Physical Development Activities

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Week 2 – Assignment
Due: Jul 2, 2019 at 1:59 AM

Physical Development Activities

[WLOs: 3, 4] [CLOs: 1, 2, 5]

This week we begin working on elements that will become part of your Community Center Proposal Final Project. If you have not already done so, go to the Week 5 – Final Project and thoroughly review the instructions for creating the proposal. This week, you will be creating three activities that will become part of the infant room, early childhood room, and adolescent room of your center.

Prior to beginning this assignment, read Chapters 4 and 5, Sections 14.2 and 15.2 in your textbook, and the Physical Development: Motor Developmentarticle. Additionally, watch the Boys: Entering the teen years, Girls: Entering the Teen Years, and Playing videos on physical development.

Physical development, especially in infancy and toddlerhood but also into middle and late childhood, is primarily focused on the development of fine and gross motor skills. But the milestones and activities for each age group are very different. In adolescence, the fine and gross motor skills have been mostly developed, and the focus is about strength and skill building as well as dealing with the effects of puberty.

For example,

  • Coloring or playing with clay would not be an appropriate activity for an infant to improve fine motor skills, but it would be for the early childhood room.
  • In middle and late childhood, children are developing the muscle mass to greatly improve their abilities to run and jump and play organized games, which would not be appropriate for infants or toddlers.

There are many websites aimed at both parents and educators that describe activities to promote physical development. The activities you select do not have to be complex, but they do need to be age appropriate and grounded in developmental milestones. Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following:

  • Describe the age appropriate activity in some detail (provide more than just the name of the activity).
  • Identify developmental milestones which supports the use of this activity (Table 5.1 in your textbook will be useful here).
  • Identify how the activity supports physical development for that age group.

The Physical Development Activities paper

  • Must be two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013.

  • 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 Ashford Writing Center resources.
  • Must use at least one credible source 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 Ashford Writing Center’s Citing Within Your Paper
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignmen

Standards-Based Learning Objectives

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Teachers of social studies and the arts are challenged to develop standards-based curriculum that integrates current local and global issues into instruction. Doing so engages students in applying content knowledge to real-world problems.

The purpose of this assignment is to practice writing learning objectives based on this integration. In this assignment you will watch a social studies lesson and analyze its relevance to current local and global issues. You will then write learning objectives that cover the content in the video lesson.

 

Part 1: Reflection

View the Teaching Channel video listed in this topic’s materials. While watching the video, think through the following questions in order to reflect:

  • How has this teacher accomplished the task of exposing students to academic language and critical thinking skills while addressing social studies standards and current events?
  • What supports were put in place to help students apply critical thinking skills to a real-world current event? What effect did this have on student learning?
  • Write a 250-500 word reflection, addressing the above questions.

Part 2: Writing Objectives

Review “Well-Written Learning Objectives in Social Studies” to inform this part of the assignment.

Consider the fourth grade social studies standards applicable to FLORIDA. 

Using those standards and the Teaching Channel video lesson, write four lesson objectives for the content covered in the video.

Utilizing the Depth of Knowledge chart, write one objective per DOK level, and show the standard(s) they are aligned to. Expand upon the lesson, if need be.

Submit your reflection and objectives as one deliverable.

Depth of Knowledge chart

http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf

 

Teaching Channel Website

https://www.teachingchannel.org/video/teaching-complex-concepts

 

