CHS111 Foundations Of Early Childhood Education Classroom Ob

Chs111 Foundations Of Early Childhood Educationclassroom Observation

Chs111 Foundations Of Early Childhood Educationclassroom Observation

CHS111 – Foundations of Early Childhood Education Classroom Observation & Analysis – DUE FRIDAY, Unit . Is “Ms. Judy†an intentional early childhood teacher? Explain in at least 3-4 sentences. (For example: Describe the curriculum approach, implemented lesson, teacher-child interactions) 2. What are two signs of developmentally appropriate practice (DAP)? (Examples: active learning, play opportunities, teaching strategies, varied learning formats, child-engagement levels), Explain in at least 3-4 sentences.

A. B. 3. While there are no family-teacher interactions, write one way the teacher could support families to engage children in similar learning experiences in their homes. Explain in at least 3-4 sentences.

4. What is one characteristic of this teacher that you would try to emulate as a teacher? Explain in at least 3-4 sentences why. Explain in at least 3-4 sentences. © 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED image1.png image2.png © 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED CHS111 – Foundations of Early Childhood Education Class Observation & Analysis - DUE FRIDAY, Unit 8 Due Date: Midnight (EST), Friday, Unit 8 You may get a head-start on the Unit 8 assignment. It is not due until Friday of Unit 8, but the link is now open so you may submit it at any time in Unit 7, or by Friday of Unit 8.

The submission link is in Unit 8. Points: 100 points Overview: This assignment will help you to observe and analyze a “teacher’s implementation of preschool circle time†and familiarize you with classroom observation. You may do this assignment in a live classroom where a teacher implements preschool circle time or by watching the teacher in the video provided. Instructions: 1) Read the attached document for full details and to see the grading rubric for the live classroom observation & analysis assignment. 2) If you are seeking to be a guest in a classroom, customize the letter provided with this assignment and share it with your contact at the school or program where you hope to get permission.

3) Familiarize yourself with classroom observation by reading Chapter 12 in the eBook and reviewing the NAEYC article about intentional teaching: OR View the video "Morning Circle at Preschool" to observe and analyze a “teacher’s implementation of preschool circle time†and familiarize yourself with classroom observation. 4) Think about what you read about intention teaching on the NAEYC website and identify ways that the teacher in the classroom demonstrates intentional teaching. 5) Choose the template that goes with your option (Live or Video) and answer the four questions on the provided template with each answer being at least 3-to 4 sentences. © 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED Evaluation Rubric for Class Observation & Analysis Assignment Criteria Proficient Competent Developing Novice 80 points points 20- 49 points 0 - 19 points 3b.

Knowing about and using All sections and questions All sections and questions Some sections and questions Few to no sections and observation, documentation, and other appropriate assessment tools and approaches are answered accurately in elaborate details showing understanding of key concepts from the video. Meets the minimum sentence requirement. are answered accurately in clear detail showing understanding of key concepts from the video. Meets the minimum sentence requirement. are answered accurately in clear detail showing understanding of key concepts from the video. Or does not meet the minimum sentence requirement. questions are answered accurately or vaguely. Understanding of key concepts from the video.

Or does not meet the minimum sentence requirement. 20 points 9- 19 points 1 -10 points 0 points SS3 Students have effective skills in written and verbal communication. Students are technologically literate. Grammar, spelling, and sentence structure of discussions are highly polished; no grammar or spelling errors. No more than three grammar spelling, or punctuation errors. No more than six grammar spelling, or punctuation errors. Poorly written responses. or more than six errors. © 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED Points: 100 points Instructions:

Sample Paper For Above instruction

In analyzing Ms. Judy’s teaching approach, it appears that she exhibits intentionality through her curriculum choices and interactive teaching methods. Ms. Judy thoughtfully plans her lessons to align with developmental milestones and individual student needs, demonstrating a clear focus on fostering meaningful learning experiences. For instance, during her circle time activities, she incorporates songs and stories that promote language development while encouraging children to participate actively, reflecting an intentional effort to engage and educate purposefully. Her interactions with children are characterized by responsiveness and encouragement, which further exemplifies her deliberate teaching style aimed at supporting holistic development.

Two signs of developmentally appropriate practice (DAP) are active learning and varied learning formats. Active learning engages children directly in processes that promote exploration, problem-solving, and critical thinking, which Ms. Judy incorporates through hands-on activities and play-based learning opportunities. Varied learning formats refer to the use of diverse instructional strategies and materials, catering to different learning styles and needs, such as visual aids, manipulatives, and auditory stimuli. These practices ensure that all children are engaged and supported in their developmental journey, aligning with DAP principles that emphasize individualized and meaningful learning experiences.

To support families in engaging children in learning experiences at home, Ms. Judy could develop simple activity guides or newsletters that outline the themes covered in the classroom and suggest related activities families can do together. This might include recommended books, songs, or hands-on activities that reinforce classroom learning while allowing families to participate actively in their child's education. Such resources foster strengthened home-school connections and enable families to extend learning beyond the classroom environment, thereby promoting continuity and consistency in children’s developmental experiences.

One characteristic of Ms. Judy that I would try to emulate is her responsiveness to children's individual needs. She demonstrates patience, attentiveness, and flexibility in her interactions, creating a nurturing environment where children feel valued and supported. Emulating this trait would help me establish trusting relationships with children, which is essential for fostering a positive learning atmosphere and supporting each child's unique development. Responsive teaching also encourages children to express themselves confidently and promotes a healthy, engaging classroom dynamic.

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.
  • NAEYC. (2020). What Is Developmentally Appropriate Practice? National Association for the Education of Young Children. https://www.naeyc.org/resources/position-statements/dap
  • Bredekamp, S., & Rosegrant, T. (2014). Reimagining early childhood education: A global perspective. Teachers College Press.
  • Gartrell, D. (2014). The young child in the 21st century: An introduction. Pearson.
  • Halle, T., Viefhaus, A., & Moritz, S. (2011). The importance of developmentally appropriate practice. Early Childhood Research & Practice, 13(2).
  • National Research Council. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
  • National Association for the Education of Young Children (NAEYC). (2021). A position statement on developmentally appropriate practice. NAEYC.
  • Pianta, R., & Kraft-Sayre, M. (1999). Successful kindergarten transition: Your guide to connecting children, families, and schools. Paul H. Brookes Publishing.
  • Whitebrook, M., & Mitchel, R. (2003). Early childhood workforce characteristics, stability, and quality: A review of the evidence. National Institute for Early Education Research.
  • Mitchell, S. (2010). Early childhood education: History, philosophy, and research. Pearson.

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