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Early Childhood Competencies4. Using Developmentally Effective Approaches4.3 Uses a broad repertoire of developmentally appropriate teaching/learning.Evidence 1: Lesson planning using a planning curriculum web. Description:Lesson plan of utilizing a curriculum web to engage the "interest area" more in depth.Analysis/Reflection:Over the years working in many different types of early childhood classrooms, I have been able to adjust my curriculum to be able to focus on a specific child's "interest". As I follow an emergent curriculum (child-led) I try to tailor my lesson plan to enhance that "interest" to the individual needs of the children enrolled. On one occasion I happened to add a simple, unused datebook to the dramatic play area for the children to play with. That little item sparked off a huge chain reaction for that area. One minute that area was just a dramatic play area, the next a restaurant. The child that found the datebook said "look, an order form", then proceeded to ask for a pencil to take someone's order to eat. In the next 30 minutes I let the children take the lead and helped me redesign that area. During circle time later that day we sat down to discuss and fill in a curriculum web with the children's ideas for what they wanted in that area. Later that evening I brainstormed more ideas and by morning we had a full working restaurant complete with menus, play money, order tickets, table cloth, and many other restaurant items. 4.34.3Evidence 2: Infant Toddler Curriculum, Community College of Vermont, 1995, TranscriptDescription:I received credit for this course in the Spring of 1995. In addition to exploring curriculum, we learned about the developmental stages of infants and toddlers. 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 in a large 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 ages. When I set up my learning environment, I do so understanding the ages and stages of the children enrolled in my program. I understand that in developing a learning environment that builds on the needs of the children, I become a better teacher, focusing on what each child needs in their environment.4.34.3Evidence 3: Instructional Strategies That Work: Workshop, Sharon Adams, 2 hours, 2015, Professional Development CertificateDescription:This workshop focused on what types of teaching strategies impact child outcomes. It focused on three categories of strategies that support children's higher order thinking skills. Through power point, individual work, and small and large group discussions we learned to define concept development, quality of feedback and language modeling. This workshop covered ages birth to 5 years.Analysis/Reflection:In my classroom learning environment I take special care in selecting materials and furnishings that promote and extend the learning of the children enrolled. Concept development refers to the child having the basic understanding that is necessary for them to make sense of their world, which includes having them understand about themselves, objects and their environment. While most children develop an understanding of the basic concepts through their everyday learning, some children with physical challenges may need to be exposed many times in repetition for them to understand better. Through my daily observations I am able to further engage the children by documenting, and if needed, provide additional new materials to further their exploration. 4.3 ................
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