a Work Product in which you will design a set of learning experiences that could be implemented as part of an effective curriculum for preschool children (ages 3–4). Ideally, curriculum planning is a collaborative process. For this Work Product, you will interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. You will also observe in the teacher’s classroom in order to learn more about the children in the setting. If you are currently working as an early childhood teacher, collaborate with a colleague in your setting to complete this Assessment.
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You will collaborate with a colleague or early childhood teacher to design three learning experiences that are appropriate for the children in the preschool classroom that you observed. (Implementation is not required, but it is important that you have a real setting in mind as you plan.)
Curriculum Planning (EP002 Work Product)
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of the preschool program and the standards that inform its curriculum, plan three learning experiences around a central theme chosen in collaboration with the teacher you interview. Use the template provided in the “Learning Experience Plan Template” document.
Taken together, the learning experiences must include all content areas addressed in the Rubric (literacy; math, science, and technology; health; and the arts) and must address all domains of development (cognitive, social, emotional, and physical). Remember that, because your learning experiences are designed around an integrated theme, multiple content areas and domains of development will be represented within each learning experience.
Work Product Assignment:
Write a 7- to 10-page narrative analysis of your Learning Experiences Plan that includes a brief description of the central theme and explanations of the following:
1. How the learning experiences, taken as a whole, reflect at least three indicators of effective curriculum
2. How the learning experiences reflect appropriate learning standards and the goals identified by the early childhood teacher you interviewed
3. How knowledge of the children and families informed the learning experiences
4. How the learning experiences promote language and literacy
5. How the learning experiences promote math, science, and technology learning
6. How the learning experiences promote learning in the arts
7. How the learning experiences promote social, emotional, and physical development
8. How the assessment strategies used in the learning experiences informed your understanding of children’s learning and development
9. How play is incorporated into your learning experiences and why this is a vital component of the early childhood curriculum
10. How the learning experiences you planned can be differentiated to meet the needs of individual children, including those with exceptionalities (Note: Include a description of at least two strategies.)
11. How you collaborated to develop the learning experiences, including:
12. An explanation of the value of collaborating in the curriculum planning process
13. A description of any challenges you experienced
14. An example of ways you compromised, demonstrated respect, and/or shared responsibility to develop the learning experiences
Note: Include the “Learning Experience Plan Template” documents as a /Reference and also use it and the interview guide to complete this work product assignment.
Interview Guide
Ideally, curriculum planning is a collaborative process. For this Work Product, you will interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. If you are currently working as an early childhood teacher, collaborate with a colleague in your setting to complete this Assessment.
Share the list of Indicators of Effective Curriculum (Bredekamp, p. 316) with the teacher in the preschool setting you have chosen. Ask him or her to share information about their curriculum design process, including:
· Examples of how their curriculum reflects the Indicators of Effective Curriculum
· Any standards that guide their curriculum and why these are important
· An explanation of specific curricular goals for the children in the classroom across content areas and developmental domains
· Information related to cultural and linguistic characteristics of the children, family, and community, as well as socioeconomic background, family structures, and children with exceptionalities who may attend the school
· Examples of how knowledge of the children, families, and community helps to inform certain indicators and provides a context for learning
· Examples of how learning experiences are differentiated to meet the needs of individual children
· The teacher’s perspectives on collaboration in curriculum development
· How you and the teacher can collaborate to design effective learning experiences for the children in the classroom
Reference: Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation (2nd ed.). Upper Saddle River, NJ: Pearson.
Learning Experience Plan Template
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you will address in this learning experience.
1–2 paragraphs
State/District/Professional Standards
Identify one early learning standard that informed your planning of this learning experience.
1–2 sentences
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the learning experience.
1 paragraph
Materials/Technology/Equipment/Resources
List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.
Length will vary.
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:
· How will you build a sense of relationship and connection with children during the introduction?
· How will you relate the lesson to children’s interests, prior knowledge, and families/communities?
2–3 paragraphs
Building/Applying Knowledge and Skills
Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.
For each activity, explain how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities. Give specific examples related to particular children in the classroom that you observed.
3–5 paragraphs
Assessment
Assessment is the process by which early childhood professionals gain understanding of children’s development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:
· Utilize and document observation to assess children’s learning.
· Make sure all assessments are aligned with your goal(s) for the lesson.
2–3 paragraphs
Closure
Learning Activities:
Closure is the conclusion of your learning experience. It is a time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.
1–2 paragraphs
©2014 Walden University 1
EP002: Plans Developmentally Appropriate Curriculum
Plan developmentally appropriate curriculum in alignment with professional standards.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze how indicators of effective curriculum and learning standards inform the development of effective early
childhood curriculum.
Learning Objective
1.1:
Explain how indicators
of effective curriculum
are reflected in the
early childhood
curriculum.
Response is incoherent or
missing.
Response vaguely or
partially explains how
indicators are reflected in
the learning experiences.
Response clearly and
logically explains how at
least three indicators are
reflected in the learning
experiences.
Response is supported by a
variety of relevant
examples from the
learning experiences and
the indicators of effective
curriculum.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response clearly and
logically explains how
more than three indicators
are reflected in the
learning experiences.
Learning Objective
1.2:
Explain how learning
standards inform the
planning of effective
and developmentally
appropriate
curriculum.
Explanation is incoherent
or missing.
Response vaguely or
partially explains how
learning standards inform
the planning of effective
and developmentally
appropriate curriculum.
Response clearly and
logically explains how
learning standards and
curricular goals inform the
planning of effective and
developmentally
appropriate curriculum.
Response is supported by a
variety of relevant
examples from the teacher
interview and relevant
learning standards.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response synthesizes
information from the
teacher interview and
learning standards to
inform the development of
the learning experiences.
Learning Objective
1.3:
Response is incoherent or
missing.
Explanation is vague. Response clearly and
logically explains how
Demonstrates the same
level of achievement as
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Explain how knowledge
of children and families
informs effective
curriculum.
knowledge of children and
families informed the
development of the
learning experiences.
Response is supported by a
variety of relevant
examples from the
learning experiences and
the interview with the
early childhood teacher.
“2,” plus the following:
Response is supported by
logical connections to the
professional knowledge
base.
Sub-Competency 2: Analyze learning experiences designed to promote learning in all content areas.
Learning Objective
2.1:
Explain how planned
learning experiences
promote language and
literacy as part of an
effective early
childhood curriculum.
