ECD 310-Fall Signature Assignment (1)

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Arizona State University, Tempe *

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310

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Sociology

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Feb 20, 2024

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pdf

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1 Fall Signature Assignment Skylar Lamke Mary Lou Fulton Teachers College, Arizona State University ECD 310: Applied Early Child Development Michelle Randle December 1, 2023
SIGNATURE ASSIGNMNET 2 Fall Signature Assignment My intentional teaching interaction plan was inspired by a training I took over the summer that focused on creating mini worlds. This concept allows children to create smaller versions of what they are learning about the real world. They can transfer their knowledge and experiences into a visual representation from their own creativity. The three developmental domains that my plan focused on were; Approaches to Learning, Subdomain: Creativity, Language and Literacy, Subdomain: Attending and Understanding, and Perception, Motor and Physical, Subdomain: Fine Motor. The activity consisted of several loose parts for the children to create an ocean scene, allowing them to build this how they saw fit was the creative aspect. The children in the this case had been learning about the ocean. I had originally wanted to have books during the activity about the ocean, but subbed these for realistic photos. My original plan would have supported the goal of language and literacy. The items for this activity required the children to use their fingers and hands to pick up and move things to support fine motor development. I learned through this experience that it’s important to allow children to lead, giving them autonomy and control to some extent. Children learn best through play, so making sure that the activity is child-led and engaging. I believe that my plan accomplished both of these ideologies. Based on peer feedback, they indicated that I asked open-eneded questions to help the children’s brains to navigate the lesson. Asking things such as; “what could be the water?”, showing the children all the items on the tray and allowing them to choose. I was able to help the children lead by choosing their animals and how they wanted to shape their ocean world. I would definitely add the aspect of books to the lesson in the future along with a mapping for the information that the children were giving me.
SIGNATURE ASSIGNMNET 3 If I were to do this activity with children 3 years old I would use larger sea animals and maybe add the aspect of water. My line of questioning would be the same, but I would most likely have to answer some of the questions myself and scaffold with demonstrating. If I were to do this activity with children 5 years old. I would add paper and pencils for them to be able to write down what they are creating. Or use the paper and pencils to draw a plan of what they want their ocean to look like prior to making it. This will allow them to do some pre-planning before creating to expand on the making process. I think that the children enjoyed the activity and making a mini ocean. I think that I could have actually found some books about the ocean as I had originally planned. I ended up going with some real-world ocean pictures to relate back to real-world experiences, but there wasn’t anything for the children to “read” or for me to read back to them. So next time I would change that so that I am fully following through on my plan. I think that my plan was very intentional and the children were able to expand their learning experience. The classroom I was visiting was learning about ocean animals and the elements of the ocean, but the content was very new. I would do this sort of activity during the midpoint of the study instead of at the beginning like I did this time.
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