Tasks and activities of a toddler teacher

If you are doing an internship at a playgroup, for example for the Helping Welfare or SPW 3 training, it is useful to know what the tasks of a playgroup teacher are. Below is a description of the tasks and activities of a playgroup teacher. Tasks and activities are focused on the primary living situation and daily life activities.

The role of the preschool teacher is:

Stimulating
Analyzing
Signaling
Supportive
Accompanying
Caring
Advisory
Supervisory
Mediating
Creating conditions
Coordinating

Below I further explain the above roles:

Creating a warm and safe environment and taking responsibility for the safety of the environment and the safety of toddlers. Encourage children to contribute positively to the group atmosphere. Intervene and mediate in conflicts.
Taking care of toddlers. Observing hygiene, changing clothes, supporting toilet training.
Exchange information.
Have conversations with parents about developmental delays. Parents also inform if the parents are not open to this. Inform parents fully, but without parents worrying.
Perform multiple activities at the same time and keep an overview.
Perform household activities and manage materials. Keeping the room clean.
Stimulating cognitive, social-emotional and motor development in a playful way: creating development opportunities for all children aged 2-4 years by offering versatile and appropriate play options.
Maintain contact with parents and build a relationship of trust with them. In case of problems (behavioral problems or developmental delays), make a home visit and raise the problems during a teacher meeting.
Identifying language and developmental delays in toddlers and raising this with education, welfare institutions and healthcare. There are no complex problems such as the targeted reduction of development delays. Developmental delays do require extra time and attention from the toddler teacher, who is able to choose suitable play activities for the toddler.
She plans and organizes the preparation of special occasions. (birthdays, Sinterklaas, Mother’s Day, Saint Martin, Christmas, Father’s Day).
Read literature, use information and ideas from colleagues.
Stand independently in front of the group, supported by volunteers and/or interns.
Be willing to continue developing by taking courses.
Being able to improvise in unexpected situations and devise approaches. Constantly adjust guidance.
Responding to changes in behavior and development of toddlers. Actively respond to what the child indicates and take his or her needs and capabilities into account.
Apply game activities in different situations.
Willingness to get to know nature, habits, development and interests.
Observing individual toddlers and interaction between the toddlers. What does the child pick up, what initiatives does he take, how does he behave during play activities. Use an observation list and/or transfer form for primary school (she completes this form based on observations).
Being able to form a good impression of the toddler in the limited time that she sees the toddler.
Divide attention between children individually and groups of children.
Monitor development and identify and recognize any abnormalities in cognitive (including language), social-emotional, sensory, motor, and creative development.
Mapping the toddler through an intake interview, intensive contact with parents, child and colleagues.
Give the child responsibilities that the child can handle.
Guiding a toddler towards self-reliance, to the extent that he can handle it.
Reflect your own thoughts and actions.
Participate in networks for the prevention and catching up of language and developmental delays. The leader maintains contact at district level, such as with the district nurse. Latest with parental permission.
The leader is involved, assertive, professional, positive, empathetic, honest, communicative, initiative-rich, enterprising, creative, solution-oriented.

Activities of the playgroup teacher explained in more detail:

Leader maps child and his environment

The teacher gets to know the nature, development level, habits and interests of all children in the group. During the various play activities, the teacher observes the behavior of the individual toddlers and monitors the interaction between the children. She monitors the development of various children and identifies and recognizes any abnormalities in cognitive, social-emotional, sensory, motor and creative (language) development.

She maps the toddler and his environment through an intake interview and through intensive contact with the parents, the child and colleagues. she also continuously collects information by observing the children and talks to them about the activities. She gives meaning to what she sees, but tries to look as objectively as possible at what is actually happening. She is careful not to pigeonhole the children too quickly.

