THREE-YEAR-OLD CHILDREN SCIENCE StandardsMississippi Early Learn.docx

THREE-YEAR-OLD CHILDREN SCIENCE Standards
Mississippi Early Learning Standards INFANTS THROUGH
FOUR-YEAR-OLD CHILDREN
EARTH AND SPACE SCIENCE
Develop an awareness of earth science and space.
1. With guidance and support, recognize that weather changes
(e.g., rainy, windy, sunny, cloudy). a. Observe daily display
about weather and seasonal activity.
2. Begin to identify objects in the sky (e.g., clouds, sun, moon
and stars).
a. Explore materials to create display of common elements of
day and night.
b. Explore devices that protect from sun or rain.
3. With guidance and support, collect, sort, identify and
describe objects in the natural world (e.g., rocks, soil, leaves).
a. No developmentally appropriate standard.
b. No developmentally appropriate standard.
Identify and explore a variety of technology tools.
1. With guidance and support, explore appropriate technology
tools to gather or communicate information (e.g., magnifying
glass, telescope, microscope, computer, simple machines).
2. No developmentally appropriate standard. 3. No
developmentally appropriate standard.
FOUR-YEAR-OLD CHILDREN page 55
Era of Good Feelings
American Nationalist Spirit
· Begins after Battle of New Orleans
· Includes American System

· Americans see themselves as new chosen people
Patriotic culture
· Fourth of July became popular
· Folk art, songs, verses
· Americanization of language
Inspirational Reading
· Biographies of early patriots exploded
· Mason Weem’s biography of George Washington
· Created a national hero although not all true
· Noah Webster 1783 AmericanSpelling Book
· Created an American language
· Dictionary 1828
· James Fenimore Cooper one of first American writers and used
American themes
Henry Clay
· Lawyer, planter, speculator, politician
· Westerner with a national perspective
· Speaker of the House (1810-1821)
· Worked to create compromise
· Most everyone liked him
· Called for internal improvements
· Wanted to create system to bind all sections of nation together
· Make him indispensable man
American System
· Starts with a Bank of the US (BUS)
· Holds government deposits from sell of western lands
· Original BUS had died in 1811
· 1816 another Bank was chartered
· Internal improvements in west help everyone
· Industrials have greater demand for goods
· Westerners have greater demand for food
· Southerners have greater demand for cotton
· Wants to pay with a high tariff

· This was least popular part of the system
Transportation Revolution
· Roads
· Most became impassable in rain
· John McAdam developed an all-weather road
· National Road
· Government funded
· Cumberland, Maryland to Wheeling, Ohio
· Made Henry Clay popular with many small farmers
Erie Canal
· Slashed transportation costs
· Paid for by New York state
· Hudson River to Lake Erie
· Expensive but paid for itself in first year
· Navigators guided flatboats
· Pulled by mules
· Erie Canal success leads to canal building boom
· Mainline canal in Pennsylvania
· Over 4,000 miles of canals
· Economic bust left states with debts from public projects
River traffic
· Old man river – Mississippi River
· Drained central U.S.
· But hard to bring cargo upriver
· Queens of the Mississippi
· Flat bottomed steamboats
· 1807 Robert Fulton’s Clermont
· Built a paddle wheeler for Mississippi
· Paddleboat operations grew
· Frequent boiler explosions
· Very shallow drafts were needed

·
Early Railroads
· 1825 first railroads
· Could be built more places, cheaper to operate and hardly ever
stopped running
1827 first two U.S. railroads
· Built by mining companies
· Other railroads built by entrepreneurs
· Could be expensive to build
· Best for long hauls
· Baltimore & Ohio RR
James Monroe
· Virginia disciple of Jefferson
· Good diplomat and administrator
· Presided during political calm
· Federalists rapidly dying out
· Monroe easily wins in 1816
· Monroe faces no opposition in 1820
· “Era of good feeling”
Politics of Calm
· Little interest in national politics
· People focus on expansion, economics
· Secretary of State John Quincy Adams
· Monroe, Adams focus on foreign affairs
Foreign Affairs
· Oregon
· Rush Bagot Agreement 1817
· Demilitarized Great Lakes
· Set boundary between Canada-US at 49th parallel
· Join occupation of Oregon Territory
Florida

· Spain losing New World empire
· Jackson invades Florida
· Jackson ignores Spanish authority
· Adams buys Florida in Adams-Oñis Treaty
· Pays $5 million
· Set western boundary
Monroe Doctrine
· J. Quincy Adams main author
· U.S. would not intervene in Europe
· Ends colonization in Western Hemisphere
· U.S. not intervene in existing colonies
· European intervention deemed act of war
Why the Monroe Doctrine?
· Spain wants to regain colonies
· Britain wants them independent for trade
· Britain wants alliance with U.S.
· U.S. decides to act alone
Missouri
Missouri Crisis
· 11 slave states, 11 free states
· Missouri asks to become a state
· Proposal made to require abolition in Missouri
· South wants to keep balance of states
Missouri Compromise
· Brainchild of Henry Clay
· Missouri slave; Maine free
· No slavery in rest of Louisiana Purchase north of 36º 30’
· Congress admit states in pairs for 30 years
2nd Missouri Compromise
· State prohibited free blacks from emigrating in

· Violates U.S. Constitution
· Clay convinced Missouri to state did not override Constitution
Industrial Revolution
· Most people live on farms
· Produce goods and food themselves
· Purchase very little
· Small businesses
· Mechanization changes lifestyles
Industrialization
Textiles
· Basic necessity
· Time-consuming and difficult to make
· Expensive
· Most people had few clothes
How cloth was made
· Wool was king in Britain
· Sheep sheared
· Wool cleaned
· Wood was carded or combed
· Spin into yarn
· Yarn woven on looms into cloth
· Woolens versus cotton
· Woolen interests were powerful
· Imported cotton cloth from India competed
Individuals contract with cloth dealer
· Produce at home; work at own pace
· Does not alter social structure
England develops textile machines
· Produces cloth at fraction of cost
· Britain enjoys monopoly

· Cloth better than homespun
· Cloth cheaper than homespun
Machines
· Spinning jenny
Richard Arkwright’s water frame in 1768
· Increased volume of spun thread
· Powered by water
· Changes production as ends cottage industry
· Creates factories where workers come to work
Textile factories
· Machines need power
· Use water, later steam
· Creates need for factories
· Creates industrial working class
U.S. capital for industry
· Northeast merchants, shippers invest
· Convert wealth from ships into mills
· Encouraged by trade restraints during Napoleonic Wars
· Americans quickly industrialize
Inventors
· Oliver Evans: continuous-operation flour mill
· Eli Whitney: interchangeable parts
· Inventors become heroes
· U.S. offers technical education
First Factory Workers
First workers were children
· Cheap
· Climbed onto textile machines
Then Fall River used whole families
· But failed
· Turned to women and children

