JCCC Early Childhood Education Activity Planning Guide Student Name Group 3 Date 9/24/12 Name of Activity Los Pollitos Dicen Activity # #1 Developmental Area(s) X cognitive social X emotional X fine motor gross motor X speech and language creative Curriculum area Music Age group 3-4 Group size 5 Duration and Time of Day 10-10:15am 1. Objective: Children will experience multicultural music with instrument involvement. 2. Describe the cultural make-up to be considered and any adaptations needed for children of diverse backgrounds. Teacher will print pictures of fiestas and dancers.
chickenpox. School trips may need to be minimised in later stages of pregnancy if appropriate. 2 Sensory impairments Setting adapted to provide different modes to present essential information (pictorial, verbal, tactile) ie. can use visual aids/signage to explain/show pictures to pupils for tasks eg. picture of child washing hands in the toilets, using the playground equipment.
Support Teaching and Learning in Schools Level 2 Unit 1 Child and Young Person Development |Task 1 |Produce a child development booklet |Unit 1 LO 1.1 | |Task 2 |Complete case study |Unit 1 LO 1.2 | | | | | |Task 3 |Complete table 1 |Unit 1 LO 2.2 | | | | | |Task 4 |Complete the knowledge questions |Unit 1 LO 3.1, 3.2, 3.3 | | | |2.1 | Task 1 Child Development Booklet Design a Child Development booklet which describes the expected patterns of child development from birth to 19years. You can include pictures to make your booklet more interesting and you MUST reference any books and websites that you have used to research for your booklet. Write a paragraph for each of these age groups, covering each of the areas of development listed below. 1) Physical development 2) Communication & intellectual development 3) Social, emotional & behavioural |Babies at birth |Children at 3 years old | |Babies at 1 month |Children at 4 years | |Babies at 3 months
I work directly with parents to determine their child’s care needs. This includes teaching the children safe practices. I also have a duty to give children a varied and nutritional diet based upon the dietary requirements, parents request, and/or from professional recommendations. Planning is also another part of my duty of care as a childminder. Plans and activities must be age and development stage appropriate for the children, adhering to the Early Years Foundation Stage (EYFS).
Learning Outcome 1: Understand the schools policy and procedures for displays. 1.1 Obtain a copy of your schools policy (If your school doesn’t have one, discuss it with your teacher or use the generic one provided). Describe your schools policy for displays. When making a new display for the classroom or corridor, you first have to remove everything that is on there, remover every staple that you can find on the backboard as this come under health and safety. You then plan out your design, explaining what it is about, will it be a display of showing the children’s work or display information about the current topic.
They will explore the material by touching, smelling it, this will help their imagination and creativity. RC II-5 Gross Motors (outdoor activity) Title: Exploring Bubbles Age: 3 years old Materials: Water, Soap Description: Children will learn to make their own bubbles and engage in group activity by making, catching bubbles and moving around. Intended Goal: Children will make their own bubbles and exercise by moving around going after the bubbles counting them and recognizing sizes and reaching them. Developmentally Appropriate: This activity is developmentally appropriate because children engage in a physical activity by moving around and jumping. RC II-6 Self Concept Title: Drawing self portrait Age: 4-5 years old Materials: Construction paper, markers, pencils, crayon Description: Children will draw a picture of themselves with at least 6 body parts and then share with friends.
*Sharing assembly-For the children to shoe what their have been learning. *Open door morning-So parents can let teacher know any thing about the child e.g. may have had a full the day before. 4. Know the laws and codes of practice that affect work in schools.
| |AUTHOR: Save the Children | |DESCRIPTION: Practical tools for engaging children and young people in planning and consultations | |TITLE: Vision Statement Workbook | |AUTHOR: The Board of Parish Education | |DESCRIPTION: The Vision Statement formulated from the views of Children’s Forums in congregations all round the country. | |Introduced as part of the Year of the Child and provide an opportunity for children to discuss topics which affect | |themselves and the Church locally and nationally. | |TITLE: It’s Only Right! | |AUTHOR: Susan Fountain
Running head: EVIDENCE BASED PRACTICE Construct-Related Validy of the TCA and the Deductive Reasoning Test With Children Who Are Typically Developing Jung Hee Kim University of the Sciences in Philadelphia General Overview: This particular study uses the Toglia Category Assessment (TCA) and Deductive Reasoning Test and evaluated 235 children (ages from 5-11 years old) without developmental or learning disabilities. Both assessments provide cues to the participant whenever needed. The TCA tested categorization by asking participants to sort 3 different utensils in 3 different colors into 3 groups. Categorization is essential in simplifying the surrounding environment and being able to make predictions and anticipate on future events. The deductive reasoning test was a 3-trial test that had the participant guess on what utensil test-administrator was thinking by asking only yes or no questions.
INTRODUCTION People learn from everyday experiences, but as children grow, they learn from the environment under which they are living in. The language, actions and cultural practices they exhibit, are as a result of environmental influence and mentoring processes they subjected to. Parents and teachers are mentors who offer counsel, provide information, interpret institutional and/or family policies, believe and practice, serve as role models, and act as advisers, guides, protectors or advocates in various ways. This is in the purpose of influencing acceptable and positive social behaviour. This paper will assess the relevance of any three key ideas of social learning theory to teaching and learning which are observational learning, imitation, and modeling 1.