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LCA 4 & 5 PLEASE SEE ATTACHMENT!! North Carolina Foundations for Early Learning and Development https://ncchildcare.ncdhhs.gov/Portals/0/documents/pdf/N/N

LCA 4 & 5 PLEASE SEE ATTACHMENT!!

North Carolina Foundations for Early Learning and Development
https://ncchildcare.ncdhhs.gov/Portals/0/documents/pdf/N/N

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LCA 4 & 5 PLEASE SEE ATTACHMENT!!

North Carolina Foundations for Early Learning and Development
https://ncchildcare.ncdhhs.gov/Portals/0/documents/pdf/N/NC_Foundations.pdf Home living Part 4 & 5

IF THE ASIGNMENT IS NOT DONE CORRECTLY THE FIRST TIME I WILL DISPUTE ALL CHARGES
Part 4
As you implement your enhancements, document children’s responses with pictures and anecdotal observations. Engage in ongoing conversations with mentor and follow students about the implementation of your center plan. Create a video presentation to share the results of your project. Pleases respond to the following prompts:
• What was the center like before and how were the children using it?
• What did you improve about the space, materials or use of the materials?
• What and the children learning at the center now that they were not before?
• What did not work like you had planned and how will or did you change it?
• How did you or will you change the center in order to accommodate children with special needs in more significant fashion?
• Make sure your documentation is extremely detailed.

– Video is complete!!!

Part needs revising, reiteration, and grammar corrections.

Part 4
The opening to the center is now 9ft wide. One tall shelf was removed to create space and movement during play. I brought in a puppet stage for children to use as show and tell or puppet shows. I also added a few pots and pans for children to use for pretend play in cooking. Books to enhanced cognitive development language and making connections to real life

Before I implemented any changes to the center the center was very cluttered with small space for movement. Yet the children enjoyed the center, again one of the highly requested centers by young children. I always observed young children using their physical development by using large and small muscles to change into costumes and acting out different roles. The children also pretended too cook different meals for their peers and or take pictures with the cameras in the area. The improvements I made to the area was first I labeled the area above the center shelfs “Homeliving” of course the children are aware of what the area is however, I thought giving a visual of how it spelled to make connections to the word “home” and “living” with play would help with the childrens language and cognitive development. Also, I labled the center with the number 4 to create a clear understanding of the number of peers allowed in the area. I added books to the center to draw connections to real life and pretend play. Books will help children with cognitive development and language by allowing children to either think or act out stories and express ideas. Also this allows children to ask and answer questions while in their prentend roles. I labeled each individual item in the center as well to help with the flow of the center, organization and cleaniness. I also rearranged the center to implement space for children with specials needs. Children are now learning tidyness and how to make connections with actions to words or objects to words. For example, when cleaning the children knew where to place each item although they asked what some of the labels said they were able to place the item where the item belong. In the long run as the children continue to put the center to use, they’ll be able to clean up a little more after themselves, at home and in school. Due to the nature of the program, purchases weren’t allowed. I wanted to implement a small closet for the children to hang clothes also I wanted to implement props that the children could change out to keep them engaged. Many manipulatives and multiple of them same toys werent available. Because Young children tend to get bored fast, I also wanted to add a cozy area where young children could go to have a moment to themselves or even read books or rock the babydolls. The children do have certain props that the teacher brings in in reference to the lesson plan however, this is not often. If it is in relevance to the center then it may happen. I brought in a small stage for children to use for show and tell. The children could also use the stage for puppet play in the homeliving area. To accommodate children with special needs I already created enough flow space for children with special needs to move around and not bump into objects or selves. Items with large grips have been added to assist any child with lack of fine motor skills. Although the cozy area wasn’t completly implemented their is a small bench with pillows to assist an overactive child with private space. This particular vpk program does not have any children with special needs but I think knowing a childs IEP would help the teachers learn to individually implement the childs needs based of his or hers ability. Example; Such as a child with hearing using art activities and puzzles in the area. Also provide visual cues.

Enhancements added were diapers, bottles, pots, pans, and a Puppet stage!
Major Enhancements: Literacy! Picture books, labeled center and number 4

YOU WILL HAVE TO COMPLETE PART 5! ALSO NEEDS GAMMAR CHECKS AND REVISING.

Part 5

Part 5: Center Report (2-3 pages) -(NAEYC Standard 6c)
Write a reflection paper about this assignment. Respond to the following prompts:
• What did you learn? In your reflection, make connections between prior knowledge/experiences and new learning by giving many examples.
• What do you see as the benefits to using anecdotal notes in planning for changes in the center? How did this form of observation support your thinking of appropriate teaching strategies when making changes in the center?
• What previous experiences and course work helped you with this assignment?
• What resources did you use to research best practices?
• What worked?
• What did you find that you had to change along the way? You don’t have to follow your improvement/creation plan exactly if you find that something in the plan didn’t work.
• Who did you collaborate with (classmates/cooperating instructor/families/other professionals, etc.) and what did you learn in the process? What do you think is the value of collaboration? How will you use what you’ve learned in your future work with
children and families?

