Tammy Carney

ED 351 Preschool
APL
January 25, 2012
1. A professional disposition attitude/behavior/appearance.
From my personal experience, I have learned that a personal disposition is the way we
carry ourselves inside and out. I am able to take positive criticism, be open to new ideas
and be willing to learn from others. I continue to grow, learn, and contribute ideas and
suggestions as a professional. I attend school functions and in-services when required and
punctually. I act and dress according to the standards of my work place, maintain selfcontrol in the classroom, be positive role model, demonstrate good personal hygiene,
follow confidentiality, show respect, serve as advocates for children, communicate
openly and support families.
2. The construction of classroom materials.
From my personal experience, I have learned that materials need organized and daily
goals must be set to support classroom lesson plans. Lesson plans must be created on the
childrens interest in the classroom and supported with the Indiana State Foundations.
Observations and assessments of every child are performed to ensure the children are
reaching their maximum potential and be guidance to us if there are any signs of possible
learning delays.
Reading area:
May include: books, soft washable seating/pillows for use while in area.
.
Writing area:
May include: writing tools, paper, envelopes, typewriter, letters,
and numbers.
Art area:
May include: drawing materials such as crayons, markers, pencils,
variety of paper and limited dittos and or worksheets,
painting materials, art easel, paint and paper. Tools such as: scissors, hole punch, and
tape. Three-dimensional materials such as: play dough and clay with tools, collage
materials, such as: catalogs, magazines, paper scraps, fabric pieces, string, yarn, cotton
balls, pipe cleaners, and craft sticks.
Blocks area:

May include: different size and types of blocks and accessories such as: small people,
animals, vehicles, road signs, sticks, stones, tape, string, and craft sticks.
Dramatic Play:
Materials may include: dress-up clothes, such as work boots, high heels, and a variety of
hats, career gear, uniforms, purses, billfolds and multicultural outfits. Other items may
include fabric, scarves, child-size play furniture, dishes, pots, pans, dolls, multicultural
dolls, dollhouse or other play sets, accessories for dolls, and props for different themes.
Math and Numbers:
Materials may include small objects to count, sort, classify, measuring tools such as
scales and, rulers. Numbers: such as shapes, number games, puzzles and pattern blocks.
Music and Movement:
Materials may include: audio equipment, variety of tapes and CDs, music
boxes, musical toys, instruments and dance props such as scarves and streamers.
Nature and Science:
Collections of natural items, such as: shells, rocks, flowers, bugs, living plants, pets
to care for, science games, toys, magnets, magnifying glasses and cooking
opportunities.
Sensory Play:
Materials may include: water, play dough, clay and sand. Kitchen utensils, measuring
containers, shovel, trough, buckets, small cars and trucks and water-play accessories for
pouring, measuring, squeezing, and basting.
Small Motor/Manipulative:
Material may include: blocks, puzzles, crayons, pencils, scissors,
interlocking blocks and other small building toys, pegboard and pegs, games,
counting materials, sorting or classifying materials and containers.

Children are read to daily and encouraged to explore books and other print
materials.
Teachers read and/or look at books with children daily, including during quiet,
individual time.

Books are available and accessible daily for children to look at and enjoy on
their own.
Children are invited to tell stories or read a picture book
Children are encouraged to explore print and writing. Examples might include
scribbling, inventing spellings, writing their names or other words, and
making books.
Teachers write words dictated by children as they tell a story or describe their
pictures and displayed for others to see.
A variety of writing materials and toys to be used while writing is available, such as,
markers, child-sized pencils, chalk and chalk board, paper, envelopes, stamps, tape, paper
punch, stickers, magazines, calendars, toy telephones, puppets, tape recorder, alphabet
letters, or flannel boards.
Preschoolers are provided language materials daily, in addition to books,
Such as: puppets, flannel boards, recorded stories, and picture
card games.
Books for preschoolers must include a variety of imaginative, rhyming, and
informational books.
3. The use of a variety and effective instructional strategies with individual, small
and large groups of children.
From my personal experience, I have learned that it is important to have a daily schedule
that will help provide a balance of activities including: quiet and active, individual, small
and large group. When planning and implementing activities they should be planned
around the childrens interest in your class. Children learn best when they can relate to
what they are learning. The daily schedule is consistent and predictable. The classroom
is arranged with areas for individual, small group, and large group activities. Children
are encouraged to choose the area in which they want to participate, and whether they
want to play alone, with a friend, or with several friends. Activities will be available
throughout the day for individual (can be at free time opportunities), small (many
activities out for rotation of the group) and large group (story and large group activity
such as an art or science project) learning; while transitions are generally relaxed,
allowing time for play and completing activities. Children are transitioned from one
activity to the next to avoid idle sitting and wait time. I use ages and stages as a
screening tool and I Star KR to enhance and create my lesson plans from which I
incorporate creative curriculum and evaluate the results to see how things worked so we
can evaluate each child individually.

4. The incorporation of all domains of development and fine arts, literacy,

mathematics, science, technology, and social studies content into the classroom

experiences and activities.

From my professional experience, I have learned that the classroom environments must
be welcoming, nurturing and safe. This is to give the children the experiences that
promote their physical, social, emotional, cognitive, language and literacy that supports
the childs well being.

