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Hello! My name is Soffia Cardona. I would like to take this opportunity to introduce myself, I'm from Guatemala and a couple years ago I moved to Rhode Island. I grew up in a family where everybody is involved in the Education Field. When I was 15 years old I began teaching low income children in my country to read and write; until I graduated, later on I began to teach Social Studies, English as a Second Language and other subjects to children ages 3 to 16. My love for children has been increasing through the years, I have to say that preschoolers are my favorite age group, as I add another 4 years of experience as a preschool teacher. I went to San Carlos de Guatemala University, where I got my credits from the Humanities Faculty and over the years, I have taken many hours of professional development in order to be prepared to meet each child’s need.
I am a proud mother of a wonderful 8 year old boy. I love kids because of how genuine they are. It’s awesome to watch how they grow! Seeing a child smile and knowing that you contributed to it, is definitely the most rewarding for me, they remind me that life is full of simple pleasures.
I look forward to a year full of fun lessons and experiences, as we grow together.
Goals to Achieve as a Preschool Teacher
Preschool classrooms are colorful, high-energy places filled with fun activities and children socializing. I will work hard to get ready students for Kindergarten/Preschool 5 while imparting crucial socialization lessons to contribute to character development. As I create a list of goals, I plan to achieve effective lessons where everyone grows at their own level and need.
One of my first goals for as a preschool teacher will be to establish a welcoming and supportive learning environment. Creating a positive classroom environment with colorful libraries, hands-on activities, learning centers and stations, alphabets, numbers and quiet places for relaxing. Appeal to multiple senses when possible. Safety and Positivity are my top goals.
The National Center on Quality Teaching and Learning states that preschool students should meet targets for social and emotional preparation for School Grades. I would help students develop positive relationships with other preschoolers and teachers. Guiding children toward goals associated with managing their emotions, behaving appropriately and following classroom rules. Children will develop self-confidence and identity that positively relates to their families and cultures. Not forgetting that children also need time and space to practice solitary play, parallel play and dramatic play.
Families are very important during the preschool year. I am open to suggestions as we interact in the school environment, so we can work more comfortable and actively participating in your child's education and growth. I want to welcome each family and child on a daily basis as we build genuine connections in order to support each child’s learning. I want to encourage to keep communication positive, actively listen if you communicate concerns and let each child know that she/he is cared for and loved.
I plan to achieve professional development throughout the school year, attending conferences, trainings or classes geared toward preschool education and help brainstorms for solutions to challenges related to children or families.
As academics plays a more central role in our preschool curriculum, which is based on RHODE ISLAND EARLY LEARNING STANDARDS some key areas of knowledge include these:
Colors, sizes, shapes, and positions, such as under, over, and
Numbers and prewriting skills, shape identification, letter
recognition, sounds and rhyming.
Simple sentence structure as emergent writing.
Ways to handle a book.
Language Development and Literacy
There is a great emphasis on helping preschool children learn literacy skills and language development. To develop language and literacy skills, preschoolers must work on a variety of capabilities:
Oral language skills
Conversations with other children and adults
Proficiency in language
Literacy skills related to writing and reading
Letters of the alphabet
Motivation to read
Ways to use and appreciate books
Social and Emotional Development
Many schools and school districts identify, with parents’ help, the character traits they want all students to demonstrate. Children need multiple opportunities to learn about and demonstrate character traits such as these:
Positive mental attitude
Respect for others
Doing things for themselves
Taking responsibility for passing out, collecting, and organizing
Brain research supports the use of music and the arts to encourage learning in all areas. Preschoolers can learn about music and the arts in many ways:
Varied materials (e.g., crayons, paint, clay, markers) to create
Different colors, surface textures, and shapes to create form
Art as a form of self-expression
Varieties of simple songs
Movement to music of various tempos
Dramatic play with others
Physical Health and Motor Development
When children are not healthy, they cannot achieve their best. Helping children learn healthy habits will help them do well in school strengthening large and small muscles and develop strength and coordination. As their gross and fine motor skills develop, children experience new opportunities to explore and investigate the world around them. These are general expectations. Each child will reach the individual learning goals at his or her own pace And his/her own way. Some goals include, but not limited to, are:
Good nutritional practices
New foods, a balanced menu, and essential nutrients
Management of personal belongings
Gross and motor skills develop Ability to dress oneself a
Personal hygiene, such as washing one’s hands and blowing one’s
Fine Motor Skills through hands on activities.
