Early childhood work product

 

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.

Don't use plagiarized sources. Get Your Custom Essay on
Early childhood work product
Just from $13/Page
Order Essay

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

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:

1. Examples of how their curriculum reflects the Indicators of Effective Curriculum

1. Any standards that guide their curriculum and why these are important

1. An explanation of specific curricular goals for the children in the classroom across content areas and developmental domains

1. 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

1. Examples of how knowledge of the children, families, and community helps to inform certain indicators and provides a context for learning

1. Examples of how learning experiences are differentiated to meet the needs of individual children

1. The teacher’s perspectives on collaboration in curriculum development

1. 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:
1. How will you build a sense of relationship and connection with children during the introduction?
1. 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:
1. Utilize and document observation to assess children’s learning.
1. 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

EP002 resources and sources for assistance with Assignment

ARTICLE: NAEYC AND THE COMMON CORE STANDARDS

http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2

BOOK EXCERPT: INDICATORS OF EFFECTIVE PRACTICE

https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-588&srcou=6728

  ARTICLE: WHERE WE STAND ON EARLY LEARNING STANDARDS

http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards

  ARTICLE: EARLY LEARNING STANDARDS: CREATING THE CONDITIONS FOR SUCCESS

http://www.naeyc.org/files/naeyc/file/positions/position_statement

BOOK EXCERPT: LITERACY-RICH ENVIRONMENTS

https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-589&srcou=6728

BOOK EXCERPT: FOSTERING CREATIVITY

https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-6707&srcou=6728

  BOOK EXCERPT: TEACHING CHILDREN TO INVESTIGATE AND PROBLEM SOLVE

https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-591&srcou=6728

REPORTS: COMMON CORE STANDARDS

http://www.corestandards.org/wp-content/uploads/ELA_Standards

http://www.corestandards.org/wp-content/uploads/Math_Standards

ARTICLE: BRIDGES TO LITERACY

http://www.zerotothree.org/child-development/early-language-literacy/vol_22-4f

ARTICLE: AGE-APPROPRIATE ART ACTIVITIES

https://www.artsnetwork.ca/sites/default/files/Children’s%20Developmental%20Benchmarks%20and%20Stages_0

   WEBSITES: RESOURCES FOR EARLY CHILDHOOD LEARNING EXPERIENCES

http://www.earlychildhoodohio.org/index.stm

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=431

http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_trundle_teach_sci_early_child_scl22-0429a

https://pdfs.semanticscholar.org/8bb9/59efd956b9dfe653c1ad27c873d2901120dd

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=229

BOOK EXCERPT: SOCIAL EMOTIONAL DEVELOPMENT

https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-592&srcou=6728

   BOOK EXCERPT: PHYSICAL DEVELOPMENT

https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-593&srcou=6728

   ARTICLE: PROMOTING SOCIAL/EMOTIONAL DEVELOPMENT

Policy Report – Promoting Children’s Social and Emotional Development Through Preschool Education

   ARTICLE: SOCIAL-EMOTIONAL DEVELOPMENT AND STATE STANDARDS

©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.

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.

Hello Dr. Todd I was contacting you in regards to my assessment I was making revisions and on my 3 learning plans could I have used 3different things

 

but based around one set theme???? In my paper at the beginning with the guide I should explain my theme and discuss my 3 learning experiences aligned with the standards used along with giving an in-depth overview by answering those questions provided but to be put in narrative .  Can you please inform me if I am doing it correctly .

Her explaining my question in detailed::::

Hello Dr. Todd I was contacting you in regards to my assessment I was making revisions and on my 3 learning plans could I have used 3different things  but based around one set theme???? Yes, three plans centered on one theme. For example, a theme may be spring, dinosaurs, etc.

 

 In my paper at the beginning with the guide I should explain my theme [state your theme]  and discuss my 3 learning experiences aligned with the standards used along with giving an in-depth overview by answering those questions provided but to be put in narrative .  [Yes. First discuss the indicators of effective curriculum you used to develop your learning experiences. Next state the standards. For example did you use state standards? If so, what state standards?]  Next, summarize your learning experiences based on the questions. See the example below.

 

Let me know if this helps.

a. 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

 

b. 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.

c. 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.

 

Calculator

Calculate the price of your paper

Total price:$26
Our features

We've got everything to become your favourite writing service

Need a better grade?
We've got you covered.

Order your paper