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Charter Oak State College *
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222
Subject
Arts Humanities
Date
Jan 9, 2024
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docx
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Uploaded by ConstablePartridgePerson265
Discussion Post Replies:
Rachael:
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If the teacher is asking the children questions about the activities that is not developmentally
appropriate, the child may get frusterated and not want to play at that activity anymore. Even as
an adult, if I find something too challenging I have to take a step back and a lot of the times I
become discouraged. If the activity is too easy for the child, they may get bored since they
already have mastered the activity. It is not beneficial for them which can make it boring.
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These activities meet the universal design for learning characteristics because there are so many
different activities the children can do, that you can join and start asking problem solving
questions with. Asking questions and bringing up numbers does not have to be at just the math
center, you can do it at all centers. This makes it available for you to do to all of your students, as
long as you ask questions that are developmentally appropriate for the child.
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Jessi Surette integrates fun learning into all parts of the day by asking the children questions at
any ceter they are at. Her students were not at the math center, but she was asking a child problem
solving questions like "do you think you need to make a bigger house for the animal?"
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I do already integrate learning in parts of the classroom. I always ask the children questions no
matter what station they are at in order to get their brain working. For example, if they are at the
art center and they want the color green but we don't have green, I would ask a problem solving
question like "what colors can you mix to make your own green?"
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I am calling my activity "count the scales." There will be multiple fish cut outs with a different
number of scales on them going up to the number 20. The children will count how many scales
the fish have, and match the fish with the cut out of the number they counted.
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Cut outs of fish with different numbers of scales up to 20, number cut outs up to 20.
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Rainbow Fish
by Marcus Pfister
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The art activity I'd do is having the children decorate their own rainbow fish with
whatever colors they would like.
Miriam:
1. How do you think the developmental appropriateness of the activities might impact the children's
engagement?
Developmental appropriateness of activities impact children engagement, because it is ensuring that goals
and experiences are suited to the children learning and development and it gives the children motivation
to promote their progress and interest.
2. Do these activities meet the universal design for learning characteristics?
I believe this activities do meet the UDL because teacher is not using an specific teaching practice, she
uses math talk in different ways and areas of the classroom, this allows children to engage in also
challenge them to think critically.
3. How does the teacher, Jessi Surette, integrate fun learning into all parts of the children's day?
The teacher Cynthia DeJesus integrates fun learning throughout the different areas of the class, she
provides children with fun material, then she complements this experiences with math talk, for example
she asks how much tape they need, she uses the dice to add, she allows the children to have all the
materials available to encourage them to became part of learning (preschoolers love to use the scissors).
4. Do you feel you would be able to integrate learning like Ms. Surette? What challenges may you face?
Yes I feel like I will be able to integrate math learning in my classroom, as a matter of fact I belive many
educators are doing it, we do it at circle time when we do the calendar, when we count how many friends
we have today, children know how many are allow in each area, the challenges that I face is that my
classroom has different age groups, the younger ones, are not at this level yet, what has worked in our
class is that in our second circle, one teacher will sit with the older ones, while the younger ones are doing
an activity with the other teacher, this way all of our pupils are doing what interests them the most.
1. Describe a theme-based math activity that you did with a small group of children.
Sorting by shapes
2. What materials did you use?
3 Sided shape blocks Triangle
4 sided shape blocks Square
and a circle.
3. What related book was shared?
All shapes matter by: Sreekanth Kumar and Chakra Sreekanth
4. Describe a related dramatic play or art activity that was done during the same theme?
We used the velcro pizza to count the pieces and kids found out that the pizza is a big circle and has lots
of triangles.
Ashley:
They encouraged by having them ask questions, providing various naturalistic experiences, and allowing
children to have hands-on experiences. Yes, children made observations and answered questions like
when Ms. Tyler asked in investigating a tree, "What is the big long part in the middle?" The child
answered, "Trunk." Also, when a child observed what she believed were mushrooms on a tree, Ms.Tyler
connected back to what they were talking about and asked, "You think those are mushrooms on the tree?"
