Inspiring Teacher Quotes

In teaching you cannot see the fruit of a day's work.  It is invisible and remains so, maybe for twenty years.  ~Jacques Barzun

Teaching is the profession that teaches all the other professions.  ~Author Unknown

A good teacher is like a candle - it consumes itself to light the way for others.  ~Author Unknown

The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires.  ~William Arthur Ward

The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself.  ~Edward Bulwer-Lytton

Teaching should be full of ideas instead of stuffed with facts.  ~Author Unknown

We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family. Then we expect them to educate our children. ~John Sculley

The true teacher defends his pupils against his own personal influence.  He inspires self-distrust.  He guides their eyes from himself to the spirit that quickens him.  He will have no disciple.  ~Amos Bronson Alcott

A teacher affects eternity; he can never tell where his influence stops.  ~Henry Brooks Adams

Modern cynics and skeptics... see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing.  ~John F. Kennedy
I like a teacher who gives you something to take home to think about besides homework.  ~Lily Tomlin

A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers

Good teaching is one-fourth preparation and three-fourths theater. ~Gail Godwin

A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. ~Horace Mann

♥101 WAYS TO PRAISE A CHILD♥

WOW ♥ WAY TO GO♥ SUPER♥ YOU'RE SPECIAL ♥OUTSTANDING♥ EXCELLENT♥ GREAT ♥GOOD ♥NEAT ♥WELL DONE ♥REMARKABLE ♥I KNEW YOU COULD DO IT♥ I'M PROUD OF YOU♥ FANTASTIC ♥SUPER STAR ♥NICE WORK ♥LOOKING GOOD♥ YOU'RE ON TOP OF IT♥ BEAUTIFUL♥ NOW YOU'RE FLYING ♥YOU'RE CATCHING ON♥ NOW YOU'VE GOT IT♥ YOU'RE INCREDIBLE♥ BRAVO ♥YOU'RE FANTASTIC ♥HURRAY FOR YOU♥ YOU'RE ON TARGET ♥ YOU'RE ON YOUR WAY♥ HOW NICE♥ HOW SMART♥ GOOD JOB ♥THAT'S INCREDIBLE ♥ HOT DOG♥ DYNAMITE ♥YOU'RE BEAUTIFUL ♥ YOU'RE UNIQUE ♥ NOTHING CAN STOP YOU NOW♥ GOOD FOR YOU♥ I LIKE YOU♥ YOU'RE A WINNER ♥REMARKABLE JOB♥ BEAUTIFUL WORK ♥SPECTACULAR♥ YOU'RE SPECTACULAR ♥YOU'RE DARLING ♥ YOU'RE PRECIOUS ♥ GREAT DISCOVERY ♥ YOU'VE DISCOVERED THE SECRET♥ YOU FIGURED IT OUT ♥FANTASTIC JOB ♥HIP, HIP, HURRAY ♥ BINGO♥ MAGNIFICENT♥ MARVELOUS♥ TERRIFIC ♥ YOU'RE IMPORTANT♥ PHENOMENAL ♥YOU'RE SENSATIONAL ♥SUPER WORK ♥CREATIVE JOB ♥SUPER JOB ♥FANTASTIC JOB ♥EXCEPTIONAL PERFORMANCE ♥YOU'RE A REAL TROOPER ♥YOU ARE RESPONSIBLE♥ YOU ARE EXCITING♥ YOU LEARNED IT RIGHT ♥WHAT AN IMAGINATION ♥WHAT A GOOD LISTENER ♥ YOU ARE FUN♥ YOU'RE GROWING UP♥ YOU TRIED HARD♥ YOU CARE♥ BEAUTIFUL SHARING♥ OUTSTANDING PERFORMANCE ♥YOU'RE A GOOD FRIEND ♥I TRUST YOU♥ YOU'RE IMPORTANT ♥ YOU MEAN A LOT TO ME ♥ YOU MAKE ME HAPPY ♥ YOU BELONG ♥YOU'VE GOT A FRIEND ♥ YOU MAKE ME LAUGH ♥ YOU BRIGHTEN MY DAY ♥I RESPECT YOU♥ YOU MEAN THE WORLD TO ME ♥ THAT'S CORRECT♥ YOU'RE A JOY ♥ YOU'RE A TREASURE♥ YOU'RE WONDERFUL ♥ YOU'RE PERFECT ♥ AWESOME♥ A+ JOB ♥ YOU'RE A-OK-MY BUDDY ♥ YOU MADE MY DAY ♥THAT'S THE BEST♥ A BIG HUG ♥ A BIG KISS♥ SAY I LOVE YOU!