Explanation is incoherent
or missing.
Response vaguely or
partially explains how the
learning experiences
promote language and
literacy.
Response clearly and
logically explains how the
learning experiences
promote language and
literacy.
Response is supported by a
variety of relevant
examples from the
learning experiences and
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
compelling rationale for
the learning experiences
for the specific classroom
context.
Learning Objective
2.2:
Explain how planned
learning experiences
promote math,
science, and
technology learning as
Explanation is incoherent
or missing.
Response vaguely or
partially explains how the
learning experiences
promote math, science,
and technology learning
development.
Response clearly and
logically explains how the
planned learning
experiences promote
math, science, and
technology learning.
Response is supported by a
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
compelling rationale for
the learning experiences
©2014 Walden University 3
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
part of an effective
early childhood
curriculum.
variety of relevant
examples from the
learning experience plans
and logical connections to
the professional
knowledge base.
for the specific classroom
context.
Learning Objective
2.3:
Explain how planned
learning experiences
promote learning in
the arts as part of an
effective early
childhood curriculum.
Explanation is incoherent
or missing.
Response vaguely or
partially explains how the
planned learning
experiences promote
learning in the arts.
Response clearly and
logically explains how the
planned learning
experiences promote
learning in the arts.
Response is supported by a
variety of relevant
examples from the
learning experience plans
and logical connections to
the professional
knowledge base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
compelling rationale for
the learning experiences
for the specific classroom
context.
Sub-Competency 3: Analyze learning experiences designed to promote development across developmental domains.
Learning Objective
3.1:
Explain how planned
learning experiences
promote social,
emotional, and
physical development
as part of an effective
early childhood
curriculum.
Explanation is incoherent
or missing.
Response vaguely or
partially explains how the
planned learning
experiences promote
social, emotional, and
physical development.
Response clearly and
logically explains how the
planned learning
experiences promote
social, emotional, and
physical development.
Response is supported by a
variety of relevant
examples from the
learning experience plans
and logical connections to
the professional
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
compelling rationale for
the learning experiences
for the specific classroom
context.
©2014 Walden University 4
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
knowledge base.
Sub-Competency 4: Analyze effective assessment strategies.
Learning Objective
4.1:
Describe how
assessment strategies
inform the early
childhood
professional’s
understanding of
children’s learning and
development.
Description is incoherent
or missing.
Response vaguely or
partially describes how
assessment strategies used
in the learning experiences
inform an understanding
of children’s learning and
development.
Response clearly and
logically describes how
assessment strategies used
in the learning experiences
inform an understanding
of children’s learning and
development.
Response is supported by a
variety of relevant
examples from the
learning experience plans
and logical connections to
the professional
knowledge base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
compelling rationale for
the use of specific
assessment strategies
within the classroom
context.
Sub-Competency 5: Analyze the vital role of play in promoting children’s learning and development as part of an effective early childhood
curriculum.
Learning Objective
5.1:
Explain how play is
incorporated in
learning experiences as
part of an effective
early childhood
curriculum.
Explanation is incoherent
or missing.
Response vaguely or
partially explains how the
planned learning
experiences incorporate
play.
Response clearly and
logically explains how the
planned learning
experiences incorporate
play and why play is a vital
component of a
developmentally
appropriate curriculum.
Response is supported by a
variety of relevant
examples from the
learning experience plans
and logical connections to
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
compelling rationale for
the use of play to support
the curricular goals in the
specific classroom context.
©2014 Walden University 5
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
the professional
knowledge base.
Sub-Competency 6: Analyze methods for differentiating learning experiences to meet the needs of individual children.
Learning Objective
6.1:
Describe strategies
used to differentiate
learning experiences to
meet the needs of
individual children.
Explanation is incoherent
or missing.
Response vaguely or
partially describes
strategies used to
differentiate learning
experiences to meet the
needs of individual
children.
Response clearly and
logically describes at least
two strategies used to
differentiate learning
experiences to meet the
needs of individual
children.
Response is supported by a
variety of relevant
examples from the
learning experience plans
and is supported by logical
connections to the
knowledge base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response clearly and
logically describes more
than two strategies used
to differentiate learning
experiences to meet the
needs of individual
children.
PS001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective
PS 1.1:
Use proper grammar,
spelling, and
mechanics.
Multiple major and minor
errors in grammar,
spelling, and/or mechanics
are highly distracting and
seriously impact
readability.
Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
and negatively impact
readability.
Writing reflects competent
use of standard edited
American English.
Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide
Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
©2014 Walden University 6
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
missing or inappropriate. partial continuity. continuity and a logical
progression of ideas.
effectively to enhance
clarity, cohesion, and flow.
Learning Objective
PS 1.3:
Support writing with
appropriate resources.
Writing does not integrate
appropriate resources and
content in support of ideas
and argument.
Writing loosely integrates
some appropriate
resources and content in
support of ideas and
argument.
Writing sufficiently
integrates appropriate
resources (which may
include peer-reviewed
resources) and content in
support of ideas and
argument.
Writing effectively
integrates appropriate
resources (which may
include peer-reviewed
resources) and content to
support and expand upon
ideas and arguments.
Learning Objective
PS 1.4:
Apply APA style to
written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting, etc.
are applied inconsistently.
APA conventions for
attribution of sources,
structure, formatting, etc.
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
APA conventions for
attribution of sources,
structure, formatting, etc.
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
Learning Objective
PS 1.5:
Use appropriate
vocabulary and tone
for the audience and
purpose.
Vocabulary and tone are
inappropriate and
negatively impact clarity of
concepts to be conveyed.
Vocabulary and tone have
limited relevance to the
audience.
Vocabulary and tone are
generally appropriate for
the audience and support
communication of key
concepts.
Vocabulary and tone are
consistently tailored to the
audience and effectively
and directly support
communication of key
concepts.
PS004: Collaboration: Use collaborative skills and tools to work effectively with diverse stakeholders to achieve a common goal.
Learning Objective
PS 4.1:
Explain how
compromise, mutual
respect, and shared
responsibility help
Explanation is missing. Response includes an
explanation of how
compromise, mutual
respect, and shared
responsibility help diverse
stakeholders achieve a
Response includes a clear
and complete explanation
of how compromise,
mutual respect, and
shared responsibility help
diverse stakeholders
Response includes a
cohesive analysis with
examples explaining how
compromise, mutual
respect, and shared
responsibility help diverse
©2014 Walden University 7
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
diverse stakeholders
achieve a common
goal.
common goal, however,
the explanation is unclear
or incomplete.
achieve a common goal. stakeholders achieve a
common goal.
