teacher, 27 week program, teaches empathy -program vs centre

One of the presentations today was about a program called Roots of Empathy, that is run wherever it is required or when someone asks for the program to come to their school or centre. It was interesting to hear about a child related program that is not simply a day to day care centre. The program was based on learning about babies, and the philosophy was "babies as the teachers". It encouraged the children in the program to learn empathy and how to care for and interact with babies. I found this presentation interesting as I could see the program being very useful for children and families who are expecting new babies or have recently brought a new child into their family. A sibling can be a large adjustment for a young child and for a family, and this program would be very helpful in teaching the young child to understand that babies do have feelings, and what they can do to help and care for those feelings. 

-Turner Fenton Play School - half day, hs room converted, hs kids get to work in the room for credit, observation booth, consistent buddy, run programming (book circle, learning circle, craft, bulletin board)

We also had a presentation on the Turner Fenton Play School, which I found to be incredibly interesting. This centre was a half day program that occurs part time during the week at a high school in a converted high school classroom. The high school students enrolled in family theory courses get the opportunity to put what they are learning in class into practice in the play school and to learn how to incorporate programming for the children.  I am extremely jealous of all of the individuals involved in this program. I would have loved to have this opportunity while I was in high school, as I would have been far more prepared for my practicum experiences once arriving at university. 

I did however find the "buddy system" that was run in the room to be a bit odd. Each high school student was paired with a young child in the program to travel around the room with and to play with throughout their duration in the room. I personally believe that this does not allow for relationship building with other children in the room. I believe it would be ideal for the high school students to use the buddy system for a period of time, but to then allow for mingling among the other young children to encourage more relationships.

Another thing that I liked about this program was the fact that the room incorporated an observation booth. This allowed for students doing projects or observations to use this area to watch the children and go unnoticed. I think observation booths are so wonderful as they allow for the observers to watch the children in a more natural environment. If a child knows you are observing them, they often act unnatural or different than they normally would. 

November 6th, 2014

So today in class we began our field visit presentations. It was very interesting to hear about some child care programs in the surrounding area. Fellow classmates clearly outlined both the positives and negatives of their visited location, which was very informative, especially if one was looking for a personal child care option for a child, or for a place of employment. I joted a couple small notes of things that struck me as odd throughout the presentations. 

- one centre in plaza (Lillian's Childcare Centre)

- basement, high shelfs, lack of windows (Harmony Kids Day Care)

- Play Care Centre ages 0-6, wide range(YMCA)

- unschooling --> ages 3 to 13, children wandering around, fully independent, parent's accepting

The Lillian's Child Care Centre was located in a plaza, which I found to be very interesting. This centre did provide enough space for programming, but my thought process was the fact that the centre would have to think about what else is within the plaza, and that the full environment is ideal and safe for families and children. 

The Harmony Day Care Centre is in the south end of Guelph within the basement of a building. According to the presenters, there was still enough natural light to provide a warm environment, however, as the windows were so high up, it did not allow the children to see outdoors and observe the natural environment. It was also somewhat concerning that the furniture in this centre was not suited for the children's ages and developmental level. All of the shelves were high up and did not promote independence in seeking out materials. Many items required adult assistance.Similar to this, there were not labels on the toys and shelves in order to encourage the children to clean up independently. Labels are also important for encouraging reading comprehension.  November 10th

I am adding to this post as I did not quite finish all of my thoughts from the presentations last class. 

A group visited the Play Care Centre at the YMCA, which is a program that provides care for children of parents and guardians who are members of the club for up to 2 hours. The age range available is from birth to age 6. I found this to be very shocking that a facility was able to care for children of so many ages and to be able to keep them safe, engaged and encourage development. The materials within the classroom needed to be of a great developmental variety. I personally would not feel very comfortable leaving my younger child in a facility that also served older kids. How are we ensuring that each child is being properly cared and receiving enough attention for during their time in the centre. 