                          ♥P.S. A SMILE IS WORTH 1,000 WORDS♥

Multiple Madness: Together is Better

Multiple Madness: Twin Classroom Separation



As humans we use our hands to perform many of life's daily routines. We use our hands to perform tasks such as writing, playing video games, participating in sports, cooking, and let's not forget the joy of hugging our children. The tasks we perform may seem very simple and sometimes may even be taken for granted. But imagine if you awakened in the hospital to find your dominant hand severed from your body! Do you feel this would result in emotional trauma? Now think of the task performed earlier, Do you believe writing, sports and bonding opportunities would prove more difficult? Twins who have been together since birth are abruptly separated by education personnel once they reach Kindergarten. School officials should reevaluate the belief that separation is better, acknowledge the scientific evidence that separation can be detrimental, and allow flexibility in the classroom placement of multiples.


Many school personnel believe that separation of twins and other high order multiples is beneficial. This belief is based on the theory that separating multiples will promote individuality and allow less pathological dependency on their twin counter parts. Studies concluded that 92% of teachers and personnel were for twin separation stating it was "better for the twins individual development", though no study has proven this assumption. 6.9% of teachers did not feel it was necessary to value the children's opinions while triple the amount of parents thought their children's voices should be heard (Beauchamp & Brooks, 2003). This difference places parents and teachers in a twin war battle. More than 86% of twin parents are in favor of common placement of their multiples. A study by Segal and Russell in 1992 concluded that nearly 84% of twins worldwide between the ages of 6 and 12 were separated in school. A parent survey provided findings that 80% of children were never separated before school. These results can be quite disturbing if we look at the fact that 1/3 of the parents of multiples reported that their twins were unhappy with this separation (Segal & Russell, 1992). A further study involving multiples indicated twins really wanted to be in the same classroom as their sibling.


Many multiples do develop an almost inseparable bond but this bond occurs years before children begin school. Identity development has already taken place and likewise the strict law of classroom separation should be put into question. A study performed by Pauluszny and Gibson in 1974 separated twins in preschool. This study believed that it was more of an advantage for twins to be separated to develop identity and to decrease mutual dependency. However a footnote at the end of this study read: "Referred for treatment because of neurotic issues". This makes these findings questionable because it did not provide any findings for twins without neurotic problems (Beauchamp & Brooks).


There was a study done with nonpathological twins that showed the bond between multiples was not related to social or intellectual functioning. The study concluded that the separation of twins has no benefits. Common placement of twins provides positive social and cognitive development, not social isolation as believed. A study performed three decades ago by Robinson in 1999 later showed that companionship of multiples was related to parent perceptions of twin dependency or decreased social development in nursery school. Robinson further concluded that twins who were separated as early as preschool showed not significant improvement of being independent of one another (Beauchamp & Brooks). Robinson stated these findings counteract with previous stereotypes of twins.


Many authors believe that twins and multiples are displayed to the media as a phenomenon, and sometimes seem to be viewed as an inseparable unit. Teachers, parents and society often treat twins different than singletons, or single births. This also may cause "twin-ship" ( the state of being a twin) to increase popularity and social characteristics of the individuals involved (Beauchamp &Brooks). Authors many times examine only the area of twin psychology that involves excessive dependency and loss of identity. When reading this type of information it is easy to assume all twins will have pathological issues. This false theory arises from the way that others view twins. In contrast, there is no difference in the social/emotional or behavior issues between twins and singletons. Interesting enough twins have a decreased incidence of behavior and suicide rates than singletons have (Beauchamp & Brooks). American and English parents believe that common placement will allow twins to be comforted and feel more secure when in the presence of their twin sibling. The policies of school officials are based on stereotypical views of twins and do not reflect true twin relationships.


After school officials understand that there is no proven evidence that separation is better for multiples, they must acknowledge however, there is ample evidence to prove separation to be detrimental to children and parents of multiples. Many articles written by parents of multiples refer to the emotional turmoil their children experiences being separated for the first time from their parents and twin sibling. Parents also felt emotionally raped by having to witness their twins being separated for the first time in many of their lives (Faulkner, 2009). Studies conducted show that separation of multiples also causes anxiety and academic struggles, especially when divorce is an issue at the time as well. Research has proven many twins may need to be within eyesight of one another just to relax (Bruno, 2008).


