CASE STUDY #2Examine whether the teachers’ actions in the case s.docx

CASE STUDY #2
Examine whether the teachers’ actions in the case study
provided an equitable and just learning environment for her
students.
Yes, the teacher action in this case study provided an equitable
and just learning environment for her students. When the
teacher finally called on Keisha, she already was showing
emotion toward the teacher. Soon as the teacher notice it, she
wanted to see how they could solve the problem. Keisha can
accurately identify her emotions; she knows how to let the
teacher know what she is feeling and why she feels that way.
Keisha even knew how to control her yelling out and her
impulses. she didn’t shout to get to the computer area instead
she directs her emotions in a healthy way. The teacher gave
praised Keisha for doing a great job and solve an interpersonal
problem with some support from her teacher. Keisha was so
happy because the teacher advises her to tell Bahta to let you
know when it is your turn.
Explain whether you feel the solution the teacher used in the
case study was ethical by developing a coherent argument that
is supported by the NAEYC Code of Ethical Conduct.
Yes, in my opinion, the solution used by the teacher in the case
study was ethical as per rules of NAEYC. According to NAEYC
Code of Ethical Conduct (Ideals): P.1-3- We shall not
participate in practices that discriminate against children by
denying benefits, giving special advantages, or excluding them
from programs or activities on the basis of their sex, race,
national origin, immigration status, preferred home language,
religious beliefs, medical condition, disability, or the marital
status/family structure, sexual orientation, or religious beliefs
or other affiliations of their families. (Aspects of this principle
do not apply in programs that have a lawful mandate to provide
services to a particular population of children.).
The teacher did not give Keisha special advantages or bias

according to the NAEYC Code of Ethical Conduct because she
wanted to go to the computer. She also saw how Keisha was
willing to go and play in the block area. When the teacher told
Keisha to tell Bahta to let her know when it is your turn.
Discuss how the strategies the teacher used were
developmentally appropriate. Support your thinking with the
text, developmental milestones (Appendix A of your textbook),
and at least one additional scholarly source.
The developmental milestones in social skills are that Keisha
knows how to raise her hand when she wants to talk instead of
yelling out, (having manners). She also knows that taking turns
with toys and etc. that include sharing. I think the teacher was
using the model (DAP) in the case study. Model is attitudes,
ways of approaching problems, and behavior toward others,
showing children rather than just telling them (NAEYC, 2019).
Propose at least two things you would do next if you were the
teacher in the case study in order to continue fostering the
social-emotional development of the child(ren) in the case
study. Support your decision with at least one additional
scholarly source.
After Keisha talked to Bahta to let her know when it was her
turn. If I was the teacher in the case study in order to continue
fostering the social-emotional development to praise Keisha on
sharing, give her a little positive feedback and stickers for
making her emotionally comfortable to tell me what she wanted
to say. Next, to resolve this situation is to set a timer and
explain to the Bahta that when the buzzer goes off, it will be
time for Keisha to have a turn on the computer. According to
Jennings, P. A., & Greenberg, M. T. Teachers are role models
who continuously induce and respond to the emotional reactions
of their students (2009). However, teacher-student relationships
and the teacher’s function as an important role model.
References

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial
classroom: Teacher social and emotional competence in
relations to student and classroom outcomes. Review of
Educational Research. 79, 491-525
Developmentally Appropriate Practice | NAEYC
Developmentally Appropriate Practice | NAEYC. (2019).
Naeyc.org. Retrieved 8 August 2019, from
https://www.naeyc.org/resources/topics/da
SCS 200 Presentation Progress Check Guidelines and Rubric
Overview: Throughout the first three themes, you have been
guided through your work on Project Two (a presentation),
which you will continue to work on in
Theme: Presenting Social Science Concepts and Research and
will formally submit to your instructor at the end of Week 8.
This assignment provides you with an
important opportunity to get valuable instructor feedback on the
progress you are making and to ensure you are on the right track
for your later submission.
Prompt: Throughout the first three themes, you have explored
why the social science issue selected in Project One (a research
investigation) is of interest to you
personally, and you have begun to reflect on how your research
related to your issues has changed your perspective on the topic.
Specifically, in this assignment,
you will submit the Project Two elements listed below for

