Please follow the prompts and I provided you the three that I picked Lesson 4 Assignment (25 points)
Review the Arizona Early Learning Standards
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table of contents. Choose three standards from the table of contents to evaluate in detail (i.e., social-emotional, language and literacy, mathematics, science, social studies, physical development, or fine arts). Once you have reviewed three of your choice, create an activity for each standard that would be appropriate for the environment. To help you create these activities, review “NAEYC Standard 2
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” and “NAEYC Standard 9
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.” For your response, explain the activity for each standard in detail, including the following:
• The standard and strand from the Arizona Early Learning Standards (e.g., Mathematics strand 1).
• Name and description of the activity.
• Rationale of the developmental purpose of the activity with intended age of the child.
1. The U.S. Department of Health and Human Services began an early learning program to promote school readiness for children birth through age 5 called Head Start
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. While the Head Start program includes a variety of activities for children’s learning, it is not limited to the school environment. Over the past few decades, the program has expanded to involve families in the nurturing and learning process with a program called Early Head Start
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2. Space for Privacy
A cozy space should be set up for children who want to do an activity away from the overstimulating activity of the environment. This area should still be visible by the teacher, but away from high traffic areas that may be loud or places that promote movement. This is intended as a place of refuge for a child who needs some time to process information or for a child who may need a space to be angry. Some examples of this type of area might be:
A library or book corner with a cozy, child-sized chair, sofa, or rocking chair, a rug, a large pillow, or bean bag chair. This area can include simple pictures to view on the walls, a Zen garden, soft music, a fish tank, or some other soothing activity.
3. Variety and Follow the Interests of the Children
If there are activities that no longer attract the interest of the children, consider changing the activity or adding another element of challenge. Perhaps the children have mastered the skill and are seeking something else to increase their abilities. Perhaps the activity is too challenging. Keeping the same activity on the shelf when no child is using it is an indicator that the children need something different. Read about Vygotsky’s zone of proximal development (ZPD) and scaffolding, in “What Is the Zone of Proximal Development (opens in a new tab),” to learn more about how to modify activities to meet the needs of the children.
Challenge yourself to observe which activities the children are engaging with and which ones they are not. Then carefully evaluate the activity to determine if it meets a developmental purpose, is within range of the children’s ability to complete independently, or if it too simple and therefore is not meeting their cognitive development. The work of the adult to prepare an environment conducive for effective learning opportunities is never complete. The teacher should take careful consideration and time to analyze each activity in the environment to ensure its relevance in the child’s development.
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