Workers and Child Care – Choose high-quality care when parents have to go!

Parents often ask what they need to look for when choosing young people when they need to go to work. The answer to this question depends on their expectations, requirements, scheduling needs and the budget of the supply. In this article, a list of the most frequently asked questions of parents, as well as answers from a professional point of view, have been compiled. I will also discuss some basic information about early childhood so that parents can be educated to decide who chooses to take care of their children when they are to be kept away.

It should first be noted that there are two types of care for young children: 1) to ensure that children are healthy and safe; and 2) ensure that children are healthy and safe while providing educational opportunities that prepare children for formal education (grade K-12) and everyday life. Secondly, parents need to understand that at birth the brain is not fully developed. In fact, a huge amount of learning takes place in early childhood (at birth for seven years). Consequently, the type of nursing parents, the care of children's health and safety, and whether provision contains educational opportunities, the primary care provider must understand at least "best practices" and use healthy children.

Child Development Professionals study and use empirical research to describe best practices. Best practices are those that address the development needs of the "whole child". The "whole child" consists of five distinct selfs, each of which must learn the specific skills needed to make the children have the full potential. These include: 1) the cognitive self – the part of the child who thinks, solves the problems, judges and senses or interprets the information. All of these tasks require special skills that develop in early childhood; 2) creative self – the part of the child that creates new materials from existing materials. Today, creativity in America is severely undervalued, yet the healing of diseases, the solution of the nation's most complex problems and all the comforts of mankind are the result of creativity. Children should be given materials that allow them to create their own masterpiece without being criticized if adults want to grow up and think outside the box; 3) the emotional self – the part of the child that feels (sad, happy, frustrating, angry, etc.). Children learn to control their emotions or they can not understand their emotions in early childhood. Primary caregivers of young children have much to do to develop appropriate emotional control skills; 4) the social self – the child's interaction with others. Children from their caregivers learned in their childhood learn proper and inadequate social skills; 5) the physical self – the part of the child who navigates the body through the physical world. Physical skills include crawling, walking, running, writing, coloring, drawing, and so on. These skills start from the beginning and build on each other. Therefore, early physical skills are indispensable to the development of tomorrow's physical skills. Of course, young children also have physical and biological needs, such as nutrition, medical care, proper nursing and a safe and warm environment

Different skills related to five heights begin to evolve early in childhood. These skills are developed by primary care providers for children in the early years of development. Primary caregivers are models of children and primary carers respond to the various needs of young children, including their bad spirits and mistakes, and effectively deliver huge messages to children. These messages may have a positive or negative impact on children's brain development; AND these effects have long-term consequences for children. The information that children learn (for example, I am competent, as opposed to incompetence) with primary caregivers are hard to get into their brains during early childhood development and set footprints for their entire life cycle. The common mistake faced by parents is that they believe their young babies need someone who nourishes, changes their diaper and keeps them safe until parents are away. While these care tasks are important to children's physical needs, these behaviors alone do not ensure the cognitive, creative, emotional and social needs of developing children.


Q1. What is the difference between childcare and kindergarten education? While these definitions are slightly different, most agree that childcare is primarily used to care for children's health and safety. The nursery / pedagogical care aims to provide children with health and safety while providing carefully designed curricula that prepare children for formal education (K-12) and real life situations. Many believe that preparing children for formal education means that young people are taught alphabet, numbers, and simple figures, although this is only partially true. Young people need to learn the right social skills and emotional regulation in order to succeed in formal classroom environments, educational institutions and everyday life. To the extent of learning cognitive (thinking) skills, creative, emotional, social and physical skills, the extent to which they can successfully navigate through formal educational settings

Q2. Who is eligible to work as a kindergarten / pedagogical teacher? Each state is different, so it is important to contact your country with the local representative office of the Education Office to get to know the specific requirements of the state in question. In California, those looking for California Pre-K Credential, also known as the Permit, are entitled to work as nursery pedagogues 1) get early childhood education; or 2) complete a specific course in early childhood education and a specified number of daily working hours in a specified early childhood educational institution.

Training and education for Pre-K teachers is expected to support knowledge in a number of areas: 1) child development, typical and atypical; 2) identify the cognitive, creative, emotional, social and physical development of children in long-term and short-term educational purposes; 3) making monthly, weekly and daily lessons; 3) curricula of interest to children, entertainment and education; 4) use appropriate child guidance to determine the boundaries of children; 5) working with families as a member of a team; and 6) creates deep sensitivity and ability to cooperate with children with different abilities, temperaments and personality. In all these areas, teachers teach empirically-supported strategies that prove they do not hinder children's learning, even if children are frustrated, are struggling, or have bad intentions.

California State.