Gross Motor Skills through playing soccer, run, jump, dance, etc.
The domain of cognition involves the processes by which young children grow and change in their abilities to pay attention to and think about the world around them. Young children rely on their senses and relationships with others; exploring objects and materials in different ways and interacting with adults both contribute to children’s cognitive development. Everyday experiences and interactions provide opportunities for young children to learn how to solve problems, differentiate between familiar and unfamiliar people, attend to things they find interesting even when distractions are present, and understand how their actions affect others. Research in child development has highlighted specific aspects of cognitive development that are particularly relevant for success in school and beyond.
These aspects fall under a set of cognitive skills called executive function and consist of a child’s working memory, attention and inhibitory control, and cognitive flexibility. Together, these skills function like an “air traffic control system,” helping a child manage and respond to the vast body of the information and experiences he or she reasoning skills, memory and working memory, attention and inhibitory control, and cognitive flexibility.
The development of mathematical knowledge and skills contributes to children’s ability to make sense of the world and to solve problems they encounter in their everyday lives. Knowledge of basic math concepts and the skill to use math operations to solve problems are fundamental aspects of school readiness and are predictive of later success in school and in life. The components within this domain address number sense and quantity; number relationships and operations; classification and patterning; measurement, comparison, and ordering; and geometry and spatial sense.
Children are scientists from the moment they are born, using their senses to observe and gain knowledge about the world around them. As they grow older, they become increasingly more adept at using their observations to make predictions and to plan investigations in order to solve problems and answer questions. These skills are important aspects of school readiness as they provide a process for children to ask and answer their own questions by absorbing and making sense of information. The components within this domain address a child’s ability to use scientific methods—observing, planning for investigations, collecting and analyzing data, and communicating information—as well as indicators of a child’s content knowledge of the natural and physical world.
The area of social studies involves children’s ability to understand how they relate to their family and community, their understanding of social norms, and their ability to recognize and respect similarities and difference in people. In addition to helping children develop an understanding of time (past, present, and future) and place (geography), these skills are important because they also help children place themselves within a broader context of the world around them and to think beyond the walls of their home and early childhood classroom. The components within this domain address children’s understanding of self, family, and community as well as basic geography and a sense of past, present, and future.
Welcome to Preschool 4! We are looking forward to an exciting year in our program of learning, challenges and fun filled activities for the children. Following is information that we hope will help make the first days of school an easy and smooth transition as we begin the 2016-2017 school year.
Our curriculum is aligned with the RI Early Learning Standards which articulate those things children should know and be able to do when they enter to kindergarten.. Each goal highlights play as the way children learn best. The nine domains are: Language Development, Literacy, Mathematics, Science, Social Studies, Creative Arts, Social and Emotional Development, Cognitive Development and Health and Physical Development.
In addition to the RIELDS, we use many different resources to develop daily activities for children. Daily classroom activities are based upon children interests, strengths and needs.
Every month letters of the alphabet are introduced and reviewed, numbers, shapes, colors, sight words, chunk words (word families) and themes. Stay tuned for every month’s academic topics in our monthly newsletter.
To plan meaningful daily activities, we observe and think about children’s development and learning. We use different assessment tools to make sure that our teaching fits each child’s learning and development. We informally collect samples of children’s work, observations, formal assessments and then we meet formally with families during the year to review each child’s progress and to set new goals for his/her development.
We want to design a caring community where every individual and the classroom are respected. Our goal is to have children how to work through conflicts with each other. Classroom guidelines and expectations for how children should care for themselves, their school, and one another are:
Use your words.
Keep hands and feet to yourself.
Clean up after yourself.
Just as children learn to write their names or count with guidance from adults, children also need support to develop skills in building relationships. When children need adult help in solving social problems, we say things positively and clearly, provide an explanation and redirect the child. The explanation may include why certain limits are being set and the redirection may offer a child a choice so that children learn to control their decisions and behavior. We use the Program “Green Choices, Red Choices”*
Children react to school with a lot of different emotions and behaviors. Regardless of the children reaction, we are here to help you go through this important step as smoothly as possible. Parents are always welcome to participate in the classroom, if possible, to help children learn and adapt about the new classroom.
Daily Sign In-Sign Out
There is a clipboard with a SIGN in SIGN out sheet. Our licensing and safety regulations REQUIRE THAT CHILDREN MUST BE SIGNED IN WHEN THEY ARRIVE AT SCHOOL.