Learning Objective
PS 4.2:
Apply collaboration
skills to create
workable solutions to
complex problems.
Application is missing. Response applies
irrelevant collaboration
skills or the collaboration
results in inappropriate or
unrealistic solutions.
Response generally applies
relevant and appropriate
collaboration skills to
create workable solutions
to complex problems.
Response comprehensively
applies appropriate
collaboration skills to
create workable solutions
to complex problems.
Theassessment is a work product and includes the following:
1. Submit as one document three learning experiences using the “Learning Experience Plan
Template” and a 7 – 10 page narrative. Be sure to develop three learning experiences
using the template provided.
2. Collaborate with a colleague or early childhood teacher to design three learning
experiences.
3. Interview a teacher to learn more about his or her curricular goals and find out how you
can collaborate with one another to achieve those goals. Discuss this in the paper you
submit. Review the rubric criteria.
4. Write a 7- to 10-page narrative analysis of your Learning Experiences Plan that includes a
brief description of the central theme and explanations of the following:
a. How the learning experiences, taken as a whole, reflect at least three indicators
of effective curriculum. In this section discuss the indicators you used to develop
the three learning experiences. Review the indicators below.
b. How the learning experiences reflect appropriate learning standards and the
goals identified by the early childhood teacher you interviewed. Which standards
did you use as you developed the three learning experiences? For example, many
students use their state’s early learning standards. Students need to provide an
example. Below is an example. This level of detail is not required for all learning
experiences.
The Arizona Early Learning Standards are used to develop the three learning
experiences. The Arizona Early Learning Standards are classified as Strands and
Concepts. For example, Strand 3: Measurement and Data and Concept: Sorts and
Classifies were used to develop the first learning experience. And the Science
Strand 1: Inquiry and Application and Concept: Exploration, Observations, and
Hypotheses was used to develop the first learning experience. The art activity in
the first learning experience is developed to incorporate the Arizona Early
Learning Standard Strand 1: Visual Arts and Concept: Creates and Understands
Visual Arts
c. How knowledge of the children and families informed the learning experiences.
In this section identify knowledge about the children and their families in the
class for which you are designing the three learning experiences. For example, if
the students are ELL students and English is not spoken in the home, you could
use this information to design a language or literacy lesson. Discuss how you
used the information to develop the three learning experiences.
After collaborating with the teacher I learned many children in the class live in houses
and not apartments. I also learned two children have fine motor skills and none of the
children’s families speak a language other than English in the home.
d. How the learning experiences promote language and literacy. Summarize how
the learning experiences supported language and literacy. This is not a review of
literature or activities the teacher implements in the classroom; it is a summary
of the learning experience that includes language and literacy.
e. How the learning experiences promote math, science, and technology learning.
Same as comment above.
Math and science were incorporated in two of the three learning experiences. In
the first learning experience students used math counting and sorting skills as
the children will count and sort the seeds to plant the garden activity. Before
planting the seeds the children will make hypotheses as to how high the different
plants will grow.
f. How the learning experiences promote learning in the arts. Same as comment
above.
In the first learning experience, after students’ hypothesize as to how high each
plan will grow, the students will draw pictures of their hypotheses of the height
of the plants.
g. How the learning experiences promote social, emotional, and physical
development. Same as comment above.
h. How the assessment strategies used in the learning experiences informed your
understanding of children’s learning and development. What assessments did
you use to assess the student goals of each learning experience? For example did
you use observation to evaluate students’ gross motor skills in a physical
development learning experience? In this section, identify the assessment for
each learning activity. For example, “In the first learning experience I used an
observation checklist to assess children’s knowledge of letters.”
i. How play is incorporated into your learning experiences and why this is a vital
component of the early childhood curriculum. Same as comment above.
j. How the learning experiences you planned can be differentiated to meet the
needs of individual children, including those with exceptionalities (Note: Include
a description of at least two strategies.) For example, if a student in the class has
delays with fine motor skills, the student may use a thick pencil to write, or color
rather than write. Each strategy is tailored to the student(s) in the class for which
you develop the learning experience.
Two of the students in the class have difficulty with their fine motor skills. I
pasted the seeds on index cards so the children could sort the cards. Next, the
children will use specifically designed scissors to cut out pictures of plants of
different sizes to support their hypothesis rather than draw the plants.
k. How you collaborated to develop the learning experiences, including:
i. An explanation of the value of collaborating in the curriculum planning
process
ii. A description of any challenges you experienced
iii. An example of ways you compromised, demonstrated respect, and/or
shared responsibility to develop the learning experiences Review the
rubric to ensure each of these areas and the rubric criteria is included in
your discussion.
Learning Experience Plan Template 1
The theme of the three learning experiences is Planting a Garden.
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you will address in this learning
experience.
1–2 paragraphs
Content areas might include math, science and the arts. Domains include physical (fine motor)
and cognitive domains.
The domain is cognitive (counting, sorting and hypothesizing) and physical (fine motor for
creating the art project).
State/District/Professional Standards
Identify one early learning standard that informed your planning of this learning experience.
Clearly identify the state, district or professional standard. For example: Arizona Early Learning
Standards, 3rd Edition
Math Strand 3: Measurement and Data and Concept: Sorts and Classifies
Science Strand 1: Inquiry and Application and Concept: Exploration, Observations, and
Hypotheses
Art Strand 1: Visual Arts and Concept: Creates and Understands Visual Arts
1–2 sentences
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the learning experience.
Sample Goals
Goal: Students will count from 1 – 10
Goal: Students will sort up to 10 seeds in different categories
Goal: Students will hypothesize as to the height seeds will grow into plants
Goal: Students will create an art project based on their hypothesis.
1 paragraph
Materials/Technology/Equipment/Resources
List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software,
Internet resources, audio/visual media, and other tools and materials needed for this experience.
Length will vary.
1. Book about gardening
2. Planting seeds video
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a warm connection and capture children’s
attention. Answer the following:
How will you build a sense of relationship and connection with children during the introduction?
How will you relate the lesson to children’s interests, prior knowledge, and families/communities?
