![]() ![]() ![]() They are doing story time s on YouTube for children who are quarantining and are contributing to child – centered content for understanding the emotional complexities of living during the pandemic. During the pandemic, early educators are volunteer ing to care for children of essential workers in a variety of settings. The majority of kids in child care spend more waking hours there than at their home. They talk about really seeing children for who they are and helping them develop into the best version of themselves. They talk about working in collaboration with parents as they navigate hard times with their children (think tantrums and bullying). They talk about helping children work through trauma and adverse childhood experiences. When I ask early educators about their work, they talk about raising the next generation of thinkers, doers, and change – makers. This post is dedicated to the magic that happens in early care and education programs and the soulfulness of those that do this work 50+ hours a week. ’ Yet, this is not the whole story this work is so much more than its current headlines. These themes are ones we hear about in the news as well - ‘ it’s a necessary, but broken system. I’ve lai d out the challenges of low wages, significant stress and burnout, and the intersection of new challenges connected to the pandemic with these existing issues. I’ve spent the first half of this blog series talking about the essential nature o f early care and education and why we should fund it as a public good. This post is the fourth in the series, Uncovering Stories from the Early Care and Education Field During the COVID-19 Pandemic , based on in-depth interviews of child care providers across Wisconsin. 2:30–3:30: Outside time.By Paula Drew, Co-Director, Wisconsin Early Education Shared Services Network.Exploring and following interests, such as soft dolls, shakers, and stacking toys.Materials with different textures, sounds, and colors.Touching and feeling books and textures.Snuggling, talking, and reading books together in the fresh air.Exploring and following interests, such as touching leaves and talking about trees, clouds, and birds.Welcome families and learn about how the children are doing.We will adjust the schedule throughout the day to respond to your child’s interests and needs, as well as to the weather conditions. Mealtimes, diapering, and sleeping will be based on individual needs. Sample B: Infant Daily Schedule (With Times) Goodbyes: We share observations of the child’s day as well as details about meals, naps, diapering, and toileting.Exploring materials, loose parts, and objects.Outdoor play, including push toys, climbing equipment, and soft spaces on blankets or sand.Movement and free exploration and interactions.Exploring materials, objects, and books.Movement and free exploration and interaction.Exploration of materials/objects sensory table or tray discovery.Greetings and check-ins: We ask about how each child slept, ate, his or her mood, and any other details.Diapering, naps, and mealtime as needed.Parents: Please let us know how your child is doing, and if you have any concerns, questions, or comments. Older toddlers are invited to have meals together. ![]() Sample A: Infant and Toddler Schedule (Without Times)Ĭare routines such as diapering, toileting, naps, and mealtimes will be based on individual needs. The child’s mother has said that, at home, her little girl sings all of the songs, but in child care, she does not actually join the group until several months later, when she is ready (Harms et al., 1998 NAEYC, 2015). One child goes to the book corner when this happens and she peeks over the shelves at the group. For example, in a family child care home with several toddlers, many of them like to be near the caregiver while she sings. Group gatherings should be limited in time, flexible, and account for the individual interests of all children. Caregiver-initiated, whole-group experiences such as song time, dancing, or reading books can work well for older toddlers if they can choose whether or not to participate. When children come together to play, it should be driven by their desire to be together, even if it means being near each other and doing separate things. Self-directed play gives children opportunities to practice what they have observed and learned about their world, test new ideas, and build skills in all areas of development. \)Ĭhildren learn through play (Fromberg & Gullo, 1992 Ginsburg, 2007 Meltzoff, Kuhl, Movellan, & Sejnowski, 2009 Piaget, 1962).
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