Ashley bench fccla

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This is a power point that I made for the FCCLA competition, detailing what I learned in Intro to Early Childhood Education. FHS 2600

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Ashley bench fccla

  1. 1. Ashley bench<br />Jordan High FCCLA<br />Jordan High School<br />Sandy, Utah<br />Pacific<br />Occupational<br />Early Childhood<br />
  2. 2. Table of Contents<br />Planning process.<br />Coursework.<br />Documentation of experience.<br />Less plans.<br />Evidence of skills.<br />Evidence of development and knowledge.<br />
  3. 3. Planning Process<br />
  4. 4. Identify Concerns, set a goal, and form a plan<br />Identify concerns:<br /><ul><li>Make a lesson plan focusing on science for 4-5 year olds in a preschool setting for the theme given at the competition.
  5. 5. Be prepared with resources for the competition that will further assist the activity that I plan.</li></ul>Set a goal:<br /> planning preschool science centers for different themes, that the kids could learn plenty from.<br />Have plenty of fun materials in the resource container that could be used to have a fun science center.<br />Be able to come up with a science activity at the competition for the topic given.<br />Form a plan: <br />Prepare science centers for the preschoolers.<br />teach science centers in preschool<br />Organize and gather resource materials for the resource container.<br />Review age appropriate science activities from several sources.<br />Keep records of successful activities and the materials used.<br />
  6. 6. Act and follow up<br />by using the resources available to me from school and home, I have organized a resource container. The resource container contains several objects that I may use to quickly prepare a science activity for a small group of 4-5 year olds. I have already taught many lessons in preschool that have included science. I practiced by using different themes for those activities.<br />My resource container had a variety of resources that made it possible for me to make an interesting, age and developmentally appropriate science activity. I felt confident and prepared for the competition. It was exciting to share this activity with the other members of my FCCLA chapter.<br />
  7. 7. Course work<br />
  8. 8. Ashley Bench<br /> 11/5/10 Guidance Paper<br /> FHS 2600 B-Day<br /> For an adult to guide a child means that the adult is leading the child to show them what is right, and what is wrong. Guidance can be positive, and it can be negative, depending on how the adult guides the child. For example, if the child is being punished through physical abuse, they are lead to believe that it is okay to hurt someone. If the child is sat down and talked with calmly about what they did wrong and what to do next time- they are being lead to believe that it is not okay to misbehave, but everyone makes mistakes, and they can make up for it by trying better next time.<br /> I believe that the goal of guidance should be to lead them in a positive direction, so they can grow up to be happy, responsible, and mature adults. Children should know that they are loved and never alone. As adults, it is our responsibility to make sure that children may grow and learn with non-corporal punishment, in a positive environment, so they can grow up to be amazing adults. We need to guide them with a good sense of knowledge of right and wrong, so they can learn to make the right decisions on their own.<br /> Working in the preschool has taught me a lot about guidance. We are the example. If one of us adults were to start arguing, the children would think that it’s okay, because we are doing it. We need to do be our best so we can be the best example possible. The saying, “do as I say, not as I do,” never works with children. You can tell a child no a hundred times to doing something, and it will have a lower effect than them seeing you do something a couple times. Therefore, they will do as you do. <br /> I believe that we all need to remember that children look up to us. They need us to help them stay safe, and make the right decisions as they learn and grow. Also, as adults, we need to remember that we need them too. Walking into the preschool and seeing all the kids smile and play, hearing their small laughter, reminds me of the simple things in life. Like how to be happy and how to show someone you care without words. The point is, the children need us to guide them in the right direction, as they guide us into a world of wonder and possibilities. <br />
  9. 9. Ashley Bench<br /> FHS 2600 B-Day<br /> Class Arrangement Paper<br /> The Jordan High preschool room has a variety of developmentally appropriate accommodations for the four-year olds in the preschool, is a large enough space to accommodate to allow up to twenty preschoolers enough room. Our tables and hooks are low to the ground for the children’s reach. The chairs are their size, even the bathroom has the toilet, sink, and paper towels to their size and reach. Many of our activities are open ended allowing creativity and imagination.<br /> In our dramatic play area we have dress up clothes for a variety of occupations; we have puppets and a puppet theatre, a kitchen area with dishes, play food, and shopping carts. There is always plenty of room for the kids to move around, several of the children can play together so they learn social interaction. There are also quiet areas if they want to read a book alone. <br /> Children develop and grow through developmentally appropriate play. The class room arrangement helps provide areas for the children to express themselves through play. By having many items in the room that are of the right size, encourages them to explore and get involved.<br /> <br />
  10. 10. Experience:<br />Babysitting neighbors children<br />Having 3 younger siblings<br />Teaching in Jordan High’s preschool<br />Child development 1<br />Child development 2<br />Helped neighbor with her daycare<br />
  11. 11. Documentation of Experience<br />
  12. 12. This is our class book for FHS 2600<br />
