Final Paper Due Friday, March 24, 2023, At 5 P.M. PST

Final Paperdue Friday March 24th, 2023 At 5 Pm Pst Timerequiremen

Final Paper (Due Friday, March 24th, 2023, at 5 pm. PST Time) Requirements: · What have you learned about yourself by reflecting on this class? · In what ways would you act differently now? · How have you committed to working against racism and oppression? If you have not committed to this, what stops you from doing so? · What barriers do you anticipate in combating racism, and how might you handle this? -Your paper must be 12 pt. font size, double spaced, and 3-5 pages Final Paper Grading Criteria : To receive an “A” (17-20 points) for your final paper, you will need to provide quality writing, with well-formed and coherent thoughts. You will be deducted points for not adhering to the requirements outlined above. You will also be deducted points if there is evidence that you have not proofread your paper before turning it in.

Paper For Above instruction

The final paper for this course requires deep reflection on personal growth and commitments related to social justice, racism, and oppression. Specifically, students should articulate what they have learned about themselves through the course, including insights gained and how these insights have influenced their behavior and attitudes. A crucial component involves discussing the ways in which they have committed or plan to commit to working against racism and oppression, acknowledging any barriers that may challenge these commitments and strategizing ways to overcome them.

The paper should be between 3 to 5 pages, formatted in 12-point font, double-spaced, adhering to academic writing standards. Coherent and high-quality writing is essential for receiving an excellent grade, with clear expression of ideas, proper organization, and thorough proofreading to eliminate errors. Students should approach this reflection with honesty, depth, and critical engagement, exploring both personal and systemic dimensions of social justice.

In addition to the reflection, students are also tasked with creating detailed lesson plans for a preschool setting, one focused on literacy and the other on math/science. These lesson plans must be tailored for a three-year-old classroom and should incorporate play, physical development, and multiple intelligences. Each lesson plan must include specific components such as objectives, standards (referencing CPALMS standards), materials, questions of the day, opening activities, guided practice, independent or group activities, modifications for students with special needs (ESE accommodations), ESOL considerations, closing activities, homework extension ideas, and assessment methods.

Overall, the assignment integrates self-reflection with practical application of early childhood education principles, emphasizing inclusivity, developmentally appropriate practices, and culturally responsive teaching. Your writing should demonstrate thoughtful consideration of these elements, providing concrete examples and detailed plans to support both your personal growth and pedagogical skills.

References

  • Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  • 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.
  • CPALMS. (n.d.). Standards. Florida Department of Education. Retrieved from https://www.cpalms.org/
  • Garrison, L. (2018). Racial equity and social justice in early childhood education. Early Childhood Education Journal, 46(2), 123-130.
  • Neuman, S. B., & Wright, T. (2014). Principles of developmentally appropriate practice (4th ed.). Pearson.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
  • Woolfolk, A. (2016). Educational psychology (13th ed.). Pearson.
  • Zhou, M., & Bankston, C. L. (1998). Social capital and the growth of Vietnamese immigrant children. Teachers College Record, 100(4), 645-666.

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