Planning and the Domains of Development Just imagine for a second if you will if young children in general were asked to sit in front of a classroom on a rug in a circle just listening to the teacher or other early childcare provider, read them a storybook without engaging them in any cognitive, interactive or even physical activity throughout the day. Such as an example of, playing with blocks, play-dough or playing outside on the playground equipment. Now do you think this non-active or interactive activity indicates crucial relevant skills for how young children will function in the real world in the coming years? Now and in the future? I would think or consider possibly not, although it is quite different to tell whether a 3 or 4 year old child has certain cognitive and interactive capabilities at first. So therefore, this is why it is imperative for myself as a near future early childhood educator today to not only implement playful and educational activities for the young children at hand but also to make sure to plan for their success inside and outside of the classroom as well.                 One example in particular of young children or a young child whom does not at the time seem to be engaging in any interactive or possibly even cognitive forms of play while in a child care setting, is the case study involving Jenny, a five year old whom appears at first to be content and having fun on the playgrounds swing-set. However, if you look a little closer, you'll realize that she seems to be far off in her own little world while swinging as I once was as a young child. Also swinging alone isn't in itself a gateway to social interaction with other young children around her age. This false contemptement is primarily due to, as the case study indicates, Jenny's seemingly normal physical and cognitive development such as independent skills along with relating to peers her age. However, according to the source (2006)  The Early Childhood Direction Center/ Developmental Checklists birth to age five,  Regarding improving and furthering her interactive skills within the "affective domain would definitely be beneficial towards her future interaction as well as further assistance as well as her voice projection and social confidence development within the language domain." (Source, 1) This is the primary goal for an activity related to improving affective and language domains. Or also as the editor, Syrja, Carrillo (2011) indicates in the text, How to Reach and Teach English Language Learners, "Total physical response time, or to increase the time it takes Jenny to recall what is being said to her or responding back to you." (74) An example of an activity for Jenny in this case consisting of the two affective and language domains at hand which Jenny needs more support with consist of as follows:                      Well, it already appears that Jenny has a fairly creative imagination by having an imaginary friend whom she swings with on the pla.

1. Planning and the Domains of Development
Just imagine for a second if you will if young children in
general were asked to sit in front of a classroom on a rug in a
circle just listening to the teacher or other early childcare
provider, read them a storybook without engaging them in any
cognitive, interactive or even physical activity throughout the
day. Such as an example of, playing with blocks, play-dough or
playing outside on the playground equipment. Now do you think
this non-active or interactive activity indicates crucial relevant
skills for how young children will function in the real world in
the coming years? Now and in the future? I would think or
consider possibly not, although it is quite different to tell
whether a 3 or 4 year old child has certain cognitive and
interactive capabilities at first. So therefore, this is why it is
imperative for myself as a near future early childhood educator
today to not only implement playful and educational activities
for the young children at hand but also to make sure to plan for
their success inside and outside of the classroom as well.
One example in particular of young children or a
young child whom does not at the time seem to be engaging in
any interactive or possibly even cognitive forms of play while
in a child care setting, is the case study involving Jenny, a five
year old whom appears at first to be content and having fun on
the playgrounds swing-set. However, if you look a little closer,
you'll realize that she seems to be far off in her own little world
while swinging as I once was as a young child. Also swinging
alone isn't in itself a gateway to social interaction with other
young children around her age. This false contemptement is
primarily due to, as the case study indicates, Jenny's seemingly
normal physical and cognitive development such as independent
skills along with relating to peers her age. However, according
to the source (2006)
The Early Childhood Direction Center/ Developmental

2. Checklists birth to age five,
Regarding improving and furthering her interactive skills within
the "affective domain would definitely be beneficial towards her
future interaction as well as further assistance as well as her
voice projection and social confidence development within the
language domain." (Source, 1) This is the primary goal for an
activity related to improving affective and language domains.
Or also as the editor, Syrja, Carrillo (2011) indicates in the text,
How to Reach and Teach English Language Learners, "Total
physical response time, or to increase the time it takes Jenny to
recall what is being said to her or responding back to you." (74)
An example of an activity for Jenny in this case consisting of
the two affective and language domains at hand which Jenny
needs more support with consist of as follows:
Well, it already appears that Jenny has a fairly
creative imagination by having an imaginary friend whom she
swings with on the playground. Well, now an alternative
endorphin increasing, fun and stimulating activity in which
involves real human playmates or peers around Jennys age is
called 'Swing tag' where the object of the activity consists of,
First Jenny tagging someone in a line up of a group across the
playground to run up to the swing set and swing along with her
(Jenny) while using their imaginations to make up silly
'imaginative stories' or songs as they sing. (Affective
development). This increased interaction with peers further
encourages Jenny to speak clearly to peers and even to look at
them and at the teacher when they are talking to her. Similar to
what I had to learn to do after many years of therapy and after
all those years of playing on the swing set alone. In addition,
this activity at hand would recall some social interaction and
verbal interaction on Jenny's part for a longer duration of the
activity of 'swing tag' since she is the one whom will tag the
next person in the group of 5 playmates in line next for the
swingset. Now at the end of the activity when she is finished
interacting and listening to the small story in which each
playmate tells her while they are swinging and in order to

3. obtain the desired outcome, she now needs to repeat all the 5
playmates names back to the teacher and what was the main
concepts behind the imaginary short stories in which each of the
playmates has told her while swinging. She is now required to
report this information back to the teacher because due to
needing improvement with recalling part of a story or phrase
that someone tells her. (Language development). In fact, I
myself might further enhance Jenny's (affective domain) or
development by asking her what her favorite part of interacting
with her playmates was while asking her if she was enjoying
swinging at the same time. This correlates both domains of
development, affective and language. So now Jenny should be
caught up to obtain and understand social interaction.