  13. 13. I have been teaching preschool for six months. I have taught the children many things, and have learned just as much from them in the process.<br /> One day in the preschool, I was teaching a math center. The lesson was having the kids measure snow with rulers they had made previously. I can specifically remember how the kids faces would light up after they had realized they made a nine inch pile of snow. <br /> But what I remember most about that day, is when one of the kids was not having fun. So I took the kids around the preschool room and had them measure everything they could see. Everybody had fun.<br /> That is memorable to me because I learned that if we can stretch the way we see and do things, open up the imagination, we can have a lot more fun and learn more.<br />
  14. 14. This is when I was lead for the letter Z<br />This is when I was teaching a math center about money.<br />
  15. 15. This was our class singing Christmas songs for classes<br />This is when on of the kids was afraid of Santa Clause, I was trying to get her to talk to him, and eventually I succeeded.<br />
  16. 16. Lesson Plans<br />
  17. 17. 4-5<br />Ashley Bench<br />music<br />Rickity Tickity Bumble Bee<br />The children will learn repetition and the other children’s names. They will also learn to share and wait for their turns.<br />If they know each others names, it can help them be more social by encouraging them to make new friends with their classmates. And when they learn to share and wait for their turn, it will help them get along better with other children. In the long run, if they learn these manners at a young age, they will have more patience when they are older along with better social skills.<br />
  18. 18. For this activity, a large space on the floor is needed so they can all sit in a circle. <br />They need a small stuffed animal bumble bee that they can easily pass around.<br />Have the children sit in a circle on the floor. Then sing, “Rickity Tickity bumble bee, will you say your name for me!” then pass it to a child. After they say their name have them pass the bumble bee back, then while patting your legs, repeat their name three times. After they understand how it works, change it to- “Rickity Tickity bumble bee, will say an animal for me!” have the children make an animal noise. Then the other children pat their legs and say the animals name three times. Make sure the children are sharing and taking turns.<br />They all could still participate in this activity. But I will help the ones that need help. For example, if they had a hard time saying their name, I would say it with them. I would not do the animal part if it were not easy for any of the students.<br />7. evaluation: how will you evaluate the children’s achievement of the goal or objective?<br /> if they do their best in participating.<br />
  19. 19. Ashley Bench<br />4-5<br />language<br />Coloring K’s<br />Recognize the letter “k” upper case and lower case.<br />So they can be ready to learn how to read.<br />
  20. 20. Kidney table, normal preschool setting.<br />K coloring page<br />Crayons or water color paint.<br />Give each child the coloring sheet. Let them choose one color. Help them identify all of the capital k’s so they may color all of them that one color. Then help the identify the lower case k’s and let them color it one different color. When they are finished, the picture should be a k. don’t forget to help them write their name on it!<br />Make it easier by marking all of the lower case k’s the color they should color it, and the same with the upper case k’s, so that they know how to color it.<br />7. evaluation: how will you evaluate the children’s achievement of the goal or objective?<br />When they can recognize upper case and lower case k<br />
  21. 21. Ashley Bench<br />4-5<br />art<br />Safety helmets<br />So that kids will want to wear a helmet, they will know that it is a good thing. Identify the smell of coffee, feel the bumps on the helmet, and for them to have fun with safety.<br />So they will be safe by wearing a helmet.<br />
  22. 22. Kidney table/art table. <br />Normal preschool setting.<br />Picture of a helmet<br />Elmer's glue<br />Washable paint<br />Coffee grounds<br />Paint brushes<br />Give each of the children the picture with the helmet. Pour the paints into small bowls and mix in elmer’s glue with the paint to make it smooth and shiny. Let the children paint the helmets. When they are finished, sprinkle coffee grounds over it. They can feel it and smell it when it is dry.<br />While they are painting explain to them that helmets protect our heads from accidents and that is important to wear them.<br />Help the kids who need it, and with older kids, make it more challenging by asking them to make a pattern on the helmet.<br />7. evaluation: how will you evaluate the children’s achievement of the goal or objective?<br />When they have painted the helmet and understand that helmets are important.<br />
  23. 23. Ashley Bench<br />4-5<br />Science<br />Salt and Ice<br />Know the difference between liquid and a solid, to write their name, and the knowledge that salt melts ice.<br />So they can have a better understanding of the world, so they are ready to learn the next level of science in kindergarten, and to have fun learning about science.<br />
  24. 24. Paper plates<br />Construction paper<br />Salt<br />Plastic cups<br />Ice cubes<br />Kidney/art table, normal preschool setting.<br />Give each child a red or blue square of construction paper, on the top of a paper plate. (to keep it less messy). Along with it, give them each a plastic cup with only a little bit of salt in it. Let them sprinkles salt with their fingers over the ice cube. Explain why it melts faster, and why we put salt on our porches after it snows. Talk about the difference between a solid and a liquid (its okay if they do not understand yet). Then, give them another square of paper, (a different color), and writhe their names on it. Having them use the ice cube only, have them trace over their name with it. When they are done, poor salt on it and dump the extras off. Put them on a drying rack.<br />Help the children who need it individually. Hold their hand and help them trace their name. make it more challenging for older kids by asking them to write their whole name.<br />7. evaluation: how will you evaluate the children’s achievement of the goal or objective?<br />When they know that salt will melt the ice.<br />
  25. 25. Evidence of Skills<br />
  26. 26. Getting the children to participate in music and movement<br />Reading them a story at snack time<br />Teaching the kids how to use a ruler in math<br />
  27. 27. Evidence of Developmental knowledge<br />
  28. 28.
  29. 29. Conclusion:<br />

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