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Q1:Pretend you are the coordinator in a brand new daycare center for three to six-year-old children. Each age group will be in its own classroom. How would you set the classrooms up so that the students are getting their physical, cognitive, and psychosocial needs met? What would the structure of the daycare be like? What kinds of activities would you implement? Are there specific tools that you would use (Legos, finger paint, etc.). What kinds of social interactions would you promote? What would you want to make sure to emphasize? What might some of your concerns be?See Answer
Q2:Part 2: Reflective Questions. You must use examples from your observation. (Minimum of 3 single spaced typed pages).See Answer
Q3:Assessment First Assessment The lesson plan is crucial if that is constructed properly and evaluated to achieve its purpose. The tutor will have a better understanding of how to take the class ahead. The best way to understand the student's understanding is by testing their practical understanding. The students can submit their lesson plans on any subject of their expertise. The lesson plan can be evaluated. Goal: The goal is to understand whether they were able to understand the concept of the lesson plan and whether they are able to curate one. The second assessment The tutor can take a class to their own peers to understand the effectiveness of the lesson plan. If there are any alterations, they can do that in the lesson plan. The classes will be evaluated by the faculty and the peer group. As this is the first attempt, the tutors can make changes to the lesson plan. As that will help the students to construct better lesson plans for the future as there is always a gap between the theory and the practical. The assessment has to evaluate whether the goal of the lesson plan is achieved. Based on the lesson plan the students can take the class to their fellow peers and they can evaluate it. The purpose of the task is to achieve the learning objectives and goal. Formative: Written Exam The formative assessment can include a written exam that can have practical questions. Based on the situation, the students have to answer the question. Goal: The goal is to analyze the practical understanding of the student. Summative: Research Paper The summative assessment is the submission of the research paper on the effectiveness of the backward design. The students should analyze and evaluate the effectiveness of the backward design. The research should be action-based. Goal: The goal is to research the effectiveness of the backward design process. And have an understanding of whether the students were able to understand the process. See Answer
Q4:Write five supporting questions that will help you answer the compelling question See Answer
Q5:Use the SIFT technique to find 5 credible sources that address your compelling question. At least one of the sources needs to have been peer reviewed (can find those in a research See Answer
Q6:Identify two perspectives related to your compelling question. See Answer
Q7:Part 2: Application Imagine that you have been assigned to support a student in grade 6. Your supervising teacher has given a humanities assignment to the class: to choose and research their favourite Greek God or Goddess, and then write an essay to share their new understandings. Consider the following questions and write a 2-3 page (double spaced) response: Does this learning task acknowledge and encourage different ways of learning? Why or why not? Being mindful of Multiple Intelligences, what are some different ways that the students might represent their understanding of the topic in different ways? (Share 3 specific examples- each highlighting a different intelligence.) Knowing what you know now about different ways that students learn, what would your approach be when working with diverse learning styles? How might you offer support to these learners? (Be specific.) How would you communicate with a teacher that does not provide opportunities for students to use their unique intelligences to demonstrate their understanding?See Answer
Q8:• Define your role in differentiating instruction for this student. • Use the checklist in Chapter 9 as a guide to identify the specific steps you must take. ("The EA's Role in Differentiating Instruction for IEPs"- page 92) See Answer
Q9:Develop a minimum 700-word outline for a training in which you would teach the skill you identified to other adult learners. Address the following in your training outline: - Create a title that provides learners with a hint at what they will be learning (e.g., "Microsoft Word Tips" or "Making Fettuccini Alfredo"). - Define the desired learning outcomes for the training (i.e., what learners will be able to do upon completion) and how the outcomes will be assessed and/or evaluated. - Describe the setting (e.g., online, classroom, workplace) for the training and how the necessary resources (e.g., materials, computer or software, ingredients) will be used by the instructor and participants. - Describe the changes that obtaining the skill will have on the adult learner, including the type of change (e.g., knowledge, skill, attitude) and how having the skill impacts the way they do things (e.g., more efficient, better cook). - Explain how the training aligns with the andragogical principles of self-directed and transformative learning.See Answer