I LEARNED THAT LEARING IS TAUGHT THROUGH PLAY IN MULTIPLE WAYS “PLEASE EXPLAIN HOW”.

I LEARED A HUGE DIFFERENCE BY THE EACH STATES REQUIREMENTS, AND THE DIFFRENCE BETWEEN WORKING ON A INSTALLATION CDC AND A STATE FUNDED CDC. I HAVE DONE CHILD CARE IN 4 DIFFERENT STATES AND THIS IS MY FIRST TIME INVOLVED IN A CENTER THAT WASN’T ON A MILITARY INSTALLATION. MILITARY INSTALLATION FOLLWED RULES AND GUIDELINES OF THAT STATE HOWEVER, THINGS LIKE CLEANING TOYS, WERE DIFFERENT OR EVEN GOING BY THE USDA GUIDELINES FOR FOOD PREPARATION AND LUNCH. CHILDREN HAD ASSIGNED CUBBIES, COTS. ALLERGY LIST WERE LABLED WITH CHILDS NAME AND PHOTO. EACH STAFF MEMBER WAS CPR CERTIFED AND WERE ALLOWD TO ADMINISTER MEDICATIONS. EVEN THROUGH PLAY A CERTAIN NUMBER OF CHILDREN WERE ALLOWED IN A CENTER. MULTIPLE OF THE SAME TOYS WERE PROVIDED, BOOKS WERE IN EACH CENTER IN RELEVANCE TO THE CENTER. MULNIPULATIVES WERE USED THROUGHOUT THE DAY. WORKING IN THE VPK OFF THE INSTALLATION AT A CHILD DEVELOPMENT CENTER WAS THE TOTAL OF OPPOSITE. I MADE SUGGESTION FOR CIRCLE TIME BY LABELING THE CHILDREN SEATS BY NAME SO THEY KNOW WHERE TO SEAT EACH DAY. BEFORE MY SUGGECTION CHILDREN WOULD FIGHT OVER A CERTAIN LETTER, AS TIME WENT ON THAT ACTUALLY SEEKED FOR THE NAMES AND CIRCLE TIME RAN A LOT SMOOTHER. I ADDED BOOKS TO THE CENTERS. I SUGGESTED GIVING THE CHILDREN JOBS LIKE LINE LEADER AND LUNCH HELPER. OUTSIDE OF PLAY GIVING THE CHILDREN JOBS HELPED WITH INDEPENDENCY AND SOCIAL EMOTIONAL SKILLS. THE TEACHER GAVE ME PERMISSION TO CREATE A SIGN IN SHEET FOR CHILDREN TO PRACTICE WRITING THEIR NAME IN THE MORNING. IN ALL HONESTY I USED MY EXPERIENCES FROM THE MILITARY INSTALLATION TO INCORPORATE SOME WELL NEEDED CHANGES I THOUGHT WILL HELP CHILDREN AND THE TEACHERS. I WATCHED HOW BEING A LOT MORE ORGANIZED EVEN HELPED WITH BEHAVIOURAL CHALLENGED CHILDREN. PART 4 EXPLAINS WHAT WORK AND WHAT DIDN’T WORK. EDU 131-2902 CHILD FAMILY AND COMMUNITY WAS ONE OF THE COURSES WHERE I ALSO HAD TO GO INTO A CENTER AND GAIN EXPERIENCE OF TEACHING AND DIFFERENT ORGANIZATIONS WITHIN THE COMMUNITY THAT HELPED WITH CHILD EDUCATION, CHILD ABUSE PREVENTION AND SPECIAL NEEDS. MY COLLABORATIONS WERE WITH ALL VPK TEACHERS, THE DIRECTOR, ADMIN AND ALSO FRIENDS FROM PREVIOUS JOBS IN LEADERSHIP ROLES. COLLOBORATIING TAUGHT ME THAT WE ALL HAVE DIFFERENT IDEAS WITH THE SAME GOAL WHICH WAS THE ACHIEVEMENT AND SUCCESS OF EACH CHILD. COLLABORATING TOGETHER HELPED WITH A LOT OF PROBLEM SOLVING, ALLOWED ME TO LEARN FROM EACH INDIVIDUAL AND HELP ME BECOME MORE EFFIECIENT. WORKING IN A DEVELOPMENT CENTER SINCE 2013 PLUS CREATING LESSON PLANS FOR MY PREVIOUS CENTER HELPED, AS WELL AS NAEYC. BACK WHEN I WORKED ON MY PORJECT FOR MY CDA ALSO HELPED ME PLAN SOME ENHANCMENTS WITH THE CENTER. IT WAS HIGHLY RECOMMENDED I DIDN’T USE ANY OF MY FUNDS TO ENHANCE THE CENTER. SO TRYING TO ADD CERTAIN ITEMS LIKE A SMALL CLOSET FOR DRESS UP CLOTHES DIDN’T WORKOUT.

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