Early Childhood Education

 

ASSIGNMENT 08

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.

Part A

Using the major objectives identified in one of the four curricula discussed in Lesson 5 (HighScope, Creative Curriculum, Core Knowledge, or Tools of the Mind), create a short learning opportunity for a 5-year-old child in the kindergarten class that you teach.

• Begin by identifying three objectives that you      might use for instruction.
• Once you have determined your objectives,      determine what adaptations to the curriculum and to the environment you      might make in order to reach these objectives.
• Next, write a plan of what special learning      opportunities will prompt the child to explore and discover new ideas and      that support reaching the three objectives chosen.

Part B

As a teacher, think about how technology could be used to help children in a preschool class understand the following three concepts: Understanding Change, Cause-and-Effect Relationships, and the Idea of a System (that a whole is composed of related parts that affect each other).

• Choose one of the three concepts, and develop a      sequence of three lessons that focus on the concept you have chosen.
• Describe each of the three lessons. Make sure to      incorporate the questions below by including your answers to each when      describing the three lessons.

o How will you intentionally plan for student learning?

o What activities will children engage in?

o What materials will be used?

o How will you know if your students understand the key concepts?

 

Part C

Imagine that you are a teacher’s aide in a classroom of 2nd-grade children (7- to 8-year-olds). In each of the following situations, describe the following.

1. The emotions the children involved might be      experiencing
2. How you would use the strategies presented in the      textbook to help the children become more aware of their own feelings and      the feelings of others
3. How you would help them cope effectively with the      situation

• Manual and Damien are playing in the sandbox.      Manuel wants Damien’s shovel, so he takes it. Damien begins to cry, but      Manuel continues to play, unaffected. Damien comes running to you, saying,      “He took my shovel!”
• Latoya has been standing watching the others      climbing the rock wall. It seems as if she’d like to join in, yet makes no      move to do so.
• Tommy has a dilemma. He was just invited to a      movie with Chuck, but his best friend, Mohammad, has not been asked to      come and asks him to spend the night on the same date.

Part D

Ethics is one of the most fundamental qualities of a competent early childhood educator. Individuals have their own personal views about what they think is right or wrong and how they should behave. Examine the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct (http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf) and create a concept web identifying the core values, ideals, and principles of an educator, in your own words. Include your personal views. (Refer to page 325 in your textbook for an example of a concept web.)

Grading Rubric

Please refer to the rubric on the next page for the grading criteria for this assignment.

ASSIGNMENT 08

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.

 

Part A

 

Using the major objectives identified in one of the four curricula discussed in Lesson 5 (HighScope, Creative Curriculum, Core Knowledge, or Tools of the Mind), create a short learning opportunity for a 5-year-old child in the kindergarten class that you teach.

 

· Begin by identifying three objectives that you might use for instruction.

 

· Once you have determined your objectives, determine what adaptations to the curriculum and to the environment you might make in order to reach these objectives.

 

· Next, write a plan of what special learning opportunities will prompt the child to explore and discover new ideas and that support reaching the three objectives chosen.

 

Part B

 

As a teacher, think about how technology could be used to help children in a preschool class understand the following three concepts: Understanding Change, Cause-and-Effect Relationships, and the Idea of a System (that a whole is composed of related parts that affect each other).

 

· Choose one of the three concepts, and develop a sequence of three lessons that focus on the concept you have chosen.

 

· Describe each of the three lessons. Make sure to incorporate the questions below by including your answers to each when describing the three lessons.

· How will you intentionally plan for student learning?

· What activities will children engage in?

· What materials will be used?

· How will you know if your students understand the key concepts?

 

 

Part C

 

Imagine that you are a teacher’s aide in a classroom of 2nd-grade children (7- to 8-year-olds). In each of the following situations, describe the following.

a. The emotions the children involved might be experiencing

b. How you would use the strategies presented in the textbook to help the children become more aware of their own feelings and the feelings of others

c. How you would help them cope effectively with the situation

 

· Manual and Damien are playing in the sandbox. Manuel wants Damien’s shovel, so he takes it. Damien begins to cry, but Manuel continues to play, unaffected. Damien comes running to you, saying, “He took my shovel!”

 

· Latoya has been standing watching the others climbing the rock wall. It seems as if she’d like to join in, yet makes no move to do so.

 

· Tommy has a dilemma. He was just invited to a movie with Chuck, but his best friend, Mohammad, has not been asked to come and asks him to spend the night on the same date.