Level 1 – Minor teachers spent 108 hours in early childhood studies.

· Level 2 – Pre-college colleagues spent 216 hours in early childhood education [3] – Level 3 – Pre-K teachers completed 432 hours of early childhood education and approximately 287 hours of general education Pre-K teachers have completed 432 hours of training in early childhood studies, about 287 hours in the general education course, and further courses have been conducted in early childhood education, including high school math, in specialized areas (eg infants / toddlers, school age, etc.). Note: Level 2 and subsequent levels can be left alone for children enrolled in classrooms and are responsible for curriculum development and implementation in Pre-K settings

Q3. Why is the quality of education and training important when choosing or asking a Pre-K teacher for your child? The school's contingency curricula are implemented through well-designed, playful activities and aim to enable toddlers to develop effectively: 1) cognitive, 2) creative, 3) emotional, 4) social and 5) physical skills. Vocational pre-school teachers understand how they can help children see their mistakes as an opportunity and how they use the bad services of children to promote the proper social behavior and emotional regulation of children. Well-trained and trained Pre-K teachers understand that adults interacting with children actually shape their brains throughout their life cycle.

Q4. What is the relationship between parent-child interactions and teacher-child interactions and the child's developing brain? The child's brain is most common at birth and at age 7. During this time, the young developing brain is similar to the computer's hard drive. Adults who spend most time with young children (such as parents, caregivers, teachers, etc.) are most affected by developing the brain. These adults deliberately or unintentionally teach the child that they are lovable, worthy and successful in different situations and situations. In other words, adults who spend most time with children are programmers of developing brain. Because of the nature of the brain it is almost impossible to program early learning. Parents, carers and teachers who punish them (for example, shaming, stigmatizing, humiliating, disturbing, and weakening children) make them believe they are useless, valuable, bad and that there is something wrong with them. Overall, the brain's hard wiring determines the footprint of the child's entire life cycle.

Q5. What is the difference between positive childbirth and punishment? First, it is important to recognize that when children behave badly, their purpose is bad behavior. Regardless of whether children have physical or emotional needs that are not being met or whether they are exploring their environment because they want to know about it, all of them are the reason why the behavior of children is sometimes unsafe, annoying or inappropriate. While child custodians need to be safe, help to learn the right social behavior and help develop emotional regulation, it is important that adults fulfill these tasks while protecting children's self-esteem, self-esteem, self-understanding, efficiency, autonomy, industry and many other features that children need to develop and maintain to be as high as possible

Tip 1: Instead of punishment, it provides positive child counseling to help children develop emotional regulation and good social behavior without having children, that they do not like, by their nature are bad, worthless, and never can achieve their goals in life or can succeed in life.

Tip 2: Positive child counseling means that children develop social skills, learn how to regulate emotions, develop healthy behavior, and develop healthy, effective cognitive skills while providing healthy self-esteem and self-confidence. The punishment is contrary to positive child counseling.

Q6. Could you show an example of positive children's guidance and discipline? Yes. In a positive childhood, we simply tell the child what we want. In punishment, we tell the child what we do not want, and often, even if they do not physically harm children, adults can make statements that make children feel bad. Psychological abuse is defined as a behavior that affects children and may be afraid of mistakes. Children who are afraid of making mistakes are afraid to discover, create, or think outside of the box that they will be scared. Research, creativity and longevity were all part of life and learning and practically all comfort for mankind.

Imagine a little kid getting up in a chair. It's up and the whole room looks very interesting. Maybe you'll jump off the chair and the floor. "Wow" – you think, that's fun. The teacher or parent has different causes and is overturned. The chair can not be used as a springboard; the child may be injured; and perhaps the adult is upset in life that has nothing to do with the child's behavior. However, the adult raises up and asks the child, "What's wrong with you? How many times do I have to tell you? Do not you know how to listen?" This type of assertion suggests that the child has a problem.

With positive child counseling, adults can help children build knowledge that is useful for other periods of their lives. Positive childbirth limits and children's limits are defined and, depending on the child's age, the causes of limitations and limitations are also discussed. This process allows children to develop cognitive skills for the safety or suitability of behavior and allow children to make better choices. When children make better choices, the environment (adults, other children) responds positively and these responses send the message that the child is competent, worthy and kind. When people believe that others have positive prospects, healthy self-esteem, self-concept and self-efficacy have been established.

The primary problem of punishment and time out is choosing children and, worse, children often do not tell why their choices are not right and they do not have the opportunity to make better choices. Some adults feel that there is no need to explain anything to kids because "after that I am an adult and a child is just a child". But this reflection really reflects the inadequacy of adults to respect the feelings, needs, temperaments, frustrations and natural tendencies of children to investigate the world they live in. According to this thinking and other similar thoughts, children are small adults who understand the world and know how to deal effectively and appropriately with their emotions and exploration tendencies.