Finally, I found the presentation on Unschooling to be incredibly interesting. I definitely wish that I could have heard more about the observation and what occurs in this environment. I personally do not think I would send my own children to this type of learning environment, but it was intriguing to hear about. The children were given complete control of their day and what they were learning. The children also believed in the learning philosophy that learning doesn't stop, it happens everywhere. The level of supervision was very lax in this environment also. The children decided for example that they wanted to go outdoors, so they went without their caregiver. Safety was looked at through a different lense, that is for sure. 

November 06, 2014

So week 9 journal, I'm late again :( This week was crazy busy for me, including my field visit for this course!

My partner and I conducted our field visit at the Campus Child Care Cooperative of Guelph, which is located conveniently right across from UofG campus. We had the ability to view the infant room, which I found personally interesting as I have not been in a room of children that age before. 

First off, we noted the amount of staff in the room, as there were 4 staff members. At first I thought this was a lot of staff members, but then I was reminded of the ratios for infants as being a much lower 1:3 ratio than what I am used to working in. Therefore, they were meeting ratios as there were 8 infants in the room.  They were super adorable as they watched us enter the room. It was notable that they did not recognize us, and were trying to figure out who we were and why we were there.  The ECE's in the classroom were fully engaged with the infants throughout our entire observation, which was very wonderful to see! All of the children seemed very content, and trusting of the staff members in the room. 

Overall, when it comes to the physical facility itself, I was very impressed. the room was somewhat small, but definitely a big enough room as the children were still such a young age. Within the room, there was an attached bathroom and changing area, a kitchen with full fridge and two separate sleep rooms equipped with full cribs. How spectacular is that? Separate sleep rooms! I am so used to being at the CCLC, where the children simply use cots within the room. But seeing as the infants are still so young, it makes sense that they would require a separate space to sleep in safely. 

October 26, 2014

I am slightly late on this post, but very close to the timeline that I set for myself. 

During this class, we watched the documentary Including Samuel.  Honestly, throughout the entire documentary, I felt a pull at my heartstrings. The people in the film were so wonderful, and individually special. I was especially touched by the child Samuel. It was so amazing to see the support he was getting from his family, friends at school and teachers. The documentary really showed that he IS capable of doing things, and striving to push himself to do more than is expected of him. He also always seemed so happy throughout the film. 

During the video, I was thinking about the difficulty that parents face in raising a child with a disability. Not only in the daily physical struggle, but in the mental one. One part of the film really stood out to me, it was when the parents were speaking about their fears and nervous tendencies towards their son, but when they looked at their son and saw him smiling and happy, they realized "why worry if he is happy?". 

October 22, 2014

- class ratios

- ECE treatment in the school system

- schedule for parents and principal versus actual schedule (Visual schedule)

So I posted the above notes for myself while in class to be the basis of this journal posting. I had hoped to post this entry the night of class, but as it turns out, I am again late with my posting. However, I am finishing it before next class, which is indeed a step up.  Class 7 consisted of some more guest speakers. We had a teacher and an RECE from a local Guelph school come in to talk about being an ECE with the school board, how they set up their classroom, a typical day and some general information about the new full day kindergarten program. 

I know I have posted about it before, but again, I come back to the idea of class ratios. How can a classroom possibly function with 30 children in it!? i say this in relation to both space and quality of care from the limited educators in the room. I find it to be absolutely ridiculous that people managing these schools, such as principals, think that this number is totally okay and manageable. Clearly they don't understand the amount of attention each child needs and deserves. It also makes me think about the idea of inclusion. I have always believed strongly in the idea of inclusion within the school system, as I have observed the effects first hand, but in thinking about these ratios in classrooms, there is no way that typically developing children are receiving proper attention, let alone those children who may need extra assistance and care in their learning. 

