How can one find a balance between expecting to be told what to do and discovering what works for themselves in their practice with young children?

We all have or will be starting to work at an early childhood program. What was your first reaction when starting in a preschool? How did you feel about all the transitions you had to equip the children with? If you haven't started working in a center, how would you feel the first day of work? These questions are some that come to my mind when reading the fist two pages of the staff conversation on page 118. The first day of work of the preschool I work in was actually a little bit terrifying. I did not know what to expect and being a substitute, one has to observe each classroom and change the teaching style for each one that is worked in. Each classroom is different and brings new insights, so the style of teaching would change. There is a different atmosphere in each classroom. Simona stated, "I was expecting to be told what to do and why, I expected some guidelines that would give me specific instructions." I felt the exact same way, did anyone else feel this way? As a substitute/aid I have to adapt to change and become spontaneous. Why? Because the job changes, one day I may be in a three year old class and one day I'll be in a four year old class then the next I might be in a two year old class. There is so much change and one must change the style of teaching in order to teach children at their age level. I believe it is one of the hardest job to do. For the past two years I have been working consistently in a four/five year old classroom. One of our three year old classroom has no main teachers (new teachers are being trained), so my boss has me in that classroom as well. Transitioning the new children into the routine is extremely difficult, as I have always followed my lead teacher in my four year old class, but there really is no lead teacher in the three year old class right now. It's kind of like starting from scratch with these new children. I feel that when I am in my regular four year old class, I know the children's routine, I know the children and their families, I know what is expected out of me, I follow my lead the assistant teacher. But now in the three year old class, I feel that I am expecting to be told what to do, just like Simona stated. I'm waiting for directions from the teachers in the other classroom next door and the other subs in the classroom to show me what to do and describe how to transition the children. Amelia said, "I observe others a great deal because I think I can learn an enormous amount from the things I am able to see". I feel that this is what I am doing all the time. Any time I get to work with other teachers, I am always observing their practice. I feel that it is a good way to find what you like about certain practices and teachings that you can relate to and begin to create your own practice and find a balance between the two. That brings me to the question, how can one find a balance between expecting to be told what to do and discovering what works for themselves in their practice with young children?

How can we make playing with money more understandable and meaningful for young children?

The observations on pages 48-51 interested me very much when reading it. When I looked at the pictures after I had read each observation, I wondered how old these children must be. I thought maybe they were five, six or seven, which in fact when I looked back on the first page of "The Right Price" I noticed that the children were five years old. It kind of shocked me how much interest they had on counting money and playing the shop game. One of the classes I used to work in a couple of years ago, the teacher had a wall full of circle time things (calendar, weather, pictures, coins, numbers, jobs, colors, sign language, etc.). But what interest me was that of the coins she had taped to the wall. I never really asked her about it, but I remember she went over the names of the coins and what they meant with the children. The assistant teacher in this class would create different themes in the dramatic play center (airport, salon, post office, hospital, shoe shop, etc.). She would build these things using creativity with boxes and recycled and donated materials. When she was done creating the center it was absolutely amazing. I would fine myself playing with the kids in it and taking on different roles. If I had fun, then I wonder how much fun the children had...probably 100% more fun. She would put the money inside of the center when she opened up the shoe shop. I don't really remember how the children reacted with the money, but I think they understood the concept of it but not the actual meaning of the coins. The classroom I work in now has a container full of one, five, ten, and twenty dollar bills and pennies, nickles, dimes, and quarters. I observe them playing with the money but not really counting it. Is this normal for their age? Is this how children of four years old learn the concept of money? By just playing with it and not really understanding the value or real meaning behind money? I really like this quote from the text (pg 48), "Playing the shop game allows the children to give shape to these conventional meanings, putting them in relation to one another. The children exchange money and goods, but also competencies, where each player generously offers to the others his or her personal wealth of coins, ideas, and abilities." That is where my question comes into play, "How can we make playing with money more understanding and memorable for young children?"

How can I encourage children to work and play effectively during group learning?

Group learning is something I found really interesting in the first pages of the text. I love the way it sounds, "Group learning". Group learning to me means when a group of children grow and learn together. When one learns something new, the other children in the group observe that child and learn how to do what he/she has learned how to do or if a child has been trying to learn how to do something the others in the group will find another way to do it by experimenting and exploring the task ahead. I feel that group learning is something new and exciting for children to take part in. When reading the observations in the beginning of the text, I noticed they were of toddlers. I work with four and five year olds and I observe them playing in groups all the time. But if I were to take observations as one like in the text, I wonder what I would observe? What kinds of things would the children be learning? Will there be disagreements between the children? How will the children problem-solve? Will the children help each other if one child has a hard time understanding? How will they work as a team? What kinds of tools can I give to the children to work in a group effectively? Would they have a structured group learning time or free group learning time? All of these questions arise when I think of observing the children or helping the children in my class when they are learning within a group. I'm excited to actually observe the children in my class in group learning. How can I encourage children to work and play effectively during group learning?

