About

Birth to Three Teacher

GENERAL SUMMARY:

Plan and implement a day care program designed for emotional, social, educational and physical development of the very young child within the framework of the agency philosophy and objectives, under the direction of the Childcare Supervisor and the Child Care Director.

POSITION RESPONSIBILITIES:

Create a secure environment that invites learning through exploration and discovery.

Organize classroom environment into clearly defined areas and display appropriate materials where they are to be used.
Arrange areas that invite separate individual and small group play areas. Create clear pathways for children to move from one area to another.
Implement a variety of activities that can go outdoors throughout the year.
Select/use developmentally appropriate equipment & materials . Open all centers daily.
Maintain separate noisy areas from quiet ones. Utilize child appropriate music.
Make adjustments for children w/ disabilities, special needs.
Regularly add new materials, props & equipment to expand & enrich children's play
Introduce the children to new experiences, ideas and challenges.
Display materials simply and attractively with picture labels, and accessible to encourageresponsibility and independence.
Provide soft spaces and soft materials.
Prepare a protected place for each child's belongings and provide a way to display and protect each child's completed work.

Plan, prepare weekly and long-term plans and conduct an appropriate daily program. Submit weekly plans to Supervisor. Post weekly plans on parent board.

Use a variety of teaching strategies.
Develop clearly defined goals for individual children that guide curriculum planning.
Coach or guide children in the acquisition of specific needed skills.
Identify children who have difficulties in behavior or development and collaboratively with Social Services, create a plan to help the child acquire appropriate skills.
Include daily active and quiet times, group & individual activities, teacher-led and child- initiated activities; indoor and outdoor play. The amount of time spent in large-group, teacher initiated activity is limited.
Plan time periods appropriate to the age(s) and experiences of the children. Balance daily activities in consideration of the child’s total daily experience.
trust, mutual respect and support for co-worker(s).
Consult frequently with co-worker(s) to plan and prepare lessons & activities. Communicate collaboratively with co-worker(s) throughout the day to ensure smooth operations. Demonstrate
Maintain a consistent schedule and routines that enable children to predict events and develop a basic sense of trust, but which does not sacrifice flexibility when needed.
Utilize available community resources (i.e. special guests or walking field trips,) to expand/extend the children's experiences.
Allow time daily for independent activities to allow children to initiate play in all learning areas. Observe and assess each child without interrupting an actively engaged child. Encourage development of independent functioning, responsibility, self-regulation and self-control, as age appropriate.
Provide opportunities for children to use all their senses to explore and understand their world.
Plan activities that help children develop small muscle control (containers, balls, nesting cups, action/reaction toys, squeak toys, cuddle toys, etc.)
Actively participate in and reinforce children's play.
Include pictures and materials that reflect diversity (ethnic, gender, ability & age)
Plan and implement sub-group activities for children during circle time, free play, art activities, water & cornmeal, computer time and diapering or bathroom trips to provide more individual attention and promote a calm and serene atmosphere.
Conduct smooth and unregimented transitions between activities.
Administer approved medication, first aide according to established procedure. Complete accurate and timely incident reports. Follow appropriate emergency procedures.

Respectfully guide and implement family-style mealtimes, eating with the children to model healthy nutrition habits and table manners.

Encourage use of self-help skills as they are ready, (holding bottle, finger feeding, assisting in setting the table, serving themselves, clean-up after the meal and assisting with clean up of tables, and chairs).
Help children to socialize. ( Food and drink not intended for children must be taken outside of classroom.)
Use mealtime to promote good nutrition habits.
Encourage conversation throughout the meal.

Plan and implement creative activities which help children develop large muscle development (push/pull toys, stacking toys large beads, pounding bench, water or flour or pudding play, toys for pretending, dancing, playing with balls) during gym, or large motor, or outdoor times in both individual play and group experiences.

Set up gross motor room equipment such as stairs, balance beam, etc.,. Make full use of ride-on-toys, sand toys, and wagons when outdoors. Put equipment back in its proper place before leaving area.
Stand by play equipment and gives full attention to children.
Allow infants to experience self-initiated motor behavior such as rolling and sitting. Encourage toddler to pull self –up, walk and climb.

Spend individual time with each child each day.

Talk with children in ways that show respect and caring. Talk with children to build optimum self-esteem.

