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ECE 612 Final

Job Fair Presentation

Tina Lopez

on 6 August 2013

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Transcript of ECE 612 Final

Our Services
Health and Safety
Our program follows Creative Curriculum which was developed by Teaching Strategies. This curriculum grows and evolves along the early childhood field as we learn from current research and gain new insight about what teachers need to know in order to effectively reach every child. This curriculum is based on developmentally appropriate practice that matches the way children develop and learn (Texas, 2010). It provides guidance on focusing on individual strengths, needs, and interests of each child, as well as each child’s family and community cultures.

Each week a detailed lesson plan is created as well as individual goals for each student. Our approach to education is based on John Dewey's view that all children have the right to learn (Dodd-nufrio, 2011). Additionally, we follow the Reggio Emilia approach where we focus on projects and group work in a natural setting.
Education, Health & Nutrition,
Family services,
Mental health and
Welcome all job fair applicants
It is our school policy that children who are ill stay home until they are well. If child becomes ill in the classroom or needs medical attention we will contact the parent and those designated on the emergency contact if needed (NAEYC, 2007).
Mental Health and
Disabilities Referrals
Ages and Stages Questionnaire
Ages and Stages - Social Emotional
Desired Results Developmental Profile
Communication Screening
Mission Statement
It is our commitment to help all individuals reach their full potential through personal growth and development of their abilities and skills.Our goal is to motivate and inspire learning in children, families, and staff through individualized support and coordination of services that meet their individual needs. By providing quality educational opportunities and responsive leadership, individuals will gain the confidence and tools needed to enhance their skills and take on new opportunities.
Our mission is to motivate and inspire learning in children, families and staff through individualized support and coordination of services that meet their professional and personal needs. By providing quality educational opportunities and responsive leadership, individuals will gain the confidence and tools needed to enhance their skills and take on new opportunities.
Our education coordinator
oversees all areas of curriculum to ensure children's individual needs
are consistently met including language and literacy goals and school readiness.
Health & Nutrition:

Our nutrition coordinator oversees
each child's health care needs including food allergies and creating healthy menus as well as ensures all children have access to a medical and dental home.
Family Services:
Our family support specialists (FSW's)
partner with families to set goals and involve parents in all aspects of the program. They complete enrollments with the family as well as assist with family resources when needed.
Dramatic Play
The Classroom Experience
Library / Quiet Area
Music and Movement
Essential job functions and Competencies
Discipline and Positive Guidance
Lopez Child Development Center
Classroom Layout
The environment has been carefully selected with appropriate preschool age furniture as well as proper use of storage and space to ensure children get the most out of their learning environment (NAEYC, 2007). The learning centers are well defined which will help with classroom management.
During the first 45 days we complete several screenings with each child including The Ages and Stages -3 Questionnaire which measures children's development in 5 areas including communication, fine motor, gross motor, personal and social development and cognitive skills.
Types of screenings and Assessments
After completing child screenings and assessments we may notice that a child may benefit from additional assessment. We help the family through the referral process and attend the evaluation meeting if available.
We provide an inclusive program where differentiated education is provided to meet the needs of all children. We work with various therapists and programs to accommodate children with an IEP or IFSP as needed to include their goals into the classroom to ensure consistency. This includes the use of assisted technology, classroom modifications, and meal substitutions.
We coordinate with each child's schedule if they receive additional services off site and require bus service.
Screenings and Assessments
After the child has attended our classroom for six weeks we complete the Desired Results Developmental Profile. This assessment helps us differentiate the lesson plan and create individual goals. This assessment is completed 4 times throughout the year which helps us ensure we are meeting each child's needs.
Our classroom is designed with defined learning centers where children are encouraged to explore, make choices, and pursue their interests (Gillentine, 2010). It is specifically developed to encourage social interaction among our preschool friends. Our center follows developmentally appropriate practice as well as the NAEYC Early Childhood Program Standards which stipulates standards for the health and safety of students (NAEYC, 2007).
If mental health services such as therapy is needed for the child or family, our licensed Marriage and Family Therapists (MFT's) will assist you in your specific needs. All information is kept strictly confidential.
Writing Center
One goal of our program is to have each child be responsible for his or her own behavior. We strive to keep children engaged in challenging and interesting activities as well as provide clear and consistent direction and feedback so children know what is expected of them (Gillentine, 2010). We focus on the positive and let our children know what they CAN do rather than what they CAN'T do.
Our program has clear and consistent rules that are designed to keep the children safe and help them establish positive relationships with other children and adults (Gillentine, 2010). During the first week of school we develop our "Classroom Rules" with our students. The children help create these rules together. After creating our rules we write them on a large poster board and hang it in the classroom to remind students of our rules (Bruno, 2009).
Examples of our past rules include:
Be a good friend
Help others
Use your words
I can wait / I can sit
At no time is physical punishment or punishment related to food, naps, or use of the bathrooms allowed in the classroom. This pertains to all children, adults, and parents.
Parent Involvement & Communication
Our classroom encourages parents to participate at all levels of the program. This includes Classroom participation, Center participation, in the home, and as a committee member. Every level of participation is important because it allows staff and parents to work together. As a result, parents learn new skills and activities that can be used at home with the child and the rest of the family (Gillentine, 2010).
As a program we strongly encourage families and staff to maintain open and clear communication. We share information about the child at pick up and drop off. In addition the weekly schedules, flyers, monthly newsletter, and notices are sent home regularly so that parents are aware of their child's activities each week. This includes field trips, parent workshops, meetings and other program information.
Several times a year our classroom staff meets with parents to discuss their child's progress and develop goals for their child. During these conferences we develop an individual plan which includes strengths, abilities, needs, as well as any immediate family needs.
Our classroom has monthly parent meetings where we conduct a parent training and discuss what we have been learning in our classroom. This is a great time to socialize with other parents and stay involved with their child's learning.
All teaching staff should posses the ability to plan, implement and evaluate a developmentally appropriate and inclusive educational curriculum for children in the Head Start program. Additionally, staff will act as service coordinator for assigned children, and supervise the activities of the center’s educational program.
Required Skills and Abilities
Maintain weekly lesson plans, progress and anecdotal notes, and current paperwork.
Ensure that classroom therapy and individual child goals are implemented.
Coordinate and supervise bi-monthly classroom team meetings.
Actively participate in staff meetings, parent meetings, in-service training, program meetings and team meetings.
Participate in planning associates and parent training activities, parent meetings and workshops.
Prior to employment, all staff must complete fingerprinting clearance, a health physical, and submit all transcripts. A valid teacher permit, first aid, CPR, and food handlers card is required for all staff.

