Holiday reports aic p point. july 2011 2011
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The document outlines a lesson plan for having students report on and analyze their holidays using Bloom's Taxonomy. It provides a series of activities with increasing cognitive complexity that guide students from simply remembering details about their holidays to evaluating and improving upon their experiences. The activities start with having students describe their holidays and escalate to writing an analytical report, identifying ways to improve future holidays, determining the best features, and persuasively describing their favorite features. The overarching goal is for students to demonstrate higher-order thinking by learning to discuss, assess, and enhance their holidays.
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Write down at least 20 words or phrases that describe a quality physical environment; one that meets preschoolers needs and interests, fosters initiative and self-control, and is alive with play and learning.
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Now that you have taken time to visualize and brainstorm, write your description of a quality physical environment and your rationale for positioning. In addition, you may also choose to submit a drawing to demonstrate arrangement of the physical environment. You may use PowerPoint® or free (trial) technologies like Inspiration® to create your organizer in an electronic format. You may also choose to draw your graphic organizer, scan it and insert it as an image into your assignment submission. Make sure that the image is visible within the assignment submission.
In summary, you must write the description of your physical environment. It is optional to include a drawing of your physical environment along with your description. Be sure to address each of the following areas:
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Required Resources
Course Text:
Gestwicki, C. (2014).
Developmentally appropriate practice: Curriculum and development in early education
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Chapter 7, "Developmentally Appropriate Physical Environments: For Preschoolers"
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For each please answer Fand Thanks.pdf
This document contains a series of questions (A-G) for a student to answer related to caring for infants and toddlers. Question A asks the student to watch a video on responsive caregiving, explain why it is important for attachment development and how to use the "Three As" approach. Question B asks the student to reflect on guidance strategies, try one with a child, and consider how to improve. Question C involves reading about developmentally appropriate curriculum and loose parts, then creating a loose parts provocation. Question D involves debating the use of security objects. Question E asks the student to reflect on nurturing children's interest in the natural world. Question F involves revisiting an observation video and interpreting children's interests
Observation WorksheetGuidelines for Each Observation.docx
Observation Worksheet
Guidelines for Each Observation:
· Observe for two, 10- to 15-minute time periods
· During each time period:
· Watch children with an open mind.
· Avoid judging or making assumptions.
· Tune into details, i.e., children’s behaviors, postures, facial expressions.
· Recognize your own feelings and, as much as possible, set those feelings aside so they don’t get in the way.
· Position yourself where you can see and hear clearly but will not distract the children.
· Remember that you are observing at a particular moment in time without the benefit of knowing what has come before. Your goal is to be objective and take in information based on what you see and hear.
· Be sure to change the names of any children you identify in your summaries to protect their privacy.
· Write down—objectively and in as much detail as you can—anything that captured your attention.
· Do not share any comments about the children you observe. Remember that you are the learner in this situation.
· Be sure to thank everyone involved for the opportunity to observe.
Note: You may bring a laptop to the observation or make handwritten notes and record your observations on this sheet at a later time. Submit this Observation Worksheet as part of your Application this week.
FYI: Clarifying Objective and Subjective Observations:
Objective Observations
What you see and hear (e.g., actions, words)
Subjective Observations
Emotional reactions
Questions
Judgments/assumptions
Side thoughts
Example:
One child was stacking blocks. She placed small blocks on the bottom and large blocks on top. The structure toppled after a few blocks. This happened two times. A second child came over and watched. The structure fell twice more. The second child sat down with the first child. She showed how to put large blocks on the bottom. Asked the first child to put smaller blocks on top for their “tower.” Both girls looked excited as the tower got taller.
Why wasn’t the child more frustrated? Frustrating to see her make same mistake.
Second child seems advanced. Kind. Leading and cooperating.
I smiled at their excitement.
Observation #1
Setting:
Date/day:
Objective Description
What you see and hear (e.g., actions, words)
Any information you would like to know about the children, their behaviors, or questions you would like to ask adults who know the children that would deepen your understanding:
Observation #2
Setting:
Date/day:
Objective Description
What you see and hear (e.g., actions, words)
Any information you would like to know about the children, their behaviors, or questions you would like to ask adults who know the children that would deepen your understanding:
1
© Laureate Education, Inc.
·
· Instructions
Throughout this course, you will focus on developing your awareness regarding the importance of positive child guidance and the skills and knowledge that support responding to and guiding presc.
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- 2. The importance of a map or context © ITC Publications Pty Ltd Moral/spiritual/ethical/values Family/Relationships Career/Financial
- 3. “ Excuse me teacher. Why are we learning this?” Common insurance language for floods?
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- 24. © ITC Publications Pty Ltd
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