Categories
Psychology and Education : Child Development

Discuss how each classroom design can promote and encourage children’s behavior in  positive ways.

The Assignment
According to the text, a room that is developmentally appropriately designed will set the stage for learning and growing. Read the following article:  Infant and Toddler Spaces.docx Infant and Toddler Spaces.docx – Alternative Formats
After reviewing the article, each of the following should be discussed:
Choose three of your favorite classroom qualities that should be a part of an early childhood design.
Discuss how each classroom design can promote and encourage children’s behavior in  positive ways.
Discuss with your classmates both the positive and negative effects of classroom design.
Grading Criteria: See attached rubric for grading criteria
146 Discussion Board Rubric 2.docx 146 Discussion Board Rubric 2.docx – Alternative Formats
Resources:
Textbook and attached article

Categories
Psychology and Education : Child Development

How will you implement the strategies/ideas  when working with children?

This assignment creates an awareness of the teacher’s role in teaching children helpful or appropriate behavior.
The Assignment
Summarize the article by answering the three questions listed below. Each question should have an answer that has a minimum of 5 sentences. Please make sure you read the statement on Plagiarism. Also, do not copy and paste the article- that is plagiarism.

1.  What is the main focus of the article? What is the “problem” with rules?
2.  What are three strategies that are discussed in the article? How can teachers move from rules to
guidelines?
3.  How will you implement the strategies/ideas  when working with children? How will you implement this new knowledge into your classroom?
Article Link:  Dan Gartrell.pdf Dan Gartrell.pdf – Alternative Formats  Introduction
(If you have difficulty accessing this pdf, contact your instructor for assistance)
Grading Criteria
The summary is graded on a 100 point scale.  Maximum points are given when length of 3 paragraphs with each paragraph containing a minimum of 5 sentences is met and content summarizes key strategies to use with young children and families.
20 points – Three paragraphs are included, each paragraph has a minimum of five sentences
20 points – First paragraph summarizes the main focus of the article
30 points – Second paragraph summarizes three strategies from the article.
30 points – Third paragraph gives specific strategies/ideas you will use when working with young children.
Points are deducted for errors in grammar and spelling.  Also noted is clarity of the summary and students comprehension of the content.
Resources
NAEYC Young Children journal past publications link:  (above)

Categories
Psychology and Education : Child Development

What important factors should children Learn from talking a walk around the block.

Why is walking a group of children around the block meaningful to children who are 3 years old at school.
What important factors should children Learn from talking a walk around the block.
What materials should children need to walk around the block with their classmates and teachers.
What different ways can children share what they’ve done.

Categories
Psychology and Education : Child Development

How has African art influenced artists in the West?

Many Western Artists have been inspired by African Art, especially the more geometric shapes of sculptures. Consider some of these Western Artists and then write a paper where you reflect on the following question:
How has African art influenced artists in the West? Provide artistic examples. (Please do NOT use Picasso as an example). Support your answer with artistic examples.
– Your answers are to be written in academic essay format
– Use artistic examples NOT included in the textbook or lecture notes
– Do not just give your opinion on something, you must support your
views with examples and demonstrate that you understand the
material and can think creatively for yourself about the concepts
discussed in this course
– Do NOT write in the first person.

Categories
Psychology and Education : Child Development

Discuss resources to give the attendees regarding health, safety, and nutrition.

Your director reminds you that your Lead Teacher had volunteered to run the Health, Safety, and Nutrition Community Night in two weeks, and now that responsibility falls on you! She has a nutritionist scheduled to come in and address your chosen age group. The nutritionist has a presentation prepared and she is willing to answer questions after the presentation.
You will need to create two different fun activities that can be used to teach the community how to enforce health and safety measures at home. This community night will also serve as professional development for the staff. Your director has asked for everything to be submitted in the next week so she can help you plan and gather materials. She has also told you that you will have access to as many teachers as you need (for extra support), but you will need to conduct an initial meeting to brief them on the night. This will be a fabulous opportunity for you to impress her!

Using the Health, Safety, and Nutrition Community Night template, complete the following:

In your paper,
Describe your chosen age group.
Explain your goals for the evening.
Prepare an agenda for the initial meeting you will hold prior to the event.
Discuss the parent volunteers you will need for this event.
List all the materials you will need.
Describe a nutritious snack to be served at the event.
Plan two activities (one health and one safety) for the event.
Create five open-ended questions to ask the nutritionist.
Develop a detailed schedule of the evening in 15 minute increments.
Discuss resources to give the attendees regarding health, safety, and nutrition.
Discuss an extension activity that attendees can teach/play at home.
Create 3-5 questions for the attendees to evaluate the evening.
Design a plan to involve the attendees with clean up.

