Kristina Baker E01G - Careers in Early Childhood Education Assignment # 8

docx

School

Ashworth College *

*We aren’t endorsed by this school

Course

CAREERS EA

Subject

Psychology

Date

Oct 30, 2023

Type

docx

Pages

Uploaded by SuperHumanFlowerHummingbird34

Kristina Baker September 18, 2023 E01G - Careers in Early Childhood Education Assignment # 8 Unlock Your Child's Potential with an exciting learning opportunity designed specifically for children aged birth to 5 years old. We dive into the major objectives of renowned curricula such as HighScope, Creative Curriculum, Core Knowledge, and Tools of the Mind. Discover how these curricula can foster your child's cognitive, social, and emotional development while making learning fun and engaging. Explore innovative teaching methods and provide practical tips to create a nurturing environment that stimulates curiosity and growth. Give your child the gift of knowledge and watch them flourish. During the program, the children will start by standing in a circle. One child will have a bouncy ball and will bounce it to another child. This activity will continue until all of the children have had a turn with the ball. This interactive game helps the children meet all of the objectives. Engaging with each other promotes social-emotional improvement, while the physical aspect of the game improves their physical skills. The kids bounce the ball to another toddler, after which they catch the ball. Cognitive improvement is when the child decides what they would like to share and bounces the ball to another child. When the kids present their names and what they did over the weekend, it allows their language to improve. In the subsequent part of this essay, I will provide three different lessons. The first lesson will be about ecosystems. I would first read a book about ecosystems and allow the children to ask questions about the pictures. Then, I would draw parallels between what they see in the book and the environment near us. After that, I would inform the kids that they will be environment discoverers and go on a hike around the school. However, first, they need to get their exploring

tools. I would provide each child with a small plastic sand pail with their name on it. Every child can even get a few plastic sandwich bags to gather dust, leaves, flora, or other materials they discover in abundance throughout the hike. The youngsters can also be capable of using a magnifying glass to take a look at small insects while hiking. I will provide an explanation to the kids that they could place dirt, leaves, grass, and other items in their buckets, but small animals and insects will live in the surroundings instead. I will take pictures of any animals or insects even during the hike. While I walk, I may be teaching three lessons: hiking, solar systems, and passing the ball to friends. Taking photographs of each infant looking at the environment, I will ask the children to tell me what they have collected from their buckets and bags. As soon as we are back in the classroom, I will give each child a large piece of poster board. I will print all the photographs from our observation hike and distribute them to the children. With assistance, I will have the children use glue to attach the materials they found while hiking to their piece of poster board. Along with the photos, I will write the story of the ecosystem observation hike, noting the children's conversations and describing what they gathered and any other information we collected during the walk. Once the children have completed their posters, I will laminate each page and create a large book titled "Our School's Environment." I will place the book in our classroom. In the middle of the technology lesson, I would incorporate books about ecosystems. The second lesson would focus on the water cycle. To begin, I would ask the children what happens when water is heated and when it cools. I would give them an opportunity to share their thoughts, which I would write. Next, the children would watch an episode of "The Water Cycle for Children - Why Does It Rain? - Science for Children". After the show, I would ask the children to share their ideas about their area, right at the show. Then, I would have the children engage in some activities. I would distribute materials and ask the children to place five to eight drops of water inside the zip-lock bag. Finally, they would carefully seal the tops of the zip-lock bag and tape the bags to the inside of a window that we receives During our hike, we can use a magnifying glass to observe small bugs. I will explain to the children that they can collect dirt,

leaves, grass, and other items in their buckets, but small animals and insects should be left in their habitat. Instead, I will take pictures of any animals or bugs we encounter. I will also take pictures of each child observing the environment. Once we are back in the classroom, I will give each child a large piece of poster board. I will print all the pictures from our observation hike and distribute them to the children. With assistance, I will help them organize their collections on the poster board. Children use glue to attach the materials they observed while trekking to their piece of poster board. Alongside the snapshots, I will write the story of the surroundings observation hike, observe kids' conversations, describe what the kids collected, and record any other information gathered during the walk. When the children have finished their posters, I will laminate each page and create a large book titled "Our School's Environment." I will place the book in our science center, alongside other books about ecosystems. The second lesson will be about the water cycle. I will start by asking the children what happens when water is heated and when it cools. I will give the children a chance to share their ideas, which I will write down. Then, the children will watch the magic unfold. After the show is over, I will ask the children what they think about their subject journey on the show. Then, I might have the children do some activities. I will distribute materials and have the children place 5 to 8 drops of water in the lids. Next, they can carefully place the tops into the baggies and seal them tightly. I will then assist the children in taping the bags to the inside of a window that receives a lot of sunlight. We will leave the bags in the sun for most of the day. Near the end of the day, the children will check on the bags. I will ask questions such as what they see and what happened to the water. After letting the children guess what happened to the water, we will then discuss it. What is evaporation? In the last lesson, we discussed the solar system. I asked the kids to list and share everything they know about space. Some questions I asked were: What would happen if we traveled to outer space? What do you think we can see? What can we find in outer space? What do you think it's like on the moon, sun, and planets? I wrote down their answers for later reference.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Then, I had them watch a video from YouTube called "Solar System Planets - Interesting Facts for Kids." I paused the video to ask questions and have a discussion. After the video, I had the kids create a paper model of the sun. I helped them write down the purpose of the sun, which is to provide heat and light the earth. The subsequent part of the lesson on the solar system can be using the Worldwide Telescope. This website allows kids to control the screen, zoom in, and jump from planet to planet. It also allows students to see each planet up close and personal and explain their different characteristics. I will ask them to imagine living on each planet and have them draw their ideas of life on each planet. The first scenario, Brianna and Keshia are playing inside the Play house at the playground. Brianna wants Keshia shovel, so she is taking it. Keshia starts to cry; however, Brianna continues to play unaffected. Keshia comes strolling to you, saying, "She took my shovel." Keshia probably feels annoyed that The Brianna took her toy from her. Brianna does not seem to care that Keshia is disappointed and might have felt unnoticed. The method I would use for this case would be emotional literacy. I would communicate with Keshia and Brianna. I might have Keshia inform Brianna how she felt when Brianna took her toy away, and then I would have Brianna explain why she did what she did. I might ask the girls how they would feel if the roles had been reversed. I would remind them to always think about how their actions will make other people assume. The second scenario is Meleah has been standing, watching the others climb the rock wall. It seems like she would love to join in, yet she makes no move to do so. Meleah may be feeling nervous about asking to climb the rock, as she might be shy or afraid of messing up. I might ask her if she would like to give it a try and encourage her to be okay with the fact that she might not get it right at first. One way to help her cope is to have one of the other children show her how they climb the rock and to keep on encouraging her.

The last scenario Dillon has a dilemma. He was invited to a party with Logan, but his best friend Marcelus has not been asked to come along. Marcelus asks Dillon to spend the night on the same day. Dillon is conflicted as he wants to go to the party but also wants to spend time with Marcelus. The Party with Logan is at the same time, he doesn't need to make Marcelus sense omitted. I might speak with Dillon and see how he feels about the situation and what he would like to do. I'd also have him put himself in Logan position and Marcelus role and think about how he would like to be treated when talking with Dillon it will hopefully help to figure out what he should do. Perhaps try to communicate with him about a compromise. He could ask both boys over to his house and watch a film or play a game.