Lowell Girls
· Francis Cabot Lowell
· Hires young daughters of farmers
· Provides room, board, enrichment activities
· Girls save for dowry
· Most laborers women and children
· But over time became less paternalistic
John C. Calhoun
· “War Hawk” early in career
· First pushes for Southern industry
· Becomes defender of South
· Defends plantation system, slavery
Slavery declining in 1788
· Northern states abolishing slavery
· Southerners apologetic about slavery
· Tobacco production falling
· Congress outlaws importation of Africans
Revival of Slavery in the South
· Cotton gin revives one-crop economy
· Fertile “Old Southwest” ready to settle
· Rapid growth in southern territories
· Slaves now in big demand
Cotton Gin
· South can only grow short staple cotton
· Separating seeds too labor intensive
· Eli Whitney invents cotton gin and interchangeable parts
· Growing cotton now profitable
Western Population Explosion
· Land cheap and plentiful

· Lands equal opportunity
· Mississippi River no longer frontier
· People seem to have no roots
Population
· By 1820, Alabama at 75,000
· States north of Ohio River grew even faster
People who moved west
· Americans free to move around
· Some anti-social
· Some want to build better life
· Some are developers
· Some are town boosters
Cities in West
· Often develop around military fort
· Sometimes develop on rivers
· Cities include industry
Federal Land Policy
Rapid development leads to speculation
· Speculators hope to buy land cheap and sell it higher
· Some responsible developers
Land policy
· 1790s: must buy tracts of 640 acres
· 1800: can buy 320 acres at $2 acre and on credit
· Land Act of 1804 favors small farmers
· Land Act also favors speculators
Leads to wild speculation
· Drives up cost of land
· Paid for with paper money

· inflation
Panic of 1819
· Bank of U.S. calls in loans to wildcat banks
· Wildcat banks call in loans to speculators
· Speculators cannot pay, banks close
· Closed banks trigger Panic of 1819
Part Two
Learning Experience Plan Template 1
The theme of three learning experience is the “Four Seasons”.
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you
will address in this learning experience.
The content areas which will be discussed in this plan include:
science. The child will learn about the appropriate wardrobe for
the diﬀerent seasons. The children will also learn about the
wonderful holidays of each season! This content are therefore
in relation to the following developmental domains; cognitive
whereby the child will learn hypothesizing. Physical domain
also will learn of new words dealing with the four seasons.
They will describe how people, places, things, and events are
eﬀected by the four seasons in conversation and writing.
State/District/Professional Standards
Identify one early learning standard that informed you’re
planning of this learning experience.
The children used the THREE-YEAR-OLD CHILDREN
SCIENCE Standards of the
FOUR-YEAR-OLD CHILDREN. The children will learn
science where he/she will be taught the four seasons. With
guidance and support, recognize that weather changes (e.g.,

rainy, windy, sunny, cloudy). a. Observe daily display about
weather and seasonal activity.
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the
learning experience.
The goals of this learning experience is that, the child should be
able to count 1-10 effectively without forgetting any number.
Secondly the child will be able sort different seeds in different
categories. Third, the child is able to create a project for
instance drawing a garden and decorating it with different types
of plants. Hence be able also to hypothesize it efficiently.
Materials/Technology/Equipment/Resources
The children will learn about the various types of the 4
seasons. They will then choose which season is their favorite.
Materials used:
1. Four Seasons Interactive Reader Spring Worksheet
2. Summer worksheet Fall worksheet Winter worksheet (What
Should I Wear worksheet)
3. Season Sleuths worksheet
4. The Four Seasons worksheet
5. Silly Sciences worksheet
6. GAME: Seasons Suitcase Sort
7. Colored pencils
8. Stapler
9. White paper
10. Notebook paper
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a
warm connection and capture children’s attention. Answer the
following:

· How will you build a sense of relationship and connection
with children during the introduction?
First thing as a teacher I will ask the children what are the four
seasons? I will then give them time to respond. We will then
discuss the type of weather we have in each season. Next, we
will listen to the interactive reader Four Seasons and see if
children can come up with more details about the four seasons.
Secondly, we will list the names of the seasons on the board. I
will ask them the name of the current season. I will ask the
children to describe the current season in partners.
· How will you relate the lesson to children’s interests, prior
knowledge, and families/communities?
Prompt them to elaborate on what the weather is like, what
people wear, what people do, what places look like, and what
events happen in each season. Remind students to stay on topic
when they are discussing the topic of seasons or the Four
Seasons text.
Building/Applying Knowledge and Skills
I will start by drawing 4 columns on the board and title them
summer, fall, winter, and spring. Next, I would explain the rules
for partner discussions by creating a chart titled "Turn and
Talk." First the student would……
1.Sit knee to knee.
2. Take turns.
3. Listen to your partner talk/discuss about the topic or season
chosed.
4. Ask children to give you a thumbs up if they can agree to
follow the rules for talking to their partner.
If children are not familiar with the procedure, model
participating in a collaborative conversation with a student
volunteer. Model maintaining eye contact, active listening,
taking turns and speaking about the topic under discussion.
Make sure each child knows who their partner is. Tell children
to follow the steps and turn and talk to their partner to share

words to describe summer (such as hot, warm or muggy). Call
the children back together as a class. Choose a few volunteers
to present words to add to the summer column. Repeat with fall,
winter and spring. They can use information from the text or
their own knowledge.
Instruct the children to complete the Spring, Summer, Fall, and
Winter worksheets with a partner. Go over the worksheets as a
class. When you are reviewing the worksheets with the children,
ask the children questions about the items worn in each season.
For example: "Why do we wear a jacket in the winter?" "Why
do we wear shorts in the summer?" "Why do we wear dresses in
the spring?" "What do we do in the spring? What things do we
do in the winter?"
Assessment
Allow the children to play the game :”Seasons Suitcase Sort” to
evaluate if they understand or know details about the 4 seasons
and what is the appropriate wardrobe we wear in each season.
Ask the children to complete The Four Seasons worksheet. Ask
questions about what they see in each picture. For example:
What activities are the children doing in this picture of this
season? This worksheet will enable children to visualize each
season in their minds.
Instruct children to complete the Silly Sciences worksheet.
After they ﬁnish the worksheet, ask them to write 2 sentences
about each holiday on notebook paper. This worksheet will
enable students to make the connection between seasons and
their respective holidays.
Ask your children to complete the Season Sleuths worksheet.
Tell children to share their assessments with their elbow
partner. Have children describe to their elbow partner a season
of their choice, using their drawing and three words as support.
Prompt them to mention things they would wear, events people
would attend, or places they would go during each season.