review by your instructor.
In Theme: Performing the Research Investigation, learning
block 4-2 (page 1); Theme: Performing the
Research Investigation, learning block 4-3 (page 3); and Theme:
Tailoring the Message to an Audience,
learning block 5-3 (page 3), you completed the following work:
I. Provide a brief overview of the social scientific background
of your issue and research question.
How is the issue situated within the social sciences?
In Theme: Tailoring the Message to an Audience, learning block
5-2 (page 3), you completed the following
work:
II. Explain how the issue impacts the audience. In other words,
how is the issue relevant to members
of the audience? Why should the audience care about the
response to your question or the
outcome of your investigation? Support your response with
specific examples from your research
investigation.
6-1 (page 4), you contributed to the following
prompt:
III. Describe the evidence you have to support your conclusions
about the impact of the issue on you

personally and on your audience. Support your response with
specific examples from your
research investigation.
In Theme: Exploring Social Science Issues, learning block 2-2
(page 4), you completed the following work:
IV. Explain why this issue is important to you personally. In
other words, why did you select this issue
to investigate?
https://snhu.mindedgeonline.com/content.php?cid=92549
In Theme: Performing the Research Investigation, learning
block 3-4 (page 1), you contributed to the
following prompt:
V. Illustrate how your investigation of the issue impacted the
way you thought about the issue. In
other words, how did thinking like a scientist to research and
develop a question affect what you
thought about the issue you selected? How did social scientific
thinking change the lens through
which you viewed the issue? Support your response with
specific examples from your research
investigation.

5-2 (page 3), learning block 3 (page 3), and
learning block 6 (page 4), you began working on the following
section of the prompt:
VII. Communicate your message in a way that is tailored to
your specific audience. For instance, you
could consider your vocabulary, your audience’s potential
current natural science knowledge or
lack thereof, and what is specifically important to the audience.
6-3 (page 4), you were prompted to create
two visual slides using a presentation software of your choosing
(PowerPoint, Prezi, or other) and
accompanying notes. These slides can be used to address any of
the sections detailed above and should
include visuals with proper citations, where necessary.
Note that the numbering included above directly aligns with the
numbering of these elements as they are presented in the Project
Two Guidelines and Rubric
document.
Rubric
Guidelines for Submission: Your presentation progress check
submission will include two sections: a two-slide portion of
your presentation, submitted using a
presentation platform of your choosing (PowerPoint, Prezi,
etc.), and a written document submitted in Microsoft Word. In
your Word document, be sure to

format with double spacing, 12-point Times New Roman font,
and one-inch margins. Citations should be formatted according
to APA style.
Critical Elements Proficient (100%) Needs Improvement (75%)
Not Evident (0%) Value
Social Scientific
Background
Provides brief overview of social
scientific background of issue and
research question and explains how
issue is situated within social sciences
Provides brief overview of social
scientific background of issue and
research question and explains how
issue is situated within social sciences,
but with gaps in detail or clarity
Does not provide brief overview of
social scientific background of issue
and research question and does not
explain how issue is situated within
social sciences
14
Audience Explains how issue impacts audience,
supporting response with examples
from research investigation
Explains how issue impacts audience,
but with gaps in clarity, detail, or

support
Does not explain how issue impacts
audience
14
Evidence Describes evidence that supports
conclusions about impact of issue on
self and audience, supporting response
with examples from research
investigation
Describes evidence that supports
conclusions about impact of issue on
self and audience, but with gaps in
clarity, detail, or support
Does not describe evidence that
supports conclusions about impact of
issue on self and audience
14
Personally Explains why issue is important
personally
Explains why issue is important
personally, but with gaps in clarity or
detail

Does not explain why issue is important
personally
14
Investigation Illustrates how investigation of issue
impacted thinking on the issue,
supporting response with examples
from research investigation
Illustrates how investigation of issue
impacted thinking on the issue, but
with gaps in clarity, detail, or support
Does not illustrate how investigation of
issue impacted thinking on the issue
14
Message Communicates message effectively in a
way that is tailored to specific audience
Communicates message to audience,
but communication is not effective or is
not tailored to specific audience
Does not communicate message to
audience
14
Two Visual Slides Slide visuals support key points of the
presentation using properly cited
graphics and charts as appropriate

