Lesson 1 Discussion

Purpose of this Lesson 1 Discussion
To evaluate scenarios to determine if the practices cited are developmentally appropriate for the age group. You will demonstrate your knowledge and understanding of child development and apply critical thinking skills in a group discussion.

For each paragraph identify the appropriate and inappropriate practices being demonstrated by the educator or the schedule being followed by the educator.

For each item you have identified, support your decision by stating why is or is not appropriate for the particular age group.
There are at least 4 items in each paragraph you could identify. You must identify 4 to complete the requirements for the assignment.

Paragraph 1
It is 11:00 a.m. in the toddler program and several of the 18 children are showing signs of hunger. Roger is the senior teacher and agrees to start lunch early. Maggie feels the schedule should not be disrupted because some of the other children are not ready to eat and are still playing. Damian and Haley who are 2 of the children not ready to eat are playing with a 20 piece jigsaw puzzle. Julia, the supply teacher comments, “Oh, they look like little cutie pies”. Haley grabs a piece of the puzzle from Damian and then pinches him. Julia takes Haley by the arm and tells her to leave and says to Haley, “This behaviour is unacceptable, what do you think you are doing , go and sit on the time out chair and think about it!”
Roger decides to start lunch early for a small group. He tells the children, “Take one carrot and pass the plate on.” Next, he takes the ham and cuts it up. Mohamed grabs a piece of ham. “NO, Mohamed, you aren’t allowed to eat pork, you are Muslim and we must follow your parents’ directions.”
Paragraph 2
Ben, Manny and Frankie are busy in the block area of the preschool room. 52 children are present with 3 educators. The 3 children have been very involved in building a miniature version of some framing they observed of a house being built in the neighbourhood. The blocks fall over frequently but they keep trying new ways to make the structure stable. Ben goes to the writing centre and returns with a marker and paper to make a plan to help stabilize the building (his uncle is an architect) . Brenda has been observing the children, comes to the block area and tells the children, “Why are the markers and paper in the block area?” Ben tries to explain but he is directed to take the materials back to the writing centre. Finally, the structure is sound and children are so proud of their work. Brenda flashes the lights in the classroom off and on and says tidy up now, it’s time for lunch and then sleep- time.
Ben, Mandy and Frankie approach Brenda and ask if the structure can stay up so they can show their parents. Brenda told them that would not be possible, it is tidy up time. She said they could build it again after sleep-time.
Paragraph 3
The schedule posted in the infant room is strictly followed in terms of programming. Individual schedules of the infants are respected carefully and they eat and sleep when necessary, not according to a fixed schedule. However, when the infants are up they are involved in a structured craft, music time and circle time, which vary in time but usually run about 15 minutes each. Each educator helps to keep the infants involved in the activity by holding them in their laps, placing them in swings or the activity chair which prevents the child from leaving the area of the circle or activity, The parents love the program, the crafts and photographs of the activities their baby is involved in each day. They feel like their baby is really learning at school because of all the mini lessons they are involved.