Closure
Learning Activities:
Pass out 3 sheets of stapled paper to each child. Instruct the
children to title the ﬁrst page Seasons. Write the word seasons
on the board. Ask the children to title the second page Fall, the
back of the second page Spring, the third page Winter, and the
back of the third page Summer. Instruct your students to create
pictures for each season on the season's page. Direct them to
write at least 3 words that describe the season on each season's
page.
Learning Goals
1.
Lesson Sequence

Assessment
Closure
Learning Goals
2.
Lesson Sequence
Assessment

Closure
1
Running Head:WORK PRODUCT
2
WORK PRODUCT
Work Product
By
Lua Shanks
EP002
Dr. Todd
Walden University
March 18, 2020
1. How the learning experiences, taken as a whole, reflect at
least three indicators of effective curriculum?
The indicators that I developed are based on valued content that
keeps the student active and engages. The value content and

creatively crafted activities enhance the involvement of students
in all activities. The second indicator that I used helps me in
keep the students active and engage. The last indicator that is
used is the standards that validate the curriculum’s subject
matter content. Furthermore, the standards that are followed:
· Develop awareness of observable properties of objects and
material (Carey M. Wright, 2018 ).
· PK-K. Count to tell the number of objects. PK-K.CC.3 With
guidance and support, understand the relationship between
numerals and quantities. (ixl.com, 2019).
· 8.3.1 Use electronic devices (e.g., computer) to type names
and to create stories with pictures and letters/words. 8.1.P.A.2
(Otto, 2019)
2. How the learning experiences reflect appropriate learning
standards and the goals identified by the early childhood teacher
you interviewed?
Through the interview of early childhood teacher, I analyze that
how the incorporation of appropriate learning standards helps in
identification of goals as they are quite helpful in designing the
curriculum. The teacher highlight important points that are
adopted from standards and the activities that are organize for
students are based on these standards.
3. How knowledge of the children and families informed the
learning experiences?
The learning of students is not dependent on the teacher of how
effectively the teacher keeps the student engaged in an activity
but the role of the family is also important. If the family is not
supportive of a student, then all the things that students learn in
class will all in vain unless it is revised and supported by family
too (Gatenio-Gabel, 2017). For example, from the activities that
I organized in the class the behavior and response of students
shows that they are familiar with these things like gardening,
flowers, buttons, and iPads. Hence, the implementation of these
activities is easy and students also readily understand what to
do as things are not new for them. The findings of these
activities show that students have high cognitive skills because

they are always open to learning and also realize and memorize
all the things that the teacher speaks in class.
4. How the learning experiences promote language and literacy?
The activities help the students to learn new words hence it also
brings clarity in their language. It gives them a good
opportunity to communicate with each other and help each other
in successfully accomplishing the assigned tasks. As far as
literacy is concerned it help the students to learn new things
related to science, mathematics and technology.
5. How the learning experiences promote math, science, and
technology learning?
For math, science, and technology three different activities are
organized. In science activity that students learned that water is
essential for plant growth and how the changed water color
changes the color of flowers. This activity shows that the
students enjoyed this science experiment a lot and the results
that they attain delight them a lot (Bredekamp, 2016). The
assessment after the experimentation shows the success of this
activity because they narrated how much they enjoy and they
realize what is the role of water in the growth of the plant.
Thus, the students also show their concern that they will protect
them and give them water.
In the math’s activities, the students have to paste buttons on
trees according to the number mentioned on the tree. Thus,
these activities proofs that learning through activity is fruitful
as compared to other teaching strategies. As far as cognitive
skills, logic and mathematical skills are concerned, most of the
students recognize the whole process and do it the same as it
has been taught but some forget the steps and do not recognize
the numbers. This activity of art and mathematics proves to be
beneficial in learning numbers.
The technology activity is organized so that students learn how
to use iPad, tablets, and smartphones to captures. Through these
activities, they learn how to use technology productively. If
such activities are not created, then such technological products
will only be used for recreational purposes. Through this

activity, the students show their interest in learning the
operation of such gadgets and they use their skills to use them
in the best productive way.
6. How the learning experiences promote learning in the arts?
My all three activities are somehow related to art in which
students learn how they can creatively show their projects. For
example, in science experiment project they beautifully
decorate the flowers pots, in math’s project they creatively
decorate the tree and in technology project they beautifully
portrayed their pictures. Hence, through this they learn the art
of creativity.
7. How the learning experiences promote social, emotional, and
physical development?
With these three different kinds of activities, the main aim is to
analyses how much the students use their social, emotional,
cognitive and physical development to accomplish these
assigned tasks. The results of all three activities show that
students have good cognitive skills, as they understand and
implement the things as they are instructed (Otto, 2019). From a
physical point of view, they are active because in garden
activity for science project they actively participate and social
interaction with each other in a good manner but in maths
activity, only 5% of students show social skills because this is
an individual project but some students help each other.
8. How the assessment strategies used in the learning
experiences informed your understanding of children’s learning
and development?
My assessment strategy is not based on the desired outcome that
the student did but I also analysed the effort that the student put
in accomplishing this project. Hence, from the activities, I
analysed that most of the students do not give up and if they do
not understand they consult teachers again and again. But this
behaviour is not the same in all activities because in math’s
activities students readily gave up as they did not recognize the
number so I have to show them a chart for their ease. Through
this, I evaluated that students have not enough knowledge of

letters. All three activities are linked with art that makes them
colorful and tempting for students.
9. How play is incorporated into your learning experiences and
why this is a vital component of the early childhood
curriculum?
For the early childhood curriculum, if we put the students in
straight reading and writing this is less interesting and boring
for them. Therefore, along with learning the element of play
must be added on it to keep the students active. In each activity,
I added this element so that they can enjoy it as it also keeps
them engaged. Each strategy is designed in a way that will
improve their motor and cognitive skills.
10. How the learning experiences you planned can be
differentiated to meet the needs of individual children,
including those with exceptionalities (Note: Include a
description of at least two strategies.)
For the exceptionalities, I change activity so that they can
actively participate. For students who are mentally ill and
special I help them for example in technology activity I made
pictures for them and told them to paste and decorate them as
they like. In the gardening activity for a physically disabled
child, I assign them a duty to count the flowers that students
bring and give each group five flowers. In this way, they feel
like a part of the class and it also keeps them engaged
(DeBruin‐Pareck, 2016)
11. How you collaborated to develop the learning experiences,
including:
Throughout this project the assistance of a teacher to whom I
interviewed and observe their class prove to be beneficial
because when I interviewed him I have bookish knowledge and
little practical knowledge. But with the help of him, I can
design the activities effective and open to learning for every
student by keeping in view the development of cognitive,
physical, motor and social skills. So they can acquire good
knowledge of every subject. Furthermore, I also realize that

how in the curriculum of 2 to 4 years old students the
incorporation of activities is important the whole curriculum is
taught through activities to ensure the understanding and
engagement of students.
12. An explanation of the value of collaborating in the
curriculum planning process?
According to the interview of the teacher, she told me that
students learn through these activities not from books and the
knowledge that is developed through such activities is stored in
their memory for the long term. It also promotes the
development of cognitive, physical, social, and emotional
abilities in them. Along with this teacher, I am able to add value
in curriculum through three activities that I planned for students
to test their abilities, how well they perform and what they gain
from them. These three activities are listed below:
· The theme of three learning experience is Rainbow Dyed
Daisies (for summer and science project)
· The theme of three learning experience of button trees (for
spring and math’s project)
· The theme of three learning experience of using iPad to
capture pictures of their daily routine. (for winter and
technology project)
13. A description of any challenges you experienced
The main challenge that I face is to follow the state standard
and how through this standard value added activities can be
organized that will build skills in students. I successfully
accomplish this challenge with the help of teacher.
14. An example of ways you compromised, demonstrated
respect, and/or shared responsibility to develop the learning
experiences
I worked really hard along with this teacher as with the help of
her I am to learn a lot of things. This was only possible when I
share responsibility with her and with her assistance design
activities for students.

