Join us in the MEETING ROOM this evening for the Early Childhood/Preschool Teachers' Meeting! 9 pm EST -- 8 pm CST -- 6 pm on the west coast -- 4 pm here in Hawaii! We'll talk about possible topics for future meetings, formats -- do we want publishers, authors, illustrators joining us from time to time -- do we want "moderated" chats (where someone kind of tries to keep us focused during conversations) or pretty much unmoderated -- what will work best for folks ... if 9 pm is too late ... if Tuesdays are not the best week day to do these meetings ... YOU are a critical part of the success of these meetings, we need YOUR input to help make our time together the best it can be!
With 139 hours (Bachelor's degree) and well over 19 hours in courses directly related to child care and/or child development (birth to 8 years), I far exceed the set state's set requirements to work in the daycare, childcare, preschool sector. You'd think most daycares, childcares, ad preschools would be eager to bring someone aboard who far exceeded the state's set requirements. However, I don't find that to be the case.
Instead, I find that daycares, childcares, and preschools are more apt to want to hire people with ECE degrees. Why is that? And what's the difference between having a Bachelor's degree in ECE verses having a Bachelor's degree in General Studies with 19+ hours in child care and/or child development (birth to 8 years)? Isn't it like having an actual degree in ECE?
Actually I did get contacted today about a possibility of having my certification being translated into what the state wants. She said it might take awhile but that is the first time anyone during this entire journey of my asking for assistance that is actually making an effort to do the right thing. I still have another year before my 3 years are up. I can get a CDA for free here in our resource center or I can get the associate's or master's or another BA here locally if I don't go the on line route. To me it is the principle of the matter that I am concerned with.
I have never been one to just do whatever just because the rule says so. I guess I like to "buck the system", or in my mind challenge rules and regulations when those rules and regulations do not seem to consider that there can be reasonable exceptions.
I have followed you story as well. I wonder if you are running into age discrimnation? Being in an older generation with a husband who had to go back into interviewing in recent years, I know that age discrimination is alive and well. It is hard to prove it but we saw really obvious cases where that was present not only inmy dh's interviews for jobs not offered, but also in the actual job. I have no idea what age you are, but I know that can be a factor - age. Some places don't want young single gals because "they get married and move away", some don't want young mothers, "their kids are sick all the time" , some don't want the older women "they don't have the patience or energy to work these long hours or with this age of child". Presentation during the interview is very important and to be able to redirect questions without sounding evasive also needs to be done. When small centers are doing the interviews, it is not unusual at all that they ask illegal questions about one's personal life. I don't think they do it on purpose but they sometimes forget that asking such questions are against the law. So, I hope I am giving you some food for thought too.
I am just not one who likes red tape and mismanagement of our government agencies. We are also foster parents and dealing with agencies for Medicaid, social security, fssa, etc. has opened our eyes considerably to the overlap of many things. If the agencies are working under the same roof and share the same state agency, why would someone like me have to be fingerprinted three times within two months when the paperwork is in the file cabinet in the room next door? It's that kind of stuff that irritates me to no end as a taxpayer and I wish for anything others would fight the system when appropriate and stop this wasteful ways of government agencies. So much for my soapbox. Anyway, keep posting and I hope you get a fabulous job that meets your needs real soon! montmo
I understand and I symathize with you at the same time montmo. IMHO, it all seems so bizarre that they'd even make the request to begin with.
> Actually I did get contacted today about a possibility of having my > certification being translated into what the state wants. She said > it might take awhile but that is the first time anyone during this > entire journey of my asking for assistance that is actually making > an effort to do the right thing. I still have another year before > my 3 years are up.
I hope the translation works out for you.
> I have followed you story as well. I wonder if you are running into > age discrimnation? Being in an older generation with a husband who > had to go back into interviewing in recent years, I know that age > discrimination is alive and well. It is hard to prove it but we saw > really obvious cases where that was present not only inmy dh's > interviews for jobs not offered, but also in the actual job. I have > no idea what age you are, but I know that can be a factor - age. > Some places don't want young single gals because "they get married > and move away", some don't want young mothers, "their kids are sick > all the time" , some don't want the older women "they don't have > the patience or energy to work these long hours or with this age of > child".