Slide visuals include graphics and
charts, but citations are incomplete or
connections to presentation content
are not clear
Slide visuals are not included in
submission
10
Articulation of
Response
Submission has no major errors related
to citations, grammar, spelling, syntax,
or organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main
ideas
Submission has critical errors related to
citations, grammar, spelling, syntax, or
organization that prevent
understanding of ideas
6
Total 100%

Running head: ASSIGNMENT-THE CREATIVE SELF
1
ASSIGNMENT-THE CREATIVE SELF
4
The Creative Self
One classroom activity that supports emotional development
along with a supporting rationale that explains specifically why
the activity is appropriate.
An activity we do in the classroom that supports emotional
development is that reading a book about emotions such as The
Pigeon has feelings too. This book is well know that the Pigeon
has a temper tantrums and the children think that is was
hilarious. After reading the book we will get magazine and cut
out different mad, sad,or happy faces. Then put them in a basket
and pull one out at a time. Then ask the child how they feels.
They can yell it out or mimic the feeling as their answer. The
activity is appropriate because the book and the activity can be
a great way of getting kids engaged in talking and learning
about emotions.
One classroom activity that supports social development along
with a supporting rationale that explains specifically why the
activity is appropriate.
An activity that support social development, we do in the
classroom in the morning at circle time is sang a song so the
children know which of their friends are in school or absent. An
the sung also help the children learn there friends name. The
song goes something like this John came to school today, school
today, school today now lets spell your name. This activity is
appropriate because they get to learn about there friends and
they will learn how to spell there own name.
One classroom activity that supports physical development

An activity the supports physical development as we plan to go
outside we start by drawing a number of shahpes on the
sidewalk by using sidewalk chalk. I draw shapes like circles and
squares, retangles, rhombuses and pentagons. Once the shapes
were drawn, I would line the children up and name a shape for
the children to go find. Then it was ready, set go! As they race
to find the shape that I have called out. When the children find
the shape they would stomp on it and do a happy dance. Another
thing that can be incorpated in this game would to count the
number of sides or point out other features of the shape to help
the kids learn them. This activity is appropriate because this
will provide gross motor skills and knowledge of learning their
shapes, how many sizes and counting. Physical development
revolves around making the children to become active in their
physical stature by maintaining a better health background.
One classroom activity that supports language and literacy
development along with a supporting rationale that explains
specifically why the activity is appropriate.
An activity that supports language and literacy development is a
Bingo game to help the children practice their letters. Add a
letter into each square then make a set of square cars with a
letter on each. Then give each child a card and they will also
turn the square cards face down. When they pick a square card
and turn over the square, they have to see if the can make the
right sound of the letter. Then if the letter that the child pick is
on there card they keep it to cover the letter on there card. The
winner is the first child to cover all the letters on their card and
get to shout “BINGO!”. This activity appropriate because it
teaches the children there sounds of the letters and to recognize
the letters.
One classroom activity that supports cognitive development
An activity that support cognitive development that we use in
the classroom is a jigsaw puzzle and memory game. Watching

the children match colors and shapes to form one bigh picture is
very exciting. When they finish the puzzle they be so proud of
themselves and know that they can do it. The jigsaw puzzles
help with fine and gross motor skills, hand-eye coordination,
problem solving, memory, shape recognition, and more. Puzzles
are beneficial because they cause children to anlyze the task and
create a strategy to complete it. This activity is appropriate
because it improved concentration, enhanced cognitive skills,
boosted brain functionality and visual memory training.
References
Kohl, M. (2008). Fostering creativity (Links to an external
site.). Earlychildhood NEWS. Retrieved from
www.earlychildhoodnews.com/earlychildhood/article_view.aspx
?ArticleID=349
Physical Development Presentation
Annette Williams
ECE 624:Advanced Topics in Child Development Leadership
and Developmentally Appropriate
Instructor Spencer
August 1, 2019
1
Teachers Promoting the Health and Safety of Our Learners
Initiate an open forum for children to discuss their opinions
about healthy food choices and lifestyles
Promote good nutritional habits such as enacting a whole foods
policy in the classroom.
Healthy Hungry Free Kids Act of 2010 by Michelle Obama