Q10:Write a 275- to 350-word brief analysis in which you compare your training outline with Kolb's experiential learning cycle (Figure 6.2 of Adult Learning Theory), including an explanation of which of the cycle's quadrants best aligns with your training: - Concrete Experience - Reflective Observation - Abstract Conceptualization - Active ExperimentationSee Answer
Q11:This week we review the mathematical curriculum that involves, classification, number recognition, counting, algebra, statistics. • What learning materials(toys/books/posters) does the classroom have that allow children to be exposed to math concepts? create a list of them • How math skills are introduced to children in the classroom. Name and describe at least three example that you have witnessed. • How routines can be used to enhance math skills? • What questions can a teacher ask children when they are playing in the block area to enhance their math skills (other than how many?) • How would you introduce math skills when children are playing outdoors? Describe at least three examples.See Answer
Q12:• Define art and its classification • What learning experiences children develop by being exposed to art activities? • How a program for young children can improve children's learning experience and move away from using only paper or printing pages, crayons, and markers as part of their art projects. Describe an example. • what would you think if after visiting a preschool program that enrolls children 3-5 years old displays very similar children's artwork? • After visiting a program, you do not see any children's artwork displayed. What would be your impression about the program?See Answer
Q13:Discussion 2 | Week 3 | Pandemic Henry Padilla was born on April 30, 2020-the first year of the coronavirus pandemic. His mother, who had suffered a mild case of COVID-19 3 weeks earlier, was terrified that her baby would be affected. But in every way, it was a routine delivery, and Henry, who weighed 7 pounds, 6 ounces, was a totally typical newborn. On the very same day in April that Henry was born, Mia Signorelli, 8 years old, was attending school remotely from her apartment in Brooklyn, New York. Her school had already been closed for weeks during the pandemic, and she communicated with her third-grade teacher online. Although the teacher provided lesson plans, Mia's parents struggled to help her and felt totally inadequate as instructors. As for Mia, although she missed playing with her friends in the park across from her apartment building, she was glad school was closed. For Alex Milesky, age 16, being stuck at home in a suburb of Las Vegas with his parents on that same April day was another day of torture. He felt confined, frequently complaining loudly that he was a prisoner in his own home. His parents were always checking up on him, he missed going out with his buddies, and, most of all, he missed getting together with his girlfriend, whom he had just started dating before the pandemic had struck a month-and-a-half earlier. If he hadn't had his cellphone to stay in touch with his friends, he felt he'd just go nuts. What are some questions that developmentalists who study either physical, cognitive, or personality and social development might ask about the consequences of living through the pandemic?See Answer
Q14:Discussion 3 | Week 5 | Birth in the Age of Coronavirus The doctors were extremely worried. It was too soon for Precious Anderson, age 31, to give birth since she was only 7 months pregnant. And if the baby were to be delivered now, 2 months early, it would have immediate problems breathing and eating and would be at risk for potentially lifelong problems. Yet there seemed to be little choice. Anderson, a substitute teacher, was suffering from a coronavirus infection, one more victim of the worldwide pandemic that started in 2020. She was clinging to life, and her lungs were barely functioning. Her only hope, the doctors believed, would be delivering the baby immediately, which might reduce the pressure on her body and help her survive. So, doctors carried out an emergency cesarean delivery, itself risky for a woman in such poor health. But the result was a ray of light during the pandemic: both mother and baby-named David, after his father- survived and were recovering (Fink, 2020). David was born almost 2 months early. Why was the fact that he was born alive so surprising? Can you discuss David's birth in terms of "the age of viability"?See Answer
Q15:Discussion 4 | Week 7 | The Future is Now In every respect, Stephen Monaco seemed to be a healthy and normal 3-year-old. Yet one day, he developed a stomach virus that led to severe brain damage and the terrible diagnosis of a rare disease called isovaleric acidemia (IVA). IVA makes the body unable to metabolize a common amino acid found in protein. Unbeknownst to them, Stephen's parents were carriers of the disease, which struck Stephen without warning. Stephen became permanently disabled. The case was different when Stephen's mother, Jana, became pregnant again. Her daughter, Caroline, received prenatal testing before birth. Learning that she carried the mutation that led to Stephen's illness, doctors were able to give her medication the day she was born and immediately put her on a special diet. Although Stephen will never be able to talk, walk, or feed himself, Caroline is an active, normal child. Genetic testing offered a future for Caroline that Stephen was not able to have (Echeverri et al., 2018; Innovation District, 2019). What evidence is there in the story of the Monacos' children that the debilitating effects of IVA are determined by a combination of both genetic and environmental factors?See Answer
