Early Childhood Education

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ASSIGNMENT 04 E01 Careers in Early Childhood Education Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the “Format Requirementsʺ page for specific format requirements. The scenarios presented below are similar to those that you will likely encounter as an early childhood educator. Put yourself in the shoes of the early childhood educator and apply your knowledge and skills to navigate through each scenario. Scenario 1 Both Friedrich Froebel and Maria Montessori developed unique materials to support their methods of teaching children. These materials are still used in classrooms today. Imagine that you are an early childhood educator at a preschool where you teach a class of 3- to 5-year-olds. Part A: Develop an original age-appropriate activity for your preschool class using one of the following. • Froebel’s cube gift • Froebel’s parquetry gift • Lincoln Logs 1. Describe the activity that you have developed. 2. Identify at least two (2) skills that the activity would help develop. Part B: Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method. 1. Describe the activity that you have developed. 2. What are at least two key differences between the two activities you developed? Scenario 2 Characteristics of developmentally appropriate practices can be observed in classrooms. Intentional teachers can utilize this knowledge in planning experiences specifically designed for children of various ages to enhance their development and learning. Below is a list of some of the characteristics that children display naturally. Imagine that you are teaching a kindergarten class of 5- to 6-year-olds. Develop two learning activities that you could use to further nurture the development of these capabilities. Each experience should integrate at least three of the characteristics listed below. Make sure to describe how each characteristic is incorporated into the activities. Lead Create Move Create art Make a plan Initiate Speak Draw Raise questions Solve problems Try again Read and make books Choose wisely Decide Scenario 3 Imagine that you are an early childhood educator who teaches a first-grade class of 6- to 7-yearolds. Develop an activity designed to promote reading and/or writing skills. Provide a description of the activity. Explain how you would adapt this learning experience to be more appropriate for children with four of the following special needs. • Gifted • Intellectual disability • Attention deficit hyperactivity disorder • Speech delayed • Hearing impairment • Visual impairment • Physical disability • Epilepsy • Asthma Scenario 4 As an early childhood educator, imagine that you observe each of the situations below. Fill out the chart below, identifying the most likely cause, the most appropriate preventative guidance technique you, as the teacher, could use, the most appropriate solution that promotes positive self-concept and prosocial behaviors, and the reason why you selected each technique and solution. 1. Mealtime Fight. At age 18 months, highly active Jake climbs out of his high chair long before his meal is finished. Exasperated, his teacher makes him sit at the table until he has eaten all of his food. Soon Jake’s behavior escalates into throwing his food on the floor. 2. Temper Tantrum. Three-year-old Connor falls on the floor and kicks and hits his fists on the floor while he yells. The teacher and three other children are sitting at a table nearby working on puzzles. Connor continues this behavior and looks up every minute or so to see the teacher’s reaction. 3. “Mommy, don’t go!” Four-year-old Angela screams “Mommy, don’t go!” when her mother brings her to the center each morning. 4. Bully. Jenny, a first-grader, is large for her age. When she enters the after-school program each day, she goes around the room pushing the other children and taking toys away from them. No one wants to play with her because of the way she acts. Cause Guidance Technique Appropriate Solution Reason Mealtime Fight Temper Tantrum “Mommy, don’t go!” Bully Grading Rubric Please refer to the rubric on the next page for the grading criteria for this assignment. CATEGORY Scenario 1 Part A: Description of Activity (10 Points) Exemplary 10 points Student provides a clear, logical description of an ageappropriate activity using Froebel’s cube gift, Froebel’s parquetry gift, or Lincoln Logs. Scenario 1 Part A: Skills 10 points (10 Points) Student provides a clear, logical description of at least 2 skills that the above activity would help develop. Scenario 1 Part B: 10 points Description of Activity Student provides a clear, logical (10 Points) description of an ageappropriate activity using the Montessori method to promote the skills described above. Unsatisfactory 5 points Student provides a partially clear, logical description of an age-appropriate activity using Froebel’s cube gift, Froebel’s parquetry gift, or Lincoln Logs. 5 points Student provides a partially clear, logical description of 1-2 skills that the above activity would help develop. 