Gail Boren

CHD 270
Professor Ludlow
Inclusion Policy
We welcome and encourage all children to come enroll in and
enjoy our program.

All children are values

We will get to know every single child as an individual and make
changes in our environment to promote each childs individual
development
Children of all abilities are accepted to our program and school
The waiting list identifies children with additional support needs
to ensure supports are in place upon enrolment
We keep in contact with our child development counselor who
refers families with children with additional support needs to our
program
We arrange our learning centers so that all children can reach
and use the materials in them
We will observe the children closely as to understand and meet
their needs such as shortening planned activities when needed
so that all children can be successful
Equipment will be made to work with all children no matter what
need they have
Opportunities are provided for children to play together so that
they can develop relationships with each other.
Field trips are planned so that all children can participate in all
the activities
We will observe and document childrens play to identify abilities
and needs of each individual child.
We will have a private space is accessible for children to use
when they feel they need alone time.
We will speak to each family and share information about the
childs day
We will attend individual program plan meetings with the parents
of a child with additional support needs
Staff is required to complete specific hours of professional
development each year

Staff is required to be trained on all medical procedures for each

individual child

Gail Boren
CHD 270
Professor Ludlow
Parent-Teacher Conference
In preparing for a parent-teacher conference I would do it
in 7 steps, here they are:
1. Make a sign up list and times for parents to come to visit with
me. I would do some in the early morning and some in the
evening. I would also do a few during lunchtime.
2. Make sure that I had an assistant to cover my class when I
have a meeting
3. Collect and put together all the data that I have saved and
documented for each child.
4. Make sure that everything is ready and organized for the
parent with any items I would like to give the parents.
5. I would make sure that all my focus can be on the parent and
the child.
6. Make sure to contact any parent who could not come to plan a
meeting time or to talk to them on the phone if a face-to-face
visit is not possible.
7. Follow up with parents on anything that needs to be reviewed
or changed after the meeting.

Gail Boren
CHD 270
Professor Ludlow
Family Diversity Policy
Here is an example of a family diversity policy. I got the
examples from the NAEYC website.

Family participation is encouraged in the decision making of their

childrens education
Encourage families to act as advocates for their children and for
the early childhood program by taking part actively in decision
opportunities
Help facilitate a constant two-way communication through many
forms using the language preferred by the family.
Communication should be both family and school initiated and
should be done in a timely manner.
Teachers should exchange knowledge with families. Family
members can share their unique knowledge and skills
participating in events and activities and by volunteering at the
school
Teachers should seek out information about each childs family,
community, and use this information in the curriculum and
during instruction
Teachers should encourage learning activities at come that help
the child enhance the learning at school
Encourage families efforts to help enhance the learning at home
Continually encourage families by finding out ways to improve
and help include them in the learning process

Gail Boren
CHD 270
Professor Ludlow
Foundation Blocks for Early Learning
Comprehensive Standards for 4 Year olds

On the Virginia Foundation website there are many

suggestions for things to do with children that teachers can use
in their class. Here is a list of the different sections of learning:
Reading
1. Oral Language
2. Vocabulary
3. Phonological Awareness
4. Letter Knowledge and Word Recognition
5. Print and Book Awareness
6. Writing
Math
1. Number and number Sense
2. Computation
3. Measurement
4. Geometry
5. Data Collection and Statistics
6. Patterns and Relationships
Science
1. Scientific Investigation, Reasoning, and Logic
2. Force, Motion, and Energy
3. Matter/ Physical Properties

4. Matter/Physical and Chemical Reactions

5. Life Processes
6. Interrelationships in Earth/Space Systems
7. Earth Patterns, Cycles, and Change
History
1. Similarities and Differences
2. Change Over Time
3. Geography/ Location
4. Geography/Descriptive Words
5. Economic/World of Work
6. Economic/Making Choices and Earning Money
7. Civics/Citizenship
Health and Physical
1. Skilled Movement
2. Movement Principles and Concepts
3. Personal Fitness
4. Responsible behaviors
5. Physically Active Lifestyles
6. Health Knowledge and Skills
7. Health Information Access and use
8. Community Health and Safety
Personal and Social
1. Self-Concept
2. Self-Regulation
3. Approaches to Learning
4. Interaction with Others
5. Social Problem Solving
Music
1. Music Theory/Literacy
2. Performance
3. Music History and Cultural Context
4. Analysis, Evaluation, and Critique
5. Aesthetics
Visual Arts
1. Visual Communication and Production
2. Art History and Cultural Context
3. Analysis, Evaluation and Critique
4. Aesthetics
In each section we are given activities to use in development.
You as a teacher can use these examples and create your own
ideas for lessons. One thing I have noticed when observing
classrooms is that having a theme for a week is a great idea and
can be used in all areas of development. You can have a theme
about animals and split them into water, air, land, and domestic.

You can also split them into farm, domestic, forest, desert, and
extinct animal themes.
One example with reading is that you can read a book
about farm animals and use different pictures and through the
rest of the week you can let the children look at the book and use
the pictures to remember what they have learned. You can also
use those same pictures with others to count the different
animals on the farm. The children can color a picture of what
they want to see on the farm.

Gail Boren
CHD 270
Professor Ludlow
Preschool Classroom Floor Plan

Looking at all the examples of the different layouts can be

somewhat overwhelming. There are many choices to choose
from. I like most of the layouts. Many of the different schools
have a designated layout, like the Montessori schools. If I were
to be able to chose the layout I would use one of the ones I put in
this folder as a reference. I think that there needs to be different
areas for different activities. The science center should be close
to the sink and kitchen area because we will do lots of
experiments that will need water and clean up. The dramatic
play and louder centers should not be right next to the reading
center. The readers need a little more of a quiet area to focus on
the book. One thing about the classroom is to not get too much,
if there is to many items there is nowhere for the children to sit
and do their work. The classroom needs to be free of clutter, and
needs to be kept clean and tidy.