Learning Experience Plan Template
(For Summer)
The theme of three learning experience is Rainbow Dyed
Daisies
The content area that will be discussed in this plan is related to
science and literacy. This is the main area through which
students have been giving awareness about the environment in
which they live and how the plants in the environment naturally
grow. This will help in the development of cognitive, emotional
and physical domains. Thus, these domains motivate the
behavior of children because they learn to able how natural
resources are used by the environment around us. It enhances
the learning experience of students through a practical
approach.
Furthermore, it also promotes the hypothesis domain in children
that strengthened the development of cognitive abilities. Hence,
this experiment of science proves the hypothesis that water is
essential for the development of plants. Therefore, the
experiment is designed accordingly that supports the
development of fine motor and cognitive domains in students.
Identify one early learning standard that informed your planning

of this learning experience.
Develop awareness of observable properties of objects and
material (Carey M. Wright, 2018 )
Learning Goals
The main aim of conducting this experimentation under the
subject of science to give awareness to students that how water
is important in the development of their surroundings and if the
plants do not get adequate water supply then their growth is
effected along with other physical attributes. Through this
experimentation, awareness will be given to students how they
can make their surroundings colourful through this simple
experimentation and how water helps the plants to grow.
Furthermore, it also proves the hypothesis that for plant growth
water is essential.
List texts, websites, writing/art supplies, props/artifacts,
assistive technology, computer software, Internet resources,
audio/visual media, and other tools and materials needed for
this experience.
The material that is required for this experiment are listed
below:
1. Daisies
2. Food color
3. Water
4. Glass jars
Lesson Sequence
following:

In the lecture, the teacher motivates the students to share their
experience of gardening by inquiring them whether they have a
garden in their homes of not or whether they visit any garden or
not. Secondly, the teacher asks, have the students experience
watering to plants with their parents and if they have any
experience of gardening. Through this teacher will come to
know the general understanding of students what they know
about plants and how water and sunlight are important for
plants to grow. To further engage the students with this learning
process a small video will be shown to students in which it will
be shown how plants grow to depend on water. This will help in
developing a sense of experimentation in children what they are
going to do.
Children of 3 to 4 years are attracted by colours and due to
outside games or frequent visits to park a sense of natural
environment is already developed in them from the side of
parents. To further explore the interest of students a visit to the
garden will be organized that will help in exploring the interest
of students in parks. Through the questions of students, it will
analyse how much they know and what they want to explore.
Furthermore, the experience that students share will be linked to
their interest in the lesion.
Describe specifically, and in a step-by-step fashion, what you
and the children will do in all activities and transitions that are
part of this learning experience. Make sure each activity is
meaningful and supports your goal(s). Be sure to consider
specific content areas and developmental domains that are
relevant to the learning experience.
This is a science experiment through which students will be

given awareness of how water is important for the growth in
plants. Hence, the steps that will be followed in this experiment
are 1. A visit of students in the park will be arranged where
Daisies are present in abundant and each student will be asked
to pluck 5 flowers each. The students will be divided into a
group of three. 2. The pluck flowers will be set aside. 3.
Students will take glass jars and fill half of them with water. 4.
Each group will take 5 jars. 5. One will be left empty. 6. Four
jars will be filled with water. 7. Mix food colour in three jars.
8. The food colours that will be given to students will be red,
yellow and blue. 9. These colours mixed in three jars. 10. Five
stems of Daisies will be put in each jar including that jar which
is only filled with water and the empty jar too. 11. All the jars
will be left overnight. 12. The next day the results will be
shown to students.
The main goal of this activity is to shown students the
importance of water in the growth of the plant. Through this, it
will be proved how water is important and how the colour of the
water changes the colour of the flower and that jar which is left
empty dried the flow. Thus, this experiment proves the
hypothesis of science. It will enhance the cognitive skills of
students. This skill is related to memory, judgment,
intelligence, experience, and sense. Thus, students will be able
to relate the result of this experiment to different garden
experiences.
For each activity, explain how the activity might be
including children with exceptionalities. Give specific examples
related to particular children in the classroom that you
observed.
Before this activity, the students are given ample information
about plants of how they grow and what is the importance of
water for a plant. But the practical experience is different from
the learning experience. Thus, it will enhance the student's
experience and those things that are experienced through

experimentations stored in the memory of a child forever.
Assessment
Assessment is the process by which early childhood
professionals gain an understanding of children's development
and learning. Describe strategies you will use to assess
children's learning. Consider how you will:
· Utilize and document observation to assess children’s
learning.
· Make sure all assessments are aligned with your goal(s) for
the lesson.
After the experimentation, the teacher will ask the individual
student in each class how they performed the experiment and
what they learn from it. The main aim of this experiment is to
give awareness to students that without water plants die and if
they are given water they grow. Thus, the next day assessment
will help in testing the motor and cognitive abilities of students
of how much knowledge they gain from this experiment and to
what extent it is stored in their memory.
For this assessment, it will also be analysed whether students
like practical experiments or the information that is given to
them through books or videos they rely on it. It will help in
exploring the interest of students. Some of the questions will be
asked about their prior experience of gardening at their home
what they observe at this time and through this experimentation
what they learn. Through this comparison, the students will
better explain what they know and what they learn.
Closure
The closure is the conclusion of your learning experience. It is
time to wrap up the experience by summarizing, reviewing,
and/or reflecting on the learning that has taken place. Describe
all activities and strategies you will use in the closure of your
learning activity.

Summarizing the findings of this activity in a nutshell, it is
evaluated that the experience of this experiment is a good one
for both the teacher and students. These activities aim to
enhance the development of cognitive-motor and physical skills
in the student of how much they physically and mentally engage
in such activities. The response of the students is overwhelming
because the enjoyed this science experiment a lot and the results
that they attain delight them a lot. The assessment after the
experimentation shows the success of this activity because they
narrated how much they enjoy and they realize what are the role
of water in the growth of the plants. Thus, the students also
show their concern that they will protect them and give them
water.
(For spring)
The theme of three learning experience of button trees
(an activity for Maths)
The content area that is discussed in this activity is related to
mathematic and art. These are the two main areas on which the
students will be educated through different approaches. The
content that is used in the domain is related to cognitive,
logical, mathematical, and solitary skills. Through these skills
that behavior of the student will be modified how they can
perform their task solely without the assistance of anyone and
with this assistance how his or her cognitive skills develop.
Thus, the classroom activity is designed accordingly.