2–3 paragraphs
First I will ask the children if they have a garden at home or if a family member has a
garden……
Next I will …..
Building/Applying Knowledge and Skills
Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and
transitions that are part of this learning experience. Make sure each activity is meaningful and supports your
goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning
experience.
1. In this section describe the counting and sorting of the seeds activity.
2. Next describe the science (hypothesize activity).
3. Next describe the art activity.
For each activity, explain how the activity might be differentiated to meet the needs of individual
children, including children with exceptionalities. Give specific examples related to particular children in the
classroom that you observed.
In this section include specific strategies for differentiating instruction. Paring students
with disabilities or ELL students with peers is not a differentiation strategy. It can create
dependency.
Example:
For the art project strategies for the student delayed with fine motor skills includes.
1. Provide the student with the opportunity to cut out a picture of a plan.
2. Paste the seeds on index cards. Let the student sort the index cards.
3–5 paragraphs
Assessment
Assessment is the process by which early childhood professionals gain understanding of children’s
development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:
Utilize and document observation to assess children’s learning.
Make sure all assessments are aligned with your goal(s) for the lesson.
Provide specifics.
Observation:
1. Identify what you will observe. Explain how you will record the observations. For
example, use observation checklist to assess if the student could count up to 10 seeds.
Or, use an observation checklist or photograph of each children’s sorted piles of seeds.
2. I will student portfolios to assess the students’ art work.
2–3 paragraphs
Closure
Learning Activities:
Closure is the conclusion of your learning experience. It is a time to wrap up the experience by
summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and
strategies you will use in the closure of your learning activity.
1–2 paragraphs
Indicators of Effective Curriculum
1. Goals are clearly defined and communicated. Is there a written plan that addresses
important goals and can be shared with all who need to know about it?
2. Curriculum is comprehensive. Does the curriculum address “the whole child”—all
domains of children’s development (cognitive, social, emotional, and physical)—as well
as all content areas such as literacy, mathematics, science, social studies, health and
physical education, and the arts?
3. Curriculum is evidence based. Is there research evidence of its effectiveness with a
similar group of children—for example, the same age or speaking the same language?
4. Professional standards validate the curriculum subject matter content. Does the
content of the curriculum reflect the content standards recommended by the subject-
matter disciplines, such as math educators or reading specialists?
5. Children are active and engaged. Do the teaching and learning experiences provide
opportunities for children to be active both mentally and physically?
6. Valued content is learned through investigation and focused teaching. Is the
curriculum delivered through experiences that include both child-initiated exploration
and teacher-guided instruction?
7. Curriculum builds on prior learning and experiences. Is the curriculum sequenced in
logical and reasonable ways? Because children’s prior learning experiences will vary, this
requires that the teacher individualize the curriculum as much as possible.
8. The curriculum is developmentally appropriate. Are the developmental and learning
goals challenging and achievable? That is, are the learning outcomes reasonable
expectations for most children within the age range for which it is designed?
9. The curriculum is culturally and linguistically appropriate. Does the curriculum promote
positive images of children’s cultural identities and home languages and also recognize
and build on their competence?
10. The curriculum can be adapted for individual differences in children. Is the curriculum
flexible enough for teachers to adapt to individual variation in children? Can the
curriculum be adapted for children with disabilities and special needs?
11. Curriculum is likely to benefit children.
1
RunningHead: WORK PRODUCT
2
WORK PRODUCT
Work Product
By
Lua Shanks
EP002
Dr. Todd
Walden University
March 18, 2020
1. How the learning experiences, taken as a whole, reflect at least three indicators of effective curriculum?
The indicators that I developed are based on valued content that keeps the student active and engages. The value content and creatively crafted activities enhance the involvement of students in all activities. The second indicator that I used helps me in keep the students active and engage. The last indicator that is used is the standards that validate the curriculum’s subject matter content. Furthermore, the standards that are followed:
· Develop awareness of observable properties of objects and material (Carey M. Wright, 2018 ).
· PK-K. Count to tell the number of objects. PK-K.CC.3 With guidance and support, understand the relationship between numerals and quantities. (ixl.com, 2019).
· 8.3.1 Use electronic devices (e.g., computer) to type names and to create stories with pictures and letters/words. 8.1.P.A.2 (Otto, 2019)
2. How the learning experiences reflect appropriate learning standards and the goals identified by the early childhood teacher you interviewed?
Through the interview of early childhood teacher, I analyze that how the incorporation of appropriate learning standards helps in identification of goals as they are quite helpful in designing the curriculum. The teacher highlight important points that are adopted from standards and the activities that are organize for students are based on these standards.
3. How knowledge of the children and families informed the learning experiences?
The learning of students is not dependent on the teacher of how effectively the teacher keeps the student engaged in an activity but the role of the family is also important. If the family is not supportive of a student, then all the things that students learn in class will all in vain unless it is revised and supported by family too (Gatenio-Gabel, 2017). For example, from the activities that I organized in the class the behavior and response of students shows that they are familiar with these things like gardening, flowers, buttons, and iPads. Hence, the implementation of these activities is easy and students also readily understand what to do as things are not new for them. The findings of these activities show that students have high cognitive skills because they are always open to learning and also realize and memorize all the things that the teacher speaks in class.
4. How the learning experiences promote language and literacy?
The activities help the students to learn new words hence it also brings clarity in their language. It gives them a good opportunity to communicate with each other and help each other in successfully accomplishing the assigned tasks. As far as literacy is concerned it help the students to learn new things related to science, mathematics and technology.
5. How the learning experiences promote math, science, and technology learning?
For math, science, and technology three different activities are organized. In science activity that students learned that water is essential for plant growth and how the changed water color changes the color of flowers. This activity shows that the students enjoyed this science experiment a lot and the results that they attain delight them a lot (Bredekamp, 2016). The assessment after the experimentation shows the success of this activity because they narrated how much they enjoy and they realize what is the role of water in the growth of the plant. Thus, the students also show their concern that they will protect them and give them water.
In the math’s activities, the students have to paste buttons on trees according to the number mentioned on the tree. Thus, these activities proofs that learning through activity is fruitful as compared to other teaching strategies. As far as cognitive skills, logic and mathematical skills are concerned, most of the students recognize the whole process and do it the same as it has been taught but some forget the steps and do not recognize the numbers. This activity of art and mathematics proves to be beneficial in learning numbers.
