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Reflective Narrative

CECE Standard of Practice: Standard III: Safe, Healthy and Supportive Learning Environments: B. Healthy: 1. Early Childhood Educators obtain and familiarize themselves with information concerning any relevant medical conditions, expectations, allergies, food restrictions, medication requirements and emergency contact information relating to children under their professional supervision. This information is obtained and reviewed in a timely manner, when a child comes under the members professional supervision or as soon after that time as the information becomes available (College of Early Childhood Educators, 2011).

Artifact: Classroom Observations

As E.C.E.s, we acknowledge and understand the importance of Standard III: Safe, Healthy and Supportive Learning Environments, subheading B) Healthy. We have a clear comprehension of the needs of the children in our care and a commitment to providing them with a safe and healthy atmosphere. It is our professional obligation to maintain a safe and healthy learning environment for all children. It is vitally important to adhere to all regulations for the overall health and well-being of all children. It is also important to adhere to personal health and medical forms because of the specific requirements that families feel are important to their

childrens social, physical and emotional safety and health needs (Ontario Ministry of Children and Youth Services, 2007). We appreciate that in order to provide and maintain an inclusive and anti-bias environment where all children are welcome it is important to respect and follow the aforementioned Standard of Practice as well as any family supplied information. We also ensure that health and safety is taught as a part of the FDK curriculum. Children should be made aware of a variety of possible safety and health concerns through stories, discussions and various learning experiences (i.e. videos of allergic reactions and what to do, non-fiction cultural books, cooking and baking experiences, dramatic centre role-playing activities, etc.) to make this Standard tangible to the children that it may directly impact. In order to demonstrate this Standard of practice health/medical forms are sent home to all families at the beginning of the school year for completion. When completed and returned a list is compiled of all children who have a concern (i.e. medical requirements, allergies, food restrictions, etc.). We ensure information forms are sent home and in some cases reminders are given until every childs form is received and completed. Upon receipt of the completed forms, they are reviewed by educators and any concerns are highlighted. If further clarification is required, contact is made with the families in question. Educators will post this list in prominent areas (i.e. snack area, food bins, lunchroom, recipe binder, etc.) to guarantee that it is viewed and strictly followed. Any changes to emergency information is maintained to keep the list current, and valid, in case of an emergency. Current emergency contact numbers (i.e. Ambulance, Fire Dispatch, Poison Control, Toronto Public Health, Childrens Aid Society of Toronto, etc.) are also posted (East York East Toronto Family Resources Organization, n.d.). As E.C.E.s we have current First-Aid and CPR certification and should be trained how to administer an EPI-Pen. We should be knowledgeable of the signs and symptoms of any medical conditions (i.e. allergic

reactions) within our classrooms and should be able, thanks to knowledge and training, to respond quickly and appropriately to any emergency situations that may arise. The artifact that we chose is various classroom observations. At the beginning of each year most educators post some type of a birthday board where all of the childrens names and the date of their birthdays are found. Most children celebrate their birthday and understand that it is a fun and special day. They also experience other birthdays throughout the year and not necessarily only those of their classroom peers. Many educators observe children randomly broaching the subject of birthdays throughout the school year. Many children are observed to be enjoying making their own cards in the art centre, writing about birthdays, pretending that they are celebrating a birthday in the dramatic centre, reading books about birthdays (both non-fiction and fiction), verbally sharing about what they received from a birthday loot bag, discussing their birthday present wishes, how old they will be turning, and other such discussions and activities during the course of the FDK programme. Educators may decide to extend learning using the childrens love and fascination of birthdays into most, or all, of the learning areas in the full-day kindergarten curriculum (Ontario Ministry of Education, 2010-11). Educators may decide to celebrate birthdays by providing an array of different activities. Some provide a minimalist approach while others may decide to take the celebration farther. As many children celebrate their birthdays at home with a treat (i.e. a cake, muffins, cookies, etc.) some educators may chose to continue this tradition while extending the learning of all children. This extension can include food in the classroom providing that outside food is not permitted for the purposes of mass distribution. In order to provide an inclusive environment, where all children may participate in the birthday celebration, food safety procedures (i.e. dietary restrictions and allergies) must be strictly adhered to. As educators, cooking or baking with the children, while following these

restrictions, is permitted. Many educators may chose not to extend childrens learning by including cooking and baking however many children do not get to experience working and learning with real food outside of school and this could be a wonderful learning opportunity. Working with food can extend into many other learning areas should an educator wish to expand a childs knowledge and skills in that way. By teaching a respect for diverse food restrictions and working within those limitations both educators, children and families can gain respect for diversity and learn inclusion.

References

College of Early Childhood Educators. (2011). Code of Ethics and Standards of Practice. Retrieved from: www.collegeofece.on.ca

East York East Toronto Family Resources Organization. (n.d.). E.Y.E.T. Emergency Phone Numbers. Retrieved from: familyresources@eyetfrp.ca

Ontario Ministry of Children and Youth Services. (2007). ELF-Early Learning Framework: A Framework for Ontario Early Childhood Settings. Retrieved from: http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/early_learning_for_ every_child_today.aspx

Ontario Ministry of Education. (2010-11). The Full-Day Early Learning Kindergarten Program (Draft Version). Queens Printer for Ontario, 2010. Retrieved from: http://www.edu.gov.on.ca.

Toronto District School Board. (2013). Retrieved from: http://www.tdsb.on.ca/ElementarySchool/SupportingYou/HealthActiveLiving/Healthrelat edPoliciesProcedures.aspx