I'm 33 going on 34. I'll be 34 on May 10th. My mom has brought the age thing up too, but, quite honestly, at 33, I'm still young in my opinion. I don't see how or why age would really be an issue for me.
I'm starting to wonder if it's my work experience or lack thereof. Other than the volunteer teaching I did for religiouys education for 2 years, the subbing for 3 years, and the tutoring for 2 years, I really don't have any solid work experience, especially in the sector I'd like to make my career. I won't lie. Some directors have called me on that and have been quick to point out a lack of experience as far as the daycare, childcare, preschool sector is concerned. Granted, I don't have much experience (2 months @ Celebration w/2s and 1 month @ White Oak w/2s), but I've also had a lot of problems breaking into it at a really hard time economic wise. So one can't really blame me. Not to mention, I can't help it took me so long to figure out what I wanted to do with my life. Like you, I'm breaking into this field in my 30s.
> When small centers are doing the interviews, it is not > unusual at all that they ask illegal questions about one's personal > life. I don't think they do it on purpose but they sometimes forget > that asking such questions are against the law. So, I hope I am > giving you some food for thought too.
Don't have to tell me that. I've already been asked a few illegal questions.
In fact, one center director last spring went as far as to question why I was even there interviewing w/her in light of the fact my grandfather had just passed away a few days earlier and I had to be in and out for the interview so that I could attend the wake shortly thereafter. I remember coming home from my interview feeling offended because the lady chose to "make it personal" by bringing my recently deceased grandfather into it like she did. I was there because I desperately needed a job. Yes, my gradfather just died but life goes on and I needed work, income to pay my bills. Talk about THE MOST insensitive directors I've ever interviewed with.
Looking for feedback from those who work with school age kids before and after school. If it's too cold to play outside, what kinds of things do you do inside after school, or on a day that schools are closed all day or close early? Thanks in advance.
We sometime...See MoreWe have a budget from which we can buy supplies. So we like to do an occassional "cooking class" where we make a simple snack, such as instant pudding (you'll have to double check on rules about food prep, and food alergies).
Our older kids also enjoy freeze dance (where you stop the music and everyone has to freeze).
We sometimes have an "Art Class" where we do a structured art project. Most of the kids really enjoy feeling like they are creating something (and I make everyone do it, even if they don't want to). (Make a collage of your face using buttons and scraps of paper...invent a new kind of animal using glued down scraps of paper...finger painting using poster paint--it works really well, but tell them to not mix the colors and have them wipe their fingers on paper towels between colors...water color painting)
If you have big "poster" type pieces of white paper, sometimes it's fun to tape them down to tables and let the kids free-draw on them. Or you can trace a kid and have the kids decorate it with a face, clothes, and tatoos. But if you do that, you need to have very strict rules about what they may and may not draw. (In the case of my kids, I had to tell them that they could not draw anything mean).
Have fun!
On 2/20/11, newbie wrote: > Looking for feedback from those who work with school age > kids before and after school. If it's too cold to play > outside, what kinds of things do you do inside after > school, or on a day that schools are closed all day or > close early? Thanks in advance.
With this age group, we did a Take Apart for a week--you have plenty of time to ask for donations now! Ask for donations from parents, staff, etc. of old, broken down radios, VCRs and that type of thing (NOTHING with a screen in it like computer monitor, tv, etc.). Have 1 take apart item for every 2 kids. Bring in LOTS of screwdrivers, hammers, etc.
Place each item in a box or bin. Day 1...the kids (in pairs or groups of 3) choose one item. They explore the item, decide on what tools they'll need to take it apart. Label the box with those kids' names. Day 2...begin unscrewing and taking apart the item! They'll love this part! Day 3...take apart continues and this is the last day. Tomorrow they begin rebuilding! Day 4...Using the parts they found on and in their item, they decide what type of "creature" or item they are going to make with it! Day 5...Bring in your hot glue gun and help them to build their creature!
This was a big hit each year I've done it! It requires supervision. We had "take apart time" for 1 hour each morning...that's it...any more is too much time and they would get bored, any less time was not enough for some. We discussed that they would make a recycled display with the items they found!
Another time they looked forward to each day was "Scientist Time". I planned a science experiment to do as a large group each day. This we did in the afternoon, after snack time each day. You could do it whenever you want. I found that this was the most popular daily plan!