of this learning experience. PK-K. Count to tell the number of
objects.· PK-K.CC.3 With guidance and support, understand the
relationship between numerals and quantities. (ixl.com, 2019)
Learning Goals
Through this activity that students can understand the numbers.
From dozens of multiple buttons those students collect buttons
of the same color and stick them to a tree that has a number on
them of how much and what color buttons have to paste on it.
Thus, the ultimate goal of this experiment is to teach the
students to do their work without any assistance and how they
can accomplish their tasks within a specific time. This
encourages the student to use to their cognitive, logical,
mathematical and solitary skills. It will help in developing a
habit in the student of how they can do their work by following
the instruction that is given either from the side of family or
teacher.
this experience.
below:
1. Buttons of 10 different types.
2. A big box in which all the buttons are mixed.
3. 20 card paper which has four tree sketches on each card
paper.
4. 20 glue sticks.
5. 20 drawing boards.
Lesson Sequence

following:
.
For building student and teacher connections so that the
learning experience of students can be the perfect one. The
teacher starts the class with a simple counting of the numbers
through which students can realize the numbers. Later on, after
this, the teacher shows buttons to the student and asked them to
identify colours. After getting the students familiar with the
buttons. A short video is shown to students in which a student
like them collects a button of the same colour and paste them to
tree sketch as per the number that is mentioned on it. Hence,
through such activities, the students are comfortable with the
teacher. Later on, the teacher shows them all the material and
reminds them about the video of what is expected from them to
do. Thus, it shows how strong the cognitive skills of students or
not. Thus, the revision of the whole process the students have
been asked to do as shown in the video.
Through this activity, the interest of the students is examined
by how they follow the instruction of teacher by using the
cognitive skills that remind them about the whole process. It
also shows the mathematical skill of how they use random
numbers on the sketches and paste the buttons accordingly
without the assistance of anyone. Some students outperform in
this activity while others remain faint as they did not recognize
the whole process and they look for someone who helps them.
This experiment is hard to find the relationship of a student
with interests, prior knowledge, and families/communities. But

a teacher is somehow able to categorize the students who are
sharp and how are dull because the dull are not interested in
such activity because it is not of their interest. While a strange
thing also came forward in which some students help others in
completing their task. This shows the interest of students and
their response to their communities in which they prefer to help
others.
This activity is divided into different steps that are simple and
easy to follow. These steps are, read the number from the sketch
and colour, go to the big box of a button, collect the same
colour and numbers of a button as mentioned on the sketch,
collect all buttons and paste them on the branches of trees.
Through this experiment, the skills that are tested are
mathematical of how they realize the numbers and did they
accurately collect the number. Cognitive skills are also tested
whether they realize the whole process and lastly, solitary skills
are tested whether they complete at their own or they need the
assistance of anyone else.
observed.
For this activity, the buttons can be replaced with other things
such as edible things to place on board. For children with
exceptionalities, the flow chart will be shown that will help
them to complete the activity by simply following the steps.

This will help them to understand the process and complete it as
other students did.
Assessment
learning.
the lesson.
The students learning is tested through the time duration of how
much time they need to complete this activity. It is also
analysed that students aggressively complete their activity as
they enjoy this. The level of involvement and their concern
towards the completion of the task shows their willingness to
accomplish it with accuracy.
The main goal of this activity to test the cognitive, logical,
mathematical, and solitary skills of students. Thus, the results
of this activity show that they complete this in less than one
hour. It shows their interest in the class as they realize what
they have been taught. As per my assessment, the result of this
activity is 90% because 10% are those students who are not
good at numbers.
Closure
learning activity.
Summarizing the findings of this activity, it is evaluated that
students are in love with colourful objects and the things that
are taught them through colours and such activities are more

fruitful as compare to those who only based on learning. Thus,
these activities proofs that learning through activity is fruitful
as compared to other teaching strategies. As far as cognitive
skills, logic and mathematical skills are concerned, most of the
students recognize the whole process and do it the same as it
has been taught but some forget the steps and do not recognize
the numbers. This activity of art and mathematics proves to be
beneficial in learning numbers.
(For Winter)
The theme of three learning experience of using iPad to capture
pictures of their daily routine.
The content area of this activity is to educate the students on
the use of technology. As technology is an important part of
everyone's life and due to extensive use of technology in daily
routine activities. It is important to organize an activity on
technology that will cover the domains of social, cognitive,
visual, and verbal and combination of remembering and
understanding. This will help in analysing the behaviour of the
child as they grow up of how they socialize in the environment
and how they share and store memories with the use of
technology.
Learning Goals

8.3.1 Use electronic devices (e.g., computer) to type names and
to create stories with pictures and letters/words. 8.1.P.A.2
(Otto, 2019)
this experience.
below:
· iPad or similar device.
· Chart paper
· Pencil
· Colors
· Hardcopy of visuals captured.
Lesson Sequence
following:
.
The success of any activity depends on how strongly the teacher
and student communicate with each other. If the teacher is
successful in connecting warmly with a student it helps him to
overcome his fear of activity as it also promoted its active
participation. So, in this activity, the participation of students
can be ensured by asked them how many of them play games on
tablets and iPads and how many of them use them to capture
pictures. When students share their experience the teacher will
tell them how can they use them for storing memorable
moments. Through this activity can be started.

This activity is connected with a lot of people, the parents,
teachers, community and other people to whom the students are
connected. The main aim of this activity is to create a memory
with the person they loved and write a story on it. For creating a
memory, they need visuals that must be taken from the camera.
These visuals can be a new and old one but must be a
memorable one. The activities of students can be analysed by
asking them how many of them love to take pictures.
For this activity they need a camera of an iPad, tablet or
smartphone, they will use camera to take pictures, with the help
of teacher or parent they take print of those memorable pictures,
they paste these pictures on chart, and wrote something in front
of them, to make it colorful they must add colors on it. With
this activity, brainstorming is done through which students
decide of what moment they have to capture and with whom.
This will create a mixture of skills on them that are both
cognitive and physical. Because at this time they have to use
cognition and physical things at the same time.
The specific content area is the use of technology so that they
came to know who these gadgets can be used. It enhanced their
problem solving, cognitive skills and they know how they can
take visuals. Taking pictures is a skill that they can be learned
through this activity and how they can use technology to make
their moment memorable.

Assessment
learning.
the lesson.
The children's learning is assessed through the documents that
they prepare and the pictures that they captured. Some of the
students captured beautiful pictures that are clear and taken
from a perfect angle while some students take blur pictures and
it is difficult to tell about the situation. But, I am surprised that
80% of the students it accurately because they are habitual of
using cameras in their daily routine. But they lack in to explain
the picture they only add some words. This shows that at least
they know how to capture and narrate the story through words.
Thus, this activity shows that students are good at using
technology because they are very much familiar due to the
extensive use of such gadgets in their homes.
Closure
learning activity.
Concluding the findings of this activity, it is evaluated that
these kinds of technological activities are good for students
because through these activities they learn how to use
technology productively. If such activities are not created, then
such technological products will only be used for recreational

purposes. Through this activity, the students show their interest
in learning the operation of such gadgets and they use their
skills to use them in the best productive way.
References
Bredekamp, S. (2016). Effective Practices in Early Childhood
Education: Building a Foundation. Child development -.
DeBruin‐Pareck, A. (2016). Exploring Pre‐K Age 4 Learning
Standards and Their Role in Early Childhood Education:
Research and Policy Implications. ETS Research Report Series,
1-52.