The teacher watches what the child picks up, what initiatives he takes and observes him during the various play activities. She often uses an observation list or a transfer form for primary school, which she completes on the basis of her observations. She analyzes whether the activity program matches the interests of the child and identifies whether he or she feels comfortable with the average development of toddlers or whether the toddler does not thrive in the group. She discusses this with colleagues and/or manager. If they share the suspicion, she will talk to the parents and ask whether they recognize the problem. The leader uses guidelines from the organizations. She knows the limits of her own expertise.

If necessary, she consults with relevant institutions/care providers in the event of any developmental delays. She tailors the playgroup’s offering based on the goals of the extra guidance. In addition, she analyzes the social systems relevant to the child for possibilities to include them in the playgroup offering.

She must observe:

The wishes of the parents versus the activities/services she can provide as a playgroup teacher.
The attention she can give to the individual child and the group of children.
Getting a good idea of the child in the limited time she sees the child.
Objective viewing versus subjective interpretation.
Assessing whether behavior is abnormal or not.
Determine how to tell parents what was observed.
Make time to observe.
Parents who do not realize that their child’s behavior is different.
Determine whether or not to seek help from your manager, colleagues or district nurse.

The leader determines the game activities and makes a schedule

Based on her observations, the teacher determines which play activities are suitable for the toddler’s further development. She takes into account the specific areas in which the child could develop further. Based on a clear pedagogical framework, the teacher is deliberately concerned with the development and guidance of the child in the playgroup. She determines the program for the various activities and ensures that the necessary materials are available. She discusses the planned activities with interns, volunteers and/or parents who work in the playgroup. She plans the preparation of special activities, for example around Sinterklaas and Mother’s Day. She also devises an action plan for the guidance of an individual child and of problems in the interaction between children.

The teacher uses the information she has gained while observing the toddler. She uses this information as a starting point to select play activities that are suitable for the further development of the toddlers. She looks for game activities by using the experience she has, existing literature and information or ideas from colleagues. By drawing from various sources of information, she has a range of activities available that she can use for the further development of the toddler and she has game activities that are suitable for further developing specific areas of attention.

She must ensure that the play activities are suitable for the toddler’s further development and she must look at the options available to offer the activities. This includes time, money and available materials.

The teacher guides the toddler and stimulates his development

When guiding, you influence the child’s functioning. The preschool teacher guides children both in groups and individually. The guidance is aimed at stimulating the individual development of the children, raising children, the mutual interaction of the children and sometimes learning to deal with a disability or behavioral problems.

Development can be stimulated by offering targeted, conscious and recognizable play activities. The teacher actively responds to what the child indicates, taking his or her needs and capabilities into account. In this way, she guides the children as optimally as possible in carrying out the activities.

She uses her creativity during the activities and uses a morning and afternoon structure. She ensures a good structure and completion of activities and gives the child responsibilities that the child can handle. The teacher adapts the guidance to the child’s situation. She takes into account special life events or matters that require extra attention. The guidance of the teacher is following, in line with the children. She continuously adjusts the guidance based on the effect of the guidance on children and reflection with colleagues. In the event of unexpected events (children are chaotic, bad weather, good weather) she adjusts the implementation and planning of activities.

The teacher coordinates with parents and informs them

the teacher informs parents about the activities that the child does in the playgroup and the way in which the child carries out the activities. She organizes information meetings for parents and makes home visits if necessary. She shapes parental participation. She indicates when she notices special features in the child’s development and matters about which she is concerned. She asks the parents about how the child behaves in the home situation and what activities the child can do independently. The teacher coordinates with the parents to be able to deal consistently with the child and to be on the same page as much as possible. She answers questions from parents about the development and upbringing of their child. She informs them about the steps that can be taken if their child has identified developmental delays or behavioral problems. If desired, the teacher will provide instructions for the child’s upbringing. For example, if desired, the teacher gives advice to parents to do play activities with the child at home and encourages parents to carry out activities at home to benefit the child’s development. She informs parents about the working methods and offerings of other institutions, such as primary schools and agencies.

