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Program Learning Outcome (PLO) Coversheet for preschool teachers : PLO #3 PLO 3: Apply effective guidance and interaction strategies that support all children’s social learning, identity and self-confidence. Put your answers on the form. attached is an example do not copy . Put your answers on the outline
VVC Child Development Professional Portfolio
Program Learning Outcome (PLO) Coversheet: PLO #3
PLO 3:
Apply effective guidance and interaction strategies that support all children’s social learning, identity and self-confidence.
Related Assignments (these are assignments required in other VVC CHDV courses to provide you with the prerequisite knowledge and skills needed to prepare for your student teaching course). Reviewing these assignments may help you identify the knowledge and skills you currently have related to this PLO.
· Guidance Scenarios
· Knowledge at the beginning of CHDV210: Please list (using bullet points) the
knowledge
you currently have related to this Program Learning Outcome (PLO).
· Skills at the beginning of CHDV210: Please list (using bullet points) the
skills
you currently have related to this Program Learning Outcome (PLO).
NOTE: the following sections should be based upon your student teaching experiences.
**Growth: Please discuss how your
knowledge and skills
listed above have grown
as a result of your student teaching experiences.
Please provide very specific examples from your student teaching experiences that illustrate your growth in knowledge and skills. (Follow the grading rubric!)
**Beliefs: How have your student teaching experiences influenced your beliefs about what constitutes “building relationships with children and guidance”?
**Future Growth & Action Plan: Think about your future teaching, list three specific “goals” to help you improve upon your existing knowledge, skills and teaching practices (related to this specific PLO).
Also, identify how you will achieve each of these three goals. Be specific. For instance, will you enroll in a course? If so, what course? Will you read a book? What book?
VVC Child Development Program
Program Learning Outcome (PLO) Coversheet: PLO #1
PLO 1: Demonstrates the ability to
integrate knowledge
of: the
needs
, the
characteristics
, and
multiple influences
on the development of children (birth to age eight)
as related to high quality care and education
of young children.
Related Assignments (these are assignments required in other VVC CHDV courses to provide you with the prerequisite knowledge and skills needed to prepare for your student teaching course). Reviewing these assignments may help you identify the knowledge and skills you currently have related to this PLO.
· Observation on Domains of Development (CHDV 100)
· The DRDP (CHDV 160)
· Essay on Importance of Play (CHDV 110)
· Title 22 Health and Safety Regulation Observation Project (CHDV 142)
Knowledge at the beginning of CHDV210: Please list (using bullet points) the
knowledge
you currently have related to this Program Learning Outcome (PLO).
· I know that there is no one avenue to observe the child’s all around growth and knowledge, therefore, one must adapt to the child’s specific needs.
· I know that as an educator I am only a portion of the child’s world, they are also influenced by their family system, friend group and interaction with other child care facilities this is the influential aspect that nurtures the child’s developmental growth.
· I know that the other influential aspect of development is their nature this is composed of their ability to adapt, ability to regulate their emotions and emotional level of maturity.
· I know that standardized testing is the opposite approach educators should be taking when assessing growth, it should be assessed while children are at play in a natural interactions not pop quizzes.
Skills at the beginning of CHDV210: Please list (using bullet points) the
skills
you currently have related to this Program Learning Outcome (PLO).
· I have the skills to create a nonthreatening avenue of communication between educator and student by getting down to their eyelevel and engaging in meaningful conversations.
· I have the skills to assess the child’s development in various forms such as running records, anecdotal recordings, check lists, photos and videos.
· I have the skills to create an Anti-biased based curriculum, the ability to prepare for the curriculum and put it in place.
· I have the skills to provide the children with fundamental rules that are reinforced daily to allow the child the independence to solve their own challenges.
NOTE: the following sections should be based upon your student teaching experiences.
**Growth: Please discuss how your
knowledge and skills
listed above have grown
as a result of your student teaching experiences.
Please provide very specific examples from your student teaching experiences that illustrate your growth in knowledge and skills. (Follow the grading rubric!)
I have learned that no two children learn the same therefore no two children can demonstrate their skills and knowledge in the same way. As an educator I’ve learned to step back and allow the child to show me what they’ve learned instead of almost quizzing them with questions. I have grown to listen twice as much as I speak, for example when I began to do DRDP’s it was so easy to ask a child what’s the shape in your hand, and how many sides does it have. It wasn’t until I began working in the VVC preschool lab that I realized it wouldn’t always be this simple. I had a very shy child show me quickly that quizzing a child may give you quick answers but may cause some children unwanted stress. I asked the shy child once what’s that color called he was painting with he covered his face put the paint brush down and immediately left his picture he’d worked so hard on. As a result I had to fall back when the shy child was deep into an activity I watched carefully, I learned the unique way in which he communicated and joined in once he felt comfortable in opening up to me. For example he likes to initiate a conversation once the teacher is also engaged in the activity, I would sit beside him building block and he’d say to me “you need more triangles at the top” and instead of quizzing him I’d allow the conversation to continue genuinely by saying “thank you can you pass me a triangle” and he did so correctly in this way we were still in active play and I was reassured that he knew what a triangle shape was.