Teacher’s allowing interactive activities about healthy food
choices and age appropriate lifestyle habits
i.e., Brain Pop Computer Activities, Hands-On Projects
Allocating a time slot during class for warm-up exercises
2
Teachers Promoting the Health and Safety of Our Learners
Act as health screeners for all children
Being cognizant and aware of illnesses and abnormal behaviors
while in the classroom
Checking in with students about their mental and physical
health at the beginning of each class
Introduce lessons that will change the learners’ views on
immunizations.
Age-appropriate short quizzes and surveys about immunizations
Short informative video clips pertaining to the importance
immunizations
Application of Basic Principles of Physical Development
A teacher should think safety first.
All children have an access to appropriate materials and
physical spaces.
A teacher should observe tasks that may be difficult for some
learners who should be helped attaining them.
Adaptations should be made to accommodate learners who may
be sensitive to noise, light, touch, etc.
For example, the skills for infants and toddlers include
reaching, rolling, crawling, and climbing.
Another example, the skill for preschooler include hopping

several times on each foot.
4
Alignment with Developmental Theory
According to most developmental theories children need
appropriate and open physical development in order to develop
in a timely manner.
If children are allowed the proper range of physical activity,
that is promoted by growth and wellbeing, they will develop
properly.
According to Jean Piaget, children actively construct knowledge
as they explore and manipulate the world around them through
physical play.
For example, a two-year old child needs physical activity in a
classroom setting in order to explore and manipulate different
circumstances that promote healthy development.
5
Alignment with Developmental Theory
The theory informs the best approaches for meeting the needs in
the society.
The basic needs model introduced by the International Labor
Organization (ILO) notes how developmental needs can be met.
It outlines the minimum resources for promoting the well-being
of a society which a teacher can act on.

References
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., &
Howe, A. (2013). Creative learning environments in education-
A systematic literature review. Thinking Skills and Creativity
8(1), pp. 80-91.
Flavell, J. H. (1963). The university series in psychology. The
developmental psychology of Jean Piaget. Princeton, NJ, US: D
Van Nostrand.
First Lady Column on the Healthy, Hunger-Free Kids Act | Let's
Move!. (2019).
Running head: TRANSITIONS AND DISRUPTIONS
1
TRANSITIONS AND DISRUPTIONS 2
Transitions and Disruptions
In early childhood, children’s brain is very delicate. It tends to
focus heavily on the task or activity at hand. It can be very
disturbing and unhealthy to juggle a child’s mind from one
topic to another unsystematically. Such practices may lead to
unhealthy development of the brain or even make it too difficult
for the children to internalize concepts leading to overall poor
performance in class. Therefore, it is very important to employ
tricks and skills that ensure smooth transitions from one topic to
another in class. Here are some of the tips that one can apply to
prevent the frustrations caused by rough topic transitions.
Following a common schedule or timetable is one of the
measures to put in place to ensure smooth transitions. After
following a timetable for a period, the children become used to

the change in activities and hence the transition does not land as
a surprise on them. In addition to that, one may include a song,
which will help the children remember what activity to expect
after the song, (Bredekamp, 2011). Songs are considered the
most effective means of preparing children for different
activities, (Gonzalez-Mena, 2019). For example, one may have
the children sing a song that includes numbers and counting if
the next activity involves counting. At the same time, you can
have the children sing a religious song hen the next activity is
religious. When the children sing these songs, their brain
prepares for the next activity thus it does not come to them as a
surprise, (McCarthy& Houston, 1980).
Another activity that can be used to prepare children for activity
transition is the cleanup activity. Cleaning up the room together
with the children is also a very helpful activity in preparing the
children’s brain for a subject change, (Gonzalez-Mena, 2019).
Cleanup songs may accompany the cleanup activity. The effect
of this activity can be intensified by recognizing,
congratulating, and appreciating the children who are the best in
the cleaning activity. Since this activity is physical, it allows
the children to drop formalities and release the tension that
might have accumulated during the lesson, (Bredekamp, 2011).
It is very common for the children to lose their attention and get
carried away by a previous activity in a transition. It may be
quite difficult to regain their attention. However, a common
mistake made by most teachers is yelling at the children, raising
their voice to override the children's noise, issuing threats and
many more. However, these measures do not capture the
children’s attention but instead instill fear and make the lessons
more boring, (Bredekamp, 2011). On the contrary, the teacher
should employ friendly means such as using attention seeker
objects. The objects might include colorful toys and charts.
Using children’s specific names instead of generally shouting at
them might also capture their attention. It is also advisable to
stop any tasks at hand, go over to where the child is rather than
shout their name across the room. Other tricks to employ is