As a program we follow title 22 California state licensing regulations as well as NAEYC Standards for Early Childhood Professional Preparation Programs. Knowledge and experiences utilizing these regulations is preferred.
Technology in the Classroom
Our program is equipped with touchscreen computers which allows children access to several developmentally appropriate computer games. Additionally, children are able to use a keyboard, mouse, or touchscreen to access these programs.
Additionally, our staff utilizes a Smart Board with our children during large group as well as with parents when we are conducting presentations and demonstrations.
Mental Health and Disabilities:
Our coordinator ensures at least 10% of all enrollment opportunities must be filled with children with disabilities. They provide appropriate accommodations and modifications to meet the needs of each child. Therapy services are offered to children and families by a licensed Marriage and Family Therapist (MFT).
Parents are responsible for giving their child medication when needed. If a child has medicine that needs to be stored on site we require additional authorization including a prescription from the child's physician (NAEYC, 2007).
Reporting Child Abuse
and Neglect
Each staff member is a mandated reporter and is required to report all suspicions of child abuse and neglect to Child Protective Services or the police.
We believe that each child is an individual with unique needs, interests, and abilities. To inspire learning; comprehensive services are offered to children and families including health and nutrition, family service, and mental health and disabilities support. In the classroom a variety of developmentally appropriate activities is offered under the guidance of qualified adults to foster cognitive, social, creative, and physical development. The environment at our center encourages exploration, discovery, decision making, play and social interaction to foster self-esteem, competence and autonomy.
Biringen, Z., Altenhofen, S., Aberle, J., Baker, M., Brosal, A., Bennett, S., . . . Swaim, R. (2012). Emotional availability, attachment, and intervention in center-based child care for infants and toddlers. Development and Psychopathology, 24(1), 23-34. doi:http://dx.doi.org/10.1017/S0954579411000630

Bruno. (2009). Custom book for Ashford: Leading on Purpose: Emotionally Intelligent Early
Childhood Administration (1st ed). McGraw-Hill Primis Custom Publishing. Retrieved from http://online.vitalsource.com/books/0390107832/page/122

Dodd-nufrio, A. (2011). Reggio emilia, maria montessori, and john dewey: Dispelling teachers' misconceptions and understanding theoretical foundations. Early Childhood Education Journal, 39(4), 235-237. doi:http://dx.doi.org/10.1007/s10643-011-0451-3

Gillentine, J. (2010). National board certification: It's time for preschool teachers! YC Young Children, 65(5), 100-105. Retrieved from http://search.proquest.com/docview/873953993?accountid=32521

Goldhaber, J., & Smith, D. (1997). "You look at things differently:" the role of documentation in the professional development of a campus child care center staff. Early Childhood Education Journal, 25(1), 3-10. doi:http://dx.doi.org/10.1023/A:1025673629095

National Association for the Education of Young Children. (2007). NAEYC Standards for Early
Childhood Professional Preparation Programs. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf

Texas state board of education unanimously approves the teaching strategies(R) system for pre-K, Texas edition. (2010, Dec 01). U.S.Newswire. Retrieved from http://search.proquest.com/docview/815151132?accountid=32521
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