The technology activity is organized so that students learn how to use iPad, tablets, and smartphones to captures. Through these activities, they learn how to use technology productively. If such activities are not created, then such technological products will only be used for recreational purposes. Through this activity, the students show their interest in learning the operation of such gadgets and they use their skills to use them in the best productive way.
6. How the learning experiences promote learning in the arts?
My all three activities are somehow related to art in which students learn how they can creatively show their projects. For example, in science experiment project they beautifully decorate the flowers pots, in math’s project they creatively decorate the tree and in technology project they beautifully portrayed their pictures. Hence, through this they learn the art of creativity.
7. How the learning experiences promote social, emotional, and physical development?
With these three different kinds of activities, the main aim is to analyses how much the students use their social, emotional, cognitive and physical development to accomplish these assigned tasks. The results of all three activities show that students have good cognitive skills, as they understand and implement the things as they are instructed (Otto, 2019). From a physical point of view, they are active because in garden activity for science project they actively participate and social interaction with each other in a good manner but in maths activity, only 5% of students show social skills because this is an individual project but some students help each other.
8. How the assessment strategies used in the learning experiences informed your understanding of children’s learning and development?
My assessment strategy is not based on the desired outcome that the student did but I also analysed the effort that the student put in accomplishing this project. Hence, from the activities, I analysed that most of the students do not give up and if they do not understand they consult teachers again and again. But this behaviour is not the same in all activities because in math’s activities students readily gave up as they did not recognize the number so I have to show them a chart for their ease. Through this, I evaluated that students have not enough knowledge of letters. All three activities are linked with art that makes them colorful and tempting for students.
9. How play is incorporated into your learning experiences and why this is a vital component of the early childhood curriculum?
For the early childhood curriculum, if we put the students in straight reading and writing this is less interesting and boring for them. Therefore, along with learning the element of play must be added on it to keep the students active. In each activity, I added this element so that they can enjoy it as it also keeps them engaged. Each strategy is designed in a way that will improve their motor and cognitive skills.
10. How the learning experiences you planned can be differentiated to meet the needs of individual children, including those with exceptionalities (Note: Include a description of at least two strategies.)
For the exceptionalities, I change activity so that they can actively participate. For students who are mentally ill and special I help them for example in technology activity I made pictures for them and told them to paste and decorate them as they like. In the gardening activity for a physically disabled child, I assign them a duty to count the flowers that students bring and give each group five flowers. In this way, they feel like a part of the class and it also keeps them engaged (DeBruin‐Pareck, 2016)
11. How you collaborated to develop the learning experiences, including:
Throughout this project the assistance of a teacher to whom I interviewed and observe their class prove to be beneficial because when I interviewed him I have bookish knowledge and little practical knowledge. But with the help of him, I can design the activities effective and open to learning for every student by keeping in view the development of cognitive, physical, motor and social skills. So they can acquire good knowledge of every subject. Furthermore, I also realize that how in the curriculum of 2 to 4 years old students the incorporation of activities is important the whole curriculum is taught through activities to ensure the understanding and engagement of students.
12. An explanation of the value of collaborating in the curriculum planning process?
According to the interview of the teacher, she told me that students learn through these activities not from books and the knowledge that is developed through such activities is stored in their memory for the long term. It also promotes the development of cognitive, physical, social, and emotional abilities in them. Along with this teacher, I am able to add value in curriculum through three activities that I planned for students to test their abilities, how well they perform and what they gain from them. These three activities are listed below:
· The theme of three learning experience is Rainbow Dyed Daisies (for summer and science project)
· The theme of three learning experience of button trees (for spring and math’s project)
· The theme of three learning experience of using iPad to capture pictures of their daily routine. (for winter and technology project)
13. A description of any challenges you experienced
The main challenge that I face is to follow the state standard and how through this standard value added activities can be organized that will build skills in students. I successfully accomplish this challenge with the help of teacher.
14. An example of ways you compromised, demonstrated respect, and/or shared responsibility to develop the learning experiences
I worked really hard along with this teacher as with the help of her I am to learn a lot of things. This was only possible when I share responsibility with her and with her assistance design activities for students.
Learning Experience Plan Template
(For Summer)
The theme of three learning experience is Rainbow Dyed Daisies
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you will address in this learning experience.
The content area that will be discussed in this plan is related to science and literacy. This is the main area through which students have been giving awareness about the environment in which they live and how the plants in the environment naturally grow. This will help in the development of cognitive, emotional and physical domains. Thus, these domains motivate the behavior of children because they learn to able how natural resources are used by the environment around us. It enhances the learning experience of students through a practical approach.
Furthermore, it also promotes the hypothesis domain in children that strengthened the development of cognitive abilities. Hence, this experiment of science proves the hypothesis that water is essential for the development of plants. Therefore, the experiment is designed accordingly that supports the development of fine motor and cognitive domains in students.
State/District/Professional Standards
Identify one early learning standard that informed your planning of this learning experience.
Develop awareness of observable properties of objects and material (Carey M. Wright, 2018 )
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the learning experience.
The main aim of conducting this experimentation under the subject of science to give awareness to students that how water is important in the development of their surroundings and if the plants do not get adequate water supply then their growth is effected along with other physical attributes. Through this experimentation, awareness will be given to students how they can make their surroundings colourful through this simple experimentation and how water helps the plants to grow. Furthermore, it also proves the hypothesis that for plant growth water is essential.
Materials/Technology/Equipment/Resources
List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.
The material that is required for this experiment are listed below:
1. Daisies
2. Food color
3. Water
4. Glass jars
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:
· How will you build a sense of relationship and connection with children during the introduction?
In the lecture, the teacher motivates the students to share their experience of gardening by inquiring them whether they have a garden in their homes of not or whether they visit any garden or not. Secondly, the teacher asks, have the students experience watering to plants with their parents and if they have any experience of gardening. Through this teacher will come to know the general understanding of students what they know about plants and how water and sunlight are important for plants to grow. To further engage the students with this learning process a small video will be shown to students in which it will be shown how plants grow to depend on water. This will help in developing a sense of experimentation in children what they are going to do.
· How will you relate the lesson to children’s interests, prior knowledge, and families/communities?
Children of 3 to 4 years are attracted by colours and due to outside games or frequent visits to park a sense of natural environment is already developed in them from the side of parents. To further explore the interest of students a visit to the garden will be organized that will help in exploring the interest of students in parks. Through the questions of students, it will analyse how much they know and what they want to explore. Furthermore, the experience that students share will be linked to their interest in the lesion.
