Why I Chose This Lesson Plan Fits With The Curriculum

Young children need to understand that feelings are a part of life for all human beings. Caregivers are responsible to help children understand that their feelings are valid and very okay to have. Sometimes we give children mixed messages regarding this abstract concept for example if a child is fussy or crying we will say “be quiet there’s nothing wrong with you” when they may be tired or hungry. Sometimes we have to explain to children that you cried to get what you wanted when you were a baby because you did not have words; now that you know how to talk, you can use words to tell people what you need. The objectives of this lesson plan are to introduce children to the vocabulary associated with the feelings they have

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

Wanting for dreams to come true don’t do that themselves, it depends on what choices we do and don’t make that help us strive towards our longings. Unless, we are all controlled by fate, playing out the part in our lives that had been pre-organized for us. The unit selections Into the Wild by Jon Krakauer, a biographical novel, and Macbeth by William Shakespeare, a drama, both focus on things we can and can 't control in our lives, but Into the Wild does a better job answering the question in the prompt because rules are meant to be broken, Chris McCandless just took it to the next level. He was able to leave his life behind, making decisions most of us couldn 't even imagine making. He sets an example of what we can achieve in life. We

Developmentally appropriate teaching means that we approach children from where they are and not from where we think they ought to be.

To be up to date with the developmentally appropriate practices a teacher must know about a child’s development and learning. They need to know the typical education requirements at each stage and if that child meets that criteria or not.

It was fascinating working with four (4) year old children, during this stage of Initiative vs. Guilt, they involve mostly in interacting with other children at school. This stage provides them with the opportunity to explore their interpersonal skills through initiating activities.

Developmentally appropriate practice is essential in early childhood education; because it helps is understand how children develop and learn. As teacher it ensures you create curriculum that meets the child needs. Consideration that even if all children are the same age, what they are able to do will vary from child to child. Providing children, the right amount of challenge in a task. Children will get bored a task is to easy. And discourage if the task is to complicated. Children learn thru play. Social dramatic play helps children develop their social, emotional, and language skills. In addition to help play develop their fine and gross motor skill. For example, if student knows their color but, has a hard time with their fine motor skill.

Developmentally appropriate practice means that teachers need to take the decision based on the children’s need. Also, it is guidelines about what it is appropriate to teach the young children. The teacher who practices developmentally appropriate practice take into consideration all the developmental areas of the whole child (cognitive, socio-emotional, and physical development). According to the author of the Administration of Programs for Young Children” (Click, Karkos, & Robertson, 2014, p. 134) the developmentally appropriate practice is when the teachers understand that the children have different background, experiences, and interest. Each child is unique in what his capacities are, how he/she learns, and what she/he needs to help him

The way that developmentally appropriate practice will influence my career in working with children is by giving a child positive attention when they have done something or said something because children are always looking for that extra encouragement. Teachers need to pay close attention to see if a child is getting bored than they need to revise the curriculum or lesson plans to get the interested in what you are doing. Keeping the child challenged and engaged in what you are trying to teach them. Keeping in mind that all children progress, grow and learn differently so if you see a child that is not learning than change up your lesson plan and give them something that they are interested in. (Bredekamp, 2009). The families that I

1. Developmentally appropriate practice as defined by NAEYC is a “framework of principles and guidelines for best practice in the care and education of young children, birth through age 8. Children cannot perform tasks that they are not yet developmentally capable of doing and teachers have to be aware of this. One would not expect a one year old child to be able to write their name, not only because they are not cognitively able to understand this task, but also because their fine motor skills have not developed enough to hold a writing instrument. Therefore, most adults would realize this task is not developmentally appropriate. A kindergarten teacher, for example, can able to expect his or her students to know why it is necessary as

This essay will provide details about how the lesson plan and sequence of lessons for the mathematics unit of symmetry caters for individual students’ needs in regards to active engagement in learning activities and what differentiation measures are put into place for students with varying levels of ability.

Teachers should also individualize for children, keeping in mind their current level of cognitive, physical, social, emotional, and language development. For example, the teacher may have the goal of increasing the amount of expressive language a child uses throughout the day. The teacher might invite the child to the dramatic play area with another child who is very verbal and engages easily in play scenarios. The teacher also might provide scaffolding to support children’s learning and development by asking, “Why does the baby need to go to the doctor?” or “How do you think the doctor can help the baby?” This not only provides the child with an opportunity to use expressive language but also provides an opportunity for the child to think and formulate an

Application: Schema Theory’s application in the learning environment can be seen in a variety of ways in the learning environment. Schema Theory relies heavily on building connections to prior learning. Therefore, it is crucial to employ teaching to expand learner’s general knowledge and concepts in order to provide a base for schematic connections. Teachers can be seen reminding students of what they already know in order to build on previous knowledge and help make connections to new ideas. However, teachers must understand that not all learner’s schemata are the same.

Emotional development is the happiness; anger and surprise along with fear and sadness are considered as basic emotions (Kail & Zolner, 2015). The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he or she can manage personal feelings, understand others' feelings and needs, and interact positively with others. Infant starts to express his emotional by expressing comfort, discomfort, anger, fear and sadness. They show affection with hugs and anxiety when they are separated from parents. They show clear attachment with their parent. Toddlers can express aggressive feelings and behavior. They begin to show self-conscious emotion like shame, guild and pride. They can also show empathy by showing awareness of their own feeling and other too. Pre-school children will know the idea of “self concept” and “self-esteem”. They can identify their emotions and expressing negative emotions in a ways they do not harm others.

Because self-esteem is influenced by so many different things (e.g. society, media, friends, etc…) it is very important that parents and caretakers take the proper steps in helping a child develop a strong sense of who they are (Nuttall, 1991). By the time a child reaches three years of age they have experienced a very wide range of emotions (Cluff, N.D.) Parents, teachers and caregivers will lay the foundation upon which a child emotionally develops (Cluff, N.D.). Positive emotional development is important for children because this will not only determine their ability to develop healthy relationships with their peers but also how to successfully deal with their own emotions (Cluff, N.D.). Many theorists agree that there is a connection between a child’s emotional levels and development; they also