The scenarios presented below are similar to those that you will likely encounter as an early childhood educator. Put yourself in the shoes of the early childhood educator and apply your knowledge and skills to navigate through each scenario. Scenario 2 Characteristics of developmentally appropriate practices can be observed in classrooms. Intentional teachers can utilize this knowledge in planning experiences specifically designed for children of various ages to enhance their development and learning. Below is a list of some of the characteristics that children display naturally. Imagine that you are teaching a kindergarten class of 5- to 6-year-olds. Develop two learning activities that you could use to further nurture the development of these capabilities. Each experience should integrate at least three of the characteristics listed below. Make sure to describe how each characteristic is incorporated into the activities.  Lead  Draw Create  Raise questions Move  Solve problems Create art  Try again Make a plan  Read and make books  Initiate  Choose wisely  Speak  Decide Scenario 3 Imagine that you are an early childhood educator who teaches a first-grade class of 6- to 7-year-olds. Develop an activity designed to promote reading and/or writing skills. Provide a description of the activity. Explain how you would adapt this learning experience to be more appropriate for children with four of the following special needs. Gifted  Intellectual disability  Attention deficit hyperactivity disorder  Speech delayed  Hearing impairment  Visual impairment  Physical disability  Epilepsy  Asthma Scenario 4 As an early childhood educator, imagine that you observe each of the situations below. Fill out the chart below, identifying the most likely cause , the most appropriate preventative guidance technique you, as the teacher, could use, the most appropriate solution that promotes positive self-concept and prosocial behaviors, and the reason why you selected each technique and solution. 1. Mealtime Fight. At age 18 months, highly active Jake climbs out of his high chair long before his meal is finished. Exasperated, his teacher makes him sit at the table until he has eaten all of his food. Soon Jake’s behavior escalates into throwing his food on the floor. 2. Temper Tantrum. Three-year-old Connor falls on the floor and kicks and hits his fists on the floor while he yells. The teacher and three other children are sitting at a table nearby working on puzzles. Connor continues this behavior and looks up every minute or so to see the teacher’s reaction. 3. “Mommy, don’t go!” Four-year-old Angela screams “Mommy, don’t go!” when her mother brings her to the center each morning. 4. Bully. Jenny, a first-grader, is large for her age. When she enters the after-school program each day, she goes around the room pushing the other children and taking toys away from them. No one wants to play with her because of the way.

1. The scenarios presented below are similar to those that you will
likely encounter as an early childhood educator. Put yourself in
the shoes of the early childhood educator and apply your
knowledge and skills to navigate through each scenario.
Scenario 2
Characteristics of developmentally appropriate practices can be
observed in classrooms. Intentional teachers can utilize this
knowledge in planning experiences specifically designed for
children of various ages to enhance their development and
learning.
Below is a list of some of the characteristics that children
display naturally. Imagine that you are teaching a kindergarten
class of 5- to 6-year-olds. Develop two learning activities that
you could use to further nurture the development of these
capabilities. Each experience should integrate at least three of
the characteristics listed below. Make sure to describe how each
characteristic is incorporated into the activities.
Lead Draw
Create Raise questions
Move Solve problems
Create art Try again
Make a plan Read and make books
Initiate Choose wisely

2. Speak Decide
Scenario 3
Imagine that you are an early childhood educator who teaches a
first-grade class of 6- to 7-year-olds. Develop an activity
designed to promote reading and/or writing skills. Provide a
description of the activity.
Explain how you would adapt this learning experience to be
more appropriate for children with four of the following special
needs.
Gifted
Intellectual disability
Attention deficit hyperactivity disorder
Speech delayed
Hearing impairment
Visual impairment
Physical disability
Epilepsy
Asthma

3. Scenario 4
As an early childhood educator, imagine that you observe each
of the situations below. Fill out the chart below, identifying the
most likely
cause
, the most appropriate preventative
guidance technique
you, as the teacher, could use, the most
appropriate solution
that promotes positive self-concept and prosocial behaviors,
and the
reason
why you selected each technique and solution.
1.
Mealtime Fight.
At age 18 months, highly active Jake climbs out of his high
chair long before his meal is finished. Exasperated, his teacher
makes him sit at the table until he has eaten all of his food.
Soon Jake’s behavior escalates into throwing his food on the
floor.
2.
Temper Tantrum.
Three-year-old Connor falls on the floor and kicks and hits his
fists on the floor while he yells. The teacher and three other
children are sitting at a table nearby working on puzzles.
Connor continues this behavior and looks up every minute or so
to see the teacher’s reaction.
3.
“Mommy, don’t go!”
Four-year-old Angela screams “Mommy, don’t go!” when her
mother brings her to the center each morning.

4. 4.
Bully.
Jenny, a first-grader, is large for her age. When she enters the
after-school program each day, she goes around the room
pushing the other children and taking toys away from them. No
one wants to play with her because of the way she acts.
Cause
Guidance Technique
Appropriate
Solution
Reason
Mealtime Fight

5. Temper Tantrum
“Mommy, don’t go!”
Bully