Offer encouragement, guidance and reinforcements for efforts and accomplishments. Coach children who have difficulty entering a play situation or making constructive use of child-chosen activity.
Talk with children at eye level often throughout the day focusing on the process, providing new vocabulary. Imitate vocalization, reinforcing their efforts. Engage children in floor-time activities and dialogue about those activities.
Give children sufficient warning before announcing clean-up time.
Use creative communications (songs, finger plays and stories) to ease transition times
Use clean-up as at time for helping children to discriminate, match and classify objects.
Interact frequently with children in positive, friendly ways that show interest, respect and affection. Provide opportunities for sharing, caring and helping.
Demonstrate non- verbal interactions ( e.g. eye contact, smiling, fond embrace).
Actively listen to children and respond to children. Respond to and expand upon cues coming from the child. Interpret infant actions to other children. Assist toddlers in social interactions.
Engage in meaningful conversations with children about their interests, activities & inquiries. Ask open-ended questions.
Hold, touch, sing and talk with children individually and in groups to encourage language, to build optimum self-esteem and, to develop social skills. Make frequent eye contact. Make it a point to move from area to area encouraging children during their play activities.
Address child(ren) by name.
Repeat infant sounds. Talk about things toddlers see; Help 2 year olds to name things. k) Incorporate multi-cultural terms to build positive self-identity, to build a sense of the group as community and, to demonstrate respect for all races, religions, family backgrounds & cultures.

Establish consistent rules and behavioral expectations and convey them clearly and consistently. Help children to resolve conflicts by using a problem-solving approach. Ask children open-ended questions and make suggestions to promote problem solving.

Recognize and encourage pro-social behaviors among the children (e.g. cooperation, helping taking turns, talking to solve social problems, verbalize positive & negative feelings).
Comfort children who are hurt, fearful or upset.
Help children to deal with anger, frustration or sadness by reflective communication.

Attend regularly to children's physical needs such as nose wiping, hand and face washing, diapering, and toilet training, toilet accidents. Staff practices regular and proper hand washing techniques. Practices proper use of rubber gloves. These procedures should be handled in a relaxed manner. Quickly comfort infants in distress. Give one-on-one attention to infants during feeding & diapering, allowing time for infants responses. Reassure crying toddlers. Administer approved medication, first aide according to established procedure. Complete accurate and timely incident reports. Follow appropriate emergency procedures.

Demonstrate knowledge of the stages of children's development in all areas.

Use collections of the children's work to assess each child's development and abilities.
Use assessment information to plan activities that promote each child's growth and development.
Recognize and allow for individual differences in development and
Integrate concepts and themes that reflect the community and interests of the children.
Observe, record and report significant individual's or group behavior in the form of anecdotal records, observational reports and requests for Social Services; share information appropriately. Maintain accurate and neat attendance records. Complete legible and permanent, (i.e., ink, typed, or on computer) records and incident reports in a timely manner.
Communicate with co-workers, families , Supervisor, Social Services and other Section staff to ensure curriculum and classroom experience from one year to another provide continuity with overall program objectives.
Effectively negotiate difficulties and differences that arise in interactions with other staff and parents.
Attend and participate in regularly scheduled inservices, workshops, section meetings, as well as professional conferences as available.
Minimally, complete 16 CEUs annually to meet DCFS and Accreditation continuing education requirements.).
Complete a self- performance evaluation annually.
Regularly participate and make contributions at Section meetings

Keep inventory of materials and equipment and recommends to supervisor when replacements are needed. Notify supervisor in writing of any needed repairs or maintenance in the playroom or playground to insure the safety of the children. Maintain and cares for equipment in an orderly physical environment. Example: Washing toys that are put in mouth, as needed throughout the day. Washing and cleaning of shelves and equipment. Responsibly select toys, and supplies that are developmentally appropriate for the child.

Regularly keep parents informed of their child's growth and development in a respectful, professional manner and encourages parents to participate in the program. Respect cultural diversity. Support parents helping them feel confident as parents. Provide opportunities for parents to learn about the curriculum and how they can extend learning at home. Conduct parent-teacher conferences twice a year.

Discuss major changes that affect children (e.g. changes in room, teacher, special services, etc) with families before implementation.
Communicate with families to show trust, respect, sensitivity (especially in difficult circumstances), and acceptance of cultural perspectives, confidentiality.
Develop a relationship with family members. Daily welcome and encourage family members to share in the day-to-day program.
Solicit and incorporate parents’ knowledge about their child(ren) into on-going assessment & planning.
Maintain privacy and confidentiality in all communication regarding specific children and/or families.

At least annually, conduct an assessment with the Supervisor & Director to identify the strengths and weaknesses of the program and set program goals for the next year.

Acts with integrity and aspires to model the DCMC Core Values in the delivery of all services

REPORTS TO: Childcare Supervisor

QUALIFICATIONS:

Bachelor Degree or Associates Degree in Early Childhood/Child Development from an accredited college or university. OR
Current CDA credential (Council for Early Childhood Professional Recognition or, National Childcare Association). OR
Minimum 30 credit hours from an accredited college or university with 15 credit hours in Early Childhood Education. AND
Prior experience in group childcare is also preferred. Requires emotional maturity, respect, and patience for children to: model appropriate behavior; and to contribute to each child's physical, intellectual, social, emotional and developmental needs. Able to accompany children on Day Care program related outings and attend to physical needs of the children. Able to lead/participate in recreational and educational activities with the children as a role model. Capable of providing for the physical safety of active pre-school children in her/his immediate care.

We are an Equal Opportunity Employer

To apply for this position, interested Candidates should apply by following the link below:

We are an Equal Opportunity Employer

To apply, click here.