Q16:Discussion 5 | Week 9 | A Marvelous Julian Jacob and Beth Avery had expected their son Julian to be just like his older brother, Carl. Carl was bold and adventurous, a climber of trees, and a leader on the playground. By the age of 4, however, it was clear Julian had his own personality. He liked to sit on the front steps of their brownstone looking at picture books. He liked to draw and make things with clay. He was a calm, thoughtful child who chose to watch others more often than interact with them. The Averys were surprised by the preferences of their younger son and voiced their concerns to his preschool teacher. The teacher confirmed that Julian was indeed a quiet child. No, he was not a leader on the playground, but he did have several friends in the class, and he seemed content most of the time, especially when he was creating something out of cardboard or construction paper or making a story with pictures. The teacher urged the Averys not to worry. "Julian is developing a sense of who he is and what he can do, what he likes to do. He won't be Carl. He can't be. But I think he'll be a marvelous Julian." What do the differences between Julian's behavior and his older brother's behavior suggest about the relative importance of nature and nurture in determining personality?See Answer
Q17:Discussion 6 | Week 11 | Cookie It was a bright fall day, and 1-year-old Mari sat in a highchair as her father mashed an avocado while making her lunch. As Mari watched attentively, she suddenly said, quite clearly, "cookie." No matter that she misidentified the avocado. Or maybe not-perhaps she was asking for a cookie? Although her motivation for the use of the word wasn't totally obvious, what was clear was that "cookie" was Mari's first word. Her father took out his iPhone and tried to get her to repeat the word, to no avail. It wouldn't be for another 2 days before Mari repeated "cookie," this time correctly using it when eating a cookie. And it wasn't long before other words emerged. Mari was learning to speak! How might child developmentalists from the behavioral and evolutionary perspectives explain Mari's emerging use of language?See Answer
Q18:pls watch the game video above of the game description first and then read the game description. to answer it watch the game video and other video links and sources link from the assignment form. Watch all the links sources. that on the form and read question carefully ADDITIONAL INFO: • Especially choose the right method and material which appropriate to the age of group. • The group age I chose is Preschool. • Note for Tutor: pls choose Preschool or even toddler too for the game. The game in the video was for school age who has well gross motor skill and fine motor skillSee Answer
Q19:Criteria Assignment Requirements Level 4 5 points The student followed the instructions for Level 3 Level 2 Practicum site. 4 points The student followed the instructions for the the assignment comprehensively, assignment using materials quite completed in class and thoroughly, using materials using some of the materials information gathered at the completed in completed in materials class and Practicum site. and/or information gather sufficient gathered at the information at the Practicum site. 3 points The student partially followed the instructions for the assignment, class and information gathered at the Level 1 Practicum site. 2 points The student did not follow the instructions for the assignment completely; did not use class Criterion Score Score of Assignment Requirements, 15/nCriteria Level 4 5 points authentic assignment. Level 3 Level 2 Level 1 4 points 3 points 2 points authentic submitted an authentic assignment. assignment. assignment. Criterion Score 15 Question no 3: Assignment for Week Five: My Centre's Environment For this assignment, do the following: Review the "Bird's Eye" view of your practicum centre that you drew previously. Add further details that show how the room is arranged and where the materials are located. Include this depiction with your assignment. Describe how the environment in your centre is staged. Include reference to the principles of good staging in your description. Describe the accessibility of equipment, materials, and toys in your centre. What do you see are the advantages of this accessibility for the children in your centre? You may complete this assignment in written form (paragraphs), which should include images taken at the centre to complement your description. You may also choose to complete the assignment as a video project with voice recording. Your instructor will provide you with a rubric to review to see how your work will be marked. This assignment is due at the conclusion of Week Five. Rubric Name: My Centre's Environment Assignment Print Learning Outcomes: LO #6: Explain the relationship between the environment and children's experiences. Due Date: At the conclusion of Week Five of the Practicum/nCriteria Experience Evaluation Communication Organization of Steps of Task Within