Gatenio-Gabel, S. (2017). Early Childhood Education and Care
in the United States: An Overview of the Current Policy Picture.
International Journal of Child Care and Education Policy
volume, 23-34.
Illinois Early Learning and Development. (2013 ). Illinois Early
Learning and Development. For Preschool 3 years old to
Kindergarten Enrollment Age, 1-100.
Otto, B. (2019). Literacy Development in Early Childhood:
Reflective Teaching for Birth to Age Eight, Second Edition.
Waveland Press.
The assessment is a work product and includes the following:
1. Submit as one document three learning experiences using the
“Learning Experience Plan
Template” and a 7 – 10 page narrative. Be sure to develop three
learning experiences
using the template provided.
2. Collaborate with a colleague or early childhood teacher to
design three learning
experiences.

3. Interview a teacher to learn more about his or her curricular
goals and find out how you
can collaborate with one another to achieve those goals. Discuss
this in the paper you
submit. Review the rubric criteria.
4. Write a 7- to 10-page narrative analysis of your Learning
Experiences Plan that includes a
brief description of the central theme and explanations of the
following:
a. How the learning experiences, taken as a whole, reflect at
least three indicators
of effective curriculum. In this section discuss the indicators
you used to develop
the three learning experiences. Review the indicators below.
b. How the learning experiences reflect appropriate learning
standards and the
goals identified by the early childhood teacher you interviewed.
Which standards
did you use as you developed the three learning experiences?
For example, many
students use their state’s early learning standards. Students
need to provide an
example. Below is an example. This level of detail is not
required for all learning
experiences.
The Arizona Early Learning Standards are used to develop the
three learning
experiences. The Arizona Early Learning Standards are
classified as Strands and
Concepts. For example, Strand 3: Measurement and Data and
Concept: Sorts and

Classifies were used to develop the first learning experience.
And the Science
Strand 1: Inquiry and Application and Concept: Exploration,
Observations, and
Hypotheses was used to develop the first learning experience.
The art activity in
the first learning experience is developed to incorporate the
Arizona Early
Learning Standard Strand 1: Visual Arts and Concept: Creates
and Understands
Visual Arts
c. How knowledge of the children and families informed the
learning experiences.
In this section identify knowledge about the children and their
families in the
class for which you are designing the three learning
experiences. For example, if
the students are ELL students and English is not spoken in the
home, you could
use this information to design a language or literacy lesson.
Discuss how you
used the information to develop the three learning experiences.
After collaborating with the teacher I learned many children in
the class live in houses
and not apartments. I also learned two children have fine motor
skills and none of the
children’s families speak a language other than English in the
home.
d. How the learning experiences promote language and literacy.
Summarize how

the learning experiences supported language and literacy. This
is not a review of
literature or activities the teacher implements in the classroom;
it is a summary
of the learning experience that includes language and literacy.
e. How the learning experiences promote math, science, and
technology learning.
Same as comment above.
Math and science were incorporated in two of the three learning
experiences. In
the first learning experience students used math counting and
sorting skills as
the children will count and sort the seeds to plant the garden
activity. Before
planting the seeds the children will make hypotheses as to how
high the different
plants will grow.
f. How the learning experiences promote learning in the arts.
Same as comment
above.
In the first learning experience, after students’ hypothesize as to
how high each
plan will grow, the students will draw pictures of their
hypotheses of the height
of the plants.
g. How the learning experiences promote social, emotional, and
physical
development. Same as comment above.
h. How the assessment strategies used in the learning
experiences informed your

understanding of children’s learning and development. What
assessments did
you use to assess the student goals of each learning experience?
For example did
you use observation to evaluate students’ gross motor skills in a
physical
development learning experience? In this section, identify the
assessment for
each learning activity. For example, “In the first learning
experience I used an
observation checklist to assess children’s knowledge of letters.”
i. How play is incorporated into your learning experiences and
why this is a vital
component of the early childhood curriculum. Same as comment
above.
j. How the learning experiences you planned can be
differentiated to meet the
needs of individual children, including those with
exceptionalities (Note: Include
a description of at least two strategies.) For example, if a
student in the class has
delays with fine motor skills, the student may use a thick pencil
to write, or color
rather than write. Each strategy is tailored to the student(s) in
the class for which
you develop the learning experience.
Two of the students in the class have difficulty with their fine
motor skills. I
pasted the seeds on index cards so the children could sort the
cards. Next, the

children will use specifically designed scissors to cut out
pictures of plants of
different sizes to support their hypothesis rather than draw the
plants.
k. How you collaborated to develop the learning experiences,
including:
i. An explanation of the value of collaborating in the curriculum
planning
process
ii. A description of any challenges you experienced
iii. An example of ways you compromised, demonstrated
respect, and/or
shared responsibility to develop the learning experiences
Review the
rubric to ensure each of these areas and the rubric criteria is
included in
your discussion.
The theme of the three learning experiences is Planting a
Garden.

1–2 paragraphs
Content areas might include math, science and the arts.
Domains include physical (fine motor)
and cognitive domains.
The domain is cognitive (counting, sorting and hypothesizing)
and physical (fine motor for
creating the art project).
Clearly identify the state, district or professional standard. For
example: Arizona Early Learning
Standards, 3rd Edition
Math Strand 3: Measurement and Data and Concept: Sorts and
Classifies
Science Strand 1: Inquiry and Application and Concept:
Exploration, Observations, and
Hypotheses
Art Strand 1: Visual Arts and Concept: Creates and Understands
Visual Arts
1–2 sentences
Learning Goals
Sample Goals

Goal: Students will count from 1 – 10
Goal: Students will sort up to 10 seeds in different categories
Goal: Students will hypothesize as to the height seeds will grow
into plants
Goal: Students will create an art project based on their
hypothesis.
1 paragraph
assistive technology, computer software,
Internet resources, audio/visual media, and other tools and
materials needed for this experience.
Length will vary.
1. Book about gardening
2. Planting seeds video
Lesson Sequence
warm connection and capture children’s

attention. Answer the following:
lationship and connection
2–3 paragraphs
First I will ask the children if they have a garden at home or if a
family member has a
garden……
Next I will …..
and the children will do in all activities and
transitions that are part of this learning experience. Make sure
each activity is meaningful and supports your
goal(s). Be sure to consider specific content areas and
developmental domains that are relevant to the learning
experience.
1. In this section describe the counting and sorting of the seeds
activity.
2. Next describe the science (hypothesize activity).
3. Next describe the art activity.

differentiated to meet the needs of individual
children, including children with exceptionalities. Give specific
examples related to particular children in the
classroom that you observed.
In this section include specific strategies for differentiating
instruction. Paring students
with disabilities or ELL students with peers is not a
differentiation strategy. It can create
dependency.
Example:
For the art project strategies for the student delayed with fine
motor skills includes.
1. Provide the student with the opportunity to cut out a picture
of a plan.
2. Paste the seeds on index cards. Let the student sort the index
cards.
3–5 paragraphs
Assessment
professionals gain understanding of children’s
development and learning. Describe strategies you will use to
assess children’s learning. Consider how you will:

learning.
the lesson.
Provide specifics.
Observation:
1. Identify what you will observe. Explain how you will record
the observations. For
example, use observation checklist to assess if the student could
count up to 10 seeds.
Or, use an observation checklist or photograph of each
children’s sorted piles of seeds.
2. I will student portfolios to assess the students’ art work.
2–3 paragraphs
Closure
Closure is the conclusion of your learning experience. It is a
time to wrap up the experience by
summarizing, reviewing, and/or reflecting on the learning that
has taken place. Describe all activities and
strategies you will use in the closure of your learning activity.