Plan 1 experiement for each day. In advance, gather any items or supplies you'll need so when the week comes, you already have the materials ready.
Sample experiments: Day 1: Make Playdough (we made home made playdough) and then make their own volcanoes (I lined old cookie sheets with saran wrap for each pair of kids and they placed their volcanoes on it). Day 2: ERUPTION DAY! Lots of baking soda and vinegar! Teaspoons, eye droppers and goggles! Easy clean up--the mess was in a tray lined with saran wrap---slid right into the trash! Day 3: Cornstarch goop Each group of 2 or 3 kids experimented with mixing this and using it. We left this out to use each afternoon for the rest of the week. Day 4: Magnet planets: paper plates and markers and paint. Make a planet. Day 5: Planets are dry---draw and cut out a "rocket ship"...a small one...an place a paper clip on it. Place the rocket ON their planet. Use a magnet wand under the plate to fly their rockets! VARIATION: I REALLY like Marie's idea of having a large poster board for a group picture! You could use a large poster board to make a huge planet that they ALL decorate. They all make rocket ships and use them together on the planet the next day.
This is just a sample of ideas...for science, I actually let the kids look through my science curriculum books and choose the experiments they wanted to do and then I planned them out throughout the summer.
Because you only have a week, it would be more prudent for you to choose and pre-plan the activities.
The take apart took over an hour a day between working on it and clean up. The science took about 45 ish minutes per day.
They looked forward to each day.
I'd start by writing up a basic schedule for the day so the kids know what will happen each day. It's vacation week so it shouldn't "feel" like school for them.
Also, consider having some of the activities that Elizabeth suggested (a table for card games each day and other ideas she gave). Also check out the ideas on Leah's website for other activities.
You could have a "game table". If your center has a selection of board games. Take out 2 of them for the kids to choose to play. If they are popular, leave them out all week. If not interest, introduce a new one each day.
ALWAYS have an art area...make it different by perhaps offering a different item to use each day: markers and watercolors with coffee filters one day; colored pencils and stencils another; paint another, etc.
Unfortunately, anything you do for that week will require planning and prep time, the amount will depend on how much and how involved you get with activities. If there is no planning that will keep the kids excited, you know you're going to have behavior problems with them getting on each other's nerves!
Cheryl
On 3/06/11, newbie wrote: > > Spring break is April 18-25. > I will have about 15 kids ranging from ages 6-10. I assume there will be > some warm, sunny days and we can do some outdoor activities. > Thanks in advance! > > > >> On 3/04/11, newbie wrote: >>> >>> Thanbks to all who answered my previous question. Now my worry is >>> that spring break is coming up and I need to plan a week of fun >>> activities for my school agers whom I will be with all day for ta >>> whole week! I am sure I could do this, but I am busy and am not >>> paid enough to spend a vast amount of personal time doing elaborate >>> plans. Any ideas for keeping the kids happy and occupied without a >>> boatload of prep time on my part? Thanks in avance!
Tonight is our weekly chat at 9PM EST. Our topic is:
Authentic Assessment
Assessment is a tool to help us, as early educators, determine student mastery of concepts, skills and development.
There are many ways to assess the children in our care and in our classrooms: Observations, development of portfolios, discussions, etc.
Assessments can help us understand where each child is in their learning or development in a certain area. They (assessments) can be our biggest curriculum planning tool!
HOW we assess differs based on the program, district or curriculum used.
How we USE assessments also differ.
This could be a 2 week topic!
So, how do you assess your students'/children's learning? How can we make the assessments more authentic and therefore somewhat seemless to the children but informative and helpful to educators?
As Meeeha (jeanne) has so wonderfully stated: "These Tuesday evening chat times are set aside for us to visit in a safe, inviting forum. We can use this time to improve our craft and build professional bonds along the way! Come on and become a part of what can, once again, be the strongest group here at t.net! "
So come join your colleagues and let's grow together in our field!
I don't think I can make it, but I would if I could.
I like having subjects to chat about.
Thanks for your work to make it happen.
