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Vermont Core Teaching StandardsStandard 7.The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.??7.1 The teacher selects, creates, and sequences learning experiences and performances tasks that supports learners in reaching rigorous curriculum goals base on content standards and cross-disciplinary skills. Evidence 1:Infant Toddler Curriculum, Community College of Vermont, 1995, CCV TranscriptDescription:This course examines the developmental stages of infants and toddlers. Students explore health and safety concerns, plans for stimulating learning experiences, and the design of indoor and outdoor learning environments specific to infants and toddlers. Students plan developmentally appropriate infant/toddler curricula and are able to explain the connection between the physical environment and quality programs for infants and toddlers.Analysis/Reflection:Through my extensive experiences as a home provider and as a lead infant/toddler teacher at Otter Creek Child Care Center, I understand that our youngest learners need environments that support their development. I always strive to offer a variety of gross motor, fine motor, early literacy and language components, and early math and science in my program for all the ages. Over the years, as I worked more in the younger age groups, I learned how to plan, implement and evaluate enriched curriculum experiences for infants and toddlers, as well as alter materials and activities to accommodate children with developmental needs and disabilities.7.17.1Evidence 2:Photos of life cycle posters for the science area. Photos Description:Photo's of different accommodations for toddlers when I use sequencing for the life cycle in the science area. Analysis/Reflection:One example of accommodating an activity for toddles is to provide an alternative method for them to participate. In my science area, as I set up the area into different life cycle focuses, I always have posters that reflect the sequence of the life cycle. It is very easy to find life cycle posters for preschool age children, but it is very hard to find those types of posters for the toddler age level. In every life cycle we study, I always make my own poster from pictures for the development level of the toddlers. Below are examples of the posters for sequencing at a toddler's stage of development.7.17.1Evidence 3:Photos above the hand washing sink for the sequencing to wash hands. PhotoDescription:Above my hand washing sink there are a couple of sets of sequencing posters accommodating the different ages for the children to look at while they are washing their hands.Analysis/Reflection:My program is based on the children performing and mastering self-help skills. From the time a child is a toddler they are into the "me" phase and want to do everything themselves. I guide and foster that independence as much as possible through the self-help skills of washing their own hands, dressing and undressing on their own, and cleaning up after themselves. Hand washing is not only a licensing requirement, but a major healthy procedure as well. Independent bathroom care is one of the top priorities. I have posted two different types of posters for hand washing above the sink to help guide the children of all ages the proper sequence to perform this task. ................
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