Parents of multiples go through a decision making process that singleton parents will never experience. Some of the decisions they have to make involve separate/common classroom placement, peer comparison, dependency, as well as educational abilities. These decisions can be some of the hardest parents of multiples have to make, yet studies report parents feel they have little information or help making this decision (Beauchamp &Brooks, 2003). It is reported that parents of twins are more likely to disagree with schools over any other service provider. One parent, Kathy Dolan when as far as to say " We are not a bunch of whining parents, principals are ignoring the research at hand. It comes down to nothing but discrimination and old wives tales". Dolan continued "I needed a doctor's note to keep my children together in kindergarten. After my battle I founded Twinslaws.com to push for laws in every state." After hearing these words from a mother of twin boys, you can imagine the difficulty of the situation. As if this weren't enough, parents of multiples are subjected to perpetual stress, both physical and psychological, that singletons parents will not undergo. Twin parents are clobbered with the double blow of having enough time to participate in events, resources and special programs for twins. School officials and child psychologist should be aware that an additional child may place additional stress on families, making twins more likely to be neglected than singletons (Beauchamp & Brooks, 2003). Primary school parents regularly reported that there is insignificant knowledge and training for educational issues involving twins. A study concluded only 34% of teachers indicated twins were mentioned in training. When twins were mentioned it only involved genetic issues not twin education (Beauchamp & Brooks). This may provide evidence that many teachers are not equipped with the proper knowledge in educating and development of twins. Parents and teachers agree on the fact that common placement of twins allow teachers to gain more knowledge of family dynamics and how twins respond to one another.


Finally, once school officials acknowledge the evidence that separation can be harmful and has no proven benefit, the value of flexibility in decision making for twin placement should be brought to attention. With new medical advancement in fertility and women starting families later in life, the amount of multiples has increased dramatically in recent times. According to the National Center of Health Statistics the rate of twins and triplets nearly doubled over a ten year period!


Statistics show that many school officials have began to reconsider the separation policies and allow parents and children to have a say so in placement. Minnesota in 2005 was the first state to pass a twins law allowing multiples in the same classroom. Georgia and Texas soon followed. Since 2007 five states have approved regulations that require public schools to respect the request of parents on common placement of multiples. This brings the number of states that maintain this law to nine. These states are Massachusetts, New Jersey, Pennsylvania, Louisiana, New Hampshire, Georgia, Texas and Minnesota. The law is currently pending in the states of New York, Virginia, South Carolina, Missouri, Michigan, Maryland. Parents are required to make requests for placement within the first fourteen days of the school year. Though it may seem that parents have the final say in the states with laws passed, school officials still reserves the right to request separation if the placement chosen is distractive (Larche, 2007).


Many supporters of these laws insist these laws are obsolete and should be an incident of the past. An organization called the Mother of Twins Club Inc., is positioning for a flexible placement policy to be put into effect (Faulkner, 2009). This policy asks schools, parents and children to make a decision on placement based upon a case by case situation. The policy wants to focus on twins needs as individuals that will allow proper growth and ease separation anxiety for parents and children. "No single policy can address all twins situations" states editor in chief of Twin magazine, Susan Alt. Segal later adds " School officials need to consider twins placement on a case by case basis" (Louise, 1999).


As parents, school officials and psychologist work together to consider this critical decision, parents can ask themselves questions to be able to help in the process. Some questions that may need to be considered are: Is one child more dependent on the other?, Do children play with others?, Are children on the same education levels?, Do children want to be in separate classrooms?" (Louise, 1999). Answering these questions will provide much insight on a case by case basis on the placement of twins.


Twins indeed share a special bond that many of us will never have the joy of experiencing. They are viewed by society as a phenomenon that is truly amazing. We as a society should not presume that because of their unique nature that they should be automatically separated for reasons of false benefit. Recall the example of the loss of your dominant hand. If there was no benefit to the loss of your hand would you still want doctors to remove it? No doubt we would all want doctors and staff to consider our feelings so that together the best ultimate decision can be made. Twins and their parents would appreciate the same respect.