being involved in the activities rather than issue instructions, be
welcoming, be concise, appreciate and recognize the attentive
ones and understand the temperamental ones.
The above methods and measures do not work out for every
child. Some of them might be overwhelmed by the events while
others experience a total meltdown. Challenges during the
transition may be brought by health problems such as ADHD
(Attention-deficit/hyperactivity disorder), Autism, anxiety, etc.
In the child’s thoughts, it is very unfair to ask them to leave the
playing ground and go back to class. Some of them may end up
throwing a tantrum out of frustration. Challenges in transition
can also manifest in behaviors such as resistance, negotiation,
avoidance or distraction, (Morrison et al., 2018). Some of them
have learned tricks to delay or fully avoid the transitions. The
above measures are meant to help all the children facing the
transition challenges
References
Bredekamp, S. (2011). Effective practices in early childhood
education: Building a foundation. Upper Saddle River, NJ:
Merrill.

Gonzalez-Mena, J. (2019). FOUNDATIONS OF EARLY
CHILDHOOD EDUCATION: Teaching children in a diverse
society. Place of publication not identified: MCGRAW-HILL
EDUCATION.
McCarthy, M. A., & Houston, J. P. (1980). Fundamentals of
early childhood education. Cambridge, MA: Winthrop.
Morrison, G. S., Woika, M. J., & Breffni, L.
(2018). Fundamentals of early childhood education. Hoboken:
Pearson.
Running head: CLASSROOM IMAGES AND PLAY
1
CLASSROOM IMAGES AND PLAY 5
Classroom Images and Play
Synthesize your view of play around the world
Childhood play is the backbone of a human being’s social,
physical, cognitive and emotional state. It is at this stage that
children get the opportunity to familiarize themselves with the
environment around them. Children from different cultures,
religions, regions and social classes play different games. For
example, in China, the popular children games are the likes of
Forcing the city gates, Cat and Mouse, Round and Round, and
many others (David, 2019 May 10). In the game, “Forcing the
city gates,” a group of ten to thirty children divides into two
groups. Members each group hold hands in a straight line. The
two groups stand opposite each other, with about 10 feet. Now,
one of the groups appoints a representative, who dashes across
and attempts to break through the wall formed by the other
group. In case he fails, the defensive team sends their
representative to launch a counterattack. The teams continue
switching representatives until one of them is beaten.
Taking another example, Mbube-Mbube is almost a similar

game played in South Africa. In this game, children gather
around and make a circle. Two players are appointed, one to
play the role of Mbube (lion) while the other playing the
impala. The two players are blindfolded. The aim of this game
is to help the lion catch the impala. The selected players run
after each other until the Mbube catches the impala. It is now
clear that the games that children play depend on their
environment, (Lakin, 1995). It would be unrealistic to introduce
the “Mbube-Mbube” game to children in China, mainly because
they probably have never seen a lion in real life as opposed to
those kids in South Africa. It is therefore very important to
understand the culture and the environment of the children that
you work with.
Play is very essential in early childhood development. It plays a
vital role in social, cognitive, emotional, and physical
development, (Milteer et al, 2012). In a study conducted by
Campbell, more than 15 million children in America live under
the poverty line. As a result, they are denied the time,
resources, and opportunity to exercise healthy play. Medical
diagnoses show that most of these children perform very poorly
in class, or end up developing different kinds of disabilities,
(Campbell & Hesketh, 2007).
Childhood play is very essential in developing emotional and
social ties, (Johnson et al., 1997). For example, a very common
game played among children in East Africa, “Cha Mama Na Cha
Baba,” is a game where two children take the roles of a father
and a mother while the others taking roles of children. This
game is very important since it helps the children understand
the emotional and social ties in the “virtual family” that they
come with. Children who get the privilege of playing this game
are less likely to experience broken marriages or disrespect
among the family members, (Lakin, 1995).
Childhood play also teaches children on their social duties and
obligations. Taking the above example, the “mother” has to
prepare “food” for the children. The father is the one who
gathers the food and brings it home. The children are supposed