Well-Written Learning Objectives in Social Studies

Learning objectives are statements that clearly state what you expect students will be able to do as a result of the learning experience you designed for them. They are written as observable performances that reflect internal knowledge and understanding. They do not merely state what a student will know; rather, they describe what a student will be able to do as a result of having learned and practiced the application of that knowledge. A poorly written learning objective:” Students will be able to understand why explorers and settlers came to North America. “A better learning objective:” Students will be able to describe why explorers and settlers came to North America. “Well-written learning objectives reflect worthwhile, life-long skills, rather than lesson activities. A poorly written learning objective:” Students will be able to draw a picture of three early American trade routes. A better learning objective:” Students will be able to describe and locate trade routes used in North America in the 1600’s.” Well-planned learning objectives reflect a variety of cognitive processes. Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK) Chart can assist with writing learning objectives that require different levels of thinking. For example, lesson objectives that only use verbs such as “list,” “state,” or “describe” are limiting. Such lesson objectives may be listed, but should then be followed by learning objectives that will require more in-depth thinking. A simple learning objective:” Students will be able to list the states that signed the U.S. Constitution. “The above learning objective could be followed by a more in-depth learning objective:” Students will be able to compare and contrast the motivation different states and their representatives had for signing the U.S. Constitution.”

 

https://www.stancoe.org/sites/default/files/instructional-support-services/resources/california-state-standards/CSS_descrip_social_studies.pdf

The Role Of Bureaucracy In Policy

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Instructions

Step 1: Establish Background

Work through the three interactive lessons on the origins, development, and reform of the federal bureaucracy, and complete the forum on bureaucracy and everyday life.

Step 2: Watch Videos

View the following six videos about the federal bureaucracy and answer the assigned number of questions for each video.

Video 1

Watch this video, https://www.c-span.org/classroom/document/?5753

Answer one of the following questions:

Why did the Founding Fathers vest the legislative (law-making) power in Congress through Article I of the Constitution? What were they worried about?

  • Why are laws as written by Congress not sufficiently useful? What role can federal agencies play?
Video 2

Watch this video,  https://www.c-span.org/classroom/document/?5752

Answer one of the following questions:

  • Which Obama legislative initiatives are criticized as burdensome on business?
  • What are the historic roots of today’s regulatory regime?
  • How has Congress delegated increasing authority to bureaucratic agencies?
  • How do these bureaucratic agencies benefit members of Congress?
  • What is one proposed solution to give Congress more control over administrative regulations?
Videos 3, 4, 5, and 6

Watch each video below:

https://www.c-span.org/classroom/document/?5754

https://www.c-span.org/classroom/document/?5755

https://www.c-span.org/classroom/document/?5756 Act (opens in a new window)

https://www.c-span.org/classroom/document/?3978

Answer two of the following questions based on the video and your additional research:

  • Is there an issue of bureaucratic discretion being exceeded by the agency/commission?
  • Has Congress taken measures to ensure that the agency follows legislative intent in its regulations?
  • Has any federal court reviewed the regulations? If so, what was its conclusion?

Step 3: Write an Essay

Write your responses to the questions you selected in Step 2 (Watch Videos) in an essay of at least three paragraphs. Please submit your completed project using the “Add Submission” link below. Submit your work as an MS Word or a PDF file. This project will be graded according to the marking guide provided.

Developmental Theory:

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(1) Developmental Theory:   Your Toolbox  [WLO: 1] [CLO: 2]

In previous courses, you studied various learning theories and the role played by theory in our ability as caregivers to support the developmental needs of the children in our care. Now that you have further studied developmental domains in this class, it is time to connect theory to the more individual needs of children within these domains. According to Groark, McCarthy, & Kirk (2014).

In viewing one’s knowledge of developmental theories as somewhat of a tool box, an early childhood professional can identify which theory or theories can best help to make sense of the current circumstances. In identifying these theories, the caregiver can identify which approaches might work best to support the growth and development of the children in his or her care, based on the unique characteristics of the situation at hand. (Section 3.11, para. 3).

Identifying those specific approaches or strategies is the goal of this discussion.

To prepare for this discussion,

· Read Chapter 2: “Influences on Child Development.”

· Review Table 3.5: Summary of developmental theories (Section 3.11: Integrating and Using Developmental Theories).

Review your assigned child development influence and text section from below.

 

Last Name Begins   With

Assigned Child   Development Influence

Section from Text

 

A – E

Genetics/Biological   Influences

Section 2.1

Then imagine you are working with a child whose growth and/or development has been impacted in some way by the influence you studied.

For your initial post,

· Summarize, in your own words, the influence on child development you were assigned from above and its impact on a child’s growth and development.