References


Beauchamp, H. & Brooks, L. (2003). The Perceptions, Policy, and Practice of Educating Twins: A Review Psychology in schools, Vol. 40, p4
Retrieved October 1, 2009 from the Kaplan University Website: Academic Premiere

Bruno, L. (2008). Should twins be placed together?: More parents want laws to halt separation. U.S.A. Today, Section: Life,p.7.
Retrieved September 10, 2009 from the Kaplan University Website: Academic Premiere

Faulkner, C. (2009). Placing Twins in school: Guiding parents on whether to separate or place twins together in school. Child and Adolescent behavior letter, Vol. 25, No. 3.
Retrieved September 9, 2009 from the Kaplan University Website: Academic Premiere

Larche, S. (2007). From the Twin Cities to "Twin" States: Legislating the Classroom Placement of Twins and Other Higher Order Multiples. The Marquette Law Review
Retrieved October 5, 2009 from the Kaplan University Website: Academic Premiere

Tutelian, L. (1999). Twins: The Separation Question.
Parenting Nov99, Vol. 13 Issue 9, p257, 2p, 2 color
Retrieved October 5, 2009 from the Kaplan University Website: Academic Premiere

 

Quotes About Children

Children are our second chance to have a great parent-child relationship ~ Laura Schlessinger



Whatever they grow up to be, they are still our children, and the one most important of all the things we can give to them is unconditional love. Not a love that depends on anything at all except that they are our children. ~ Rosaleen Dickson


Children will not remember you for the material things you provided but for the feeling that you cherished them. ~ Richard L. Evans


If you want children to keep their feet on the ground, put some responsibility on their shoulders. ~ Abigail Van Buren


Children have to be educated, but they have also to be left to educate themselves. ~Ernest Dimnet


Children begin by loving their parents; after a time they judge them; rarely, if ever, do they forgive them. ~ Oscar Wilde


Every child is an artist. The problem is how to remain an artist once he grows up. ~ Pablo Picasso

Parent Involvement: How to Increase it

   

                                                         

As an early childhood professional I feel parent involvement is essential to children's success in learning. In many Head Start programs today parents are encouraged to participate in classroom activities and decision making in school programming. Head Start ensures parents hold many positions on the governing board to allow  (Head Start Bureau, 2004).

            I believe  teachers and parents need establish a close friendly partnership from day one. Parents and teachers should set guidelines and expectations of one another that will encourage children's proper growth and development. Teachers should review and continue to follow all NAEYC guidelines. Directors should ensure the center has a warm and inviting atmosphere. Parents should be involved in several areas of the center and their insight should be valued as their children's first teachers (Follari, 2007). Communication should be open and effective.  Teachers should communicate the positive and not just the negative (Follari, 2007).

            Suggestions to increase parental involvement would be for center directors to hold open house to meet parents and establish a warm relationship before the school year even begins. The initial contact with parents should be positive. Teachers should appreciate diversity and cultural differences of families and may even greet parents and children in their own native language to establish a special bond. Teachers should encourage parents to be involved in the classroom by volunteering to do things such read stories to the class or volunteer to help out at the center (IE: picture day). Centers can create questionnaire's for parents from time to time to see if parents have any suggestions that could make the center more successful. The center's atmosphere should appeal to parents and support family involvement, offering a parent resource center full of information. Center directors can create a center website that can be broken down into classrooms and allow teachers to interact with parents on a parent page. The communication between parents, teachers and directors should be open and positive. Weekly newsletters can entail what is happening at the center, discuss classroom themes, projects, and teacher/student birthdays. The center can strive to schedule events around parent work schedules and lunch breaks.

                                                Parent Involvement Plan


1. Parent/Teacher Conferences:

This should be planned by the teacher. The teacher should set up conferences with parents and allow a flexible schedule for conferences. There should be time slots available in the morning and the afternoon. There may be a conference sign up booklet, placed by the classroom sign in. Center directors can arrange childcare for parents that are in a conference. They may also provide a few activities for parents who are waiting to be seen by the teacher for conference. The teacher will encourage parents to sign up for a conference as to discuss their child's progress. The conference information and request may also be available on the classroom web page.