On 2/22/11, Cheryl/NH wrote: > Hi everyone! > > Tonight is our weekly chat at 9PM EST. Our topic is: > > Authentic Assessment > > Assessment is a tool to help us, as early educators, > determine student mastery of concepts, skills and > development. > > There are many ways to assess the children in our care and > in our classrooms: Observations, development of > portfolios, discussions, etc. > > Assessments can help us understand where each child is in > their learning or development in a certain area. They > (assessments) can be our biggest curriculum planning tool! > > HOW we assess differs based on the program, district or > curriculum used. > > How we USE assessments also differ. > > This could be a 2 week topic! > > So, how do you assess your students'/children's learning? > How can we make the assessments more authentic and > therefore somewhat seemless to the children but informative > and helpful to educators? > > As Meeeha (jeanne) has so wonderfully stated: > "These Tuesday evening chat times are set aside for us to > visit in a safe, inviting forum. We can use this time to > improve our craft and build professional bonds along the > way! Come on and become a part of what can, once again, be > the strongest group here at t.net! " > > So come join your colleagues and let's grow together in our > field! > > To enter the meeting room, click the link below. > > Click on Meeting Room > > Click on ENTER CHATROOM > > Type in your name or nickname > > Click on JOIN CHAT > > And, voila, you are there! > > See you at 9PM EST! > > Cheryl/NH
jeanne (meeeha/hi) has been quite the great organizer of all this! I'm just following her lead!
On 2/22/11, schari wrote: > This sounds like a great chat Cheryl! > > I don't think I can make it, but I would if I could. > > I like having subjects to chat about. > > Thanks for your work to make it happen. > > On 2/22/11, Cheryl/NH wrote: >> Hi everyone! >> >> Tonight is our weekly chat at 9PM EST. Our topic is: >> >> Authentic Assessment >> >> Assessment is a tool to help us, as early educators, >> determine student mastery of concepts, skills and >> development. >> >> There are many ways to assess the children in our care and >> in our classrooms: Observations, development of >> portfolios, discussions, etc. >> >> Assessments can help us understand where each child is in >> their learning or development in a certain area. They >> (assessments) can be our biggest curriculum planning tool! >> >> HOW we assess differs based on the program, district or >> curriculum used. >> >> How we USE assessments also differ. >> >> This could be a 2 week topic! >> >> So, how do you assess your students'/children's learning? >> How can we make the assessments more authentic and >> therefore somewhat seemless to the children but informative >> and helpful to educators? >> >> As Meeeha (jeanne) has so wonderfully stated: >> "These Tuesday evening chat times are set aside for us to >> visit in a safe, inviting forum. We can use this time to >> improve our craft and build professional bonds along the >> way! Come on and become a part of what can, once again, be >> the strongest group here at t.net! " >> >> So come join your colleagues and let's grow together in our >> field! >> >> To enter the meeting room, click the link below. >> >> Click on Meeting Room >> >> Click on ENTER CHATROOM >> >> Type in your name or nickname >> >> Click on JOIN CHAT >> >> And, voila, you are there! >> >> See you at 9PM EST! >> >> Cheryl/NH
Kathleen was kind enough to archive last night's chat for us (thanks Kathleen!). We may not always be able to get these though!
We will continue our Authentic Assessment discussion next week.
Things to think about...in childcare, what types of assessments/progress reporting to you do? Daily, weekly, monthly?
The goal of them is to track the progress of our kiddos. Once they are completed, do you use them to plan your acivities, days, curriculum, etc.? How? How often to you look back on them?
I'm looking for names of age appropriate books for preschoolers dealing with death: death of a parent and death of a pet.
We have families dealing with the issues of death of a parent, death of a pet as well as divorce and military deployment.
There are many older books out on some subjects but do you have any suggestions for books that you have read that are appropriate for preschoolers to read with their families?
On 2/23/11, Cheryl/NH...See MoreDon't have any divorce or military deployment, but these are some books we've read that deal with death of animals or family members.
