Early childhood educator and maintaining confidentiality?

Question

Early childhood educator and maintaining confidentiality?

Answer 1

it is the responsibility of a child care provider to keep information confidential, and to respect the privacy of the family. Don't ask intruding questions in from of the child (I.e. Is there anything going on at home with mom and dad?). You can ask these in a discrete way, but away from the child or other people. If a child is sick, other parents don't need to know who, just that their child was exposed. If a child has AIDs, parent's are not to even know that any child has it at all, if teachers are taking proper measures to prevent exposure, it shouldn't matter (if an exposure incident does occur, then the parent may know it happened, but not from who, this goes for any blood borne pathogens that can be prevented of speading). If a child hit, bit, or hurt another child in anyway, the hurt child's parents are not to find out which child inflicted to hurt on their child. Just that the teachers are aware, and handling the situation (write a "ouch" report, but keep the other child's name out of it).  When in doubt, go to your director about the info, and they will tell you. Also, WAC laws should state what is to be kept confidential. Hope this helped.

Answer 2

What is your question?

Answer 3

I'm guessing your question is how to maintain confidentiality in an Early Childhood setting?!?

Never include any child's name in notes home to parents regarding any incident.

Ex. "Your child was bitten by a friend today at school, we took these actions...."

Parents will often ask questions about other children in the class and I often tell parents that due to confidentiality I am only allowed to discuss their child with them.

Answer 4

The criteria necessary for evaluating a field site trip is Preparing for the field site trip. When preparing for a field site trip, the children can think about, discuss, and record what they think they will see, which questions they may be able to ask, who they may talk to and what they might bring back to the classroom.  A Field site  trip may not mean leaving the school but sometimes involves leaving the classroom to investigate some part  of the environment more closely.

The class can go to a site which gives them  chances  to see  objects, plants, animals, vehicles, events, equipment, people, and processes. They take  notes and make sketches of what they are most interested in and what they would most like to learn more about when they return to school. The visit may not require special transportation if it is within walking distance. There is usually a lot to study on the way to the site.

There is also the Field site  trip follow-up. This is when the  children discuss the field trip, discuss accounts of what happened, whom they spoke to, what they saw, what they learned. The children can use the sketches they made for detailed paintings ,construction models  and drawings . The children  can also use this time for information books, question that are raised  and letters.  A follow-up field trip is  planned.

Sometimes there is visiting experts ,these are people who have first hand experience of the topic being studied, through their work and  travel. Visiting experts can be invited to the classroom to talk to the children, answer questions, engage in discussion, or be interviewed.

Before going to the field site the teacher must consider several aspects. Is the site safe for the children, how much experience can the children get out of the trip , is there any  hands  on equipment  that the children can explore. They also must consider is there any experts on site to show the children around and if the children have any questions is there anyone who can answer the question the children might have .

There is several ways I can share what the students is learning . First I would

take pictures of each of the children working on the project. 2) Put examples of the children’s work also in the class book. They could each take a page and paste in their work and also add their picture. I could also display their work around the classroom so the parents or caregivers  can see it as they enter and exit the classroom. Next during parent teacher conference I would show the parent the class book to show what the children has learned .

Another example is  to make a movie. The children would participate by making the movie. They each would have a part in the movie to show what they have learned .  the children will build a house using different types  of tools and explain step by step as they do it . The topic of the movie would be  building with construction tools. We would make a movie night where the parents /caregiver would be invited  where the children  also could sit down and enjoy the movie.

Another example is to do a play.  Where the children could be a tool and explain what each tools is used for . Each child would  say something about tools. They could also dress up as a tool or hold a tool. They could also show pictures they have created and also talk about the field site or the person who visited the class.  The parents could be invited to see the play.

The five key experience through the project were initiative ,social relation, music and movement language and literacy ,and creative representation.

Creative representative was enhance when the children made tool boxes out of shoe boxes and paper. They decorated their shoe boxes with makers ,crayons , stickers, and pictures of tools . The children seem to really enjoy this activity they did not want to stop decorating the shoe box . Jonathon kept saying could I get another sticker. Another time creativity was enhanced is when the children  made bricks out of paper bags and newspaper .Maddie kept asking to make another brick and another brick. The children traced a brick they had in block area and used the newspaper to stuff the bag.

Music and music was enhanced when the children sung a simple song about tools. I  made up a song about how the children like tools in the jungle room . They children seem to really enjoy the song at first they just listen to the song but once they got a hang of the song most of the children participated . They seem to really like songs like the weather song and old Mac Donald’s .

Language and literacy was enhanced when the children talked about tools. One incident Jonathon s was sitting at the table talking to Draven and he said lets talk about construction tools. We are going to use our tools to build a house . Another incident Molly talked about how her dad use a lot of tools to fix things.

Social relation was enhanced when the children talked to Steve a unfamiliar adult about tools. The children asked questions about what tools he had in the tool box. They seem to really enjoy the conversation with Steve. Jonathon asked what kind of saw he had.

Answer 5

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