Expected Timeframe Level 4 5 points Level 3 Level 2 Level 1 4 points 3 points 2 points assignment assignment or were sufficiently. adequately. incomplete. The introductory experience for the topic/project was developed comprehensively topic/project and explained in was detail. The evaluation and next steps were completed The introductory introductory introductory 15 experience experience experience for the for the for the topic/project The evaluation and next comprehensively, steps were with excellent completed analysis and evaluation. quite thoroughly, with sufficient analysis and evaluation. The developed developed thoroughly adequately and and was explained partially sufficiently. explained. The readability is The enhanced by word usage, correct was The There are topic/project was not readability is some not affected distracting by errors in punctuation, and significant proper formatting. word usage, errors in word usage, or punctuation, formatting. and formatting. Planned time very successfully Planned time Planned quite time and submitted a successfully somewhat well-done and successfully submitted an and developed. thoroughly and/or The evaluation and next steps were partially completed. More attention could have Weak evaluation and next steps completed. Analysis and evaluation of the process were not been paid to analysis and evaluation. completed. explained sufficiently. Readability is affected by significant errors in punctuation, word usage, punctuation, formatting. or Did not plan time Criterion Score successfully and did not submit an Score of Experience, Score of Evaluation, 15 Score of Communication, 15 Score of Organization of Steps of Task Within Expected Timeframe,/nQuestion no 2 Assignment for Week Four: Choose a topic or project that focuses on the interests of the children in your centre.Design a list of steps to follow that will help you learn about and develop content for the topic/project. Make a list of ideas or content that connects subject areas to the topic/project chosen. (You may use a chart format or a web for this section.)Make a list of skills and concepts that are the basis of the plan. Develop an introductory experience for the topic/project that would involve the children in explorations that are concrete. Explain the experience in detail. Have the children in your centre participate in this experience. Enjoy the experience with the children! Evaluate the experience and design the next steps. Learning Outcomes: LO #3: Discuss how effective planning supports learning and development. LO #4: Describe the relationship between emergent ideas and interests and program planning. ● LO #5: Identify the influences that affect planning and designing curriculum. Due Date: At the conclusion of Week Five of the Practicum ● Rubric Name: Design for a Topic or Project Assignment Print Criteria Assignment Requirements Level 4 5 points Level 3 4 points The student followed the instructions for The student followed the instructions the assignment for the comprehensively. assignment quite The student used thoroughly. the template provided in the assignment effectively. The student used the template provided in the Level 2 3 points The student partially followed the instructions for the assignment. The student used the Level 1 2 points The student did not follow the instructions for the assignment completely. Some aspects of template provided in the template the were not completed Criterion Score Score of Assignment Requirements, 15/nCriteria Communicatio n Organization of Steps of Task Within Expected Timeframe Level 5 5 points analysis and evaluation. The readability is enhanced by word usage, correct Level 4 4 points analysis and evaluation. proper formatting. punctuation, and errors in word usage, punctuation, and formatting. Planned time Planned time quite very successfully and successfully submitted a well-done authentic assignment. Level 3 3 points been paid to analysis and evaluation. There are some The readability is not affected distracting by significant errors in word usage, punctuation, formatting. or Planned time somewhat successfully and submitted and submitted an authentic an assignment. assignment. Level 2 2 points Analysis and evaluation of the process were not completed. Readability is affected by significant errors in word usage, punctuation, or formatting. Did not plan time successfully and did not submit an authentic assignment. Criterion Score Score of Communicatio n, 15 Score of Organization of Steps of Task Within Expected Timeframe, 15/nQuestion no 1: Assignment for Week One: Communicating with Families For this assignment, do the following: Observe and make a list of the different ways that your centre and the educators there communicate with families. Does the centre have bulletin boards with information for the parents; do they use a daily journal with the families? Is there a combination of both informal and formal types of communication? Write a paragraph outlining the communication strategies of your centre and that of your partner's. Evaluate the effectiveness of these strategies. Learning Outcome: LO #1: Discuss the factors that impact the development of establishing cooperative relationships with families and the community. Due Date: At the conclusion of Week One of the Practicum Criteria Assignment Requirements Content- Description Level 5 5 points Level 4 4 points