When parents pick up or drop off their child, the teacher exchanges information with them. When you pick him up, she tells you how the morning/afternoon went. She looks for a suitable moment to raise any bottlenecks. She takes the parents seriously when exchanging information. The teacher answers their questions and takes the time to do so. So she provides parents with information, but by giving examples and substantiating her information with arguments.

The leader observes:

That parents are not open to information about their child’s development.
That the method of providing information is such that parents do not worry unnecessarily.
That there may be a difference of opinion between teacher/parents about education.

The teacher is responsible for the household activities and care

The teacher is responsible for household tasks such as keeping the room clean and tidy and cleaning tables. She provides food and drink and, if necessary, administers medication. She changes the children and supports the toilet training process.

She prepares food and drinks for the children. Children who can open their lunch box/drinks do this themselves. She uses the principle that the child also does the things he or she can do. The teacher regularly checks whether the space in the playgroup and the materials the children work with are clean, and takes action where necessary. She informs the parents what support and/or specific care the child needs.

The leader ensures safety and a pleasant atmosphere

The teacher initially ensures that the space in the playgroup is safe for the children. If the safety of one or more toddlers is at risk during activities, she intervenes. When the children have a fight and cannot reach an agreement between themselves, she comes to the rescue. She mediates and conveys norms and values. She teaches the child how to act in conflict situations. She points out to a child when he acts unfairly. The teacher keeps a close eye on the children and the environment. She knows which children she should pay particular attention to and takes this into account. She encourages children to contribute positively to the group process. She sets a good example by being friendly and open to the children.

The leader observes:

That she pays attention to the individual child but keeps an eye on the entire group at the same time.
That the safety of children comes first, but that the child has the freedom to develop and gain experience.
That the interests of the individual child do not conflict with the group interest.

The teacher reflects and evaluates

In order to work purposefully and to find out how the development of the individual child is progressing, the teacher regularly reflects on her thoughts and actions and the results she sees in practice. When these do not match expectations, she looks for causes. For example, she checks whether the play activities are sufficiently in line with the child’s development. She evaluates with colleagues and/or manager how the group functions as a whole, how individual children function and how the collaboration with parents, school and district nurse works. She adjusts plans based on her evaluation.

She determines in advance which goals she wants to achieve with the group of children and the individual child, and determines what goal she has in mind with the activities she undertakes. Afterwards she looks for herself to see what concrete results have been achieved.
When information is lacking, she calls on colleagues or inquires with children/parents. She determines which indications for improvements she has obtained. She makes use of this in follow-up activities. She assesses the consequences of her actions for children and colleagues and adjusts her actions accordingly.

The leader maintains collaborative relationships

The teacher participates in networks for prevention and catching up on language and developmental delays. It is important that employees remain informed of developments in the field of their work. The teacher works together with primary school, childcare center, municipality and welfare organizations.

She prepares for networking meetings. She decides together with a colleague and/or manager whether registration for specific guidance is necessary based on the information collected . She participates in the transfer of data to relevant organizations when a child needs more help or support. As far as possible, the playgroup’s offering is tailored to the care the child needs. The teacher represents the playgroup and acts as a contact person for relevant organizations.

The leader must observe:

That it guards its own boundaries, but is flexible in collaboration.
Collaboration partners are concerned with their own interests and not with the interests of the network.
Collaboration partners do not keep to agreements.

The teacher promotes her own expertise

The teacher must stay informed of new developments and it is desirable that she also develops herself further. To achieve this, she reads trade magazines and takes courses. She exchanges knowledge and experience with colleagues. She applies the knowledge and experience she has acquired in her work. In conversations with parents or others, she shows her expertise in the development of children.

The teacher knows her strengths and weaknesses and looks at where she wants to develop herself further. On this basis, she determines which course is relevant to her and discusses this with her manager. She discusses new developments with colleagues and searches the internet for relevant information for her work.