5 points Student provides a partially clear, logical description of an age-appropriate activity using the Montessori method to promote the skills described above. Scenario 1 Part B: 10 points 8 points 5 points Differences (10 Points) Student provides a clear, logical Student provides a mostly clear, Student provides a partially description of at least 2 logical description of at least 2 clear, logical description of 1-2 differences in the activities differences in the activities differences in the activities described above. described above. described above. Scenario 2: Learning 10 points 8 points 5 points Activities (10 Points) Student provides a clear, logical Student provides a mostly clear, Student provides a partially description of at least 2 agelogical description of at least 2 clear, logical description of at appropriate learning activities age-appropriate learning least 2 age-appropriate learning that integrate at least 3 of the activities that integrate 2-3 of activities that integrate 1-3 of given characteristics. the given characteristics. the given characteristics. Unacceptable 2 points Student provides a weak or unclear description of an ageappropriate activity using Froebel’s cube gift, Froebel’s parquetry gift, or Lincoln Logs. 2 points Student provides a weak or unclear description of 1-2 skills that the above activity would help develop. 2 points Student provides a weak or unclear description of an ageappropriate activity using the Montessori method to promote the skills described above. Scenario 3: Special Needs (15 Points) 5 points Student provides a weak or unclear description of the activity and how the activity would be adapted to fit the needs of 1-4 of the special needs categories listed. 5 points Student successfully fills out the chart for 1-4 scenarios using weak or unclear information. 15 points Student provides a clear, logical description the activity and how the activity would be adapted to fit the needs of at least 4 of the special needs categories listed. 15 points Student successfully fills out the chart for all 4 scenarios using clear, logical information. Satisfactory 8 points Student provides a mostly clear, logical description of an ageappropriate activity using Froebel’s cube gift, Froebel’s parquetry gift, or Lincoln Logs. 8 points Student provides a mostly clear, logical description of at least 2 skills that the above activity would help develop. 8 points Student provides a mostly clear, logical description of an ageappropriate activity using the Montessori method to promote the skills described above. 12 points Student provides a mostly clear, logical description of the activity and how the activity would be adapted to fit the needs of 3-4 of the special needs categories listed. Scenario 4: Guidance 12 points Scenarios (15 Points) Student successfully fills out the chart for 3-4 scenarios using mostly clear, logical information. Mechanics (10 Points) 10 points 8 points Student does not make any Student makes 1-2 errors in errors in grammar or spelling, grammar or spelling that especially those that distract distract the reader from the the reader from the content. content. Format - APA Format, 10 points 8 points Citations, Organization, The paper is written in proper The paper is written in proper Transitions (10 Points) APA and organizational format. format with only 1-2 errors. All All sources used for quotes and sources used for quotes and facts are credible and cited facts are credible, and most are correctly. Excellent cited correctly. Adequate organization, including a variety organization includes a variety of thoughtful transitions. of appropriate transitions. 8 points Student provides a partially clear, logical description of the activity and how the activity would be adapted to fit the needs of 2-4 of the special needs categories listed. 8 points Student successfully fills out the chart for 2-4 scenarios using partially clear, logical information. 5 points Student makes 3-4 errors in grammar or spelling that distract the reader from the content. 5 points The paper is written in proper format with only 3-5 errors. Most sources used for quotes and facts are credible and cited correctly. Essay is poorly organized, but may include a few effective transitions. 2 points Student provides a weak or unclear description of 1-2 differences in the activities described above. 2 points Student provides a weak or unclear description of 1-2 ageappropriate learning activities that integrate 1-3 of the given characteristics. 2 points Student makes more than 4 errors in grammar or spelling that distract the reader from the content. 2 points The paper is not written in proper format. Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly. Essay is disorganized and does not include effective transitions. ...
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