Learning Centers

Creating Learning Centers in Early Childhood Classrooms

A learning center is usually defined as an area in a child care or school where children go to small groups to focus their attention on a specific kind of play activity. A good learning center should be a learning experience. The teacher should create each center with a certain goal in mind, and when that goal is met, those centers will be successful.

Learning centers should constantly be changing because they are incorporating lesson plans from the teacher.  Having successful learning centers will require that teachers be creative. 

A teacher should have a thorough knowledge of child development and learning in order to be able to understand the characteristics of children within the given age groups.  Teachers must be able to determine what activities, materials, interactions, and experiences will be safe, healthy, appropriate (age, individual, and sociocultural) and challenging for the age group that they will be working with.  For more on the subject, take the continuing education course: Early Childhood Growth and Development.

Why learning centers:

Learning centers help with better classroom management and better overall achievement. With learning centers students begin to see how they learn best and it promotes physical activity which helps with overall mood.

Children have various learning styles:

Our goal is to make the classroom environment reflect the different learning styles of the children/students in the group.

Before we get into what the learning centers should look like, let’s go over some basic housekeeping and groundwork to keep in mind in order to help make the center experience smooth and pleasant for everyone involved.

Clarify:  Learning centers that are open for the day should be presented to the children during circle time or at the beginning of the day. It is a good idea to use pictures on a board to let children know what centers are available. Make sure to not only use words but use pictures that illustrate
what the center is about.  Non-reading children could become discouraged and distracted from the confusion of the words they can't interpret.
 

Responsibility: Using learning centers is a good way to teach children to take care of things and people. The teacher should instruct children to clean the area when they are done so that other children can enjoy the center also.

Peak their interest: Good learning centers never get boring. Introduce the center and explain something interesting about each center before children make their choices.  Have enough areas for children to choose from, make changes and add new item but not too often.  Limit the time for each center area so there's no time to get bored. Don’t make the time too short so that the children do not have enough time to complete their exploration.

Start setting up your learning centers today.  To get help with materials and ideas,  visit: The Learning Center Shop.

To take the 3 hour continuing education course, visit Networx LLC's website.

Tina Oliver, M.Ed.
Training and Development Specialist
Networx LLC
www.networxllc.net

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FREE Child Care Training Program

Networx Child Care Training Program

Certified Assistant Child Care / Family Child Care Teacher Program

The U.S. Bureau of Labor Statistics projects that the day care business will have some of the fastest employment growth of all industries through 2020.

Become qualified to work in a large group child care program or open your own in-home family child care business.

There is financial assistance from the Department of Labor and the Workforce Investment Act (WIA). If you qualify, you can complete the entire program FREE.

This training program will prepare individuals for working with children, in a family or group child care center:

Participants will:

• Explore licensing standards and promote a quality child care program
• Understand the stages of child development
• Analyze techniques of positive behavior management
• Explore daily program for children
• Select developmentally appropriate activities, etc…

Participants can complete the program in 8 weeks.

Program start Dates:

Monday, August 3
Monday, August 17
Monday, August 31
Monday, September 21

**Call for additional start dates…

Class Days & Times: Monday from 10am – 1pm

Location:

TriCity National Bank (Lower Level Classrooms)

4295 West Bradley Road

Brown Deer, WI  53209

CALL US TODAY AT: 414-362-4209 

www.networxllc.net

 

Child Care Trainng in Milwaukee, Wisconsin

Child Care Training in Milwaukee Wisconsin

To become a child care provider or teacher in Wisconsin, the state requires the following minimum requirements for Child Care Training in Milwaukee Wisconsin:

Lead Child Care Teacher:
Prior to assuming the position, a person hired to be a child care teacher shall be qualified by
having completed one of the following:
a. Two non-credit department-approved courses in early childhood education.
b. Two courses for credit in early childhood education or its equivalent from an institution of
higher education.  Introduction to the Child Care Profession is one of the approved/required courses.
Certificate from The Registry indicating that the person is qualified as a child care teacher.
d. Forty-eight credits from an institution of higher education with at least 3 credits in early
childhood education or its equivalent.
e. A one-year child care diploma from an institution of higher education.
f. An associate degree in early childhood education or child care from an institution of higher
education.
g. Child development associate credential issued by the council for early childhood professional
recognition.
h. Certificate from American Montessori Society, Association Montessori International, or
Montessori Accreditation Council for Teacher Education.
i. A bachelor degree in education from an institution of higher education or a license from the
Wisconsin department of public instruction to act as a teacher.
j. Certificate from the bureau of apprenticeship standards as a child development specialist.

