Ece 249 Midterm

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School

Diablo Valley College *

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249

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Sociology

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Feb 20, 2024

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pdf

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Uploaded by ChefGoldfinchMaster1073

Ece 249 Midterm Dhilan Shah 1. Please list 5 typical and 3 atypical developmental characteristics or needs of Infants,Toddlers and Two’s, or Threes and Fours depending on which age you work with Give an example for each of a way in which the lab classroom program or environment has been designed to respond to those typical characteristics or needs. Physical and Motor development, In the lab the children 2 times or more within the school day get to go outside and play. Language development in lab circle time. Social interaction through free play within the indoor space of the lab room. Routine, where the children mostly know whats going to happen each day they come into school. Exploration within lab stations allows children to discover their senses. Atypical development includes sensory stimulants, which in my lab room there are a couple children who are sensitive to loud noises/yelling. It also includes how each child learns and retains information, some children take a little bit more time than others to grasp the lesson or activity. Lastly, speech/communication barriers, where especially in my lab there are a lot of children where english isn't their first language and sometimes they understand more directions in spanish. I think the main thing to learn is that every child is different and through observation you can see those differences first hand and adjust how you act to better suit the students. 2. What are the characteristics of an appropriate schedule for the age group you work with? Consistency, availability to nap if needed, regular and on time meal periods, flexibility if routine is needed to be changed, opportunities for both social and overall developmental skills 3. Please explain how daily routines can become learning opportunities and how transitions can be difficult for some children; give an example from your lab experience to illustrate. Daily routines offer a structured environment that supports their cognitive, emotional, and social growth. Transitions can be difficult because its change. no one likes change especially toddlers who are having a great time with the current activity they are doing. I have seen many times when going from outside play back into indoor time especially for circle time it can be difficult to get every child to clean up their toys and come to the door to go inside. 4. How is the development of self-regulation being encouraged, supported and guided in your lab classroom? Give an example of a challenging situation and the strategies that you and/or the lab teachers have used to facilitate the children’s development in this area. Self regulation is being encouraged, supported and guided in my lab room in that we allow the children to get their feelings out in a safe and as non-interrupting as we can to the other children as possible. We support this by having enough teachers and student teachers to deal with an

upset kid yet still continue the thing the children are currently working on. One example I can think of is when it's lunchtime and maybe we have been outside for a bit longer than usual, the kids who always take naps tend to get tired earlier and begin to sometimes start to cry because of how tired they are. 5. As a follow up to the seminars on the responsive process, communication strategies, curriculum development, routines, art, circle time and special needs, and your experience in the lab classroom, please describe something that you have applied in your daily practice in your own program (or tried out for the first time in the lab, if you are not working with children right now). I being a 249 student have just recently started doing more things as it pertains to snack time and circle time, I am planning to do my first circle time next week, one thing I did do quite early into the semester was lead a dot painting activity and the things I applied were managing time so that each children who wants to paint has the time to, and being open to helping the children with things like opening the dot paint. 6. Please describe a scientific exploration experience the children have had this semester. How did you participate? Do you have an idea for a way you could follow up on that experience to extend their learning? One of the activities we did was the bubble blowing activity. The children learned the shapes and sizes of the bubbles, and let them pop the bubbles to explore the properties of air. I participated by mainly taking pictures and playing with the kids who finished and didn't want to do the bubble activity. A fun follow up activity could be bubble painting or an art activity having to do with bubbles 7. What are the curriculum principles that would guide your choices of appropriate art activities? Can you name some inappropriate art activities for young children? Section 2 Really Seeing Children p58-638. Some curriculum principles that would guide me in choices for art activities would be creating things that promote creativity, self expression, are age appropriate, and explore all if not most of the 5 senses. Some inappropriate art activities are ones that pose a safety risk where things like small and sharp objects are involved as well as ones that could be a choking hazard. Another not so good activity are where it is too developmentally challenging to where it's hard for any student to grasp the activity. 8. Please list at least 5 positive guidance strategies. Give an example from your experience using at least two of these strategies in the lab classroom. Positive Reinforcement Setting Clear Expectations Redirecting Behavior

Modeling Positive Behavior Encouraging Independence The things I try to use in the lab classroom are positive reinforcement and redirecting behavior. In the lab classroom when a child or children clean up their mess I try to point that out to them and say things like good job and point out what the good thing they did was. I would also consider myself to be pretty convincing when it comes to little kids which makes it easy for redirecting behavior and getting them away from a negative or disruptive situation. 9. What are the most common reasons that children bite others? What are some strategies to prevent biting? One reason for biting is a lack of effective communication skills. Children might not have the words to express their feelings or frustrations, leading them to use biting as a way to communicate their needs. Sone strategies could be to build a specific way of communicating thats something both u and the child understands. Another thing to do is supervision and intervention, try to get the child to realize why the biting is occurring and how to stop it 10. Why does a child need a teacher to facilitate learning through play? What does a good teacher add to the experience? The main reason why a teacher needs to facilitate play is for safety, but another reason is so that some learning is happening during play. A teacher adds the authority figure but also a way for the children to interact. As well as on the teacher side being the observer and just letting the children organically play can be beneficial to creating lesson plans and learning about the children

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