1–2 paragraphs
Indicators of Effective Curriculum
1. Goals are clearly defined and communicated. Is there a
written plan that addresses
important goals and can be shared with all who need to know
about it?
2. Curriculum is comprehensive. Does the curriculum address
“the whole child”—all
domains of children’s development (cognitive, social,
emotional, and physical)—as well
as all content areas such as literacy, mathematics, science,
social studies, health and
physical education, and the arts?
3. Curriculum is evidence based. Is there research evidence of
its effectiveness with a
similar group of children—for example, the same age or
speaking the same language?
4. Professional standards validate the curriculum subject matter
content. Does the
content of the curriculum reflect the content standards
recommended by the subject-
matter disciplines, such as math educators or reading
specialists?
5. Children are active and engaged. Do the teaching and
learning experiences provide

opportunities for children to be active both mentally and
physically?
6. Valued content is learned through investigation and focused
teaching. Is the
curriculum delivered through experiences that include both
child-initiated exploration
and teacher-guided instruction?
7. Curriculum builds on prior learning and experiences. Is the
curriculum sequenced in
logical and reasonable ways? Because children’s prior learning
experiences will vary, this
requires that the teacher individualize the curriculum as much
as possible.
8. The curriculum is developmentally appropriate. Are the
developmental and learning
goals challenging and achievable? That is, are the learning
outcomes reasonable
expectations for most children within the age range for which it
is designed?
9. The curriculum is culturally and linguistically appropriate.
Does the curriculum promote
positive images of children’s cultural identities and home
languages and also recognize
and build on their competence?
10. The curriculum can be adapted for individual differences in
children. Is the curriculum
flexible enough for teachers to adapt to individual variation in
children? Can the
curriculum be adapted for children with disabilities and special
needs?

11. Curriculum is likely to benefit children.
©2014 Walden University 1
EP002: Plans Developmentally Appropriate Curriculum
Plan developmentally appropriate curriculum in alignment with
professional standards.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze how indicators of effective
curriculum and learning standards inform the development of
effective early
childhood curriculum.
Learning Objective
1.1:
Explain how indicators
of effective curriculum
are reflected in the

early childhood
curriculum.
Response is incoherent or
missing.
Response vaguely or
partially explains how
indicators are reflected in
the learning experiences.
Response clearly and
logically explains how at
least three indicators are
reflected in the learning
experiences.
Response is supported by a
variety of relevant
examples from the
learning experiences and
the indicators of effective
curriculum.
Demonstrates the same
level of achievement as
“2,” plus the following:
logically explains how
more than three indicators
are reflected in the

Learning Objective
1.2:
Explain how learning
standards inform the
planning of effective
and developmentally
appropriate
curriculum.
Explanation is incoherent
or missing.
Response vaguely or
partially explains how
learning standards inform
the planning of effective
and developmentally
appropriate curriculum.
learning standards and
curricular goals inform the
planning of effective and
developmentally

variety of relevant
examples from the teacher
interview and relevant
learning standards.
Response synthesizes
information from the
teacher interview and
learning standards to
inform the development of
the learning experiences.
Learning Objective
1.3:
Response is incoherent or
missing.
Explanation is vague. Response clearly and
0
Not Present

1
Needs Improvement
2
Meets Expectations
3
Explain how knowledge
of children and families
informs effective
curriculum.
knowledge of children and
families informed the
development of the
variety of relevant
examples from the
the interview with the
early childhood teacher.
Response is supported by
logical connections to the
professional knowledge
base.

Sub-Competency 2: Analyze learning experiences designed to
promote learning in all content areas.
Learning Objective
2.1:
Explain how planned
promote language and
literacy as part of an
effective early
or missing.
Response vaguely or
partially explains how the
literacy.
logically explains how the
literacy.
variety of relevant
examples from the
logical connections to the
professional knowledge
base.

Response includes a
compelling rationale for
the learning experiences
for the specific classroom
context.
Learning Objective
2.2:
Explain how planned
promote math,
science, and
technology learning as
or missing.
Response vaguely or
promote math, science,
and technology learning
development.
planned learning
experiences promote

math, science, and
technology learning.
Response includes a
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
part of an effective
early childhood
curriculum.
variety of relevant
examples from the
learning experience plans

and logical connections to
the professional
knowledge base.
context.
Learning Objective
2.3:
Explain how planned
promote learning in
the arts as part of an
effective early
or missing.
Response vaguely or
planned learning
experiences promote
learning in the arts.
planned learning
experiences promote
learning in the arts.
variety of relevant

examples from the
the professional
knowledge base.
Response includes a
context.
Sub-Competency 3: Analyze learning experiences designed to
promote development across developmental domains.
Learning Objective
3.1:
Explain how planned
promote social,
emotional, and
physical development
as part of an effective
early childhood
curriculum.
or missing.
Response vaguely or

planned learning
experiences promote
social, emotional, and
physical development.
planned learning
experiences promote
social, emotional, and
physical development.
variety of relevant
examples from the
the professional
Response includes a
context.
0

Not Present
1
Needs Improvement
2
Meets Expectations
3
knowledge base.
Sub-Competency 4: Analyze effective assessment strategies.
Learning Objective
4.1:
Describe how
assessment strategies
inform the early
childhood
professional’s
understanding of
children’s learning and
development.
Description is incoherent
or missing.
Response vaguely or
partially describes how
assessment strategies used
in the learning experiences
inform an understanding

of children’s learning and
development.
logically describes how
assessment strategies used
in the learning experiences
inform an understanding
of children’s learning and
development.
variety of relevant
examples from the
the professional
knowledge base.
Response includes a
the use of specific
assessment strategies
within the classroom
context.
Sub-Competency 5: Analyze the vital role of play in promoting
children's learning and development as part of an effective early
childhood
curriculum.
Learning Objective

5.1:
Explain how play is
incorporated in
learning experiences as
part of an effective
early childhood
curriculum.
or missing.
Response vaguely or
planned learning
experiences incorporate
play.
planned learning
experiences incorporate
play and why play is a vital
component of a
developmentally
variety of relevant
examples from the

Response includes a
the use of play to support
the curricular goals in the
specific classroom context.
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
the professional
knowledge base.
Sub-Competency 6: Analyze methods for differentiating
learning experiences to meet the needs of individual children.
Learning Objective
6.1:
Describe strategies
used to differentiate
learning experiences to

meet the needs of
individual children.
or missing.
Response vaguely or
partially describes
strategies used to
differentiate learning
experiences to meet the
needs of individual
children.
logically describes at least
two strategies used to
differentiate learning
needs of individual
children.
variety of relevant
examples from the
and is supported by logical
connections to the
knowledge base.

logically describes more
than two strategies used
to differentiate learning
needs of individual
children.
PS001: Written Communication: Demonstrate graduate-level
writing skills.
Learning Objective
PS 1.1:
Use proper grammar,
spelling, and
mechanics.
Multiple major and minor
errors in grammar,
spelling, and/or mechanics
are highly distracting and
seriously impact
readability.
Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
and negatively impact
readability.

