2 What Are At Least Two Key Differences Between The Two Activities You Developed 1

Question Description


E01 Careers in Early Childhood Education

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.

The scenarios presented below are similar to those that you will likely encounter as an early childhood educator.Put yourself in the shoes of the early childhood educator and apply your knowledge and skills to navigate through each scenario.

Scenario 1

Both Friedrich Froebel and Maria Montessori developed unique materials to support their methods of teaching children.These materials are still used in classrooms today. Imagine that you are an early childhood educator at a preschool where you teach a class of 3- to 5-year-olds.

Part A: Develop an original age-appropriate activity for your preschool class using one of the following.

  • Froebel’s cube gift
  • Froebel’s parquetry gift
  • Lincoln Logs
  1. Describe the activity that you have developed.
  1. Identify at least two (2) skills that the activity would help develop.

Part B: Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method.

  1. Describe the activity that you have developed.
  1. What are at least two key differences between the two activities you developed?

Scenario 2

Characteristics of developmentally appropriate practices can be observed in classrooms. Intentional teachers can utilize this knowledge in planning experiences specifically designed for children of various ages to enhance their development and learning.

Below is a list of some of the characteristics that children display naturally. Imagine that you are teaching a kindergarten class of 5- to 6-year-olds. Develop two learning activities that you could use to further nurture the development of these capabilities. Each experience should integrate at least three of the characteristics listed below. Make sure to describe how each characteristic is incorporated into the activities.

Lead Draw

Create Raise questions

Move Solve problems

Create art Try again

Make a plan Read and make books

Initiate Choose wisely

Speak Decide

Scenario 3

Imagine that you are an early childhood educator who teaches a first-grade class of 6- to 7-year-olds. Develop an activity designed to promote reading and/or writing skills. Provide a description of the activity.

Explain how you would adapt this learning experience to be more appropriate for children with four of the following special needs.

  • Gifted
  • Intellectual disability
  • Attention deficit hyperactivity disorder
  • Speech delayed
  • Hearing impairment
  • Visual impairment
  • Physical disability
  • Epilepsy
  • AsthmaScenario 4 Asan early childhood educator, imagine that you observe each of the situationsbelow. Fill out the chart below, identifying the most likely cause, the most appropriatepreventative guidance technique you,as the teacher, could use, the most appropriatesolution that promotes positive self-concept and prosocial behaviors, andthe reason why you selected eachtechnique and solution.1. MealtimeFight. At age 18 months, highly active Jake climbs out of his high chair longbefore his meal is finished. Exasperated,his teacher makes him sit at the table until he has eaten all of his food. Soon Jake’s behavior escalates into throwinghis food on the floor.2. TemperTantrum. Three-year-old Connor falls on the floor and kicks and hits his fists onthe floor while he yells. The teacherand three other children are sitting at a table nearby working on puzzles. Connor continues this behavior and looks upevery minute or so to see the teacher’s reaction.3. “Mommy, don’t go!” Four-year-old Angela screams“Mommy, don’t go!” when her mother brings her to the center each morning.4. Bully. Jenny, a first-grader, is large forher age. When she enters theafter-school program each day, she goes around the room pushing the otherchildren and taking toys away from them.No one wants to play with her because of the way she acts.
    Cause GuidanceTechnique AppropriateSolution Reason
    Mealtime Fight
    Temper Tantrum
    “Mommy, don’t go!”

    Grading Rubric Please refer to the rubric on the next page for thegrading criteria for this assignment.

Tags: kindergarten Miller Early Childhood News Froebel’s cube gift Froebelian pedagogy Montessori method

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