2. Classroom Reading Program:

This program can be discussed at a parent/teacher meeting and a parent volunteer can create a log to have family volunteers alternate reading to their child's classroom. Parents and volunteers may want to wear their uniform to read if they have a job of interest for instance a community helper (firefighter, police officer, grocery store worker etc.). This will be an ongoing parent involvement that can last all year. This announcement can be in the parent resource center, on the classroom website, as well as mentioned by the teacher. Teachers can also have a parent board in their classrooms with parent information and "what we did today" information. A list of books can be displayed and parents can sign their name next to a book for that week.

3. Center Newsletter:

The director can create a center newsletter with information on what is happening in the center for the week. Teachers can also contribute each week in an area of the newsletter for their classroom. Important information about health and safety issues, birthdays, themes of the week and field trips may be included. Newsletter's can be placed in children's cubby every week and posted on the parent board. Have the newsletter available on the school website.

4. Classroom Website:

Teachers can create their own classroom website to keep parents informed on what happening in class. The website can display picture of the children in center areas as well as pictures of children's art work. Parents will be able to interact with their child's teacher and ask questions.

5. Classroom Monthly Email:

Teachers will email parents information on what occurring at the center. The will provide them with insight on the upcoming themes of the month and provide positive parenting techniques. Teachers may provide information on upcoming parent workshops and meetings.

6. Volunteer Program:

Center directors can establish a volunteer program for parents to come and help out in the classrooms. Parents may volunteer as a field trip chaperone, help with picture day and other special events.

7. Parent Resource Center:

Directors and Teachers will provide information on area such as child development, health and safety issues, children with disabilities, local help programs such as WIC, Social Services and the Health Department for immunizations. This area may contain pamphlets, magazines, brochures and more.

To maintain safety

                           *Please Use this only as a guide to help you with your CDA*

With many mother's opting to work outside the home children are spending more time in child care centers than home (Maratoz, 2009). This makes it a crucial need for childcare facilities to provide an enriched learning environment that allows young children experiences that will promote development. These facilities should encourage social/emotional, physical, cognitive and language skills in a safe and clean environment. To maintain a safe, healthy learning environment for children I provide proper supervision, follow safety guidelines and use proper sanitary practices in my classroom.


To maintain proper supervision of children I always stay in the my state appointed ratio or the amount of children per adult to keep children safe (Vi-Nhuan, et al., 2006; Wishard, Shivers, Howes & Ritchie, 2003). I work with children ages 16-24 months. My state ratio in Virginia is 1:5. During the day I usually have a co-teacher in my classroom. Research suggest that smaller groups benefit the children's care (Burchinal, Howes, & Kontos, 2002; Munton, Blackburn, & Barreau, 2002). I also keep head count sheet updating this sheet every 15minutes. The head count sheet provides a list of children's names and when updating you do a "name to face check" to make sure all children are accounted for. I make sure children remain within my sight and sound. I am careful not to have children in "blind spots" which could be in a corner or behind something that I cannot visually see in the classroom. When outdoors I am careful to count each child before walking outside and once outdoors count the children again to make sure everyone is accounted. I walk around the play area constantly as I interact with the children so that I know where each child is at all times.

After making sure all children are properly supervised at all times I include developmentally appropriate activities and toys for my toddlers. I follow all guidelines to inspect toys for broken or sharp pieces. I am conscious that no toys pose a choking hazard to the children in my care. All toys are kept organized as not to cause any tripping hazards in the classroom. Duplicate items are available for children. The children are provided with a large comfortable place to play and explore. Children may be provided with push/pull toys as well as fill and dump toys. All cords on toys that could cause strangulation are removed. All toys will be tested with a toilet paper roll. If the toy can fit down it, it will be kept out of reach due to becoming a choking hazard. Toys on the playground may be large push and pull toys. The playground may have a slide but be covered with mulch, or some soft material to account for falls. The playground will be thoroughly inspected for any choking or other hazards before children play.

The childcare site provided for my children will be in an area that is large and kept at a comfortable temperature. Large furniture pieces should be securely grounded. Windows that are low should be made out of safety glass for the event hey may break, also colorful items may be placed on windows to discourage toddlers from bumping into them (Martoz, 2009). Quality lighting is crucial for the class and hallways. Are quality should be considered. The use aerosols should not be used around children (Landrigan, et al., 2004; Daisey, Angell, & Apte, 2003).The National Health and Safety Performance Standard recommends 50 square feet per toddler outdoors (APHA and AAP, 2002).The facility will have at least two exits in each room and exits should be labeled. There is an evacuation plan in order, along with regularly practiced fire drills. The playground will be away from any heavy traffic areas and other items that may cause concern. Play areas should also be fenced in and have a workable lock for safety.

