Explain how early childhood toddler teachers can scaffold skill development around sharing.

Choose two of the questions below to answer.  Each question is worth 15 points.  Choose 2 to equal a maximum of 30 points. You may use texts, books, curriculum books, and online sources to support your responses.  Please do not work together with other students and please do not consult head teachers or other faculty for their thoughts on the topics below.  Each response should be in essay format with a length of at least 1.5 typed double spaced pages (it is fine if it is a little more), make sure that you include an APA style reference list (one is fine for both questions). Please make sure to proofread your paper for spelling & grammatical errors!

This final exam is due on May 3, 2016 by 6 pm on D2L. No late exams will be accepted.

 

  1. In a 1-2 page response, explain the following:
  2. What prerequisite skills/understandings are needed for a child to be successful in sharing? Be specific in your response, make sure to link these skills/understandings to development across all domains (cognitive, language, social, emotional, etc.)
  3. At what age do children generally acquire the skills/understandings noted in item a?
  4. Given the information in a and b, describe developmentally appropriate expectations for sharing in younger toddler (about 29 months and under) and older toddler (about 30 months+) classrooms.
  5. Explain how early childhood toddler teachers can scaffold skill development around sharing. Be very specific and describe clear examples of at least three ways that teachers can scaffold sharing experiences. For one of your three examples, create an anecdote showing a response to conflict over materials.
  6. Include an APA formatted reference list for your response. Use in-text citations in your response. For example, the following is an in-text citation: “End of semester fatigue is reported by more than 75% of undergraduate students (Smith, 2015), suggesting that college professors should provide chocolate to their students to give them an energy boost in class lectures.”

 

  1. Write a developmental experience guide plan for child between 12 and 24 months (you choose the age within that range). Use the guidance form we have been using all semester. Choose 1 domain on which to focus.
  2. Use the MSU Infant/Toddler curriculum to choose objectives and explain them (don’t just list what they are).
  3. The experience you provide must be an activity involving materials and cannot involve large group, transitions, general interactions, general book sharing/book reading, general provisions of materials in the environment (e.g. posting pictures of X, providing balls on the playground, etc.) or the like. You must describe a specific activity with specific materials which supports the ‘experience’ and ‘objectives’ you have chosen.
  4. You must talk about the developmental relevance of the selected objective for the child’s age (whatever age you select in the 12-24 month range) and cite support for the relevance (you can use your textbook or other sources).
  5. The plan must include specific details about the materials (what material(s), how many) and the set up (how should the activity be made available in the classroom). Additionally, discuss how caregivers and teachers will scaffold the activity, what will they say and do? How will their responses contribute to the success of the child in this experience?
  6. Describe how you will conduct assessment, as well as simplifications and extensions which must be detailed and clearly linked to the original objectives for the experience. This plan should be so specific that anyone could take it and implement the experience in a toddler classroom. Use in-text citations for your discussion of developmental relevance, and include an APA formatted reference list. Use of 1-2 citations is adequate.
  7. In a 1-2 page response, explain the following:
  8. What prerequisite skills/understandings are needed for a child to be successful sitting and participating in a formal, large group experience (e.g. circle time, large group time)? Be specific in your response, make sure to link these skills/understandings to development across all domains (cognitive, language, social, emotional, etc.)
  9. At what age do children generally acquire the skills/understandings noted in item a?
  10. Given the information in a and b, at what point are large group experience a developmentally appropriate choice for inclusion in the classroom schedule? Back up your detailed response with research or other expert support. Good sources would be information you find from organizations like Zero to Three and the National Association for the Education of Young Children.
  11. Include an APA formatted reference list for your response. Use in-text citations in your response. For example, the following is an in-text citation: “According to a recent national poll (Jones, 2014), final exams are highly unpopular among most college students.” You should have no fewer than 3 citations.
  12. In a 1-2 page response, explain the following:
  13. What is Developmental Parenting?
  14. Describe the three models discussed in the Chapter by Roggman which include, child-focused model, parent-focused model, and the parenting-focused model. Now, compare and contrast how these three models are similar but different.
  15. Write a vignette/scenario that describes a situation between a parent and child, and how you can address it using a parenting-focused model (see the Developmental Parenting chapter for an example, but do not use this as YOUR example).
  16. How can early childhood educators support parents’ use of developmental parenting? Give specifics including what they can say to parents, and what to do in the classroom and in interactions with parents.
  17. Include an APA formatted reference list for your response. Use in-text citations in your response. For example, the following is an in-text citation: “End of semester fatigue is reported by more than 75% of undergraduate students (Smith, 2015), suggesting that college professors should provide chocolate to their students to give them an energy boost in class lectures.”

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