Building/Applying Knowledge and Skills
Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.
This is a science experiment through which students will be given awareness of how water is important for the growth in plants. Hence, the steps that will be followed in this experiment are 1. A visit of students in the park will be arranged where Daisies are present in abundant and each student will be asked to pluck 5 flowers each. The students will be divided into a group of three. 2. The pluck flowers will be set aside. 3. Students will take glass jars and fill half of them with water. 4. Each group will take 5 jars. 5. One will be left empty. 6. Four jars will be filled with water. 7. Mix food colour in three jars. 8. The food colours that will be given to students will be red, yellow and blue. 9. These colours mixed in three jars. 10. Five stems of Daisies will be put in each jar including that jar which is only filled with water and the empty jar too. 11. All the jars will be left overnight. 12. The next day the results will be shown to students.
The main goal of this activity is to shown students the importance of water in the growth of the plant. Through this, it will be proved how water is important and how the colour of the water changes the colour of the flower and that jar which is left empty dried the flow. Thus, this experiment proves the hypothesis of science. It will enhance the cognitive skills of students. This skill is related to memory, judgment, intelligence, experience, and sense. Thus, students will be able to relate the result of this experiment to different garden experiences.
For each activity, explain how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities. Give specific examples related to particular children in the classroom that you observed.
Before this activity, the students are given ample information about plants of how they grow and what is the importance of water for a plant. But the practical experience is different from the learning experience. Thus, it will enhance the student’s experience and those things that are experienced through experimentations stored in the memory of a child forever.
Assessment
Assessment is the process by which early childhood professionals gain an understanding of children’s development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:
· Utilize and document observation to assess children’s learning.
· Make sure all assessments are aligned with your goal(s) for the lesson.
After the experimentation, the teacher will ask the individual student in each class how they performed the experiment and what they learn from it. The main aim of this experiment is to give awareness to students that without water plants die and if they are given water they grow. Thus, the next day assessment will help in testing the motor and cognitive abilities of students of how much knowledge they gain from this experiment and to what extent it is stored in their memory.
For this assessment, it will also be analysed whether students like practical experiments or the information that is given to them through books or videos they rely on it. It will help in exploring the interest of students. Some of the questions will be asked about their prior experience of gardening at their home what they observe at this time and through this experimentation what they learn. Through this comparison, the students will better explain what they know and what they learn.
Closure
Learning Activities:
The closure is the conclusion of your learning experience. It is time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.
Summarizing the findings of this activity in a nutshell, it is evaluated that the experience of this experiment is a good one for both the teacher and students. These activities aim to enhance the development of cognitive-motor and physical skills in the student of how much they physically and mentally engage in such activities. The response of the students is overwhelming because the enjoyed this science experiment a lot and the results that they attain delight them a lot. The assessment after the experimentation shows the success of this activity because they narrated how much they enjoy and they realize what are the role of water in the growth of the plants. Thus, the students also show their concern that they will protect them and give them water.
Learning Experience Plan Template
(For spring)
The theme of three learning experience of button trees
(an activity for Maths)
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you will address in this learning experience.
The content area that is discussed in this activity is related to mathematic and art. These are the two main areas on which the students will be educated through different approaches. The content that is used in the domain is related to cognitive, logical, mathematical, and solitary skills. Through these skills that behavior of the student will be modified how they can perform their task solely without the assistance of anyone and with this assistance how his or her cognitive skills develop. Thus, the classroom activity is designed accordingly.
State/District/Professional Standards
Identify one early learning standard that informed your planning of this learning experience.
PK-K. Count to tell the number of objects.
· PK-K.CC.3 With guidance and support, understand the relationship between numerals and quantities. (ixl.com, 2019)
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the learning experience.
Through this activity that students can understand the numbers. From dozens of multiple buttons those students collect buttons of the same color and stick them to a tree that has a number on them of how much and what color buttons have to paste on it. Thus, the ultimate goal of this experiment is to teach the students to do their work without any assistance and how they can accomplish their tasks within a specific time. This encourages the student to use to their cognitive, logical, mathematical and solitary skills. It will help in developing a habit in the student of how they can do their work by following the instruction that is given either from the side of family or teacher.
Materials/Technology/Equipment/Resources
List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.
The material that is required for this experiment are listed below:
1. Buttons of 10 different types.
2. A big box in which all the buttons are mixed.
3. 20 card paper which has four tree sketches on each card paper.
4. 20 glue sticks.
5. 20 drawing boards.
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:
· How will you build a sense of relationship and connection with children during the introduction?
.
For building student and teacher connections so that the learning experience of students can be the perfect one. The teacher starts the class with a simple counting of the numbers through which students can realize the numbers. Later on, after this, the teacher shows buttons to the student and asked them to identify colours. After getting the students familiar with the buttons. A short video is shown to students in which a student like them collects a button of the same colour and paste them to tree sketch as per the number that is mentioned on it. Hence, through such activities, the students are comfortable with the teacher. Later on, the teacher shows them all the material and reminds them about the video of what is expected from them to do. Thus, it shows how strong the cognitive skills of students or not. Thus, the revision of the whole process the students have been asked to do as shown in the video.
· How will you relate the lesson to children’s interests, prior knowledge, and families/communities?
Through this activity, the interest of the students is examined by how they follow the instruction of teacher by using the cognitive skills that remind them about the whole process. It also shows the mathematical skill of how they use random numbers on the sketches and paste the buttons accordingly without the assistance of anyone. Some students outperform in this activity while others remain faint as they did not recognize the whole process and they look for someone who helps them.
This experiment is hard to find the relationship of a student with interests, prior knowledge, and families/communities. But a teacher is somehow able to categorize the students who are sharp and how are dull because the dull are not interested in such activity because it is not of their interest. While a strange thing also came forward in which some students help others in completing their task. This shows the interest of students and their response to their communities in which they prefer to help others.
Building/Applying Knowledge and Skills
Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.
This activity is divided into different steps that are simple and easy to follow. These steps are, read the number from the sketch and colour, go to the big box of a button, collect the same colour and numbers of a button as mentioned on the sketch, collect all buttons and paste them on the branches of trees. Through this experiment, the skills that are tested are mathematical of how they realize the numbers and did they accurately collect the number. Cognitive skills are also tested whether they realize the whole process and lastly, solitary skills are tested whether they complete at their own or they need the assistance of anyone else.