To keep the facility safely maintained all items such as cleaning supplies are kept away from the children. Chemicals are labeled and in proper bottles. I do a thorough check around the classroom and outside of center to inspect for any broken items, cords that are in the way, and outlets not covered. A daily form is completed to insure a walk thru of things that can be fixed immediately or soon a s a maintenance tech arrives. This could be light bulbs out, fridge temperature for infant bottles. Any items that may cause a danger will be removed. In the summer and spring months the playground is inspected for bees nest or other seasonal concerns. Daily health practices are done as well. The use of proper hand washing is encouraged for all teachers and students. Toys and surfaces are sanitized regularly. Health alerts are sent out to inform parents of any contagious illnesses they may have occurred in the classroom. I also keep a first aid kit available and keep up to date on first aid and CPR classes.

As teachers we should remain aware that we are not only here to teach children but to provide proper supervision, appropriate activities, and follow state guidelines for the children in our care. Children thrive when their surroundings are met with love nurture and care. A clean and safe environment is essential to the proper learning and development of young children.

Beginner Tips for the "mamarazzi" or "paparazzi" in you: Capturing better pictures of your little one

Tip#1 Stooping to their level!

When photographing children getting down to their eye level makes your photos appear more warm and inviting.

* It can be great to change angels for a more creative approach. Zooming in and out can add a variation of compositions.

Tip #2 What that in my eye?!

Ever took photos of your child and their eyes looked red? Well red eye is normally caused by improper lighting in the room.  To reduce red eye in photos try to turn on more lights in the room. If there is no additional lighting, you may want to opt for taking your photo outdoors.

* You can also reduce red eye by not having your child look directly into the camera.

Tip #3 My flash is 2 faced!! (friend or foe?)

Well this can go either way. Most camera flashes range from about 8-10ft. So this means if you are too far from your subject your photo will appear dark. If you are too close to your subject then the flash will cause your photo to be too bright. Flash can cause harsh light and shadows on your subject. A fair neutral would be to step back from your subject and then opt for zooming in. That way the flash will be distant but you will still have the close up shot you want.

Tip #4 It’s a bird, it’s a plane, no it’s the freaking sun in my eye!

There is nothing worse  than trying to get out in  midday to do photos. Like the flash the sun will cause harsh light and have everyone in the photos eyes squinted. If you have to shoot in sunlight you should either have the sun to the back side of your subject with the sun to the side of the camera. You can also find a shaded area and turn your flash on for a fill flash.

Tip #5 Feeling a little Under the Weather is a good thing!

Cloudy days may wreck havoc on your afternoon plans but are a great opportunity for some really unique photos. The sunlight is diffused and this will help your colors look more vivid. It will also add interestingness to your photos.

* Rain can also make fun portraits with kids. Just be sure to cover your camera (you can wrap it in a plastic bag and make a whole for the lens).

Tip #6 Get out of my background!

Backgrounds can play a huge part of some photos. It is best to move distracting items out of the your portrait background. When shooting outdoors try to find an attractive area with few distractions.

* Remember to look out for items that seem to be sticking out of people's heads. Phone polls, trees, buildings etc.

Tip #7  Where You at?!

Sometimes placing a subject off center is a more pleasing approach. Think of your view finder as a tic-tac-toe board divided into thirds. Try placing your subject on one of the intersecting lines. If for some reason you cannot get a pleasing shot like this, you may be able to crop it later.

Tip #8 This is Child's Play

The best way to get unique or nontraditional photos of your child is by catching them while they are busy. This could be playing outdoors, engaging in their favorite pass times, or running around at the beach.

Tip #9 Just be yourself

So when we're about to go on an job interview or first date, what's the most common advice  parents give?.. Just be yourself and you will be fine. Why does this advice go out the window at photo time? Children have short attention spans and will not stay posed for long. The one thing that drives me bonkers during my shoots is a parent who gets frustrated  because their child will not stand there and smile. The child gets in a bad mood ( hate me for being there) and views picture taking as a dreaded task. Their smiles come across fake (because they are), if you even get one at all.

