Field Placement II (ECS*2040) 

SMART Goal #1: Within the first two weeks of placement, I will learn and consistently support the daily routine and transition strategies (e.g., from play to snack to rest time). By week four, I will be able to initiate and lead one or more transitions independently.  

Objective: This goal will help me develop confidence and consistency in supporting and leading daily routines and transitions within the toddler program by observing, practicing, and gradually taking initiative under the guidance of my supervising educator. 

SMART Goal #2: I will use positive and supportive communication strategies with children daily and will document at least five instances where I adapted my communication style to suit a child's individual needs (e.g., non-verbal cues, simplified language) 

Objective: This goal will help me develop responsive and developmentally appropriate communication strategies by observing children's verbal and nonverbal cues, adapting my interactions to meet their individual needs, and fostering positive and trusting relationships within the toddler environment. 

SMART Goal #1 Findings: 

Within the first two weeks, I was able to learn and support the daily routine in the toddler program. I did this by helping with morning snack, lunch, and afternoon snack. In the morning, all the children start in the preschool room. I would lead the transition by telling the toddlers we would need to head over to the toddler room. I would also help lead the transition in the morning and afternoon when the children would start to get ready to go outside. Having positive transitions is important in the toddler room to have a smooth change into the next activity. 

 

SMART Goal #2 Findings: 

Sometimes it can be difficult to understand a toddler's non-verbal communication. For example, Child A has a speech delay and would often come to me for support. In the beginning, I found it difficult to understand the child and what I needed to do to support them. I found with time that the best way to support the child is by asking simple questions that they can reply to yes or no. It can also be difficult to understand how to best support a child when they are crying. I found that offering them a hug helps. This gives them the ability to make their own choice on whether they need support or space. If they said they needed a hug, I would give them a hug, but if they said they did not want a hug, I would ask if they needed space. They would give them a moment to cool down in the way they needed to. 

 

Field Placement I (ECS*1030) 

My SMART Goal: 

I will observe how educators collaborate during transitions, routines, or problem solving, and note at least two strategies they use to maintain smooth teamwork. 

 Objectives:

  • By paying attention during key moments, such as transitions, I can see how the team works together to make it smooth and easy for everyone. 
  • By asking questions like “How do you decide who handles which tasks during transitions?” I can better understand the environment in which I will be working. 

 Findings:

  1. The ratio for a toddler to an educator is 1:5. If all the children were attending, there would be 10 in the room 
  2. The educators would each be responsible for 5 children 
  3. After the children woke up from sleeping, an educator would take a child and change their diaper, and the other would get them ready for a snack 
  4. This helped make the bathroom process less stressful
  5. When taking the children outside, again, the educators would divide the children and take 5 at a time 
  6. They would stagger when taking the children outside, making the process of putting on snowsuits less stressful 
  7. They would also do this when bringing the children back inside