During my student teaching I also grew my children well and become a structure of consistency for them. For example, I have a child who was not allowed to have juice due to a health condition, at lunch time I always ask the children which would you like juice or water and I would always simply pass her the water. But the child began asking me “juice please” while I was asking other children which would they like and seeing as she had never done this before I almost passed her the juice. This was a wakeup call for me I saw she was beginning to test me and other staff, so the following day before the day started I informed my staff that she’s been asking for juice but she is not allowed juice per doctor’s note. This was important because at arrival we were able to talk to mom and have her reinforce the message with her daughter before school. But then at lunch she asked again “juice please” so I had to stay firm keep consistent and be more vigilant with her for her own safety and health.
This experience was so helpful I grew to know that technology can be a great avenue for children to show their growth in various areas. For example, within the classroom some days I would keep an ipad with me to take pictures for the DRDP or jot done some notes. One day I had a child ask me “can I try” I said of course, so I walked with the child to the computer and opened the paint and writing program. So as I typed the child mimicked me until he said “oh let me show you my name” then dragged the mouse to draw his name which I was able to use to as a DRDP note to show the child’s fine motor skills, word letter knowledge and emergent writing. I feel privileged to be at this site that allows me to expose the children to technology in a school setting and learn how to ensure that it’s a learning tool and not a distraction from learning.
Taking into consideration the needs of my students was the biggest area of growth for me by far I had to adapt to my children. For example the children’s as I collected data for my DRDP notes on my designated child I noticed a child lacking in the Social Emotional area, while we were outside there was a lot of butterflies passing by and instead of observing them like the other children she stood up and throw a toy hard at the butterfly. The butterfly was hit and landed on the floor in a puddle of water. Instead of showing facial expressions of sadness she said “look look I killed it”, I immediately walked over picked up the butterfly and said “A I am very sad, it hurts my heart to see this creature hurt”. I looked at her and said “is there anything we can do to make this butterfly feel better”, she said “sorry butterfly”. Then I said “where do you think we should take him so he can rest”, the child said “maybe we can take him inside and take a nap”, so we put him in a clear container with grass. This extra time with the child was needed for her to understand that her actions were harmful and helped her build some empathy skills instead of continuing the behavior because of the attention from peers.
**Beliefs: How have your student teaching experiences influenced your beliefs about what constitutes “high quality care and education”?
Working side by side with both my mentor teachers at the VVC preschool lab has given me the first hand opportunity to really experience taking part in the formation of a high quality care center and education. The main rules I’ve followed while at this site is to make every interaction count, by this I mean make a connection, ask those thought provoking questions and take the time to learn the interests of your children. For example I had this child who was becoming extremely agitated and ended up hurting her finger and it began to bleed a bit. The assistant teacher asked me to get an ice pack, as I returned she was crying uncontrollably I held the ice pack behind my back and said “guess what”. She paused for a second and I smiled wide and said “I have a very special surprise for you”, I then pulled out a purple ice pack and the largest grin spread across her face. She said “my favorite color” and I replied “of course I wouldn’t forget your favorite color” and with this connection I was able to deescalate the situation and even gather more detailed information about her injury and what lead up to it. I started by asking her “does the ice make your hurt feel better”, she replied “yea I was chasing J and I fall and he no help me up”. I replied “oh maybe J didn’t hear your words” she said “then I got mad and hit the tree and hurt my this finger”. I said “oh it makes me sad when you hurt your body I want you to be safe” she shook her head yes and I asked “how can you be safe when you feel upset”, the child responded maybe I don’t cry maybe I play just me”. Being honest about our feelings helps the child see things from our side of view and prompted her to find a solution on her own, I soothed her at the beginning with a purple ice pack and she soothed my worry for her with the promise to control her emotions next time and play alone for a while.
**Future Growth & Action Plan: Think about your future teaching, list three specific “goals” to help you improve upon your existing knowledge, skills and teaching practices related to this specific PLO.
1) My first goal is to ask children about relationships with parents and siblings when appropriate. I will achieve this goal by reading more stories to the children during inside work time and allowing them to tell me about their lives outside of school.
2) My second goal is to converse with children about things they find hard to do. I will achieve this goal by taking notes on the things that I see the children not completing or taking a lot of time to complete. Then asking the child what they think about these activities to see if they are frustrated as well.
3) My third goal is to ask children how they are feelings at arrival to aid them throughout the day. I will achieve this goal by sitting with children at arrival activities and having a one on one conversation with each child at my table to see how they are feeling as the day begins.
** Remember to compare your work with the grading rubric. Pay special attention to how many examples are required in each section.
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