Writing reflects competent
use of standard edited
American English.
Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide
Writing is consistently

well-organized.
Introductions, transitions,
and conclusions are used
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
missing or inappropriate. partial continuity. continuity and a
logical
progression of ideas.
effectively to enhance
clarity, cohesion, and flow.
Learning Objective
PS 1.3:
Support writing with
appropriate resources.
Writing does not integrate
appropriate resources and
content in support of ideas

and argument.
Writing loosely integrates
some appropriate
resources and content in
support of ideas and
argument.
Writing sufficiently
integrates appropriate
resources (which may
include peer-reviewed
resources) and content in
support of ideas and
argument.
Writing effectively
integrates appropriate
resources (which may
include peer-reviewed
resources) and content to
support and expand upon
ideas and arguments.
Learning Objective
PS 1.4:
Apply APA style to
written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting, etc.
are applied inconsistently.

APA conventions for
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
APA conventions for
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
Learning Objective
PS 1.5:
Use appropriate
vocabulary and tone
for the audience and
purpose.
Vocabulary and tone are
inappropriate and
negatively impact clarity of
concepts to be conveyed.
Vocabulary and tone have
limited relevance to the
audience.

generally appropriate for
the audience and support
communication of key
concepts.
consistently tailored to the
audience and effectively
and directly support
communication of key
concepts.
PS004: Collaboration: Use collaborative skills and tools to work
effectively with diverse stakeholders to achieve a common goal.
Learning Objective
PS 4.1:
Explain how
compromise, mutual
respect, and shared
responsibility help
Explanation is missing. Response includes an
explanation of how
compromise, mutual
respect, and shared
responsibility help diverse
stakeholders achieve a
Response includes a clear
and complete explanation
of how compromise,
mutual respect, and
shared responsibility help

diverse stakeholders
Response includes a
cohesive analysis with
examples explaining how
compromise, mutual
respect, and shared
responsibility help diverse
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
diverse stakeholders
achieve a common
goal.
common goal, however,
the explanation is unclear
or incomplete.
achieve a common goal. stakeholders achieve a
common goal.

Learning Objective
PS 4.2:
Apply collaboration
skills to create
workable solutions to
complex problems.
Application is missing. Response applies
irrelevant collaboration
skills or the collaboration
results in inappropriate or
unrealistic solutions.
Response generally applies
relevant and appropriate
collaboration skills to
create workable solutions
to complex problems.
Response comprehensively
applies appropriate
collaboration skills to
create workable solutions
to complex problems.
Curriculum Planning (EP002 Work Product)
Identify a preschool setting that provides educational programs
for 3- and 4-year-olds. Arrange to visit and interview a teacher
and to observe in his or her classroom for at least two hours.
Use the “Interview Guide” document to inform your questions
during your scheduled interview.
Keeping in mind all you have learned about the context of the
preschool program and the standards that inform its curriculum,
plan three learning experiences around a central theme chosen

in collaboration with the teacher you interview. Use the
template provided in the “Learning Experience Plan Template”
document.
Taken together, the learning experiences must include all
content areas addressed in the Rubric (literacy; math, science,
and technology; health; and the arts) and must address all
domains of development (cognitive, social, emotional, and
physical). Remember that, because your learning experiences
are designed around an integrated theme, multiple content areas
and domains of development will be represented within each
Work Product Assignment:
Write a 7- to 10-page narrative analysis of your Learning
Experiences Plan that includes a brief description of the central
theme and explanations of the following:
1. How the learning experiences, taken as a whole, reflect at
least three indicators of effective curriculum
2. How the learning experiences reflect appropriate learning
standards and the goals identified by the early childhood teacher
you interviewed
3. How knowledge of the children and families informed the
4. How the learning experiences promote language and literacy
5. How the learning experiences promote math, science, and
technology learning
6. How the learning experiences promote learning in the arts
7. How the learning experiences promote social, emotional, and
physical development
8. How the assessment strategies used in the learning
experiences informed your understanding of children’s learning
and development
9. How play is incorporated into your learning experiences and
why this is a vital component of the early childhood curriculum
10. How the learning experiences you planned can be
including those with exceptionalities (Note: Include a

description of at least two strategies.)
11. How you collaborated to develop the learning experiences,
including:
12. An explanation of the value of collaborating in the
curriculum planning process
13. A description of any challenges you experienced
14. An example of ways you compromised, demonstrated
respect, and/or shared responsibility to develop the learning
experiences
Note: Include the “Learning Experience Plan Template”
documents as a /Reference and also use it and the interview
guide to complete this work product assignment.
Interview Guide
Ideally, curriculum planning is a collaborative process. For this
Work Product, you will interview a teacher to learn more about
his or her curricular goals and find out how you can collaborate
with one another to achieve those goals. If you are currently
working as an early childhood teacher, collaborate with a
colleague in your setting to complete this Assessment.
Share the list of Indicators of Effective Curriculum
(Bredekamp, p. 316) with the teacher in the preschool setting
you have chosen. Ask him or her to share information about
their curriculum design process, including:
· Examples of how their curriculum reflects the Indicators of
Effective Curriculum
· Any standards that guide their curriculum and why these are
important
· An explanation of specific curricular goals for the children in
the classroom across content areas and developmental domains
· Information related to cultural and linguistic characteristics of
the children, family, and community, as well as socioeconomic
background, family structures, and children with
exceptionalities who may attend the school

· Examples of how knowledge of the children, families, and
community helps to inform certain indicators and provides a
context for learning
· Examples of how learning experiences are differentiated to
meet the needs of individual children
· The teacher’s perspectives on collaboration in curriculum
development
· How you and the teacher can collaborate to design effective
learning experiences for the children in the classroom
Reference: Bredekamp, S. (2014). Effective practices in early
childhood education: Building a foundation (2nd ed.). Upper
Saddle River, NJ: Pearson.
1–2 paragraphs
1–2 sentences
Learning Goals

1 paragraph
this experience.
Length will vary.
Lesson Sequence
following:
2–3 paragraphs
observed.

3–5 paragraphs
Assessment
professionals gain understanding of children’s development and
learning. Describe strategies you will use to assess children’s
learning. Consider how you will:
learning.
the lesson.
2–3 paragraphs
Closure
Closure is the conclusion of your learning experience. It is a
learning activity.
1–2 paragraphs

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