Over view of the 9 learning experiences in our preschool:
Science/Sensory: In our preschool we are planting flowers to see the growth of the plant, from seedling to flowering.
Language and Literacy: We have a section in our preschool that the children can go to and listen to books on tape as well as read along. This helps them to put the words together.
Creative Arts: We have paint, paper, smocks as well as other creative supplies available to the children in our preschool in the Art center during our uninterrupted center time for them to explore and create what ever they wish to make.
Fine motor: In our science and discovery center we have many fine motor projects that they can do, for example we have geoboards and geobands that they can make many different designs with.
Gross motor: There are many outdoor activities that help with gross motor, some examples are bringing out colored spray bottles to spray in the snow, playing ball and learning to catch, climbing the outdoor climber and sliding on the slides.
Self Concept: During our home visits we had the children draw a self portrait of themselves, and at the end of the school year we will have them draw another self portrait and compare them, see how far they came.
Emotional Skills/Regulation: Every morning during our morning meeting we put up pictures on our smart board that shows a picture of emotions following conscious discipline, then we ask the child to point out how they are feeling and why they are feeling this was, for example of a child is calm there is a calm face and that child might choose this face and explain why they are calm. It follow a song we sing very helpful to us and the children to understand feeling.
Social Skill: We do family style meals and also talk about our day for breakfast, lunch and snack time where the children serve themselves and help others to serve themselves.
Mathematics: In our science and discovery center, our math center is there where the children can measure one another, they can count the small bears and weight them as well.
Family Counseling agency:
Central Michigan Counseling Center
201 S. Ross Street, PO Box 407
Beaverton, MI 48612 (989)453-3309
American Sign Language:
Mary G. Pratt, M.S.,L.L.P.,PLLC
3975 W Federal Hwy
Roscommon, Michigan 48653
Call Ms. Mary G Pratt
(989) 642-094
Children with Disabilities agencies:
COOR Intermediate School District- 11051 N Cut Rd, Roscommon MI 48653, (989)275-9555
Uses United Way funding to provide intense training services to students with disabilities that help them to develop independence and prepare entry-level jobs.
Early Childhood Investment Group- 1044 US 23 N, Alpena MI 49707, (989)356-4567
Funding from the United Way allows for training and support to parents of young children on issues related to all aspects of early childhood care, education and development for ages birth to 5.
Websites for understanding children 3-5 years of age-
Northeast Michigan Community Service Agency, INC
Early Head Start (EHS) is a federally funded community-based program for low-income families with infants and toddlers and pregnant women. Its mission is simple: to promote healthy prenatal outcomes for pregnant women, enhance the development of very young children, and promote healthy family functioning. Recent advances in the field of infant development make this an especially exciting time to have Head Start formally expand its family to include the provision of Early Head Start services. Family income is one key factor in determining eligibility for program participation. The federal poverty guidelines are used to evaluate family income.
Head Start (HS) is a preschool education program for children 3 - 5 years of age whose family incomes are at or below 100% of poverty. At least 10% of enrollment slots are reserved for children with documented disabilities. Head Start is a comprehensive program in
positive impact on my life. Becoming a pre-kindergarten teacher and receiving my Associate of Science in Education. As a young child and thru high school, my goal was to become a teacher. After completing high school, I went to GA Military College and received my Associate of Science in Education degree. In the state of Georgia you can teach pre-kindergarten with an Associate degree. A few years later, I applied for and got the position as a teacher for pre-kindergarten. Both of these experiences are…
intervention. Teachers begin by using the state curriculum with all student and monitoring student progress. The teacher adapts resources to fit the needs of the students. Progress is assessed by observations, assessments, and the collection of student work. Children learn curriculum differently depending on a their readiness, participation in class, support from parents, and learning…
Some schools may have an assistant head teacher to support the head and deputy head teacher with the management of the school. Key stage co-ordinator lead and manage either key stage 1-2 in primary schools or key stage 3-4 in secondary schools, they also have a teaching commitment with class responsibility. C) Special…
at Deep dale Junior School as a ‘Teacher Assistance’. In the 2 week period, I developed many skills, such as Interpersonal, Empathetic and various types of Communication skills. Not only did I develop new skills, but I also improved on them skills as well as my leadership skills. As a teacher assistant, I helped the teacher with maths and various other subjects by simplifying a keen subject for the children to understand and grasp. I also gave Ideas to the teacher to help the children understand a…
Interactionist Theory Mead and Cooley DESCRIPTION Focuses on the ways that universal education serves the needs of society Sees the purpose of education as maintaining social inequality and preserving the power of those who dominate society Focuses on how teacher expectations influence student performance, perceptions, and attitudes EXAMPLE P.S. 24 in Riverdale where they have “EMR” and “TMR” classroom classifications The inequity between the funding levels in New York Student discussion at Morris High in…
implemented within the program, I have in the past and continue to discuss it with my teacher leaders to see, hear, and understand their perspective on the topic. Currently, we are looking to implement program books for each student in our program and we introduced this idea last school year. We gave the teachers an opportunity to think about this new iniative and provide a list of the documents that might be included. Many teachers provided me with feedback via discussions and emails. We are now taking the…
learning new material and profiting from that material. Most young adults after high school choose to go to college to earn a degree of their choice. For example; a friend of mine, Nicole, is going to MVCC to achieve her Associates Degree in biology to become a high school biology teacher. Everyone wants to have a good paying job that you could live off of and not have to worry about living pay check to pay check; therefore, we have to go to school in order to learn the appropriate material. School is…
in the art class, the teacher let students put their assignments on the wall. Then, he started to ask students from farthest to the right what the weakness and strength on the drawings were. Many students were good at explaining their drawing and their strengths. In my turn, even though I really liked my drawing, I said, “I don’t’ like it, I should make darker.” Good drawings fortunately could avoid other’s criticism. However, weak drawings brought strong criticism. The teacher pointed at my friend's…
Report on the Nation’s Teachers Fails to Tell the Whole Story Barbara Bartholomew Associate Professor, California State University Bakersfield (This is an unpublished editorial in response the 2013 NCTQ report finding most teacher preparation programs in the US are not of adequate quality.) Imagine that, while on a summer evening walk, you find a plain ring lying in tall grass. You soon discover in trying it on that while it brings you neither beauty nor wealth, it holds an even greater value…