Examples of punishment and positive child guidance: 1) A child is in one chair. With punishment, adults make statements like, "What's wrong with you, you know it's unsafe, how many times should I tell you not to stand in the chair, not listen, do not sit in the chair and get hurt." 2) A positive child Helping adults use such statements as, "I need to sit in the chair to be safe. You can sit or help me. "During this type of assertion, the adult passes to the child, ready to help the child sit if the child does not choose. Then adults say," I know it's fun, but I want to if you're safe, if you want me to stand beside you while you're on the chair and look around. "

is a lot of statements that help kids do what they want, but they do not destroy their interest. parents need to pay attention to caretakers and teachers to make sure they are using positive child counseling rather than punishment, observations need to be on longer periods and at different times of the day, giving parents the idea that caregivers and teachers are all the time how they use children's healthy children, more even if many children are "badly behaving".

Q4. How do I choose high-quality nursery / pedagogical or childcare facilities? Today, about twelve million children are receiving care outside their family home, but only a 7 kindergarten and childcare facilities are considered high standards. In California, families in kindergartens and kindergartens have to be licensed by a community nursing permit. This permit is provided to a home or kindergarten hospital after the minimum health and safety guidelines have been demonstrated (all people in the home or kindergarten left the FBI's criminal background study, sharp objects, toxic objects blocked, etc.). Family Services Providers must have the current CPR training card and the Health and Safety Training Certificate but do not have any training courses, performance certificates, or work experience. However, kindergartens are obliged by the state to offer Pre-K certified teachers if the teacher is alone with the children.

Although California is currently not needed, there are more and more nurses and Family Suppliers who have pre-K authentication and / or degrees in the area. This is great for families who need the care and / or education of young people, because there are many other choices available to them. With multiple options, parents have a better chance of finding the best care and / or education that best suits their family.

For families to choose families, families, kindergarten centers, or family members, ask those who spend the most important time with their children in their early childhood education; the effect of adult behavior on the development of early brain and the fact that the time spent on spending the child with a teacher or adults uses positive child guidance or punishment (questions such as "What would you do if my child was on the counter? ").

Here are some sample questions:

· What is the level of Pre-K Credential / Permit?

· What is the impact of punishment on developing brain? long-term goals for my child (what does the teacher expect your child will be able to do cognitive, creative, emotionally, socially and physically by the end of the year?)

· What types of study materials do you use for all of these skills?

· How many parent-teacher conferences are being received within a year?

· How many real reviews do my kids do every day or week? Parent-teacher conference

• Will my child's work be interpreted as a model that explains his child's development?

Parents should indicate the issues they represent to caregivers or teachers, and are often monitored to determine whether they are practicing their behavior lead parents. Those parents who want to help their children have a deep respect for different cultures should review the books and curricula used in the house or facility. Some problems need to be considered:

· Are families with different abilities depicted in books?

· Are families of different sizes and people depicted in books?

· The art of walls in the multicultural world?

Q6. How do I know if it's best to hire a nanny, could I put my children with a family at a home service provider, or choose a nursery center? Children are different and families need to understand that they do not have the same size when choosing young people for proper care and / or education. First, every family has to decide whether they only want childcare, childcare and education. Second, every family has to decide what kind of temperament your child has to make it better in your own home, in a small family environment, or in a larger kindergarten environment. Sometimes families do not know what's best for your child until the child has started this journey. Relax, there's nothing in the stone. Families who discover that the selection they choose does not work and expectations may change. Sometimes, children produce a situation that worked well for a long time.

Sometimes taking a nanny, choosing a family at a home service provider, or choosing a kindergarten center has nothing to do with the temperament of a child, but it has to do everything with parents' preferences, work schedules, and / or finances. Keep in mind that high quality nannies, family service providers, and nursery facilities are offered. And the opposite is true. Knowing what parents are asking questions about the questions of their primary teachers or carers; parents have to fall in and observe more often the behavior of teachers or guardians before putting their children into any environment.

After enrollment, parents must first stay with their children in an environment that their children have "trust" with primary and secondary (assistant teachers) caregivers and / or teachers. Children who have a difficult time in a larger environment can perform better in a smaller environment or with a smaller group of children.

Final note: Some people have completed courses in early childhood education but decide not to use the strategies they have learned. There are some who have not completed an early childhood course yet, of course, they are talented when they work with children. However, I do not want my children to be enjoyed by people who are unfamiliar with the effects of the development of adult behaviors; and I would not choose to provide my children with the punishment of those who use punishment instead of positive child guidance.

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