We meet these by, greeting each child and his/her family warmly, and acknowledge them
upon arrival and departure daily. We make sure each child feels safe, accepted, and
protected. This is supported by daily practices that reinforce respect for people, feelings,
ideas, and materials. If a child is showing anger for an example it is ok to tell the child it
is ok to be angry. It is not ok to hurt yourself, others, or personal property, but it is ok to
talk about it. Children must be under adult supervision at all times. The environment
should include representation of each child and their family (including all age groups,
abilities, and cultures), which might include books, pictures, photographs, music/songs,
games, toys, dress-up clothes/materials, and foods. This will also allow ownership with in
their environment. A cubby or place for storage of each childs personal belongings and
possessions should be labeled with the childs name. Learning and development is
typically divided into learning domains: Physical, emotional, social, and cognitive,
language and literacy. Learning areas contain specific information to meet each domain.
Children learn information best when activities and materials are integrated together.
Units of study that incorporate all the domains of learning build new understanding and
connections. The best way to support learning in the early years is to provide hands on
learning experiences that includes play activities. Play will allow children to put their
past and their new experiences together to build a new understanding and skill
development.
5. The development on modification of curricula based on childrens diversity.
From my professional experience, I have learned that teachers must create and be able to
modify the environment and the experiences which meet the individual needs of all
children and their families, including children with disabilities, developmental delays,
and special needs. We can add materials to learning centers that represent different
diversities. Speaking with the parents and getting and understanding on what type of
culture they come from, so that you can meet the needs of their children in the classroom.
An example would be adding foods and clothes to home center, or music items that might
represent a multicultural background. I have created a picture schedule for the entire class
and I have also created them to use for individual children as needed who may need it to
help with transitioning.

6. The development and use of multiple assessments (informal and formal,

formative and summative) for instructional guidance.
From my professional experiences, I have learned that family questionnaires,
assessments, observations, note taking and a collection of work help a teacher know if a
child is learning and mastering skills relevant to his or her age group. When a student first
starts our school we do a Brigance test on the child, the teacher will have a questionnaire
to fill out and so will the parent/guardian. All parts are then added up to give us an idea

of where that child is at and what areas we need to work on. We just recently started
using the ISTAR KR Program which is through the Indiana Department of Education
which is working well with our curriculum Creative Curriculum, which is a curriculum
designed to be all about the children interest in your classroom.
7. Guidance/redirection techniques of individual, small group, and large groups of
children.
From my professional experience, I have learned that developmentally appropriate
techniques must be suitable to the childrens ages and relevant to the situation, such
as, having classroom rules and clear expectations, redirecting children to an
appropriate activity or learning center, showing children positive alternatives, being
a good role model and modeling the desired behavior, reinforcing appropriate
behavior by a sticker chart or money bucks, by catching good behaviors and
encouraging children to control their own behavior, and solving problems by talking
things out. When necessary, use developmentally appropriate redirection children
age three and up can be redirected to an area for them to have some alone time to
regroup but must be provided a quiet activity. Time outs are not allowed. Age
appropriate redirection is necessary. An example is one minute per year. Children
have no concept of time at this age and this shall never be used on infants or toddlers
under the age of three years. When the child is ready to return to the lesson, teachers
need to review the reason for the redirection and what behavior is expected in class.
Teachers will discuss the classroom rules thoroughly with children and explain why
it is necessary to have them. We do not want children to hurt themselves or others.
We want them to learn to respect other people and their property. Through the
language of support and positive reinforcement, expectations are made clear and
behavior is reinforced when these expectations are fulfilled. Developmentally
appropriate child guidance and management techniques are used at all times. I have
as I demonstrated in Standard Number 3 when using picture schedules and
classroom rules I have the rules posted and have the children add to the rules will
help with maintaining them and put the ownership back on the children. Example: I
have three classroom rules: be kind to others, listen to teachers, be safe and have fun.
I have had my preschool add to be kind to others (children may add by saying no
kicking, no hitting, no pushing,) then for be safe and have fun (they may say no
running inside, no climbing on tables, listen to our teachers.) When they break a rule
I can ask them what rule are we breaking and didnt we agree that pushing is being
unkind to others? I incorporate the Climbs project for building social skills with
teachers, pears, and family.
8. The management of the classroom environment and duties.
From my personal experience I demonstrate management of the classroom
environment and duties by scanning the room periodically throughout the day to
ensure the room is free of debris and hazards. I use a cleaning a log to show my
responsibility and do my part with the upkeep of the classroom. I am given up to 40
minutes a day to ensure my room is kept safe and clean.

9. The interaction and communication with children and adults through verbal,
nonverbal, and media communication techniques.
From my professional experience I have learned that as an educator it is important to
know when to speak and when to listen. Being able to pay attention to a persons body
language will tell you a lot, and that will help us to stay professional. Its important that
when we speak we ask things openly and be willing to let others share their feelings and
thoughts. Nonverbal communication, can be reading facial expressions. Facial expression
can let you know if a child is happy, sad, sick, or even angry. If you notice a child is
angry by a facial expression then you can stop a behavior before it happens. Media
communication can be where the teacher gives a parent a magazine article on a certain
subject or issue. Maybe the teacher read an article on behaviors and wanted to share with
the parents of her classroom. Also, we will host trainings for our parents. Some trainings
we have hosed are Head Lice 101, Emotional Wellness, and How to Handle
Behaviors. The quality of care you can provide to your students and their families is
dependent on the quality of communication that exists between you and your
professionalism with others. I send home monthly newsletters and daily memos as a
way of keeping constant communications with families.
10. The participation of professional meetings and school/program functions.
From my professional experience, I have learned that participation is an important part of
building a relationship with your fellow co-workers and bosses. It shows dedication and
importance. In my personal business, we worked towards getting accredited through, The
National Association for the Young Children, also known as NAEYC. The reason we
worked so hard to get accredited is because it is an honor to be known for the work you
put towards the children in the community. It lets our family know that we have a bar that
we work towards daily. We go above and beyond their needs. It teaches our staff the
importance of being professional. We also work with Huffer Resource and Referral, Born
Learning and Path to Quality. Its important that we stay informed and support our
program positively and always be willing to continue to learn, grow, and contribute as a
professional.