For each activity, explain how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities. Give specific examples related to particular children in the classroom that you observed.
For this activity, the buttons can be replaced with other things such as edible things to place on board. For children with exceptionalities, the flow chart will be shown that will help them to complete the activity by simply following the steps. This will help them to understand the process and complete it as other students did.
Assessment
Assessment is the process by which early childhood professionals gain an understanding of children’s development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:
· Utilize and document observation to assess children’s learning.
· Make sure all assessments are aligned with your goal(s) for the lesson.
The students learning is tested through the time duration of how much time they need to complete this activity. It is also analysed that students aggressively complete their activity as they enjoy this. The level of involvement and their concern towards the completion of the task shows their willingness to accomplish it with accuracy.
The main goal of this activity to test the cognitive, logical, mathematical, and solitary skills of students. Thus, the results of this activity show that they complete this in less than one hour. It shows their interest in the class as they realize what they have been taught. As per my assessment, the result of this activity is 90% because 10% are those students who are not good at numbers.
Closure
Learning Activities:
The closure is the conclusion of your learning experience. It is time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.
Summarizing the findings of this activity, it is evaluated that students are in love with colourful objects and the things that are taught them through colours and such activities are more fruitful as compare to those who only based on learning. Thus, these activities proofs that learning through activity is fruitful as compared to other teaching strategies. As far as cognitive skills, logic and mathematical skills are concerned, most of the students recognize the whole process and do it the same as it has been taught but some forget the steps and do not recognize the numbers. This activity of art and mathematics proves to be beneficial in learning numbers.
Learning Experience Plan Template
(For Winter)
The theme of three learning experience of using iPad to capture pictures of their daily routine.
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you will address in this learning experience.
The content area of this activity is to educate the students on the use of technology. As technology is an important part of everyone’s life and due to extensive use of technology in daily routine activities. It is important to organize an activity on technology that will cover the domains of social, cognitive, visual, and verbal and combination of remembering and understanding. This will help in analysing the behaviour of the child as they grow up of how they socialize in the environment and how they share and store memories with the use of technology.
State/District/Professional Standards
Identify one early learning standard that informed your planning of this learning experience.
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the learning experience.
8.3.1 Use electronic devices (e.g., computer) to type names and to create stories with pictures and letters/words. 8.1.P.A.2 (Otto, 2019)
Materials/Technology/Equipment/Resources
List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.
The material that is required for this experiment are listed below:
· iPad or similar device.
· Chart paper
· Pencil
· Colors
· Hardcopy of visuals captured.
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:
· How will you build a sense of relationship and connection with children during the introduction?
.
The success of any activity depends on how strongly the teacher and student communicate with each other. If the teacher is successful in connecting warmly with a student it helps him to overcome his fear of activity as it also promoted its active participation. So, in this activity, the participation of students can be ensured by asked them how many of them play games on tablets and iPads and how many of them use them to capture pictures. When students share their experience the teacher will tell them how can they use them for storing memorable moments. Through this activity can be started.
· How will you relate the lesson to children’s interests, prior knowledge, and families/communities?
This activity is connected with a lot of people, the parents, teachers, community and other people to whom the students are connected. The main aim of this activity is to create a memory with the person they loved and write a story on it. For creating a memory, they need visuals that must be taken from the camera. These visuals can be a new and old one but must be a memorable one. The activities of students can be analysed by asking them how many of them love to take pictures.
Building/Applying Knowledge and Skills
Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.
For this activity they need a camera of an iPad, tablet or smartphone, they will use camera to take pictures, with the help of teacher or parent they take print of those memorable pictures, they paste these pictures on chart, and wrote something in front of them, to make it colorful they must add colors on it. With this activity, brainstorming is done through which students decide of what moment they have to capture and with whom. This will create a mixture of skills on them that are both cognitive and physical. Because at this time they have to use cognition and physical things at the same time.
The specific content area is the use of technology so that they came to know who these gadgets can be used. It enhanced their problem solving, cognitive skills and they know how they can take visuals. Taking pictures is a skill that they can be learned through this activity and how they can use technology to make their moment memorable.
Assessment
Assessment is the process by which early childhood professionals gain an understanding of children’s development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:
· Utilize and document observation to assess children’s learning.
· Make sure all assessments are aligned with your goal(s) for the lesson.
The children’s learning is assessed through the documents that they prepare and the pictures that they captured. Some of the students captured beautiful pictures that are clear and taken from a perfect angle while some students take blur pictures and it is difficult to tell about the situation. But, I am surprised that 80% of the students it accurately because they are habitual of using cameras in their daily routine. But they lack in to explain the picture they only add some words. This shows that at least they know how to capture and narrate the story through words. Thus, this activity shows that students are good at using technology because they are very much familiar due to the extensive use of such gadgets in their homes.
Closure
Learning Activities:
The closure is the conclusion of your learning experience. It is time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.
Concluding the findings of this activity, it is evaluated that these kinds of technological activities are good for students because through these activities they learn how to use technology productively. If such activities are not created, then such technological products will only be used for recreational purposes. Through this activity, the students show their interest in learning the operation of such gadgets and they use their skills to use them in the best productive way.
References
Bredekamp, S. (2016). Effective Practices in Early Childhood Education: Building a Foundation. Child development -.
DeBruin‐Pareck, A. (2016). Exploring Pre‐K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications. ETS Research Report Series, 1-52.
Gatenio-Gabel, S. (2017). Early Childhood Education and Care in the United States: An Overview of the Current Policy Picture. International Journal of Child Care and Education Policy volume, 23-34.
Illinois Early Learning and Development. (2013 ). Illinois Early Learning and Development. For Preschool 3 years old to Kindergarten Enrollment Age, 1-100.
Otto, B. (2019). Literacy Development in Early Childhood: Reflective Teaching for Birth to Age Eight, Second Edition. Waveland Press.
Part Two
Learning Experience Plan Template 1
The theme of three learning experience is the “Four Seasons”.
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you will address in this learning experience.
The content areas which will be discussed in this plan include: science. The child will learn about the appropriate wardrobe for the different seasons. The children will also learn about the wonderful holidays of each season! This content are therefore in relation to the following developmental domains; cognitive whereby the child will learn hypothesizing. Physical domain also will learn of new words dealing with the four seasons. They will describe how people, places, things, and events are effected by the four seasons in conversation and writing.