· Specify the age range of the child you identified.

· Tell which domain (s) you are supporting specifically (i.e., cognitive, motor, language, self-help, and/or socio-emotional).

· Describe at least two strategies you can use in the classroom to support the child.

 

(2) Developmentally   Appropriate Practice: The Key [WLO: 2] [CLOs: 1, 2, 4]

Since you are enrolled in this course, it is hoped that you understand early childhood education is valuable for promoting the well-being of children and families. The ever-increasing support for early childhood programs is a testament to this. Now let’s consider what is key to ensuring early childhood programs and professionals have a positive and long-lasting effect on children and families. While there are several pieces to this puzzle, one of the most important aspects is the use of developmentally appropriate practice (DAP). DAP involves educators meeting the needs of children based on their stages of development, “both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals” (NAEYC, n.d., para. 1).

To prepare for this discussion,

· Read Developmentally Appropriate Practice (DAP) Introduction (Links to an external site.).

· Read Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8 (Links to an external site.).

· Complete the 10 Effective DAP Strategies interactivity. (Links to an external site.)

For your initial post, describe what, in your opinion, would be the ideal developmentally appropriate classroom environment for an age group you desire to work with. In your description, address the following questions:

· What is your ideal age group of children to work with?

· What does the actual classroom environment look like and have in it?

· How is it developmentally appropriate?

· What are the qualifications and dispositions of the educators or caregivers in the classroom?

· What types of learning experiences will children have? Why are they developmentally appropriate?

https://www.naeyc.org/resources/topics/dap

 

(3) Cultural Context:   Discipline

Discipline and guidance are major components of a preschool program.  You need to establish your own philosophy before you can communicate this with parents.  Review the following quizzes to reflect on your opinion of discipline and guidance.

a. The Best Discipline Tactics: A Quiz

b. The Discipline Quiz: True or False

Review Table 7:1 in your text, “Approaches to Guidance and Discipline with Young Children,” and choose two extrinsic reinforcers/rewards and two intrinsic reinforcers/punishments.  Give an example of each choice to demonstrate your understanding of “How It Works” and explain why it is an appropriate choice for a defiant child.  Explain what you would say to a parent who might question your decision to use this method.  Finally, share with your classmates your favorite extrinsic reward for a 3-year-old.

 

(4) Problem Solving

Choose one of the following scenarios from Chapter 8 in your text:

· Some parents request that their boys should not be permitted to play in the dress up area, and should not be allowed to wear women’s hats, shoes, and clothes to dress up.

· Some parents complain that their children continually come home with paint on their clothes and sand in their hair, and ask that their children not be allowed to paint or play in the sandbox (Wardle, 2013, p. 221).

Using the following strategies from Keyser, presented in Chapter 8, construct a thoughtful response to the parent in your chosen situation.  Name the scenario in your post (Dress Up or Mess).  Then, respond to each of the following points in your post.

a. Listen and ask open-ended questions.  (What questions will you ask to be sure you understand the parent’s perspective?)

b. Restate and reframe the parent’s ideas.  (How will you rephrase the situation to demonstrate to the parent that you understand their problem?)

c. Find common ground.  (Refer back to the child.  Restate that both you and the parent want what is best for the child, therefore______ should be done.)

d. State your position, ideas, and feelings.  (Be sure to leave your emotions out of this.  Be sure to include fact.)

e. Give information as appropriate.  (At this point, you must include one outside resource, preferably a community resource, to assist the parent with this issue.)

f. Give the parent an opportunity to respond. (What will you say to encourage the parent to share their thoughts?)

g. Outline the conflict as equally valid viewpoints. (Although this would be necessary in a conversation, it is not necessary to include in this assignment.)

h. Invite, discuss, and choose possible solutions. (Offer a reasonable solution.)

i. Thank the parent and set up a time to check back in. (What would be the appropriate amount of time before revisiting this situation?)

 

Required Text

Wardle, F.  (2013).  Collaboration with families and communities [Electronic version]. Retrieved from https://content.ashford.edu/