to respect their parents. The game is a perfect example in this
case. While playing this game, children understand the roles and
obligations in society when they assume the positions they play
in real life. The game acts like some sort of practical activity.
In the same way that practical activities in the laboratory help
us internalize concepts, the children also internalize life
concepts. The Play also helps parents understand their children
for a better upbringing. By watching children play, a keen adult
should be able to identify weaknesses in children and help them
overcome it, (Johnson et al., 1987).
As we have seen, games played differ with respect to culture
and region. Therefore, it is important to accommodate all
cultures when introducing games in the class which can be done
by introducing new games, relevant to the current environment.
References.
Campbell K.J, Hesketh K.D. (2007). Strategies which aim to
positively impact on weight, physical activity, diet and
sedentary behaviors in children from zero to five years. A
systematic review of the literature. Obes Rev.;8(4):327–338
David, I. (2019, May 10). What Types of Games Do Children
Play in China? Retrieved July 21, 2019, from

https://www.theclassroom.com/types-do-children-play-china-
6393566.html
Johnson, J. E., Christie, J. F., Yawkey, T. D., & Wardle, F. P.
(1987). Play and early childhood development. Scott, Foresman
& Co.
Lakin, P. (1995). Play: Around the world. Woodbridge, CT:
Blackbirch Press.
Milteer, R. M., Ginsburg, K. R., & Mulligan, D. A. (2012). The
importance of play in promoting healthy child development and
maintaining strong parent-child bond: Focus on children in
poverty. Pediatrics, 129(1), e204-e213.
The Goals of Anti-Bias Curriculum
The globalization of communication networks has also
triggered the globalization of education. Whereas various
countries have their own curriculum responsive to their unique
needs, there is increasing exchange programs between
universities from one country to another. Furthermore, the need
to be competent in the global economy triggers some countries
to send students to established universities and colleges in
specific sectors. For instance, middle income and developing
countries send students to the Massachusetts Institute of
Technology because of its specialization in technological
development. As such, in learning institutions specifically in
classrooms, it is normal to have students from various ethnic,
racial, and national backgrounds. It calls for tolerance of
diversity among students. However, tolerance to diversity
should be nurtured at the basic education level, such as in early
childhood education. Derman-Sparks and Olsen (2010)
introduced four goals of the anti-bias curriculum. The remainder
of the paper explains a goal and how to foster its understanding.
Furthermore, it analyses the challenge of meeting the specified
goal and highlights a solution to the challenge.
The Goal
The chosen goal is; “each child will express comfort and

joy with human diversity; accurate language for human
differences; and deep, caring human connections” (Derman-
Sparks & Olsen 2010). The goal emphasizes the importance of
being comfortable with people from diverse cultures.
Furthermore, it emphasizes the need for a child to use
acceptable language that suits people from diverse cultures to
avoid discriminatory language.
The goal recognizes that modern society consists of people
from different cultures; however, as diversity increases, so is
cultural turbulence because of misunderstanding the other
cultures. Therefore, the goal requires learners to learn and use a
language that can suit different cultures. Furthermore, it
requires learners to understand their peers and respect each
other. The result of the goal is to enable children to function
successfully in a multiracial, multicultural society because they
will communicate an appropriate language and perceive each
other with respect and positively. The goal connects with social
justice because it ensures a respectful society where children
value all individuals, communicate in the appropriate language,
and accept each other as members of the society meant to
compliment them in their works. The situation also avoids
cultural conflicts, discrimination and leads to sustained social
harmony.
How to Foster Understanding of the Goal
Within the education setting, the understanding of the
goal will be done by breaking down into SMART objectives and
explains the importance of each objective. For instance, in
terms of accurate language for human differences, the objective
formulated could be by the end of the season or term, the
learner should have at least five universally acceptable ways of
greeting people. Therefore, methods of achieving the strategy
will be formulated such as rote learning, reading, or listening.
The importance, of the goal and formulated objectives will be
communicated to teachers to implement it.
Challenges of the Goal
The second challenges that impact the achievement of the