Assistant Child Care Teacher:

1. An assistant child care teacher shall work under the supervision of a child care teacher with a
group of children.
2. A person hired to be assistant child care teacher shall be qualified in one of the following
ways:
a. The person shall be at least 18 years old and have satisfactorily completed one non-credit
department-approved course in early childhood education or completes that training within 6 months
after assuming the position.
b. The person shall be at least 18 years old and have satisfactorily completed one course for
credit in early childhood education or its equivalent at an institution of higher education, or is enrolled
in that course within 6 months after assuming the position.
c. The person shall have satisfactorily completed an assistant child care teacher training
program approved by the Wisconsin department of public instruction.
3. A parent serving as an assistant child care teacher in a center operated by a parent cooperative
is exempt from the training requirements under subd. 2.

For infomation on requirments to become a Child Care Teacher in Wisconsin, visit DCF

Networx LLC
A State and Registry approved Training Agency
www.networxllc.net

Child Portfolios

Child Portfolios are an excellent way to neatly organize children’s observations, assessments, milestones and goals. Teachers can use portfolios for children from infancy to school age. Building a child portfolio can be fun and exciting. There are a few things that are important to the child portfolio, including:

· Observations during natural play experiences
· Pictures and artifacts
· Date on all observations and artifacts
· Parent and family input · Attainable goals

There are simple forms that can be used to compile child portfolios in a neat, organized fashion. The forms that are provided in the course, Developing Child Portfolios, will help you to make the most out of your child’s growth experience. The course teaches you how to accurately use each of the sample forms provided. The forms are simple and easy to understand and maintain.

For more information and training in Early Childhood Education, visit Networx LLC.

Tina Oliver, M.Ed.
Training & Development Specialist
Networx LLC, Early Childhood Training and Consulting Co.

Observing Young Children

Observations in Early Childhood Programs

Observation is a popular research tool that is used to study the behavior of Children.

Observations, done regularly along with parent input, can help teachers put together the pieces of the puzzle for children in early childhood.

Observations do not limit themselves to observing and recording the activities of children, but it includes observing the space and environment of the child care program. At times it may be necessary to change or modify the space to better accommodate the children in your classroom.

When we think about observing children in early childhood, we must consider the child from several different perspectives. We need input from the parent and families for the other piece of the puzzle.

Parents and family members have a more specific view of their child’s life. The teacher has a more general view of what is observed during classroom time. The teacher also brings to the table the understanding of basic child development and appropriate expectations. When both perspectives and observations are converged together, a more accurate view of the child can be observed. Observing children with information from both viewpoints creates a greater understanding and appreciation of the child. Now the teacher can begin to have a sharper view of the child’s needs as well as their strengths.

If we want children to feel safe and secure enough to learn, play and explore in a child care setting, we have to understand that forming partnerships with parents and families are key to supporting this effort.

So how do we build these partnerships with parents and families that are so vitally important to the observation process? First, as teachers, we need to understand our own beliefs, attitudes and assumptions about families, especially as it relates to other races, cultures and religions. Misconceptions and misunderstandings can get in the way of forming positive relationships with families. Teachers must be willing to set aside their preconceived notions and learn to be accepting and supportive. Once families understand that you accept and support their efforts as parents, they will be willing become more comfortable with sharing their child’s home-life experiences with you.

Take the course, Observing Young Children, to gain a greater understanding of the observation process.

Tina Oliver, M.Ed.
Training and Development Specialist
Networx LLC, Early Childhood Training & Consulting

Environmental Rating Scales for Early Childhood Program Quality

Environmental Rating Scales for Early Childhood Program Quality

The Environmental Rating Scales were designed to assess the quality of an early childhood program.  The quality is based on various areas of a program.  There are four different rating scales designed for different segments of the early childhood field.

The quality rating is from 1 to 7.  One (1) is considered inadequate and seven (7) would be an excellent score in a particular area.

The early childhood Environmental Rating Scale (ECERS) is designed to assess the preschool and kindergarten programs for children 2 through 5 years of age. 

The Infant/Toddler Environmental Rating Scale (ITERS) is for assessing children from birth to 2 1/2 years of age. 

The School Age Care Environmental Rating Scale (SACERS) is for school age assessment.

For the family child care program, there is the FCCERS or the Family Child Care Environmental Rating Scale. This scale is designed for assessing the home program of infants to school-agers.

Here are some of the area that are looked at during the assessment:

•           Space and Furnishings

•           Personal Care Routines

•           Language-Reasoning/ Listening and Talking

•           Health and Safety

•           Staff Development

•           Activities

•           Interactions

•           Program Structure

•           Parents and Staff/Provider

We use the assessments when helping a program to get to the highest level of quality on the YoungStar rating scale in Wisconsin.  Each classroom is visited and looked at using the rating scale score sheet and then a detailed written report is completed which lists recommendations for improvement.

Contact Networx, to have your program assessed with the Environmental Rating Scales by a State and Registry approved PDAS Master Consultant.

Tina Oliver, M.Ed.

Training and Development Specialist

Networx LLC,

Early Childhood Training, Resource and Consulting Company

Getchildcaretraining.com