Level 3 3 points The student partially followed the all parts of the particulars of assignment all parts of the quite assignment, thoroughly, using some using observations observations gathered at the observations gathered at the practicum site. gathered at the practicum site. practicum site well. The student followed the The student followed the particulars of all particulars of parts of the assignment comprehensivel y, using observations gathered at the practicum site. Level 2 2 points The paragraph outlining the communication strategies used was completed comprehensivel quite The paragraph The paragraph The paragraph outlining the outlining the outlining the communicatio communicatio communicatio n strategies n strategies n strategies was completed was completed was not completed The student did not follow the particulars 15 of all parts of the assignment completely and did not use partially. y, with excellent thoroughly, More attention very Criterion Score Score of Assignment Requirements, with sufficient could have thoroughly. Score of Content- Description, 15/nCriteria Reference to course materials Organization Communication Level 4 4 points Uses specific and related examples from course materials. The readability is enhanced by Level 3 3 points word usage, correct Uses relevant examples from course materials. Level 2 2 points Uses examples from course materials to support most claims. The date of the response is clearly recorded, and the journal is the journal is are not well organized. organized. The date of the response is usually recorded, and Some dates The journal is Writing is not in order or presented in an organized fashion. somewhat organized. documented. There are some The readability is not affected distracting by significant errors in word errors in word usage, usage, punctuation, and proper punctuation, or formatting. and formatting. punctuation, Level 1 1 point formatting. Does not refer to course materials. Readability is affected by significant errors in word usage, punctuation, formatting. or Criterion Score Score of Reference to course materials, /4 Score of Organization, /4 Score of Communication, /4/nPart One: Review the following sections in "Reflective practice in early years education": Chapter 6: Everyday Reflection: 6.1,6.2 and complete the activities in the Reflective Practice in Work Integrated Learning Module). Part Two: Using your journal, complete Reflective Journal #4 by doing the following: To reinforce learning about how to plan, observe an experience planned by the ECE supervisor that has come from the emergent interests of the children. Make a list of the developmental skills and concepts that might have been the basis for the educator's plan. O O Talk with your supervisor and compare your list with what the supervisor planned for skills, concepts, and content. Reflect on what you learned have learned in your journal. Week 5 ● Review the following section in your textbook: "Planning and the Environment" (Chapter Seven, pages 129 - 130). Then draw a "bird's eye" view of your practicum centre. Show in detail how the room is arranged and label where the materials are located. Criteria Completeness Overall depth of reflections Level 4 4 points Level 3 3 points Each question Most assigned is questions completed. Level 2 2 points There are gaps in assigned are responses to completed. questions. Demonstrates Demonstrates Demonstrates a thoughtful a basic a limited understanding understanding understanding of the writing of the writing prompts and prompts and subject subject matter. matter. of the writing prompts and subject matter. Level 1 1 point Many questions are not answered in the journal. Criterion Score of the writing prompts and subject matter. Score of Completeness, /4 Score of Overall depth of reflections, Demonstrates little or no understanding /4/nO What questions do you have about the content considering the perspective of the child, their family, and desired learning outcomes? What delights you as you examine the material and how is this response related to your own values and background? Part Two: Make some jot notes or a web(and submit them) around this question: O Review the "Pedagogical Practice Guideline" which explores the obligation and practice of being a reflective practitioner, through the lens of a self-regulating body or the "Developing professionalism through reflective practice and ongoing professional development. Pdf" which explores the topic of professional learning, professionalism and reflective practice (in 5.3; click on the link in your text to access). Answer the following questions: Write about how you see your learning and experience consolidating. What are your new skills and strategies? PG - Pedagogical Practice (college-ece.ca) ● You are in the process of learning and developing new skills as you become an early childhood educator. Reflect on these courses that you have taken in Trimester 3: Curriculum Design and Caring and Learning Environment and your practicum experience so far. Week 3 Using your journal, complete Reflective Journal #3 following these instructions: Watch "The Heart of Teaching Toddlers" a 55-minute podcast in which author and expert Deb Curtis discusses why toddlers are continuing to be where she wants to teach after 40 years. O Answer the following questions: What questions do you have about the content considering the