The Health and Safety Community Night assignment
Must use the required template.
Must be five to seven double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Writing Center’s APA Formatting for Microsoft Word
Must utilize academic voice. See the Academic Voice resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing Introductions & Conclusions as well as Writing a Thesis Statement, refer to the Writing Center resources.
Must use at least three credible sources in addition to the course text.
The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List resource in the Writing Center for specifications.

Categories
Psychology and Education : Child Development

What open ended questions will you ask the children to encourage them to think about their activity and guide them toward meeting the standard?

File EDU 151 KA Rubic(1) (1).docx EDU 151 KA Rubic(1) (1).docx – Alternative Formats (18.25 KB)
File Presschool Lesson Plan Form 2 (1)(1) (1).docx Presschool Lesson Plan Form 2 (1)(1) (1).docx – Alternative Formats (14.195 KB)
Introduction: Thematic units are a developmentally appropriate strategy to integrate the arts. A thematic unit is the organization of a curriculum around a central theme. It is a series of lessons that integrate subjects across the curriculum, such as math, reading, social studies, science, language arts, and others that all tie into the main theme of the unit. Each activity should have a main focus toward the thematic idea.
Assignment:
You will develop a written activity plan that centers around a thematic unit for one of the following age groups (Toddlers, Preschool, or Pre-Kindergarten) The activity should have a central focus that supports the main idea of the thematic idea and include dance, music, art, drama, or creative movement.
The activity MUST be developmentally appropriate and encourage active exploration of materials and ideas. For the most part, the children should be able to do the activity with minimal guidance from their teachers, although teachers should interact with children, asking questions to encourage exploration, curiosity, problem solving, language development and deeper thinking. Dittos/coloring sheets, flash cards, product-oriented projects (crafts), etc. will not be considered developmentally appropriate activities. The activities should be open-ended, encourage exploration, discovery, creativity and allow the children to build their own knowledge. These should be planned for centers or small groups, not the entire class (whole group). They can also take place outside. Each plan should focus on a different area of development (Emotional and Social Development, Health and Physical Development, Approaches to Learning, Language Development and Communication, or Cognitive Development).
Each activity plan should include the following and follow the format below: (see attached lesson plan document)
1) Title of the Activity and age of the children participating
2) Area of Development (Domain) (Emotional and Social Development, Health and Physical Development, Approaches to Learning, Language Development and Communication, or Cognitive Development) PLEASE CHOOSE ONLY ONE AREA.
3) Goals addressed: If you do not have a goal listed you cannot get full credit for other sections.  The goal is what you want the children to learn from the activity. Be sure to list the goal (with letters and numbers included) EXACTLY as it is worded in the original NCFELD document.
Example:
Goal APL-1: Children show curiosity and express interest in the world around them
4) Materials – List all of the materials you will need to do the activity. Pretend that you are planning an activity for a substitute to do in your classroom. He or she will not be familiar with the activity, so you will have to state everything for them.
5) Related Thematic Unit: Choose a thematic unit that is age appropriate, ties into the content, and reflects the goal and activity.  Example: Thematic Unit: Butterfly and Caterpillars: Kindergarten: Main focus: Investigate and understand basic needs and life processes of plants and animals. Plants and animals live and die (go through a life cycle) Off springs of plants and animals are similar but not identical to their parents and one another : Art activity that supports the main focus of the thematic unit: Stuffed Newspaper Butterfly
6) Procedures – Step-by-step instructions for doing the activity. Also include how many children will be doing the activity with you. These should always be for a center or small group of children (ex-5 preschoolers, 3 toddlers). You will need to discuss where the activity will take place.  Be sure to include what THE CHILDREN will do in the activity. Watching you do an activity is not an open-ended activity for the children. Again, think of that substitute. If you don’t tell him or her the procedures, your goal for the activity may not be accomplished. Write down everything! (dance, music, art, drama, or creative movement activities are acceptable for this Key Assessment)
7) Higher Level Questioning- What open ended questions will you ask the children to encourage them to think about their activity and guide them toward meeting the standard? What questions can you ask to identify if the goal has been mastered? (minimum of 5)
8) In addition to your written plan, you will teach the activity and post to Flipgrid. (Pretend you’re teaching to a group of students. You do not have to teach a real group of students.) Flip Link: https://flip.com/77c4d1f1
1. Tell us the name of the activity, age group, goal you chose,etc.
2. Walk us through the activity- how you made it, what the children will be doing, etc. Be sure to show an example of the completed project.
3. How does the activity connect to and support the main focus of the thematic unit
4. Discuss some of your open ended questions and how they reflect the goal you want the children to master .
5. What was the goal of your activity?  What content did you want the children to master?
6.  Reflection: Finally, what worked well, what would you change?
You will actually create/make your chosen activity that centers around your thematic unit plan and show an example of the completed project in your video.  Be sure to answer all of the questions in number 8 (6 questions) throughout your video.
Grading Criteria
The attached KA rubric will be used to grade this assignment.  In addition points will be deducted if the lesson plan format isn’t used and hands-on video is not posted to Flipgrid. Please share your Flip link. https://flip.com/77c4d1f1
Resources
For the Infant/Toddler and Preschool activity plans you will need to refer to Foundations: North Carolina Foundations for Early Learning and Development. Access them online at:
NC_Foundations_ADA.pdf  NC_Foundations_ADA.pdf – Alternative Formats
Textbook: All Chapters
Preschool Lesson Plan Form (attached)

