Design Environmentally Sustainable Activities For Candidates

Design Environmentally Sustainable Activities The Candidates Will Des

Design environmentally sustainable activities. The candidates will design a Jump start kit that includes a set of at least 10 developmentally appropriate children’s books that address local, global, international, and intercultural problems. Students should develop activities or book extensions towards finding solutions to global, international and intercultural problems. 1. Provide a rationale for the selected topic in connection with current local and/or global issues. 2. Select 10-15 children’s books around any attractive global learning topic for young children that will allow them to understand local and/or global problem (pollution, global warming, conflict resolution, poverty, technology and so forth). Bring them for your presentation. 3. Include books with different genre and multicultural and international literature 4. Take a close look at the developmental milestones of children from birth to grade 3 and explain why each of the books that you selected is age appropriate. Justify how your book selection supports children’s language, intellectual, personality, social-moral, aesthetic and creative development. Use course readings to sustain your claim for each book. Some help in judging books can be found in reviews of new books that appear in journals such as The Horn Book, The Journal of Children’s Literature, The Reading Teacher or in any of the websites listed in this document. 5. Book extensions (from one or different books, not from every book) Select a book to design an activity that addresses an international, global, or intercultural issue and its solution. Design a felt board story for one of the books in your collection. Design puppets for a story. Choose a story and audiotape a story with music and sound effects. Design a book extension that helps children identify Plot and sequence of events. This assignment is different from the book file, it requires more connections with course readings regarding children’s development and they should focus on global learning topics. For the presentation bring all book extensions equipment and have your PowerPoint ready.

Paper For Above instruction

The development of environmentally sustainable activities for young children is essential in fostering global awareness and responsible citizenship from an early age. This paper presents a comprehensive plan to develop a Jump start kit comprising at least 10 developmentally appropriate children’s books that focus on local, global, international, and intercultural problems. These books aim to enhance children’s understanding of pressing issues such as pollution, global warming, conflict resolution, poverty, and technological impacts, while supporting their overall developmental milestones from birth to grade 3.

Rationale for the Selected Global Topics

The selection of global issues such as pollution, climate change, and social conflicts reflects their urgent relevance both locally and globally. Addressing these challenges through children's literature emphasizes early awareness and responsibility. According to the United Nations Sustainable Development Goals (SDGs), early childhood education plays a crucial role in shaping future generations’ attitudes toward sustainability and social justice (UN, 2015). Integrating these themes into children's literature supports the development of global citizens who are empathetic, responsible, and proactive in addressing international problems.

Selection of Children’s Books

The books chosen for this kit span various genres including fiction, nonfiction, folktales, and multicultural stories. They also represent different cultural perspectives to foster international understanding. For example, the collection includes Mylen’s “Pollution and Its Effects,” an environmental nonfiction; African folktales about resource sharing, and stories from indigenous communities addressing climate change. Each book is carefully selected to engage children aged from birth to grade 3, encouraging cognitive and emotional growth while broadening their understanding of global issues (Derman-Sparks & Edwards, 2010).

Developmental Appropriateness and Supporting Child Development

The selected books align with developmental milestones, supporting language acquisition through rich vocabulary and storytelling structures (Harms, Clifford, & Cryer, 2014). For instance, picture books with simple yet engaging narratives aid language development in toddlers and preschoolers. Books with repetitive text and visual cues support early literacy skills, while stories involving problem-solving and moral dilemmas contribute to social-emotional learning (National Research Council & Institute of Medicine, 2000). For children in grades 1-3, more complex narratives and thematic content promote critical thinking, moral reasoning, aesthetic appreciation, and creative expression (Trawick-Smith, 2014).

Book Extensions and Activities

Each book will be paired with interactive activities designed to deepen understanding and promote action. For example, a story about pollution can be extended through a felt board story that illustrates the causes and effects of pollution, encouraging children to discuss solutions. Puppets representing characters from the stories can be used to role-play conflict resolution scenarios, fostering social and moral skills. Additionally, an audio story with music and sound effects can enhance listening skills and engagement. These extensions focus on developing children’s ability to identify plot structures, sequence events, and recognize cause-and-effect relationships—key components of early literacy (Neuman & Roskos, 1993).

Global and Intercultural Focus

To promote intercultural understanding, selected books will include stories from diverse cultures and languages, enriched with activities that highlight cultural practices and shared values. For instance, storytelling from Indigenous communities about climate resilience can be complemented with crafts and traditional music to create an immersive cultural learning experience. Reflecting on global interconnectedness prepares children to become advocates for sustainability and social justice in a multicultural world (Banks, 2010).

Presentation Components

For the presentation, all selected books, along with project materials such as felt board stories, puppets, and audio recordings, will be displayed. PowerPoint slides will provide summaries of each book, their developmental relevance, and activity descriptions. A script will guide the demonstration of activities, showing how each aligns with children’s developmental needs and global learning goals. Emphasizing the integration of course theories and research supports the pedagogical foundation of this project.

Conclusion

This project aims to foster a sense of global responsibility in young children through carefully selected literature and creative activities. By connecting developmental theories with global issues, early childhood educators can nurture environmentally conscious, socially aware, and culturally sensitive individuals ready to contribute meaningfully to global sustainability efforts.

References

• Banks, J. A. (2010). An Introduction to Multicultural Education. Pearson.
• Derman-Sparks, L., & Edwards, J. O. (2010). Children's Kindness and Cultural Diversity. NAEYC.
• Harms, T., Clifford, R. M., & Cryer, D. (2014). Early Childhood Environment Rating Scale (ECERS-3). Teachers College Press.
• Neuman, S. B., & Roskos, K. (1993). Words, Words, Words: Teaching Vocabulary in the Early Childhood Classroom. Topics in Early Childhood Special Education, 13(3), 322-339.
• National Research Council & Institute of Medicine. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
• Trawick-Smith, J. (2014). Early Childhood Development: A Child’s Connection to the World. Pearson.
• United Nations. (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. UN.