Yes, because children are collaborating, like in investigating rocks, and the children were broken into
small groups to build a tree. The activities offer guided communication processing, visualization, and
manipulation like in investigating containers; when Ms. Theriault asked, "What this?" the child answered,
"A container," to which Ms. Theriault replied, "All three of these are containers? But they all look
different. Are you sure they are all containers?" Exploring the plant's life cycle, investigating seed
sprouting, building ramps, and constructing a marble run. The main challenge I might face when setting
up my science center is the need for more space to build an engaging center. Solar system sensory bottles
are an activity where children use their sense of sight. The materials needed were a plastic bottle, water, A
solar system set, glitter, and food coloring. Children said, "Cool, it's turning blue, that's earth, wow, we
need stars."
The sensory bottles were displayed for all children to use and see in the science center.
Mariah:
The students were encouraged to participate through the teacher asking them questions, having them
solve problems on their own to the best of their ability, and by letting the children freely use materials
with some support when needed. The students definitely seemed very engaged in the activities as they
looked like they were having fun. I believe these activities met the universal design for learning
characteristics as the activities I saw were very inclusive, had different means of representation, had
multiple ways for the children to solve problems, and lots of engagement. Some challenges I think I could
face when setting up a science center in my preschool class would be safety concerns, limited resources,
and limited space.
A science center we did where the children had to use at least one of their senses, was the ‘Rainbow Fizz’
activity that we did find on Pinterest. This was a color theory experiment where the students mixed
vinegar and food coloring with baking soda to listen and see the chemical reaction that occurs. The
materials we used for this activity were shallow trays, medicine droppers, baking soda, white vinegar, and
food coloring. The children had such a good time during this activity and were even willing to take turns
and work together. They were so so excited and would call their friends to come look at what was
happening with their tray.
Willow:
Children can show destructive and aggressive behaviors at school for many
reasons like ADHD, non-verbal, sensory problems, sees these behaviors at
home, ect. Young children result to using their bodies to express thoughts,
emotions, and feelings when they have a hard time using their words. When a
social setting gets too loud sometimes children will try to be louder so they can
be heard and get the point across that they are overwhelmed. Many times
when a child is being treated a certain way by a friend they will react by
hitting, kicking, throwing, yelling, crying, shoving, and maybe even throwing
their bodies on the ground or throwing an objects. In some cases children want
to hurt others emotionally or physically to get their point across and there are
times children don't have intentions of hurting anyone but they end up doing it
anyway because they did something destructive. Children don't always
understand that consequences come with their actions and when they act
destructive or aggressive they can result in physically hurting themselves and
others.
I personally deal with this in my classroom with one child who is actually doing
much better now but a few months ago anytime any little inconvenience
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happen to them like being told to clean up when they weren't ready, or a friend
takes something they want, or even a friend nicely tells them they shouldn't do
something the child will respond with screaming, whining, throwing body on
ground, kicking feet, throwing hands, and throwing small toys all to express
and say they don't like what happen. This is because this child is learning social
cues, words in general, and how to regulate their own emotions. They are
teetering being considered non verbal because the child struggles to get clear
words out and express emotions other than screaming, yelling, and kicking.
Sarah:
When a child is displaying destructive or aggressive behavior at school is it
important to look for the root cause of that behavior. Most of the time a child’s
extreme behavior is caused by issues in their home life. Unfortunately, not all
children have loving and attentive parents or families. A lack of attention and
responsiveness that the child is expecting to receive from their caretakers
causes the child to feel neglected. Child neglect is traumatic for the child’s
brain. Children who grow up with trauma have brains that develop differently
from children who do not grow up with trauma. The adaptations in brain
development are what cause children to display extreme behaviors such as
being destructive or aggressive.
An example of when I have seen aggressive or destructive behavior was when I
was a TA in a pre-k class. One girl in the class was particularly aggressive and
defiant. Her behavior got to be dangerous because she would refuse to follow
along with the rest of the class and try to run off on her own. One day she took
her shoes off and threw them at me when I tried to get her to come inside from
recess time. Then she took off down the hallway and I had to chase her.
Teachers can strive to be trauma-informed in order to best serve these
students. Working with traumatized students takes a lot of patience, creating
reward systems can help to motivate them to display good behavior. The
teacher can also create positive experiences for traumatized students such as
signing them up for a lunch group.