I began my 0-2 professional experience with the approach that I would need to be quite aware of my body language and physical presence, building a trust-based relationship with children to feel safe and secure in the environment. I acknowledged and responded sensitively to children’s cues and signals. In addition, support children in times of change and bridge the gap between the familiar and the unfamiliar, especially new children, I was emotionally available and supported new children’s expression of their feelings in the new environment, recognized that feelings of distress, fear and discomfort may take some time to resolve. It wasn’t long before children would approach me for comfort or support. I was able to observe the behaviours, strengths, and temperaments.
I acknowledged that everyone, including children and families in early childhood settings, likes to feel …show more content…
To promote a positive learning environment everyone has to involve. I understand that build an inclusive learning environment comes from form meaningful connection with children, I acknowledged that individual difference and need of the children are various. For my 0-2 age group practicum, I was proactive in connecting with and learning about children’s developmental needs and their interests, while putting children’s emotional needs first, provide safe and stimulating environment for children. I balanced attention given to a particular child, a new start child while maintaining awareness of what is happening in the group and for other children’s learning. I incorporated diversity into overall curriculum, I also provided various learning opportunities that children can choose from. To illustrate, I set up the construction area with different kinds of blocks, magnet shapes, connection toys to meet children’s various
I acknowledged that everyone, including children and families in early childhood settings, likes to feel …show more content…
To promote a positive learning environment everyone has to involve. I understand that build an inclusive learning environment comes from form meaningful connection with children, I acknowledged that individual difference and need of the children are various. For my 0-2 age group practicum, I was proactive in connecting with and learning about children’s developmental needs and their interests, while putting children’s emotional needs first, provide safe and stimulating environment for children. I balanced attention given to a particular child, a new start child while maintaining awareness of what is happening in the group and for other children’s learning. I incorporated diversity into overall curriculum, I also provided various learning opportunities that children can choose from. To illustrate, I set up the construction area with different kinds of blocks, magnet shapes, connection toys to meet children’s various