BEULAH SMITH

MAY 15, 2013

KATHY PRICE & LINDA GREGSON

DOCUMENTATION OF CENTRE

ECED 2421

BEHAVIOURISM THEORIST

Give me a dozen healthy infants, well-formed, and my own specific world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select… regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.

(Watson, 2003, p.24)

BEHAVIOURISM THEORIST

Give me a dozen healthy infants, well-formed, and my own specific world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select… regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.

Over the Rainbow Daycare is located at 2600 Austin Avenue in Coquitlam on the property of the Mundy Park Christian Fellowship Church.

ENTRANCE TO THE DAYCARE: TO THE RIGHT OF THE CHURCH FACING ONE OF THE THIRD PARKING LOT.

HALLWAY ENTRANCE WITH THE CHILDREN’S CUBBIES. TO THE SIDE IS THE SIGNING SHEET ALONG WITH AN EXTRA COPY OF NEWSLETTER AND MONTHLY CALENDER.THERE IS ALSO SHOES RACKS, COAT HANGERS, TEACHER’S PROFILES, LICENCES AND FIRST AID CERTIFICATES. OTHER CUBBIES CONTAINING ART SUPPLIES AND OTHER MISCELLANEOUS ITEMS. TO THE SIDE IS WHERE THE STROLLERS KEPT.

THE DINING AREA AS WELL AS THE WATER PLAY AREA.

THE CHANGE-TABLE AREA , ALONG THE WINDOW PANE ARE THE CHILDREN’S WIPES, CUBBIES WITH DIAPERS AS WELL AS TEACHER’S CUBBIES.

CHILD SIZE TOILET AND A STOOL THAT THE CHILDREN USE TO REACH

THE BASIN.

INSIDE NAP-ROOM WITH CHILDREN’S ARTWORK, PHOTOS SHOWING THEIR BIRTHDAYS, CUBBIES WITH TOYS, SHELVES WITH BOOKS, CD PLAYER AND A SMALL REFRIGERATOR.

NAP AREA CONTINUES WITH BEDS, PLAYPENS AND DRAMATIC PLAY AREA.

OUTSIDE ON THE PATIO WHERE THE CHILDREN PLAY.

OUTSIDE ENCLOSED PLAY AREA

OUTSIDE ENCLOSED PLAY AREA CONTINUES

ONE OF THREE PARKING LOT: THESE VANS ARE USED TO TRANSPORT THE OUT OF SCHOOL CARE AND THE PRE-SCHOOL CHILDREN BACK AND FORTH TO THE OTHER LOCATION AT REGAN AVENUE.

OVER THE RAINBOW’S PHILOSOPHY:

To provide a safe, loving environment where children can grow and be challenged in all developmental areas to become caring autonomous individuals. To accomplish that, we seek to get to know the child and observe his/her interest and create a curriculum that is to the child and us.

CENTRE’S ROUTINE ACTIVITIES Over the rainbow is a fairly safe environment for children as all the cleaning products are

stored on a shelf above the microwave, and the more toxic ones are stored in the janitorial room outside the hallway. Fire and disaster plans are placed at the entrance inside the daycare, and a fire drill is conducted once every month. There are nineteen children attending the daycare, seven full-timers and the others on different days. Twelve on any given days with four fulltime teachers and two part-time teacher who come in at different times to cover breaks.

Apart from a garbage bin, there is also a diaper gene where dirty dialers are disposed. Every evening the garbage is taken out and put into a dumpster, but if it is too much then it would be taken out twice per day. Dishes and toys are washed and then rinsed in noriquat ( a disinfectant/sanitizer safe solution approved by licencing).children’s blankets are sent home on a weekly basis and the sheets are washed by a staff member. As soon as the children put a toy in their mouth, the toys are placed in the sink to be washed, otherwise, they are washed once or twice per week. Emergency cards are on file and parents are called in if their children show sign of illness, example a fever or diarrhea. Children’s allergy cards are place beside the microwave with their names and what each child is allergic to.

There are lots of age appropriate toys including cushions and stuffed toys. Toys are set out for free play, but children are allowed to take whatever else toys that they choose to play with. The toys and books are recycled once per month.

Staff member provides positive guidance and discipline by helping to redirect children’s behaviour/focus. For example, if a child wants to take toy from another child, the teacher will introduce that child to a similar toy. Or, if a child is hitting another child, the teacher will ask them to use gentle hands as well as demonstrating to the child what gentle hand means. Teachers show respect to the children by saying please and thank you, and talk to the children in a respectful manner that is to their level where they can understand.

Sometime at drop off, or pick up times the parents and teachers will have conversations , for example, about their children, or the parents will compliment the teachers on work well done at the centre. The parents will also show their appreciation on gifts that teachers assisted the children to make, or even the children’s art work.

The children’s health records are checked frequently to make sure that they are up to date, for example, that the children have gotten their immunization at the correct times. Also, foods,, sunscreens and bum creams are checked for expirer dates. A note is sent home when diapers, sunscreen, bum creams and wipes are running low, or, when parents forget to send suitable clothing , or anything else that is necessary for their children.

Three of the four fulltime teachers have their full licence and the others is an assistant teacher, two with and infant toddler licence and the other is in the process of getting one. Teachers do not discuss teachers with parents, parents with teachers, or children with other parents. Teachers endeavour to keep up with the rules and regulations of Fraser Health as well as the requirements of licence. At the beginning of employment, teachers are given an employee handbook which entails the something about the daycare, policies of the daycare, childcare policies, conditions of employment and benefits associated with the daycare.

REFERENCE

Mac Naughton, G. (2003). Models of the learners: conforming to nature, conforming to culture. Shaping Early Childhood, Learners, Curriculum and Contexts. (p. 24). UK, Glasgow: Bell &Bain Ltd.

Gonzalez-Mena, J., & Eyer, D., W. (2009). Quality in Infant-Toddler Programs: A Checklist. In M. Ryan., Infants, Toddlers, and Caregivers, A Curriculum of Respectful, Responsive, Relationship-Based Care and Education (9th ed.). (pp. 136-137). New York, NY: The McGraw-Hill Companies, Inc.