Careers In Early Childhood Education Directions: Be Sure To

Careers in Early Childhood Education Directions: Be sure to save an

Assignment 08e01 Careers In Early Childhood Educationdirectionsbe Sur

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) doubleâ€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 ( ) 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 that 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.

Sample Paper For Above instruction

Introduction

Early childhood education is a critical stage in human development, shaping children's cognitive, social, emotional, and physical skills. Educators in this field play a vital role in fostering environments that promote learning and growth. This paper explores curriculum objectives, integration of technology for conceptual understanding, and professional ethics, providing practical applications and reflective insights.

Part A: Curriculum Objectives and Learning Opportunities

Using the Creative Curriculum framework, I identified three key objectives for a kindergarten classroom: developing fine motor skills, enhancing language and communication abilities, and fostering social-emotional competence. To achieve these, adaptations to both the environment and curriculum are necessary. For example, creating a dedicated art station with diverse materials encourages fine motor development. Incorporating role-play and storytelling activities promotes language skills and social interaction. Additionally, establishing a calming corner with sensory toys supports emotional regulation and social-emotional growth.

Adaptations and Learning Opportunities

To support the fine motor objective, I plan to introduce a variety of creative activities like stringing beads or cutting with scissors, providing tools suited to children's developmental levels. For language development, storytelling sessions with visual aids and peer sharing are incorporated. Emotional competence is fostered through guided discussions about feelings and peer cooperation exercises, utilizing puppets or emotion cards to stimulate recognition and expression of emotions. These adaptations ensure accessibility and engagement for all children, aligning with developmental needs and individual differences.

Part B: Technology and Conceptual Understanding

I chose to focus on Cause-and-Effect Relationships and plan a sequence of three lessons utilizing interactive digital tools like story-building apps, virtual experiments, and animated stories.

Lesson 1: Interactive Storytelling

Students will explore cause-and-effect through digital storytelling, where they select different story paths. The activity prompts children to predict outcomes based on different choices, fostering understanding of cause-and-effect relationships. Materials include tablets or computers with preloaded stories. Assessment involves observing students' ability to explain cause-and-effect links in the stories they create or modify.

Lesson 2: Virtual Experiments

Children will engage in virtual science experiments that demonstrate cause-and-effect, such as mixing colors or testing shadows. They will record observations and discuss results. Materials consist of interactive experiment software and digital cameras for documenting findings. Understanding is gauged through student explanations and participation during discussion.

Lesson 3: Animated Stories

Students will watch animated videos illustrating cause-and-effect situations, such as a falling object or plant growth. Follow-up activities include drawing or acting out similar scenarios. Students' comprehension is assessed through questions and their ability to relate the stories to real-life experiences.

Part C: Social-Emotional Situations

Scenario 1: Manuel and Damien

Emotions: Damien feels hurt and upset, possibly frustration or sadness; Manuel may feel indifferent or unaware of Damien's feelings.

Strategies: Using the modeling and empathy techniques discussed in the textbook, I would guide Damien through recognizing and expressing his feelings, while helping Manuel understand the impact of his actions. Role-playing and discussing feelings openly would foster empathy and awareness.

Helping them cope: I would encourage Damien to articulate his feelings and validate his experience. I would also speak to Manuel about sharing and taking turns, emphasizing empathy and respectful play.

Scenario 2: Latoya Watching

Emotions: Latoya might be feeling hesitant, shy, or apprehensive about joining, possibly longing or insecurity.

Strategies: I would engage her with gentle encouragement, using peer models and discussing feelings of hesitation. Creating a welcoming environment and helping her visualize herself participating can boost confidence.

Helping her cope: I would provide opportunities for Latoya to try small, manageable steps towards joining, praising her efforts and building her confidence gradually.

Scenario 3: Tommy’s Dilemma

Emotions: Tommy may feel conflicted, guilty, or anxious about loyalty and friendship dynamics.

Strategies: Using reflective listening, I would facilitate a discussion about fairness, friendship, and personal values. I might encourage Tommy to consider his feelings and the impact of his choices on others.

Helping him cope: I would help Tommy articulate his feelings and explore options that respect all parties, fostering moral development and emotional resilience.

Part D: Core Values of an Educator

Based on the NAEYC Code of Ethical Conduct, core values for educators include respect for children's individuality, commitment to their well-being, honesty, integrity, and advocating for equity and diversity. In my view, nurturing a respectful, inclusive, and caring environment is fundamental. These principles guide teachers to build trusting relationships, foster a love of learning, and promote social justice.

In my personal perspective, these values also involve continuous professional development and self-awareness, ensuring that educators remain reflective and responsive to the needs of all children. Upholding ethical standards reinforces integrity and accountability in early childhood education, ultimately supporting positive developmental outcomes.

Conclusion

Effective early childhood education integrates curriculum objectives, technology, social-emotional understanding, and ethics. By thoughtfully designing learning experiences, utilizing digital tools, fostering emotional intelligence, and adhering to ethical principles, educators can significantly impact children's growth and development in meaningful ways.

References

• Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.). National Association for the Education of Young Children.
• Hohmann, M., & Weikart, D. P. (2002). Educating Young Children. HighScope Press.
• National Association for the Education of Young Children. (2011). Code of Ethical Conduct and Statement of Commitment. NAEYC.
• Piaget, J. (1954). The Construction of Reality in the Child. Basic Books.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Yell, M. (2013). Special Education Law (3rd ed.). Pearson.
• National Research Council. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
• Rothstein Flach, E., & Solis, M. (2010). Equity and Excellence in Early Childhood Education: Policy and Practice. Teachers College Press.
• Useem, D., & Parette, H. (2000). Using technology to promote young children's cognitive development. Early Childhood Education Journal, 27(1), 25-29.
• Marcon, R. A. (1999). Positive early childhood program quality and young children's functioning: A review of the research. Early Education & Development, 10(2), 137–149.