As a parent, how would you feel if you were to receive a diary of your child while they were attending preschool? Would you ask the same questions as these in the text (pg.125-127)?

"Who is Laura?"

When I first started to read this book, I thought Laura was a teacher, as I mentioned in my blog before this. As I read other blogs I noticed some people thought the same thing. I wonder why this was? Was it because the picture on the page was of teachers, while the text said "Who is Laura"? But as I read the next couple of pages I then figured out Laura was a baby attending the preschool. As I look at the picture on the page and think of an answer why the authors or teachers put their picture there, I think they did this because the teachers in the picture wrote the diary of Laura. I think it is as simple as that. The teachers play a huge role in writing and documenting Laura's time at the center with this diary. They teachers are part of Laura's life. I think this picture shows the main teachers who work with Laura who also wrote her diary. They seem like they're looking at something in classroom or thinking about the set up of the classroom. They look like they are collaborating together and can work as an efficient team to support Laura's learning.

As I read when the teachers asked the parents about Laura's birth I was a little shocked, because it seemed kind of a personal question that I usually don't hear teachers ask parents in my center. But I do work with four year olds and Laura is a ten and a half month old so it would be necessary to ask about her birth, especially when it happened less than a year ago. Asking that question is a good way to learn about Laura and her parents. Talking about breast feeding, sleeping habits, and Laura's appetite can give the teachers insight about Laura's regular habits and daily life. It is advantage to ask these types of questions, because it gives the teachers a starting point at where they should start with Laura's development and learning. These questions are somewhat similar to ones my lead teacher asks new families that enter our classroom, except they are a little different. We ask about home and family life, sleeping and eating habits, words they use to describe something, how they ask for something, what words do they use to tell an adult that they need to use the bathroom, where they are developmentally and in their learning, and how they express their emotions. The questions are different, but they would be since it is at a different state of development and age.

"October 2: The Apple in the Kitchen"

I actually thought this story was interesting to read. It was such a simple story but something about it got my attention. I liked how the teacher engages with Laura and the other child, how she allowed them to go and explore something in the center, and how she encouraged them at a distance. The teacher didn't need to say anything to the children but at the same time she let them experience something new.

There could have been many reasons why the teacher left the children in the kitchen with the cook. She could have forgot something in the classroom, wanted the children to experience something on their own, step out and give the children time to explore, to see what the children's reactions would be like when she left, observe them outside of the kitchen, or to see what the children would do in the kitchen with the cooks. It could have been a curriculum decision. By doing this, the teacher could observe the children and see if they have an interest in food or cooking. If they were interested, the teacher could allow the children to come back to the kitchen again and watch the cooks make their food and they could also do simple cooking activities.

I think Laura is getting adjusted to being in the center. I don't think she is completely adjusted yet, but will very soon. It seems that she is starting to get comfortable in being at school and allowing herself to explore new things and branch off from the teacher in doing things independently.

What if a diary was used and writen in for each child in your classroom? What could be the benefits?

Reading the first couple of pages I was a little bit confused on what the book was about. I didn't understand who Laura was. Was she a teacher? When I got to page 29, I then realized who Laura was and what the text would be about. As I kept reading, it was very fascinating to me. I found it interesting how the teachers wrote in this diary about different things they notice about the child. It makes me think about what if we had this kind of diary for the classroom I work in. I think it might be kind of hard to keep a diary for 22 children, but it's actually something interesting to think about. All of the teachers could contribute to each diary, including aides and substitutes. The diary entries kind of remind me of anecdotal observations and running records. I really enjoyed the pictures in the diary. It makes the diary come to life and brings a face to Laura. I feel that this diary brings heart and passion to the work that the teachers do. It helps me to understand a different outlook on observations of children. I feel that this diary goes deeper and truly looks at Laura as a small individual ready to take on the world. Each little diary entry shows " a first" or a "new discovery" that Laura had done or accomplished. I really like this text and can't wait to read more of it.

What makes you a learner and a teacher?

When I think of blogs I think of people writing about things that interest them or writing about their lives, problems, and  current issues. I have used blogger before and I think it is a wonderful tool for school use. It brings new insights to the people we have a course with and allows communication on a different level than just laulima.

"Being with children offers countless moments and situations that test our understanding of their complex world, of ourselves, and of a broad range of issues related to learning and techers. As adults, our responses to these moments, especially those that press the limits of our own understandings, reveal the stance we take in the world as learners and teachers."

This statement is so powerful to me, because it is so true in my life. I feel that when I'm at work, sometimes I am being tested. I feel this way, because the moments and situations I encounter with the children tests me on a different level to challenge myself and go out of my comfort zone. I've never question the reason why I am in the early childhood field. I know I am in the right career. The situations make me go back and reflect upon my responses and actions towards the children. What could I have done better? What could have I done that would have a different outcome? What kind of responses did the children have? But I think that is part of working with children that challenges and tests us all the time. It's a process of trial and error. Because once I have seen the children connect an idea or accomplish something, it makes me proud of those moments that I work with children. These moments make me realize that I learn more about myself and the children as individuals. I become a learner and a teacher, which I am proud of.