*Program Attached to this package.
At the end of the day, children must be signed out by a person who is authorized to do so. (All persons who are picking up your child must be prepared to present a photo id to staff when requesting your child’s release from the program)
Release of children
Children will be only released to those adults who are on the Emergency Card as authorized pick up list. Identification will be requested.
We promote a healthy attitude toward food and we teach children about healthy food choices. We encourage parents to send a nutritional breakfast (if apply), lunch and snack. For example, sandwiches, yogurt, vegetables (carrot sticks, peppers, etc) fruit (apples, bananas, oranges, etc). Any food bought from home will be stored in children’s cubbies. Cold items should be sent in insulated containers or ice packs. We will gladly reheat food, please refrain to send long-time microwaveable foods or frozen foods as we have a class full of hungry children and just 1 microwave. Please do not send candy, carbonated beverages, gummies and “roll ups” or other high in sugar items to school with your child.
Children are provided with a cot that is labeled with their name. your child may also bring a blanket from home, a small pillow/cuddly buddy. All items for rest time must fit into a regular pillow case. Children are expected to sit or lay quietly on their cot. We know that not all children will sleep; children who do not sleep may rest quietly on their cots with a soft toy or a book. Rest time lasts for two hours.
Holidays are acknowledged in the classroom in ways that are child-centered and social studies projected. Please help us celebrate holidays by sharing your family's traditions with the children. We will let you know about plans for any classroom celebrations and if you have any requests or concerns, speak with the teachers and/or directors.
Birthdays are very special to young children, and often they want to celebrate with their friends at school. We will have the date marked in the classroom calendar and will sing to congratulate the birthday boy/girl. Please let the teacher and/or directors prior to your child's birthday if you plan a special activity or celebration in honor to your child. Some treats may include fruit, veggie tray, chips, crackers with ham and cheese, ice pops, etc. Please refrain to send in cake, ice cream or cupcakes as some parents avoid high sugar treats for their children and goes against promoting healthy food choices.
Toys from home
Often children want to bring toys from home into the classroom but this can lead to problems. The toys may get lost or broken, the children find it hard to share with other children, or the toys distract children from the daily activities. For this reasons we ask that toys from home stay at home.
Extra Clothing, pull-ups and wipes
We recognize that accidents may occur, and we ask that families leave a seasonally appropriate change of clothing in their bin at all times. If your child is in potty training please provide pull-ups, wipes and extra clothing regularly.
We have an open door policy. PARENTS ARE WELCOME AND ENCOURAGE TO STOP BY AND VISIT US ANYTIME. There are different ways you can participate in our program such as sharing interests, talents, hobbies, personal interests, reading a book or just helping out. All volunteers are expected to follow the center guidelines for classroom volunteers.
Every month, parents will get a newsletter written by the classroom teachers which will be placed in your child's cubby. This packet includes everyday activities from our curriculum and special events for the month, no forgetting our home-school connection which is a family activity for parents and children to realize at home and bring to school. Children get very excited about sharing their home-school connection with the class and also get sad and upset when is not made and forgotten.
The Center opens at 6:30, children take breakfast, use the restroom and do “morning work” before 8:50. We start class with Morning Meet and Greet at 9:00 Am, please try to arrive on time so children are able to take part in all of the planned educational activities. If your child is going to be absent you must call the center and inform a staff member or ask to be transferred to Preschool 4 classroom (104) to let us know of your child's non-attendance for the day or tardiness. Program ends at 5:30 promptly. toward food and we teach children about healthy food choices. We encourage parents to send a nutritional breakfast (if apply), lunch and snack. For example, sandwiches, yogurt, vegetables (carrot sticks, peppers, etc) fruit (apples, bananas, oranges, etc). Any food bought from home will be stored in children’s cubbies. Cold items should be sent in insulated containers or ice packs. We will gladly reheat food, please refrain to send long-time microwaveable foods or frozen foods as we have a class full of hungry children and just 1 microwave. Please do not send candy, carbonated beverages, gummies and “roll ups” or other high in sugar items to school with your child.
We have an open door policy. PARENTS ARE WELCOME AND ENCOURAGE TO STOP BY AND VISIT US ANYTIME. There are different ways you can participate in our program such as sharing interests, talents, hobbies, personal interests, reading a book or just helping out. All volunteers are expe