goal is the inconsistency of the items exposed to children as
teaching aids while in school are different from those found in
their households. For instance, when emphasizing the need for
respect of other races, the schools may have toys of various
colors to depict various races; however, at home children will
only be exposed to toys of the dominant color. The situation
causes inconsistencies in learning. Furthermore, the other
challenge is the biases of the teachers, which may influence the
instructions given to the learners (Teachers for Change, 2019).
Personal biases influence the language used and the opinion that
children gain. The ethical solution to the problem is avoiding
biases and personal prejudices when teaching learners.
Furthermore, teachers should treat all children equitably.
Methods of Developing the Goal
The goal can be developed by creating social activities
such as social plays where diverse children participate. During
the play, they appreciate and learn about each other. The second
appropriate method is rote learning, in this method, the learners
repeat what the teacher says about other cultures.
References
Derman-Sparks, L and Olsen J. E. (2010) Anti-Bias Education
for Young Children and Ourselves. Washington D.C: National
Association for the Education of Young Children (NAEYC)
Teachers for Change (2019). Anti-Bias Education. Web.
Accessed on 15/7/2019
Meeting Boys’ Needs

Compare and contrast
Both the video and the article discuss how to raise boys in the
learning environment. Accordingly, the culture that boys
embrace is not working well for the boys in school. According
to the narrator in the video, there is a need to introduce a
specific culture to embrace boys. It is also evident that boys
face challenges in the environment than girls (Biddulph, 2014).
For instance, from the research, boys face emotional stress and
they are likely to drop out of school. Similarly, the narrator in
the video opines that many boys are expelled from school than
girls. Some of the causes of these problems include fewer male
teachers in the school to guide and tame the boys. The schools
are currently employing more female teachers than female
teachers. As a result, there is a need to increase the population
of male teachers in the school. Secondly, the narrator in the
video holds that there is a need to talk to parents and teachers
on how to raise the boy child. Finally, the video narrator also
posits that the schools should introduce games to embrace
culture in the schools. For instance, boys are always lured to
video games, which make them busy and engaged. In this
regard, they will not feel lonely and engage in other nasty
things. On the other hand, the article advocate for positive
relationships to improve the learning and interaction of boys in
the schools.
· Reflection
In my view, the boy child is facing problems in the learning
environment than girls. The changing culture of teaching does
not favor the development of the boy child. First, I would
propose that the teachers and parents play an integral role in the
development of the boy child. Teachers and parents should
ensure that boys receive what they need to support their
education (Reichert, M., & Hawley, R. 2013). Most parents
favor female children than boys. For this reason, many boys are
experiencing difficulties and undergo emotional stress. Some of
the strategies that can be implemented to embrace boy child

include the inclusion of games such as video games to keep the
boys busy.
· Activity proposal
Counseling the boys is an activity that should be embraced in
the classroom for nurturing boys. Every school should have
boys counseling lessons where the boys can share their
problems and challenges with the teachers as well as the parents
(Engerman et al., 2015). Counseling will reduce the rate of
suicide in common young males. Also, counseling can also
relieve the boys’ emotional stress.
· Summary
From this topic, it is clear that boys face many challenges
compared to girls. The teachers should play an active role in
ensuring that boys have a peaceful environment for learning.
Secondly, parents should bear the burden of raising the boy
child in an accepted way. It is also prudent to note that the
government should have special laws that protect the rights of a
boy child in the same way specific laws are used to protect the
vulnerability of the girl child.
References
Biddulph, S. (2014). Raising boys: Why boys are different--and
how to help them become happy and well-balanced men. Ten
Speed Press.
Engerman, J., Mun, Y., Yan, S., & Carr-Chellman, A.
(2015). Video games to engage boys and meet common core: A
teacher’s guide. University Park, PA, USA: ISTE.
Michael Reichert, & Richard Hawley. (2013). Relationships
play primary role in boys’ learning. The Phi Delta Kappan,
94(8), 49. Retrieved from http://search.ebscohost.com.proxy-
library.ashford.edu/login.aspx?direct=true&db=edsjsr&AN=edsj
sr.23611726&site=eds-live&scope=site