Categories
Psychology and Education : Child Development

Define linguistic Intelligence

File Teacher Inquiry on the Influence of Materials on Children’s Learning (Voices) _ NAEYC.pdf Teacher Inquiry on the Influence of Materials on Children’s Learning (Voices) _ NAEYC.pdf – Alternative Formats (398.571 KB)
TITLE: Article Three
Introduction: Teacher Inquiry on the Influence of Materials on Children’s Learning (Voices)
This assignment fulfills
Module Outcome 1 and 2: Define linguistic Intelligence, big books, flannel board, quiz cards, and webbing. Define webbing as a way of planning, some guidelines for selecting excellent and appropriate literature for children, and ideas supporting linguistic intelligence.
Course Outcome 3: Create developmentally creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse.
General Education Competency: You will have to communicate effectively using American Standard English conventions in professional and academic environments.
The Assignment:
Summarize the attached article, in your own words, by answering the three questions listed below. Each question should have an answer that has at least 5-7 sentences. Please make sure you read the statement on Plagiarism. Also, do not copy and paste the article – that is plagiarism.
1.    What is the main focus of the article?
2.    What are three strategies/resources/ideas that are discussed in the article?
3.    How will you implement the strategies/resources/ideas from paragraph two when working with children?
Grading Criteria
20 points – Three paragraphs are included; each paragraph has a minimum of seven sentences
20 points – First paragraph summarizes the main focus of the article
30 points – Second paragraph summarizes three strategies from the article
20 points – Third paragraph gives specific strategies/ideas you will use when working with young children.
10 points – correct grammar and spelling are used.
Resource:
Young Children, November 2016,“ Teacher Inquiry on the Influence of Materials on Children’s Learning (Voices),” by Rachel Schaefer.  https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-inquiry-materials
If you have difficulty accessing the article, PDF contact your instructor for assistance.

Categories
Psychology and Education : Child Development

Develop a Social Story for mealtime for a 4-5 year old child.

Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules. As the title implies, they are brief descriptive stories that provide information regarding a social situation. When children are given information that helps them understand the expectations of a situation, their problem behavior within that situation is reduced or minimized.
Develop a Social Story for mealtime for a 4-5 year old child. Identify the age appropriate NC FELD indicators being addressed across the domains in the social story.
Apps that could be used to make social narratives:
Social Stories Creator and Library for Preschool, Autism and Special Needs
Story Maker for Social Stories
Stories About Me
Stories2Learn
iCreate
Social Skill Stories
My Pictures Talk
Social Stories
Social Stories For
iCommunicate
Tapikeo HD
Pictello
Kid in Story Book Maker
Software that could be used to make social narratives:
Pogo Boards :
Pogo Boards is a full-featured, robust, web-based solution for creating boards. Features include: Speech output with 42 different, high quality, text-to-speech voices. You will have access to millions of images through an intuitive, integrated Google image search, plus thousands of unique, custom symbols with SymbolStix© and the new PiCS© symbol system. Pogo Boards also gives you the ability to share boards online either within your own private community or the global community of all users.
Picto-Selector :
Picto Selector is a Windows application written for easy selection and printing of pictos.  After downloading and installing the software you can start creating pictosheets. You can insert your own pictures into a pictosheet or choose from over 24,000 pictures and symbols. Once you are finished you can save it as a pdf and print out a copy to use.
ConnectABILITY :
ConnectAbility offers a visuals engine that is great for creating a quick social story on the fly. There are no downloads necessary. Simply select your template (choose from choice time, rules, schedules, personal stories and more), add Boardmaker images or upload your own images and print or save as a PDF.
LessonPix :
LessonPix is an easy-to-use online resource that allows users to create various customized learning materials. LessonPix offers a simple three step process for creating a social story.
Boardmaker :
Boardmaker was one of the first and most well-known social story applications created. Boardmaker lets you create talking books, behavior supports, schedules, rewards charts and much more. Boardmaker also lets you download over 10,000 ready-made boards that other members have created. Please note that Boardmaker was designed for schools and therapists and therefore the price is significantly more than other products.

Categories
Psychology and Education : Child Development

As an early childhood educator, what does Helen need to know about how to respond to a significant food reaction?

Five-year old Stella attends one of two kindergarten classes at the local elementary school. Her twin sister Scarlet is in the classroom next door. Her family identifies as Taiwainese and is of Chinese heritage. While English is spoken at home, Stella’s parents both speak Chinese Mandarin, especially with the twins’ grandparents. Stella is learning Chinese Mandarin in an afterschool program. Stella’s parents have welcomed opportunities to share information about the customs and foods of Taiwan that are ways that they connect with their traditions.

At school, Stella appears shy and rarely contributes in either small or large group activities. On the playground, she seeks her sister as the kindergarten classes have outdoor play at the same time. Stella’s favorite activities are art and music, and she becomes animated during activities with music and movement. She has a great fondness for the color red.

Because Stella’s teacher, Helen, often uses cooking as a vehicle for helping the children explore new tastes, cultures, and vocabulary, she sent home a sheet to each family to learn about any food allergies. Stella’s family indicated that she had no allergies.

Recently Helen decided to make cashew butter from scratch with the children. After adding the cashews, oil, and salt to the food processor, each child got to take a turn pushing the “on” button and watching the nuts become a paste. Then everyone got to taste the cashew butter on a cracker. Stella ate her cashew butter apple slice and immediately showed signs of a significant allergic reaction: runny nose, redness and swelling, and shortness of breath.

As an early childhood educator, what does Helen need to know about how to respond to a significant food reaction? What should she have done next? What follow up with the Cheng’s would be important? If Helen were an educator in North Carolina, where could she find good information about dealing with allergic reactions?
After answering the DB part you need to reply to two other people Agree or disagree  and why.

Categories
Psychology and Education : Child Development

What are three classroom management practices that enhance resilience?

Introduction
This assignment explores how teaching experiences can promote resilience and positive self esteem in young children.
The Assignment
Summarize the article by answering the three questions listed below. Each question should have an answer that has a minimum of 5 sentences. Please make sure you read the statement on Plagiarism. Also, do not copy and paste the article- that is plagiarism.

1.      What is the main focus of the article? What is resilience? Why is it important?
2.      What are three learning experience strategies that increase resilience? Each strategy should be discussed.
3.      What are three classroom management practices that enhance resilience? Each strategy should be discussed.  How will you implement the strategies/ideas  when
working with children? How will you implement them into your classroom?
Article Link:  Article from NAEYC Young Children’s Journal: March 2017, Collet    Creating Classrooms.pdf
(If you have difficulty accessing this pdf, contact your instructor for assistance)
Grading Criteria
The summary is graded on a 100 point scale.  Maximum points are given when length of 3 paragraphs with each paragraph containing a minimum of 5 sentences is met and content summarizes key strategies to use with young children and families.
20 points – Three paragraphs are included, each paragraph has a minimum of five sentences
20 points – First paragraph summarizes the main focus of the article
30 points – Second paragraph summarizes three strategies from the article
30 points – Third paragraph gives specific strategies/ideas you will use when working with young children.
Points are deducted for errors in grammar and spelling.  Also noted is clarity of the summary and students comprehension of the content.
Resources
NAEYC Young Children journal past publications link:  (above)