When it comes to ECE treatment within the school, it was nice to see that these particular individuals who came to speak with us had banded together to be a team, versus trying to power trip each other. It is however, very discouraging to hear how parents, principals and the school board as a whole, still tend to look down upon ECEs and still don't know how to recognize their potential and the work and education that went into their career. The guest lecturers discussed how during Professional Development days (PD days) at the school, the teacher of the classroom is expected to use this time for report card writing and planning. Meanwhile, the ECE was expected to go to a seminar, alongside the Educational Assistants, who do not have the same credentials whatsoever. It seems very insulting that the ECE who works so closely with the children in the classroom, does not have the ability to document how those children are doing developmentally and in their learning, while the teacher solely does. 

Recently, I believed that working for the school board right out of university, without requiring further Master's education, would be such a stellar job to land! But now I am starting to question whether or not I would be able to handle the challenge of facing those who are so uninformed about the profession and the lack of respect that can come with it. 

October 9th, 2014

Today in class we had a guest speaker come to speak to us about careers in ECE. I particularly enjoyed the activity where we were, as groups, to prioritize what we would look for in jobs in early childhood education. This exercise was actually very useful, as it will be important to know our own personal priorities when we finish school and begin searching for actual jobs and careers. 

Personally, I found the following things to be my priorities in a job:

- wage and benefits

- hours and job security

- location 

-philosophy of the workplace

- working conditions

It was very interesting to look at some examples of real life job advertisements and to analyze which I would prefer to apply for or have as an actual job. It was also interesting to see the outlined wages of what these jobs were willing to pay ECEs. One specific thing that I learned today was that teachers, under the school board, are paid via salary versus hourly wage, and therefore are paid over the summer months even though they are not actually working. This is different for ECEs in the school board. They are not provided with this luxury, and although they are paid decently well hourly, they are not paid over the course of the summer months as the certified teachers are. 

Another piece of information that I learned today was about the Reggio Emilia philosophy. I feel as though it did not seem like a new idea to most of the class, but it was something new and intriguing to me. I found it very interesting to know that there are entire school boards that have chosen this philosophy to backup how they wish to have children learn within their schools. It incorporates more open spaces and more natural elements in the classroom versus colourful ones. I will definitely be looking more into this particular philosophy out of my own interest. 

October 9th, 2014

In week 4, we focused on quality and attempting to define what it is. I came to realize that there are sooooo many things that can actually make up "quality" and what it is. As a class we discussed the different perspectives that the definition of quality can come from. The two perspectives that I found intriguing were those of the employers and of society. 

The idea of quality from the point of view of employers does make a lot of sense. I am just very surprised that I didn't think of it myself. I do believe that the perspective of employers is very important. Employers should desire that their place of work be of high quality, and therefore are important in defining it. 

When it comes to society's view of quality, I am still a bit unsure. In my opinion, in the focus of quality in ECE, I feel our general society will not really have enough knowledge to be able to properly define "quality". If I do try and give society the benefit of the doubt, I do believe that some things they may be able to identify are a safe and caring environment and availability of services. 

What I really enjoyed about this class was hearing everyone's opinions on what quality in childcare really was. I was able to broaden my own personal definition of what quality in ECE really is. 

October 9th, 2014

In week 3, we had another guest speaker come to speak about policies in early childhood education. The two main things that I found interesting about this class's learnings were how the child care system still does not support both parents in the workplace, and how many European countries create policy on the basis of promoting fertility. 

When thinking about the first statement, I get quite upset. It is very ridiculous how we as a Canadian society are in a never ending circle. The economy is so low, which then requires both parents to work to make a living for their family, yet childcare is still too unaffordable for a large population, which therefore cancels out the second parent even working to try and bring their family more income!

The second statement was very interesting. The fact that there are some European countries that are encouraging more births and fertility is somewhat mind blowing. My logic automatically goes to; A) the fact that the Earth is constantly losing space and our world's population is growing at an enormous rate, and B) the fact that in Canada, we still have multiple children who are not able to be in child care due to not enough child care spaces. There is no way we would be able to promote more births in our province, because we simply do not yet have the full resources to properly care for and educate these new children.

Overall, was a very interesting class and tied in to some similar topics that were touched on in Social Policies; a class that I also found very interesting!