* The best tip for this is to allow your child to take some silly photos tongue out, cheek filled with air, sing, dance whatever floats their boat! Then sneak in a few pleasing shots along the way.

Tip #10 Ugh Mom not Again!

So honestly, no one in my house likes to take photos anymore. Therefore I have to venture out for new subjects every day. Seriously the best way to have more great photos is to take more photos. With digital cameras today there is no excuses. All you have to do is press delete and try again. Don't just wait for special occasions. You can't get good at something you only do a few times a year.  If you find yourself at the point I am with my camera, you will drive your kids crazy. Just consider it being a good role model for the saying: "persistence is the key to success".

Hope you enjoyed these tips and good luck with your photos. Check back regularly for more tips for better photos!

To advance physical and intellectual development

             To advance physical and intellectual competence, I incorporate age appropriate activities in my classroom. These activities provide infants and toddlers with daily opportunities for growth and development. One way I support physical advancement in non mobile infants is by encouraging them to roll from front to back. I do this by placing the child on the floor, bending one knee and arm and then gently rolling the child. With older mobile infants I provide activities such as fill and dump items on a low table so that the children may stand and play. This will help children to learn to keep their balance and stand alone. To promote physical development in toddlers I encourage the use of their feet to move riding toys. I even use meal time for strengthening fine motor skills, as I encourage toddlers to fold napkins at lunch time, praising them for their efforts.
To support advancement in cognitive learning I provide a variety of age appropriate activities that will promote curiosity, exploration and problem solving. An activity that I perform with young infants is the game peek-a-boo. This improves infants cognitive skills by teaching them object permanence, or that an object still exist even when not in sight. With older infants I enjoy playing a game called find it. With this game I let infants watch as I hide a toy, then ask if they can find it. This activity displays intellectual growth by using memory to find the item hidden. An example of creating cognitive development in toddlers is by showing toddlers a large circle. Then taking them for a walk around the room finding items that resemble a circle.
I provide several opportunities to promote both verbal and non verbal communication for children in my classroom. One way I support communication in young infants is by placing two infants on the floor. I provide a variety of interesting toys that the infants may rattle, squeeze, or bang. This allows infants to verbally coo and babble at one another or simply just watch and smile. For mobile infants I encourage language by having family pictures posted on a family board. I point to family members and say "mama and dada". I then encourage infants to repeat me. I support language and communication practices with toddlers by singing songs and interacting with finger plays. I provide a diverse atmosphere utilizing songs from different cultural backgrounds.
To support creativity I provide many experiences for children to express themselves through play, art, music and rhythm. I know that it is the process not the product that is truly important. I allow children to see the world through their very own eyes which may include purple trees, pink skies, and even frogs that fly. I ask many open ended questions to allow children to imagine and create leaving their mind to hold the endless possibilities.

To Maintain a commitment to professionalism

          *Please Use this only as a guide to help you write your competency statements and goals for your CDA*

          To maintain a commitment to professionalism I welcome opportunities that provide professional growth, serve as a children's advocate and follow NAYEC ethical guidelines for the early childhood field. As an early childhood professional I believe that teachers are life-long learners. In my junior year in high school I enrolled in a two-year occupational childcare course. This course gave me a hands on experience, working directly under a teacher in a preschool setting. I supervised snack, created art activities, and lead the class in circle time. After finishing high school I went on to  receive my Early Childhood Certification from Cardean University. I am Medical Administration Training (MAT) certified, and  First aid and CPR certified as well. I attend childcare training seminars whenever they are available in my area. I subscribe to parenting magazines that have lots of information on children's development and timelines of milestones. This magazine helps provide me with ideas to use in my classroom. I also share these magazines with the parents in my class. I feel I have acquired the knowledge and skills to work successfully with all children and families including those with special needs and multicultural backgrounds.

          I serve as an advocate for children and strive to encourage parents to become advocates for their own children as well. I value keeping the communication lines open with parents and I encourage them to be involved in decisions made around the center. This includes decisions that both affect their child directly as well as the center as a whole. As an advocate myself I stay involved in the early childhood decision making in my state. I write letters to encourage or discourage decisions that are being made on the behalf of children. I also help my coworkers get involved in advocating. I share new information I have learned with them and encourage them to share new information with me.

