temperament part 2
In general, a child will show certain behaviors for each trait. For example, one infant may be extremely active and have a need to move continually, while another may be happy to move slowly around the environment watching things. One toddler may try something over and over until they experience success, while another may try […]
temperament chart
quiet ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ active How much does the child need to move around? Can they sit still without wiggling? predictable ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ irregular How regular are the child’s eating times, sleeping times, and bowel movements? adapts quickly ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ adapts slowly How quickly does the child adapt to changes in schedule, routine, new foods, new places? approach ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ withdraw How […]
diverse learners
diverse learners Diverse Learners are children who, because of gender, ethnic background, socioeconomic status, differing ability levels, learning styles or disabilities, may have needs that require varied instructional strategies to help them learn. MULTIPLE INTELLIGENCES The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, a professor of education at Harvard University. […]
assessment
assessment Assessment is the process of observing and documenting children’s development and learning over time. We know each child is an individual, with specific interests, skills, strengths, and their own developmental timetable. To measure and report children’s progress, we assess them to find out what they know and can do at any given point. Educators […]
transition between classrooms
transition between classrooms We have transition windows for infants and toddlers every other month. We transition children based on developmental criteria, age considerations, and family preferences, in that order. The transition process is routine to ensure the children are treated equally, but individualized and flexible to accommodate each child’s needs. transition windows We evaluate children […]
classroom placement
classroom placement age range We partner with families to make the right classroom placement. Upon enrollment, infants and toddlers are placed based on their age and their developmental readiness. We discuss the child’s emotional, cognitive, and physical development with the family, make observations while the child is visiting for the first time, and gather information […]
temperament part 1
temperament Each child is born with a biologically based temperament. Their individual temperament guides their approach to people, experiences, objects, and events. It remains fairly constant over time (although the intensity of traits can be affected by experience). By understanding children’s temperament, caregivers can help them express their preferences, desires, and feelings appropriately. When we […]
developmentally appropriate practice
developmentally appropriate practice Developmentally appropriate practice (DAP) is a child-centered approach to teaching and learning that incorporates children’s developmental needs, interests, and abilities. As educators, we use DAP to support children’s holistic development and help them achieve their full potential. To implement DAP in the classroom, we: INDIVIDUALIZE INSTRUCTION Think about children as individuals and […]
child development
Child development is the process by which children become able to handle more complex levels of moving, thinking, feeling, and relating to others. It is the cornerstone of our program. At First Circle, we take care of children’s physical needs (food, bathroom, rest, and safety), while supporting each child’s development and learning. Understanding child development […]