CUI & Basic Child Development
How do children learn best?
Through play, hands-on exploration, and repetition
Instead of saying, "Don't run," give a positive direction that tells the child what they can do.
Walking feet.
We walk inside, and we can run when we go outside.
True or False
If children are playing safely, it is okay to briefly check my phone.
FALSE
A child says, "I can't do it!" What can you say to them without simply doing it for them?
That's okay, this is hard to do! What if we tried it this way? or Let's try it together.
Name two times when children should be washing their hands during the day?
Arrival, before mealtimes, after coming in from outside, after sensory play, after using the bathroom, after using a tissue and/or sneezing
What is the Head Start model?
A whole-child and whole-family approach. It is a comprehensive model that supports several aspects of a child's growth and development, including education, health, and family services.
A child is crying because their parent just left. What is an appropriate way you can respond to support that child?
Get down on their level, show some affection if they seem okay with receiving that, use a calm and friendly tone, acknowledge their feelings, offer some choices that support them (draw a picture for the parent, read a book, go to the quiet area, etc.).
What is the role of a Substitute teacher?
To support classrooms and teaching teams, maintain a safe environment, supervise children, and engage with children positively.
A child grabs a toy from another child. What could you say?
Did you see your friend was using that toy? I saw - using that toy. Would you like a turn with that toy next when - is done playing with it? Okay, lets go find something else to do while we wait for your turn.
True or False
A Substitute can take a photo with a child in the classroom they are in and post it to their social-media as long as they don't put the child's name.
FALSE
What are at least two examples of typical Preschool development?
Asking questions, developing more independence, better at turn-taking but still learning, speak in longer sentences, attention span is longer, pretend play and imagination, deeper friendships, deeper understanding of feelings and regulation, follow multi-step directions, cooperative play with peers
Two children want the same toy. What can you do before simply taking the toy away?
Using a calm tone of voice, acknowledge both children and their feelings, model and offer problem-solving techniques such as turn-taking, and support the child who needs to wait by redirecting them and engaging them into a different activity for now.
What is zoning and why is it important?
Zoning is how teachers and adults position themselves in classrooms and on the playgrounds to ensure all children can always be seen and heard. Teachers should refrain from standing and being close to each other because then a zone could be "uncovered."
A child refuses to clean up. What could you say that provides clear expectation and a choice?
Right now we are cleaning up the classroom so we can get ready to go outside. First we clean up, then we go outside. Would you like to clean up all the small blocks or all the animals?
The animals? Okay! I wonder how many animals you are going to get int your bucket?
How do you know which children have allergies/restrictions in the classroom you are working in? Where can you find this information?
There is a list in each classroom of the children that have any allergies and restrictions. It is hung on a wall and has a piece of paper in front of it, usually titled "allergies and restrictions."
What are at least two examples of typical Toddler development?
Big emotions, learning turn-taking, exploring boundaries, playing alongside peers, single words or short phrases to communicate, engage in hands-on exploration, sensory play, shorter attention span, developing early independence with routines.
A child throws a block across the classroom. What would be an appropriate way to respond to that child?
Using a calm tone of voice and getting down on the child's level you would explain how that was an unsafe choice because blocks are heavy and they can hurt people's bodies. Check in and ask them if they are feeling sad or mad, and if they are, acknowledge their feelings. Remind them that all feelings are okay to have, but when we are sad or mad, we can't throw blocks since that is not safe - but we can do this (and offer something they can do). Offer them a choice of how they want to go pick up the block and put it away nicely with you. Help them engage successfully in an activity.
Why are transitions often one of the most challenging times of the day for young chldren?
Young children do not have the skill yet to wait, be patient, or understand time. Transitions happen all day and can be often. They can sometimes be abrupt for children, so it is good to give them warnings beforehand. Children often don't want to stop what they are doing if they are enjoying themselves, and they do not understand what it means to stay on schedule. It is important to know what you can do to support children during each transition by asking the other classroom teacher(s) so you know how to help.
A child hits another child because they wanted a toy. Respond as the teacher.
First, get down on their level and remember to use a calm tone of voice.
Are you feeling mad or frustrated because you want to use that toy? Okay, I see that you are mad, it is okay to be mad, I know it is hard waiting for something that you want right now. But we can't hit our friends because it hurts their body. If you want to use your words with your friend, you could say, can I have a turn when you are done? or, if you really want to hit something, you can go over tot he calm corner and hit the pillow. You can also ask a teacher for help. Which choice do you want to choose? Using your words, hitting the pillow, or asking a teacher for help?
Be sure to check in with the child that was hit if another teacher did not do that already to be sure they are okay.
What is confidentiality and why is it important when working with children and families?
Protecting personal information that you may see, hear, or learn about children and families in our program. To continue to create a safe, respectful, and trusting environment for everyone.
What does a safe and welcoming classroom look like, sound like, and feel like? Please describe.
Look like: teachers at children's level, smiling, welcoming facial expressions, children engaged in play, teachers engaging with children, clear routines, accessible and inviting materials, children's work displayed, teachers modeling language and behavior
Sound like: calm, friendly tone of voice, encouragement and praise, laughter, children's feelings being acknowledged, positive directions, teachers listening to children, "let's figure this out together," "how can I help you?"
Feel like: safe, calm, respected, included, supported, comfortable, like you belong
What is the difference between responding vs. reacting? Which method has been proven to be more successful when used consistently with young children and why?
Reacting is usually fast, automatic, and can be abrasive and emotional. Responding is usually slow, thoughtful, and helpful. Early Childhood experts have found that when we respond to young children rather than react, we are supporting the relationship between child and caregiver to help them feel safe. It also teaches children how to manage their own big feelings by modeling how we continuously respond in situations. Responding also helps prevent children from escalating or making the whole situation worse.
What are the six strategies of Active Supervision to help keep children safe?
1. Set up the environment
2. Position staff
3. Scan and count
4. Listen
5. Anticipate children's behavior
6. Engage and redirect
A child starts screaming and yelling at you after you have given them directions a few times and they were continuing not to listen. Respond as the teacher without arguing, punishing, or taking it personally.
I can see that you are upset, are you mad? It is okay to be upset and feel mad. What can we do to help you feel more calm and less upset? Do you want to do some breathing exercises with me or read a book?
Allow the child to choose the regulation strategy they want to use, and then co-regulate with them. This step is important so you can keep your relationship together positive and successful. Once they have calmed down and are more regulated, then you can go back to working with them on what made them so upset in the first place.
Please explain how to properly clean the eating tables before and after a mealtime. Which parts can children support with?
First you put on gloves, and then you spray the eating tables with the spray bottle labeled soap/water. Then you wipe the tables. Children can help with this part. Then you spray the tables with the bottle labeled sanitize, and wipe the tables again. Children cannot help with this step. After the meal, you repeat the process, making sure children only support with the soap/water spray part if they want to.