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Portfolio: Connections to CECE Standards and How Does Learning Happen?
Caring and Responsive Relationships
In working with children with Autism Spectrum Disorder, I make sure to follow their lead regarding their passions and interests. By providing students with space to explore their talents and interests, students feel a sense of confidence in their work while working on positive relationship building. Here, a five-year-old student who happens to have ASD demonstrates his talent for sculpting and his love of the solar system (CECE, 2017).
Creating food in the kitchen allows children to learn health and safety standards (e.g., washing hands, using tool properly) while gaining an appreciation for where food comes from. Here, independence is balanced with an understanding of children's capability and skills in order to maintain a safe environment while using kitchen tools (CECE, 2017).
Safety, Health , and Well-Being in the Learning Environment
Curriculum and Pedagogy
After working with a group of kindergarten students, it was clear that they were interested in knowing more about ice and how it is formed. Here, I created an invitation to explore the concept of ice using materials found in the classroom environment. Outside, I encouraged students to explore real ice and make note of its properties (CECE, 2017)
Professionalism and Leadership
When I entered a local kindergarten classroom, I noticed that there was an absense of natural loose parts for the children to explore. In keeping with the classroom theme of ice, I introduced a loose parts table to the children where they could explore materials that represented different properties of ice (e.g., mirrors to represent its reflective properties) (CECE, 2017).
Confidentiality, Release of Information and Duty to Report
I take my responsibilities as an educator very seriously and work to uphold confidentiality at all times. In the case of abuse and neglect of a minor, I have a duty to report. As a professional, I have experience working with Crossroads, Children's Aid Society and Ottawa police in order to maintain the safety of children in my care. (CECE, 2017)
HDLH: Belonging
In inviting kindergarten students to feel a sense of classroom community and belonging, I initiated a class recipe book. Inside the recipe book, in the children's own handwriting, were lists of ingredients and favourite foods made by the children. The recipe book was included in the dramatic play centre so that children could refer to it when creating food in the play kitchen (HDLH, 2014)
HDLH: Well-Being
I am a firm believer of art as a tool in self-regulation and emotional labeling. When a child feels overwhelemed, I encourage them to express their feelings through art as a method of communciation. This picture represents a five-year-old's feelings of anxiety (HDLH, 2014)
In the kindergarten classroom, I noticed that students were interested in learning more about forest animals after reading the popular book "Brown Bear, Brown Bear, What Do You See?". Here, I continue to foster children's engagement with the curriculum by applying Montessori flash cards to a workstation in the classroom. Children are free to explore animal footprints and match them to the animal that made them. Children are then encouraged to engage with the book and "write" their thoughts down on paper (HDLD, 2014).
HDLH: Engagement
Professional Boundaries, Dual Relationships and Conflicts of Interest
Over the course of my career, I have had the luxury of working alongside my own children as an educator. As a professional, I am aware of and understand the implications of all conflicts of interest and work hard to maintain space between myself as an educator and my own children. When my duties as an educator are finished, I make sure to reconnect with my own children as their mother.
HDLH: Expression
Children express themselves in so many creative ways! As an educator, I encourage the use of natural elements in order to express ones creativity. Here, a three-year-old child demonstrates her "cake making abilities" using natural materials found at her local park. Together, we took a picture of her creations as she expressed that she would submit these cakes to a baking competition!
Standard V: Professional Boundaries, Dual Relationships and Conflicts of Interest
As an educator, I work hard to maintain professional boundaries. As a volunteer and as an employee, I have had the privilege to work in the same building as my own children, however, I always make sure to not blur the boundaries between my career and my title as parent, by ensuring that I do not teach classes that my own children are attending. (CECE, 2017).
HDLH: Expression
Children express themselves through many different mediums. I encourage the use of natural materials in expressing creativity. Here, a three-year-old student presents "cakes" created with natural elements found in a local park (HDLD, 2014).