Cohen, Miriam - Jim's Dog Muffins DePaola, Tommie - Nana Upstairs and Nana Downstairs Fowler, Susi - Beautiful Joose, Barbara - Better With Two Zolotow, Charlotte - The Old Dog
On 2/23/11, Cheryl/NH wrote: > Hi all, > > I'm looking for names of age appropriate books for > preschoolers dealing with death: death of a parent and > death of a pet. > > We have families dealing with the issues of death of a > parent, death of a pet as well as divorce and military > deployment. > > There are many older books out on some subjects but do you > have any suggestions for books that you have read that are > appropriate for preschoolers to read with their families? > > Thanks so much, > Cheryl
I really wish I could pass the IL Basic Skills Test so I could be an actual, certified teacher, but after 7 attempts all leading to failure I can't see continuing. I've already sunk enough money into that and don't feel like sinking any more into it. Not to mention, I highly doubt being ECED certified would make much of a difference anyway. I assume it's just as bad out there for the certified individuals as it is the non certified ones.
Thankfully, I have bio and chem lab experience in my background prior to me beginning this crusade to enter the early childhood field so it should be relatively easy for me to make a career change.
I've already spoken to a staffing agency and have my first lab job lined up. Since very few people want to or can work in a lab setting, there should be plenty of opportunity for me there. Not to mention, the pay is lucrative. I can start paying all my debt off, and quicker, and live a very comfortable life once it's all gone.
I wish everyone else who's unemployed and searching the best of luck. If you're a career changer to education, you may want to rethink that.
I assume you were not interested in starting your own home childcare/preschool. (?)
I'm glad you have something else to go into and that you will be able to pay off your debt. That will be a good thing!
On 2/24/11, Elizabeth wrote: > Alright, I've had it. I'm through. There are, quite > obviously, no teaching jobs out there and the few early > childhood teaching jobs I have found in the daycare, > childcare, preschool sector are very competative with as > many as 5 or more people applying for the same position. > Sadly, employers can cheery pick anyone they want for the > position and it simply leaves 4 or more people still in the > cold searching for a position, a position that may never > materialize. > > I really wish I could pass the IL Basic Skills Test so I > could be an actual, certified teacher, but after 7 attempts > all leading to failure I can't see continuing. I've already > sunk enough money into that and don't feel like sinking any > more into it. Not to mention, I highly doubt being ECED > certified would make much of a difference anyway. I assume > it's just as bad out there for the certified individuals as > it is the non certified ones. > > Thankfully, I have bio and chem lab experience in my > background prior to me beginning this crusade to enter the > early childhood field so it should be relatively easy for > me to make a career change. > > I've already spoken to a staffing agency and have my first > lab job lined up. Since very few people want to or can work > in a lab setting, there should be plenty of opportunity for > me there. Not to mention, the pay is lucrative. I can start > paying all my debt off, and quicker, and live a very > comfortable life once it's all gone. > > I wish everyone else who's unemployed and searching the > best of luck. If you're a career changer to education, you > may want to rethink that.
I was wondering what normal work hours were for other childcare teachers.
I work 9-6 M/F 8:30-6 T/Th 9-11:30 W And then planning/staying late for clean-up and late parents isn't counted in, so usually I really leave around 6:20ish.
Any hours I want to!!, lol, I now work at home running my own website business [link removed]
But when I was teaching preschool I worked 6:30 to 2:30 then later I switched to 8:30 to 3:30 and I had summers off, 2 weeks at Christmas, 1 week spring break, I worked for a really nice center that allowed me to do this.
There was awhile that I worked 8:30 to 5:30 and I really hated it, 6:30 to 2:30 was like a half day because I had nap time to do lesson plans etc... You can get burnt out easily working long hour
My lunch break is during quiet time so really still on duty, but time to sit for a bit and eat.
That of course doesn't include the curriculum planning, parent communication, and janitorial work. That is all before or after the children come.
On 2/25/11, Marie wrote: > I was wondering what normal work hours were for other > childcare teachers. > > I work 9-6 M/F > 8:30-6 T/Th > 9-11:30 W > And then planning/staying late for clean-up and late > parents isn't counted in, so usually I really leave around > 6:20ish. > > I'm exhausted! > > Are these fairly typical hours? > > Oh, and I do get a lunch break.
Hi everyone, I wanted to let you know that I have a Dr. Seuss page with the activities I've collected. Feel free to use them tomorrow (or anytime!) Cheryl
Hope to see you tomorrow n...See MoreThings to think about...in childcare, what types of assessments/progress reporting to you do? Daily, weekly, monthly?
The goal of them is to track the progress of our kiddos. Once they are completed, do you use them to plan your acivities, days, curriculum, etc.? How? How often to you look back on them?