          As a professional I adhere to all NAEYC code of ethics and am dedicated to the statement of commitment. I keep all parental information shared with me confidential. I also uphold all health and safety regulations and make children's well-being my top priority. I remain trustworthy to children parents and staff at the center. I also respect family diversity. This includes but is not limited to cultural differences, orientation, or economic status. I encourage individuality in children. I treat each child with respect and help them to build a positive self image.

         

Is Your Child Safe? Accident Prevention Measures

Did you know that accidents are the leading cause of injury and death to children in the United States? As a  Health & Safety Coordinator for Knowledge Learning Cooperation for several years, I would like to share with you some accident prevention measures that will help insure the safety of children in your home.

Basics
* Learn CPR and first aid for infants and young children
* Keep a first aid kit on hand in case of injuries
* Find out if your home has lead
* Install safety outlet covers
* Never leave children unattended
* Have emergency numbers immediately available
* Do not let people smoke near baby
* Keep children away from windows

Precautions
* Never treat medicine as candy
* Label products and always check labels before giving or taking any medicine
* Destroy discarded medicines
* Keep all poisons in original containers

Common Poisons Ingested
* Asprin and other salicylates
* Contraceptive pills
* Iron pills
* Pesticides
* Disinfectants
* Laxatives
* Furniture Polish

Nursery
* Be certain that cribs are in good working condition and meet national safety requirements
* Always keep sides of cribs up while child is occupying it
* If toys are tied to crib, assure that strings are short and tight so child does not tangle himself
* Be aware of all safety recalls on toys and other baby products
* Be sure matress fits snug into place to prevent suffocation and strangulation
* Remove all toys, pillows and comforters from sleeping area
* Install window guards on windows (unless it is a designated emergency exit)
* Install a smoke detector
* Use flame-resistant pajamas
* Remove all cords and wind-ups on blinds out of children reach
* Be sure that toys are age appropriate for your child
* Never give infants and toddlers toys that have small or removable parts
* Be sure toys do not have any sharp or rough edging


Family Room
* Install and maintain  smoke detectors and carbon monoxide detectors
* Plan and practice a fire escape plan (it is also helpful to post plan)
* Bolt heavy furniture such as the television and book shelves to the wall
* Keep clutter off of stairs and out of hallways
* Keep loose electrical cords out of reach
* Be sure electrical cords are not frayed
* Install edge protectors on edges of furniture
* Store unloaded hand guns and rifles in a securely locked cabinet and use gunlocks, lock boxes, or gun safes
* Install safety gates on both ends of the stairs


Kitchen
* Cook on back burners and turn pot handles towards the stove
* Keep hot meals in the middle of the table and be aware of hot grease splatter while cooking
* Keep appliance cords such as coffee makers out of reach
* Place poisons such as cleaners and pesticides in a locked cabinet or out of reach of children
* Keep a fire estinguisher on hand
* Be sure plants that may be poisoness are out of reach
* Post emergency contacts near phone
* Store knives and other sharp utensils in a drawer with child safety locks
* Keep hot beverages out of reach of children
* Never carry a child and a hot beverage at the same time
* High chairs should have a wide base to prevent tipping, safety straps and tray for baby


Bathroom
* Use slip-resistant strips in the bath tub to prevent slippery falls
* Lock medicines and sharp objects such as razors out of reach
* Supervise children in bathtub at all times
* Place safety locks on toilet lids
* Hot water that reaches 140*F can cause third-degree burns in just 5 seconds
* Set water tempertaure to 120*F or less
* Bath water should not exceed 100*F
* Keep electrical appliances stored away from water in locked cabinet
* Keep all electrical appliances stored away from water in locked cabinet
* When turning on faucet on cold, then hot water
* When turning off faucet turn off hot then cold water
* Do not place children in bathtub while the water is running
* Be cautious of small objects such as peas, buttons, popcorn, beads, nuts within children's reach


Car 
* Be sure your child's car seat is approved by law
* Follow manufacter's instructions for installation or have a certified safety seat tech install the seat for you
* Always place the safety seat in the back row
* Never use a safety seat in a seat that may release an air bag
*The National Highway Traffic Safety Administration recommends booster seats for children until they are at least 8 years of age or 4'9" tall.

References
Riverside Health Inforamtion: Accident Prevention Birth to 12 Months (2010)
Virginia Department of Health Caring for Your Baby: About Newborn and Infant Care (2005)
Prevent Child Abuse: Virginia