This assignment forms the second submission of your 2-Part Reading Response. The purpose of this assignment is for you to examine, in a critical way, specific concepts of ECE presented throughout the course. Reading responses offer the opportunity to read, synthesize, analyze, critique and discuss assigned weekly readings within the context of a question provided by the instructor.

 

Reading Response

The reading response is your response to an assigned question (provided by the instructor) related to the weekly readings. Read, synthesize, analyze, and critique the concepts presented within the assigned readings (e.g., chapters, journals, and links) and respond within the context of the question provided by the instructor. Your response must include direct connections and references to the readings/course material.

Please combine your thoughts into one concise response in Microsoft Word, approximately 1-2 pages in length (maximum). Please ensure that your assignment formatting is aligned with APA 7 stylistic requirements. Please save your files as follows: first and last name and the assignment name when naming your file (e.g., Nancy van Groll_Reading Response #1). Upload the file in the Assignment dropbox below.

——

Focal Module: Module 9

Recognizing that children do not exist in isolation and are part of a larger social ecology, it is meaningful to be aware and direct energy toward ensuring that the early learning setting recognizes, honours, includes and encourages links and relationships between the multiple worlds of children.

From the readings of Module 9 on children and the learning environment (see Module 9: Readings and Resources page), choose a specific topic that is meaningful to you and discuss: why it resonates with you, and how you might carry the ideas forward into your own future. Please include specific examples.

 

 

 

Require Readings:

 

Required Readings

Please select one reading or link from each section below.

Section 1: Children and the Natural World

· Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educators engagement and learning outdoors: A basis for rights-based programming. Early Education and Development, 22(5), 757-777. https://doi.org/10.1080/10409289.2011.596460 (Links to an external site.)

· Cedarsong Nature School (Links to an external site.)

· Child and Nature Alliance of Canada (Links to an external site.)

· Child and Nature Network (Links to an external site.)

· Designing Early Childhood Outdoor Spaces (Links to an external site.)

· Forest Schools Canada (Links to an external site.)

· Nature Kindergarten, Sooke BC (Links to an external site.)

· White, R. (2004). Young children’s relationship with nature: It’s importance to children’s development and the earth’s future. (Links to an external site.)

 

Section 2: Children and Families

· Christian, L. G. (2006). Understanding families: Applying family system theory to early childhood practice. Young Children, 61(1), 12-20.

· Malaguzzi, L. (translated by Lella Gandini). (1993). For an education based on relationships (Links to an external site.). Young Children, November 49, 9-12.

· Margolin, G., & Gordis, E. B. (2000). The effects of family and community violence on children   Download The effects of family and community violence on children. Annual Review of Psychology, 51(1), 445-449. https://doi.org/10.1146/annurev.psych.51.1.445

· Roots of Empathy (Links to an external site.)

· Seeds of Empathy (Links to an external site.)

· Stone, S. J., & Lindsey, G. (2012). Reviews of research: Brain research implications for early childhood education   Download Reviews of research: Brain research implications for early childhood education. Childhood Education, 75(2), 97-100. https://doi.org/10.1080/00094056.1999.10521992 (Links to an external site.)

 

Section 3: Children, Families and Communities

· British Columbia Centre for Ability (Links to an external site.)

· Dalai Lama Centre for Peace + Education. Why Educate the Heart? (Links to an external site.)

· Developmental Disabilities Association. Infant Development Program (Links to an external site.)

· Weaver, K. (2009). Brightening lives. Exchange magazine. Nov./Dec. (Library Online Course Reserves: Journals > Exchange Magazine > 2009 > click on ‘Brightening Lives’ and download pdf form)

 

Section 4: Children and the Learning Environment

· Harvard Graduate School of Education (1997). Project zero. Making learning visible. (Links to an external site.)

· Harvard Graduate School of Education (1997). Project zero. Making thinking visible. (Links to an external site.)

· Malaguzzi, L. (translated by Lella Gandini). (1993). For an education based on relationships. Young Children, November 49, 9-12. (Links to an external site.)

· Pairman, A., & Terreni, L. (2001) If the environment is the third teacher, what language does she speak? Early Childhood Development, Nga Kaitaunaki Kohangahunga, Right from the start. (Links to an external site.)

· The Wonder of Learning Exhibit: Ray of Light. (Links to an external site.)

· UBC Intergenerational Landed Learning on the Farm for the Environment.Links to an external site.

· Wilmes, B., Harrington, L, Kohler O., Evans, P., & Sumpter, D. (2008). Coming to our senses: Incorporating brain research findings into classroom instruction   Download Coming to our senses: Incorporating brain research findings into classroom instruction. Education Digest, 74(3), 24-28.

Unit 3 Assignment

Instructions: Please note that the questions below are based on the Unit readings and are intended to be both an outline of the units’ material and the basis for your Unit Assessment, so please give your best effort to answering them thoroughly. The task is to respond to all 30 of the questions below. Each question will be worth one point.

The format for submission is to include the questions with the replies. Example:

 

How does one know what the good life is?

– The good life is…

 

1. Define Theology. How is Theology different from the Philosophy of Religion?

2. What are some of the questions Philosophy of Religion deals with?

3. What are some of the difficulties and misconceptions associated with asking the question, what is Religion?

4. List some of the common characteristics of religion.

5. What are some of the common traits shared by the Religions of the West, Judaism, Christianity, and Islam?

6. Define Theism, Monotheism, Pantheism, Panentheism, Polytheism, and Agnosticism.

7. What are the three necessary properties associated with God in Western religious thought? Explain what each one means.

8. What are some of the philosophical problem associated with the characteristics given to God in the Western Religious traditions?

9. Briefly describe the Ontological Argument. (75-100 words)

10. Briefly describe the Cosmological argument. (75-100 words)

11. Briefly describe the Teleological Argument. (75-100 words)

12. List and briefly explain the arguments that strive to prove God’s existence through experience.

13. What is the philosophical Problem of Evil?

14. What is a Theodicy?

15. What is Natural Evil and how is it distinguished form Moral Evil? Give examples of both.

16. What is Physical and Metaphysical evil? Give examples.

17. What is the argument against God’s existence based on Natural Evil? Explain.

18. Briefly describe the Theodicies of Augustine, Iraneus and John Hick.

19. Contrast the claims of J.L. Makie and Alvin Plantinga.

20. What is the meaning behind Alvin Plantinga’s Trans World Depravity?

21. Explain the Free-Will arguments, and the counter arguments as they relate to the problem of moral evil.

22. Briefly summarize the theodicy of Gottfried Wilhelm Leibnitz. Be sure to include his idea of the “best of all possible worlds.”(75-100 words)

23. What is Process Theology? What is Open theism? What is Dipolar theism?

24. How does Atheism resolve the problem of Evil?

25. What is a Blik? What is a religious Blik? Give an example of both.

26. What were Wittgenstein observations about the limits of language? How does it relate to foundational beliefs?

27. Explain the Evidentialist Position on Basic Belief Systems.

28. How does Thomas Aquinas explain the relationship between faith and reason? What is the difference between the commensurable, incommensurable, irrational and translational explanations of the relationship of faith and reason?

29. Describe the reasoning involved in Pascal’s Wager? (75-100 words)

30. What is Fideism? And, what is the Coherentist explanation of the relationship between faith and reason?