perspective of the child, their family, and desired learning outcomes? What delights you as you examine the material and how is this response related to your own values and background? ● S1. Episode 1. Deb Curtis - The Heart of Teaching Toddlers :: Wyoming Early Childhood Professional Learning Collaborative (wyecplc.org) Week 4/nQuestion no 4 Week 1 Part One: Review the following sections in "Reflective practice in early years education": Chapter 5: Writing for Reflection: 5.1, 5.2, and 5.3. ● O O O ● Using your journal, complete Reflective Journal #1 following these instructions: Choose either the image "Climbing Photo by S. Third, 2022: A photo showing a child climbing" from Section 5.3 or "Dialogue with Natural Materials on Vimeo: A 5:53 minute video shows the unique experience children have with the natural world" from Section 5.3 (Click on the link in the textbook.) Answer the following questions: What do you notice about the children? Their face, their demeanor, their competence. What captures your attention from viewing the photo or the video? How do you feel when you are looking at the photo or watching the video? Part Two: Answer the following questions: Observe how your ECE Supervisor greets and interacts with the families and caregivers when the children arrive and leave each day. Observing these interactions will provide you with concrete strategies to use as you begin to feel comfortable talking with the families. Write a reflection regarding what you have observed and the strategies you feel comfortable using. ● Children have active and sometimes complex lives outside of the early childhood centre, and they bring elements of their varied interactions to the centre each day. Children and their families are a part of communities. Reflect on the community where your Practicum Centre is located. Describe the richness and variety of life experienced by the children and their families in this community and how it is reflected in your Centre. Learning Outcome: LO #2: Demonstrate Reflective Practice Skills in your practicum experience. Week 2 Part One: Review once again the following sections in "Reflective practice in early years education": Chapter 5: Writing for Reflection: 5.1, 5.2, and 5.3. Using your journal, complete Reflective Journal #2 following these instructions:/n/n4 points Written Format: Written The readability is Format: The enhanced by readability is word usage, correct Communication 5 points punctuation, and errors in proper formatting. Video Format: Very effective camera not affected by significant distracting errors in word usage, word usage, punctuation, punctuation, and formatting. formatting. Video techniques, voice Format: quality, camera Quite angles and shots clearly aid in the delivery of the presentation. 3 points Written Format: There are some effective camera techniques, or Video Format: Adequate camera techniques, voice voice quality, quality, camera camera angles and shots aid in the delivery of the presentation angles and shots partially aid in the delivery of the presentation 2 points Written Format: Readability is affected by significant errors in word usage, punctuation, formatting. or Video Format: Weak camera techniques, voice quality, camera angles and shots do not aid in the delivery of the presentation Score of Communication, 15/nCriteria Evaluation Level 4 Level 3 8 points Level 2 6 points The 10 points The evaluation of The the environment evaluation of evaluation of evaluation of c/10 and accessibility the the the was completed comprehensively, and with excellent analysis and evaluation. was Level 1 environment environment environment and 4 points The accessibility accessibility accessibility was partially was not completed completed, completed quite with only thoroughly, thoroughly, with sufficient evaluation. analysis and evaluation. and adequate missing analysis and effective Criterion Score analysis and evaluation. Score of Evaluation,See Answer
Q20:INSTRUCTIONS Need to write a summary of attched reading in 200-250 words following all the guidelines Reading Read "The Idea of America" pp. 16-26: 1619 Project NYTM Full Issue.pdf. This is the work that won Hannah-Jones the Pulitzer Prize for Commentary in 2020, and it will be the focus of our study and discussion in one way or another throughout this entire quarter. 1) Write between 200 and 250 words (feel free to write more than 250, if you are feeling inspired); 2) be comprehensive--this is a summary of the "whole" article; 3) offer a title that brings out what you think the main point of the reading is; and 4) use your own words as much as possible. Do not write like this: "Hannah-Jones says this. Then, Hannah-Jones claims this. Hannah-Jones then suggests this, and then this." Try as much as you can to present the ideas alone, only alerting the reader to Hannah-Jones' authorship from time to time. What does a summary of this sort look like? You could, perhaps, think of this sort of summary as isolating the point. What is the main claim (or claims, speak to no more than three) being made in "The Idea of America"? Or you could think in terms of goals. What are the prominent goals presented in "The Idea of America"? And how are these goals to be achieved? You might also decide to pursue some hybrid of this, or march responsibly to the beat of your own drummer.See Answer

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