 

Part D

 

Ethics is one of the most fundamental qualities of a competent early childhood educator. Individuals have their own personal views about what they think is right or wrong and how they should behave. Examine the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct (http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf) and create a concept web identifying the core values, ideals, and principles of an educator, in your own words. Include your personal views. (Refer to page 325 in your textbook for an example of a concept web.)

 

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 at least 3

objectives he/she would use in

the learning activity.

Student provides a mostly clear,

logical description of at least 3

objectives he/she would use in

the learning activity.

Student provides a partially

clear, logical description of 2-3

objectives he/she would use in

the learning activity.

Student provides a weak or

unclear description of 1-3

objectives he/she would use in

the learning activity.

10 points8 points5 points 2 points

Student provides a clear, logical

description of at least 2

adaptations that he/she would

make in order to reach the

objectives described above

along with a plan of special

learning opportunities.

Student provides a mostly clear,

logical description of at least 2

adaptations that he/she would

make in order to reach the

objectives described above

along with a plan of special

learning opportunities.

Student provides a partially

clear, logical description of 1-2

adaptations he/she would make

in order to reach the objectives

described above along with a

partially clear plan of special

learning opportunities.

Student provides a weak or

unclear description of 1-2

adaptations that he/she would

make in order to reach the

objectives described above or

does not include a plan of

special learning opportunities.

20 points15 points10 points 5 points

Student provides a clear, logical

description of at least 3 lessons,

with a clear, logical answer to

each of the 4 questions listed.

Student provides a mostly clear,

logical description of at least 3

lessons, with a clear, logical

answer to 2-3 of the questions

listed.

Student provides a partially

clear, logical description of 2-3

lessons, with a clear, logical

answer to 1-3 of the questions

listed.

Student provides a weak or no

description of 1-3 lessons, with

a no answers to the questions

listed.

20 points15 points10 points 5 points

Student provides a clear, logical

description of what emotions

the children involved might be

experiencing, how he/she

would use the strategies

presented in the textbook to

help the children become more

aware of their own feelings and

the feelings of others, and how

he/she would help them cope

effectively with the situation

for each of the 3 scenarios.

Student provides a mostly clear,

logical description of what

emotions the children involved

might be experiencing, how

he/she would use the strategies

presented in the textbook to

help the children become more

aware of their own feelings and

the feelings of others, and how

he/she would help them cope

effectively with the situation

for each of the 3 scenarios.

Student provides a partially

clear, logical description of

what emotions the children

involved might be experiencing,

how he/she would use the

strategies presented in the

textbook to help the children

become more aware of their

own feelings and the feelings of

others, and how he/she would

help them cope effectively with

the situation for 2-3 of the

scenarios.

Student provides a weak or

unclear description of what

emotions the children involved

might be experiencing, how

he/she would use the strategies

presented in the textbook to

help the children become more

aware of their own feelings and

the feelings of others, and how

he/she would help them cope

effectively with the situation

for 1-3 of the scenarios.

20 points15 points10 points 5 points

Student creates a clear, logical

concept web identifying his/her

idea of the core values, ideals,

and principles of an educator, in

his/her own words.

Student creates a mostly clear,

logical concept web identifying

his/her idea of the core values,

ideals, and principles of an

educator, in his/her own words.

Student creates a partially clear,

logical concept web identifying

his/her idea of the core values,

ideals, and principles of an

educator, in his/her own words.

Student creates a weak or

unclear concept web identifying

his/her idea of the core values,

ideals, and principles of an

educator, in his/her own words.

10 points 8 points 5 points 2 points

Writer makes no errors in

grammar or spelling that

distract the reader from the

content.

Writer makes 1-2 errors in

grammar or spelling that

distract the reader from the

content.

Writer makes 3-4 errors in

grammar or spelling that

distract the reader from the

content.

Writer 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

format. All sources used for

quotes and facts are credible

and cited correctly.

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.

The paper is written in proper

format with only 3-5 errors.

Most sources used for quotes

and facts are credible and cited

correctly.

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.

Format (10 Points)

Part A: Objectives

(10 Points)

Part A: Adaptations and

Plan (10 Points)

Part B: Lesson Plans

(20 Points)

Mechanics (10 Points)

Part C: Emotional

Scenarios (20 Points)

Part D: Ethics Concept

Web (20 Points)