State/District/Professional Standards
Identify one early learning standard that informed you’re planning of this learning experience.
The children used the THREE-YEAR-OLD CHILDREN SCIENCE Standards of the
Mississippi Early Learning Standards INFANTS THROUGH FOUR-YEAR-OLD CHILDREN. The children will learn science where he/she will be taught the four seasons. With guidance and support, recognize that weather changes (e.g., rainy, windy, sunny, cloudy). a. Observe daily display about weather and seasonal activity.
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the learning experience.
The goals of this learning experience is that, the child should be able to count 1-10 effectively without forgetting any number. Secondly the child will be able sort different seeds in different categories. Third, the child is able to create a project for instance drawing a garden and decorating it with different types of plants. Hence be able also to hypothesize it efficiently.
Materials/Technology/Equipment/Resources
The children will learn about the various types of the 4 seasons. They will then choose which season is their favorite.
Materials used:
1. Four Seasons Interactive Reader Spring Worksheet
2. Summer worksheet Fall worksheet Winter worksheet (What Should I Wear worksheet)
3. Season Sleuths worksheet
4. The Four Seasons worksheet
5. Silly Sciences worksheet
6. GAME: Seasons Suitcase Sort
7. Colored pencils
8. Stapler
9. White paper
10. Notebook paper
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:
· How will you build a sense of relationship and connection with children during the introduction?
First thing as a teacher I will ask the children what are the four seasons? I will then give them time to respond. We will then discuss the type of weather we have in each season. Next, we will listen to the interactive reader Four Seasons and see if children can come up with more details about the four seasons. Secondly, we will list the names of the seasons on the board. I will ask them the name of the current season. I will ask the children to describe the current season in partners.
· How will you relate the lesson to children’s interests, prior knowledge, and families/communities?
Prompt them to elaborate on what the weather is like, what people wear, what people do, what places look like, and what events happen in each season. Remind students to stay on topic when they are discussing the topic of seasons or the Four Seasons text.
Building/Applying Knowledge and Skills
I will start by drawing 4 columns on the board and title them summer, fall, winter, and spring. Next, I would explain the rules for partner discussions by creating a chart titled “Turn and Talk.” First the student would……
1.Sit knee to knee.
2. Take turns.
3. Listen to your partner talk/discuss about the topic or season chosed.
4. Ask children to give you a thumbs up if they can agree to follow the rules for talking to their partner.
If children are not familiar with the procedure, model participating in a collaborative conversation with a student volunteer. Model maintaining eye contact, active listening, taking turns and speaking about the topic under discussion. Make sure each child knows who their partner is. Tell children to follow the steps and turn and talk to their partner to share words to describe summer (such as hot, warm or muggy). Call the children back together as a class. Choose a few volunteers to present words to add to the summer column. Repeat with fall, winter and spring. They can use information from the text or their own knowledge.
Instruct the children to complete the Spring, Summer, Fall, and Winter worksheets with a partner. Go over the worksheets as a class. When you are reviewing the worksheets with the children, ask the children questions about the items worn in each season. For example: “Why do we wear a jacket in the winter?” “Why do we wear shorts in the summer?” “Why do we wear dresses in the spring?” “What do we do in the spring? What things do we do in the winter?”
Assessment
Allow the children to play the game :”Seasons Suitcase Sort” to evaluate if they understand or know details about the 4 seasons and what is the appropriate wardrobe we wear in each season. Ask the children to complete The Four Seasons worksheet. Ask questions about what they see in each picture. For example: What activities are the children doing in this picture of this season? This worksheet will enable children to visualize each season in their minds.
Instruct children to complete the Silly Sciences worksheet. After they finish the worksheet, ask them to write 2 sentences about each holiday on notebook paper. This worksheet will enable students to make the connection between seasons and their respective holidays.
Ask your children to complete the Season Sleuths worksheet. Tell children to share their assessments with their elbow partner. Have children describe to their elbow partner a season of their choice, using their drawing and three words as support. Prompt them to mention things they would wear, events people would attend, or places they would go during each season.
Closure
Learning Activities:
Pass out 3 sheets of stapled paper to each child. Instruct the children to title the first page Seasons. Write the word seasons on the board. Ask the children to title the second page Fall, the back of the second page Spring, the third page Winter, and the back of the third page Summer. Instruct your students to create pictures for each season on the season’s page. Direct them to write at least 3 words that describe the season on each season’s page.
Learning Experience Plan Template 2
The theme of three learning experience is the “Four Seasons”.
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you will address in this learning experience.
State/District/Professional Standards
Identify one early learning standard that informed you’re planning of this learning experience.
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the learning experience.
Materials/Technology/Equipment/Resources
1.
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Building/Applying Knowledge and Skills
Assessment
Closure
Learning Activities:
Learning Experience Plan Template 3
The theme of three learning experience is the “Four Seasons”.
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you will address in this learning experience.
State/District/Professional Standards
Identify one early learning standard that informed you’re planning of this learning experience.
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the learning experience.
Materials/Technology/Equipment/Resources
2.
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Building/Applying Knowledge and Skills
Assessment
Closure
Learning Activities:
THREE-YEAR-OLD CHILDREN SCIENCE Standards
Mississippi Early Learning Standards INFANTS THROUGH FOUR-YEAR-OLD CHILDREN
EARTH AND SPACE SCIENCE
Develop an awareness of earth science and space.
1. With guidance and support, recognize that weather changes (e.g., rainy, windy, sunny, cloudy). a. Observe daily display about weather and seasonal activity.
2. Begin to identify objects in the sky (e.g., clouds, sun, moon and stars).
a. Explore materials to create display of common elements of day and night.
b. Explore devices that protect from sun or rain.
3. With guidance and support, collect, sort, identify and describe objects in the natural world (e.g., rocks, soil, leaves).
a. No developmentally appropriate standard.
b. No developmentally appropriate standard.
Identify and explore a variety of technology tools.
1. With guidance and support, explore appropriate technology tools to gather or communicate information (e.g., magnifying glass, telescope, microscope, computer, simple machines).
2. No developmentally appropriate standard. 3. No developmentally appropriate standard.
Mississippi Early Learning Standards INFANTS THROUGH FOUR-YEAR-OLD CHILDREN page 55
