Reference no: EM133387112
Questions: The two main components of quality in early learning programs are structural and process components of quality. Use the following prompts below to guide your responses with the scenario below.
- Explain whether Jeremy embraces the process components of quality. Address evidence of respect, responsiveness, and reciprocity.
- Explain whether Jeremy embraces the structural components of quality. Ensure you're addressing the social and physical environment, including the physical space and materials offered.
Case Scenario
Jeremy is an experienced ECE. He has worked for 11 years at the Wonder and Delight Early Learning Centre. His work during this time has mostly been with the preschoolers, the age group he is with currently. He has decided to rearrange his classroom. Jeremy knows that he should have all areas of development represented in his physical environment, including creative art, creative movement, cognitive, language and literacy, and sensory areas. Sensory materials are an interest-area for this group of children. Jeremy has included sensory materials in that area.
Sensory Materials
goop, playdoh, shaving cream, soil, wood, packing peanuts, shredded paper, bubble, water, sand
He continually rotates these sensory materials to provide children with a variety of opportunities to engage in learning through their senses. When he was rearranging the areas, he made a few more changes. The library area is now by the puzzle area. He felt those two quiet areas would work well together.
Jeremy also included a small woodworking area with real hammers and nails, screwdrivers and screws. The director of the centre was skeptical of the woodworking area but has allowed it for now. Jeremy assured her that he would take the time to prepare the children on the safe use of these materials. Close supervision of the area is a priority for him. The children were delighted and curious to explore these new materials.
Many of the children and families he works with are Indigenous, specifically, Cree. He has tried to learn about the culture from the families and has started to include items, pictures and language that honours Cree culture in day to day programming. Jeremy has taken many pictures to document the children's play and observed their play at length. He displays these pictures along with the anecdotal records of each playful moment captured. He displays this documentation at the children's level. Encouraging children to revisit experiences deepens their learning. Jeremy finds it difficult to find time in the workday to document the children's learning. There isn't a lot of space or materials at the centre for this purpose. Most of the documentation displayed in the classroom he does in his own time, outside of work hours.
Neighborhood walks and exploring nearby parks is one of Jeremy's favorite things to do with the children. He works with his Director to ensure he as the correct adult to child ratios to go off-site. He always ensures that the children understand the safety rules, like walking in pairs on the sidewalk. During their walks, they have spotted many airplanes taking off and landing at the airport. Jeremy goes to the library to find children's books on planes and starts to plan activities and gather loose materials based on this interest. Jeremy always ensures the children have time to explore their interests. He believes that open-ended materials and building on the children's interests create a rich learning environment. He knows that minimizing transitions during the day allows preschool aged children to focus and learn about their interests.
Jeremy understands that many families require full days of learning and care for their children. It's rare to have a child who is at the centre less than 8 hours per day. For this reason, he has tried to make the environment as "home-like" as possible. He has included lamps and plants, and comfortable areas for children to spend time alone, and in small groups. He organizes loose materials in natural baskets and interesting containers. Jeremy knows the value of emergent literacy and order, so he labels the materials in the classrooms by picture and word. The children often engage with a variety of materials Jeremy offers. If there is a disagreement during the children's play, Jeremy works alongside the children to find solutions to the problem. Jeremy models good manners when talking with the children and uses the words, please, thank you and excuse me. He models appropriate social and communication skills. Jeremy extends and expands on children's comments and asks questions to scaffold their learning. For example, when Alden builds a giant tower up to his shoulders with the building sticks, he asks him, "How will you build it taller?"
Jeremy recently heard from a friend in the field who attended a professional development session on family engagement. She talked about the value of creating a welcoming area at the front entrance of her preschool room. She shared with him that it's an effective way to create and maintain meaningful relationships with families. Unfortunately, Jeremy hasn't felt supported with professional development funds from his centre. However, he is thankful to have connections in the field that he can share new ideas with. He is inspired by this and has since created a welcoming area in his classroom with a small couch and table. This allows parents to sit with their child for a few minutes when they arrive or leave. He really likes this new edition to the room. It's becoming a natural part of his day to greet the parents in the morning and share brief comments about their child at the end of the day. He's decided to ask families to bring family pictures to place on the bulletin board next to the family area. He has placed two baskets at the front entrance of the room to use at the beginning of the day. One basket contains rocks with each of the children's names on them. As the children arrive, they will place their rock in the second basket.
Jeremy loves his job as an early childhood educator but wishes he didn't have to work another part-time job to support himself financially. Jeremy knows his skills are growing toward being an intentional educator. So far, the children, families, and Jeremy are enjoying the difference it's making in the learning and care happening in the classroom.