BECOMING A WHOLE TEACHER 3
Becoming A Whole Teacher
· Column 1: Choose eight tips from the “Tips for Teachers”
provided in figure 1.1, page 9 of your course text. The tips you
choose should hold meaning to you and in your work with
children.
1. A consistent and well-planned routines
2. Guaranteeing that each child’s is healthy and safe so they can
have perfect nutrition and plenty opportunity for the physical
exercise.
3. Having children expressed their creativity with expression
and play
4. Being aware of the early intervention steps that are to be
taken when necessary
5. Evolving yourself with a warm and caring relationship with
the child/feeling loved
6. Respect the pace of each child and development style
(Weissman & Hendrick, 2014, p.9)
7. Surround the children with language so that they know that
you value them
8. Allowing children explore free play
· Column 2: Reflect on ways in which you can uphold the
NAEYC Code of Ethical Conduct (Links to an external site.) for
each teaching tip. You are required to reference and cite from
the NAEYC Code of Ethical Conduct for each section of this
column.
1. Assess information to support and comprehend children’s
development combined with learning (NAEYC, 2011).
2. I-1.3-To recognize and respect the unique qualities, abilities
and potential of each child (NAEYC, 2011, P.2).
3. P-1.5- We shall use appropriate assessment systems which

include multiple sources of information, to provide information
on children’s learning and development (NAEYC, 2011, P.3).
4. Maintaining and creating health and safety settings for the
children
5. I-1.2- To base program practices upon current knowledge and
research in the field of early childhood education, child
development, and related disciplines, as well as on particular
knowledge of each child NAETC, 2011, P.2).
6. I-1.6- Using instruments applied in assessments combined
with the strategies that are appropriate for the children
(NAEYC, 2011, P.2).
7. I-1.10- To ensure that each child’s culture, language,
ethnicity, and family structure are recognized and valued in the
program (NAEYC, 2011, P.2) Provision of children with
experiences in languages that they have perfect knowledge on.
8. I-4.4- To work to ensure the appropriate assessment systems,
which include multiple sources of information, are used for
purposes that benefit children (NAEYC, 2011, P.6).
· Column 3: Explain specific strategies you can utilize to
incorporate social justice into eachof the teaching tips you
chose in the first column. To help you organize your thoughts
for this column, review the article, “Embracing a Vision of
Social Justice in Early Childhood Education (Links to an
external site.).”
1. Making sure the rules are being followed
2. Allowing children to be able to take in data and demonstrate
critical thinking skills
3. Every child is different in his/her on way
4. Respect the dignity, worth and uniqueness each child
5. Teacher-parent conferences on a regular basis such as email
or phone calls
6. Understand and support children’s development and learning
skills

7. Creation of the curriculum and the lesson plan
8. Understanding each child hobbies and interest at play
· Column 4: Organize the five suggested priorities from Chapter
16 of the course text with each of the teaching tips you chose
that they correlate with. Note that some priorities will fit into
more than one category.
Priority 1: Practice International Teaching
1. Allowing children to explore free play
every child
(Weissman & Hendrick, 2014, P.9)
4. Having children express their creativity with expression and
play
Priority 2: Incorporate DAP
1. Respect each child’s pace and development style
2. Guaranteeing that each child is healthy and safe so they can
exercise.
you value them
Priority 3: Develop an Integrated curriculum
exercise.

you value them
4. Encouragement of active learning
Priority 4: Find ways to Encourage child Centered Active
Learning
exercise.
5. Understand and support children’s development and learning
skills
the children/feeling loved
Priority 5: Focus on Teaching Happiness and Joy
the children/feeling loved
I will use the matrix to develop my philosophy of education
statement by using learning it and applying it to my everyday
teachings. The philosophy of education will be a tool that will
allow me to understand the class well and adopt the appropriate
methods and strategy to my job that is an aspect of me. In this
case, ensuring that social justice is promoted throughout the
process is an important aspect that cannot be ignored in this

case. The practice leads to teaching the children important
moral practices that are important for the early childhood
development (Martin-Kniep & Association for Supervision and
Curriculum Development, Alexandria, 2016). Understanding the
philosophy of education will also help me with the children
development and learning skills. Therefore, I mentioned
thoughts in the matrix gives a clear direction in the creation of a
teaching philosophy.
Reference
Weissman, P., & Hendrick, J. (2014). The whole child:
Developmental education for the early years (10th ed.). Upper
Saddle River: New Jersey.
Martin-Kniep, G. O., & Association for Supervision and
Curriculum Development, Alexandria, VA. (2016). Becoming a
Better Teacher: Eight Innovations That Work. Place of
publication not identified: Distributed by ERIC Clearinghouse.
National Association for the Education of Young Children.
(2011). Code of ethical conduct and statement of commitment.
Retrieved from
http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%2
0Position%20Statement2011_09202013update.pdf

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