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 Draw

Create Raise questions

Move Solve problems

Create art Try again

Make a plan Read and make books

Initiate Choose wisely

Speak Decide

 

Scenario 3

 

Imagine that you are an early childhood educator who teaches a first-grade class of 6- to 7-year-olds. 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.

 

CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable

10 points8 points5 points 2 points

Student provides a clear, logical

description of an age-

appropriate activity using

Froebel’s cube gift, Froebel’s

parquetry gift, or Lincoln Logs.

Student provides a mostly clear,

logical description of an age-

appropriate activity using

Froebel’s cube gift, Froebel’s

parquetry gift, or Lincoln Logs.

Student provides a partially

clear, logical description of an

age-appropriate activity using

Froebel’s cube gift, Froebel’s

parquetry gift, or Lincoln Logs.

Student provides a weak or

unclear description of an age-

appropriate activity using

Froebel’s cube gift, Froebel’s

parquetry gift, or Lincoln Logs.

10 points8 points5 points 2 points

Student provides a clear, logical

description of at least 2 skills

that the above activity would

help develop.

Student provides a mostly clear,

logical description of at least 2

skills that the above activity

would help develop.

Student provides a partially

clear, logical description of 1-2

skills that the above activity

would help develop.

Student provides a weak or

unclear description of 1-2 skills

that the above activity would

help develop.

10 points8 points5 points 2 points

Student provides a clear, logical

description of an age-

appropriate activity using the

Montessori method to promote

the skills described above.

Student provides a mostly clear,

logical description of an age-

appropriate activity using the

Montessori method to promote

the skills described above.

Student provides a partially

clear, logical description of an

age-appropriate activity using

the Montessori method to

promote the skills described

above.

Student provides a weak or

unclear description of an age-

appropriate activity using the

Montessori method to promote

the skills described above.

10 points8 points5 points 2 points

Student provides a clear, logical

description of at least 2

differences in the activities

described above.

Student provides a mostly clear,

logical description of at least 2

differences in the activities

described above.

Student provides a partially

clear, logical description of 1-2

differences in the activities

described above.

Student provides a weak or

unclear description of 1-2

differences in the activities

described above.

10 points8 points5 points 2 points

Student provides a clear, logical

description of at least 2 age-

appropriate learning activities

that integrate at least 3 of the

given characteristics.

Student provides a mostly clear,

logical description of at least 2

age-appropriate learning

activities that integrate 2-3 of

the given characteristics.

Student provides a partially

clear, logical description of at

least 2 age-appropriate learning

activities that integrate 1-3 of

the given characteristics.

Student provides a weak or

unclear description of 1-2 age-

appropriate learning activities

that integrate 1-3 of the given

characteristics.

15 points 12 points 8 points 5 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.

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.

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.

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.

15 points 12 points 8 points 5 points

Student successfully fills out the

chart for all 4 scenarios using

clear, logical information.

Student successfully fills out the

chart for 3-4 scenarios using

mostly clear, logical

information.

Student successfully fills out the

chart for 2-4 scenarios using

partially clear, logical

information.

Student successfully fills out the

chart for 1-4 scenarios using

weak or unclear information.

10 points 8 points 5 points 2 points

Student does not make any

errors in grammar or spelling,

especially those that distract

the reader from the content.

Student makes 1-2 errors in

grammar or spelling that

distract the reader from the

content.

Student makes 3-4 errors in

grammar or spelling that

distract the reader from the

content.

Student makes more than 4

errors in grammar or spelling

that distract the reader from

the content.

10 points 8 points 5 points 2 points

The paper is written in proper

APA and organizational format.

All sources used for quotes and

facts are credible and cited

correctly. Excellent

organization, including a variety

of thoughtful transitions.

The paper is written in proper

format with only 1-2 errors. All

sources used for quotes and

facts are credible, and most are

cited correctly. Adequate

organization includes a variety

of appropriate transitions.

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.

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.

Format – APA Format,

Citations, Organization,

Transitions (10 Points)

Scenario 1 Part A:

Description of Activity

(10 Points)

Mechanics (10 Points)

Scenario 1 Part A: Skills

(10 Points)

Scenario 4: Guidance

Scenarios (15 Points)

Scenario 1 Part B:

Differences (10 Points)

Scenario 1 Part B:

Description of Activity

(10 Points)

Scenario 2: Learning

Activities (10 Points)

Scenario 3: Special

Needs (15 Points)

Arizona’s instructional program for English language learners is based on four principles called Arizona’s Language Development Approach. According to the Arizona Department of Education, these principles are based on the core idea that “all educators share the responsibility for promoting the success of English learners.”

Choose one of the following deliverables to complete this assignment:

• 10-12 slide digital      presentation, including presenter’s notes with documentation of resources      and a title slide

Utilizing the deliverable of your choice, present the following information about Arizona’s Language Development Approach to general classroom teachers:

Part 1: Terminology

• Explain Arizona’s definition      of an English learner (EL).
• Briefly discuss the      distinctions between the following instructional program models: ESL,      bilingual, sheltered English instruction, and structured English immersion      (SEI).

Part 2: Four Principles of Arizona’s Language Development Approach

• Briefly describe Arizona’s      Language Development Approach and the synthesis of the research around      ELLs.
• Explain student agency and      its importance in the instruction of ELLs.
• Explain each of the four      principles of Arizona’s Language Development Approach.
• Discuss components of      Arizona’s approved research-based SEI models: newcomer, pull-out, two      hour, 50-50 dual language immersion.

If applicable, the deliverable should include graphics that are relevant to the content, visually appealing, and uses space appropriately.

Please ass notes