Focuses on strengths rather than deficits and

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focuses on strengths rather than deficits and encourages teachers and service providers to identify what a child can do and has achieved. The Early Childhood Environment Rating Scale (ECERS) contains specific indicators on several levels of quality from inadequate to excellent. The level of quality in most items is normally determined by observations made in the classroom. ECERS is important because it rates how a preschool center environment is. Administrators and staff of preschool center need to have access to a copy of the ECERS to plan for improvement (Clifford, et al., 2014). As I’m not in the classroom for a long period of time, I found while I was rating the ECERs, I found it wasn’t fair I rated low on certain subscale because I didn’t observe it. 3
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REFLECTION Shifts in thinking about teaching practices and/or learning Initially, I had very little knowledge of the activities that may help in helping children understand what is being delivered by the educator. Additionally, I had the perception that teaching can only involve a small number of activities such as drawing and pronunciation activities. I had little thoughts of other activities that an educator can incorporate into the learning environment. Activities help in capturing the co-operation and attention of the learner. However, through my encounters with Juliana during the observation sessions, I learnt of various activities that are suitable for the learner’s cognition. First, simple activities such as taking part in illustrations help improving the kid’s educational development. For instance, I watched Juliana draw a snake, thus helping me assess her understanding of the main characteristics of a snake. In the second snake, her drawing was improved to help show that
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  • Fall '09
  • Juliana

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