Preschool Competency Statement

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Competency Statement 1: To establish and maintain a safe, healthy learning environment
Functional Area 1: Safety
Preschoolers require a safe and healthy learning environment, which must be created and maintained. Students will learn more effectively in a safe and healthy learning environment. Thus, I aim to establish and maintain a safe and healthy learning environment by employing specific strategies and actions to foster a safe and healthy learning environment. For example, I pay attention to detail and ensure that personnel, family members, and students fully understand the rules and regulations presented in the manual and other information exchange that guides personal conduct and facility cleanliness to prevent or reduce hazardous situations. Furthermore, the classroom rules are posted in a strategic location to remind students of appropriate behavior and restrictions in the classroom. Developing and presenting classroom rules is an essential step in aiding students in identifying what is expected of them. I also conduct daily safety checks of the students’ materials and belongings, such as their classroom supplies and toys. I make certain that their items are operational, complete, and not sharp.
Functional Area 2: Healthy
Meal preparation locations, washrooms, and canteens must all be thoroughly checked and supervised to ensure that all students are not exposed to diseases (Turner & Harder, 2018). Also, the washrooms must be checked to ensure enough supplies of water, soaps, and tissue. The canteens must also ensure that they only serve healthy foods and not junk foods. Additionally, I model good behavior for the children to emulate. I often demonstrate how to clean and sanitize, eat healthy foods, work out, and use the restroom properly.
Functional Area 3: Learning Environment
Everyone wants the students to be safe and healthy. However, a conducive learning atmosphere is also required. The classrooms must be stocked with learning materials that meet the students’ needs. There must also be a play area with toys and other amusements. Because adding play or games into learning is beneficial to children. The layout of the classroom is carefully planned to fulfill a conducive learning environment for the students. The basis I used in the design of the learning environment is based on the students’ needs and preferences.
Competency Statement 2: To advance physical and intellectual competence
Functional Area 4: Physical
The physical development of a child prepares him for activities that may aid in academic success. A child’s motor skills can be classified into two types. The power to control smaller objects with one’s hands and fingers is fine motor skills. The capacity to synchronize bigger muscles in the body to accomplish more significant movements is referred to as gross motor skills. A child’s fine motor skills can be developed by engaging in activities such as brushing the teeth, picking up and putting down objects, starting to put on shoes, and other activities.
On the other hand, a child’s gross motor skills can be developed by engaging in activities such as visiting beaches and parks, running, leaping, dancing, throwing, etc. Therefore, engage in activities that use large muscles to develop a child’s gross motor skills. Hence, it is essential to develop a child’s physical competence.
I help the children in doing small and big tasks. These tasks include opening bottles and jars, sharpening their pencils, bringing their school bags, tying their shoelaces, and so on. Through these actions, I am reassuring the students that I am supporting their growth.
Functional Area 5: Cognitive
The intellectual competence of a child allows thinking and reasoning skills. The child must be able to organize thoughts to make sensible judgments and decisions. Subjects such as English, Science, and Mathematics, allow children to discover notions that will help develop their critical thinking skills. I provide activities such as experiments, problem-solving, riddles, puzzles, and other activities to develop their intellectual competence further. I also ensure that the instructions will be apparent to the students. I also chunk the tasks into smaller pieces to lessen the pressure and tasks on the students, especially since they are still preschoolers. I make sure that I am always available to answer their questions and address their concerns. I also incorporate fun facts and trivia that will be both enjoyable and educational. Hence, developing intellectual competence is also important.
Functional Area 6: Communication
Students must be taught how to correctly express their emotions. Additionally, students must be taught how to communicate effectively with others. I often demonstrate good speaking techniques such as modulated voice, being open with sentiments, and so on. I provide activities such as role-playing, charades, and other listening and speaking tasks that will test and improve their communication skills. Through this, the students will learn the importance of effective communication.
Functional Area 7: Creative
Arts and music are the best subjects for fostering creativity in students. I give kids the freedom to experiment and explore. I ask them the children to do activities such as drawing, painting, collage, murals, and origami, as well as singing and dancing. I could also use play to help students gain creativity. Lastly, I use songs in the class, specifically transitional songs, to keep them entertained and foster creativity.
Competency Statement 3: To support social and emotional development and provide positive guidance
Functional Area 8: Self
The students may develop a sense of independence, self-regulation, and industry through proper guidance. Therefore, the Montessori approach may be used to develop a student’s intellectual, social, and emotional competence. Preschoolers need support and guidance in their social and emotional development. They must be conscious of and accept their feelings, abilities, and limitations. I help them to discover themselves and I support their journey in being self-aware. Therefore, self-awareness is important to achieve more desirable outcomes.
Functional Area 9: Social
Establishing a positive relationship is necessary to achieve a harmonious relationship in the classroom. Positive relationships reinforce learning and camaraderie (Frey et al., 2019).
Preschoolers require a welcoming, loving, safe, and respectful environment. The first step is to become acquainted with the students and their preferences. I encou...