DAP.1 x20210407194122week_1_class_discussion_informal_logic x
Prior to beginning work on this discussion,
- Read the assigned sections in Chapter 3 in your course textbook:
3.1: Basic Concepts in Deductive Reasoning
3.2: Evaluating Deductive Arguments
3.3: Types of Deductive Arguments
Chapter 3 Summary and Resource
Watch the following videos:What Is a Deductive Argument? (Links to an external site.)
What is a Valid Argument? (Links to an external site.)
How to Make a Sound Deductive Argument (Links to an external site.)
In preparation for the Creating a Valid Argument Workshop assignment due at the end of this week, you get to practice creating a valid (and preferably sound) argument on your chosen topic (the topic you chose in Week 1). Remember that a valid argument is one that is constructed in such a way that its premises, if true, would guarantee the truth of the conclusion. A sound argument is one that is valid and has all true premises. It is a challenging thing to make a valid (and sound) argument, so this discussion is designed as practice towards that goal.
You are going to present a deductive argument on your topic (either side). Make sure that it has a valid logical form and strive to make the premises true as well (the primary purpose here is validity but try to make the premises as plausible as you can).
In their comments, your peers are going to see if they can find a way in which all of your premises could all be true and the conclusion false. If this is possible, then your argument is not quite valid yet. Do not despair, you will get to reply to them with a strengthened version of the argument, in which the goal is to eventually arrive at a version that is valid (while keeping premises that are plausibly true).
After testing for its validity, your peers will get a chance to investigate the truth of the premises (focusing mostly on the new ones added to make the argument valid). Perhaps there is a counter-example to one of your premises. If a peer presents such a response, would you agree with the objection? If so, how would you revise the premise to make it true? Would the new version of the argument be sound? If not, how would you respond to the objection?I HAVE ALSO ATTACHED YOUR CHOSEN WEEK 1 TOPIC (DAP)
Running Head: DEVELOPMENTALLY APPROPRIATE PRACTICES IN PRESCHOOL 1
DEVELOPMENTALLY APPROPRIATE PRACTICE IN PRESCHOOL 3
Developmentally Appropriate Practices in Preschool
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Developmentally Appropriate Practices in Preschool
Today, what each child needs are strategies to teach that will consider the ballooning population of children who converse in a language other than English in the United States. Thus, the appropriate developmental practice (DAP) promotes the importance of early childhood education for improved learning progressions amongst preschool children (Neuman, Copple, & Bredekamp, 2000). There are three approaches to help these learners achieve their goals; language classroom, bilingual classroom, and English language classroom. In this study, I will focus on the developmental significance of acquiring the second language during early child development.
According to available literature, dual language learners stand to benefit from participation in high-quality preschool. However, in States like California, dual language learners’ enrolment in preschool is very low compared to non-dual language learners. According to Nunan (1999), the second language learning process is not quick; learners have to attend classes for around six months because the whole process can only be effective after the sixth month. Considering my experience from my field of study, I will further consider some very important questions; Does equipment and the size of the learning facility or environment affect preschool children? Two are there different approaches of the preschool child within the learning process?
The environment plays a significant part in the learning progression, and class activities help in structuring the relationship between children and teachers. DAP in early childhood stresses the importance of early childhood education as the most important period of getting knowledge. (243 words)
Reference
Latemore, G. (2020). —Dignity and Leadership: Implications of Leaders’ Language and Their Assumptions of Human Nature (Paper 4). Declaration of Authorship, 177.
Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. National Association for the Education of Young Children.
Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY 41042-2978.
Priorto beginning work on this discussion,
· Read the assigned sections in Chapter 3 in your course textbook:
· 3.1: Basic Concepts in Deductive Reasoning
· 3.2: Evaluating Deductive Arguments
· 3.3: Types of Deductive Arguments
· Chapter 3 Summary and Resources
· Watch the following videos:
·
What Is a Deductive Argument?
·
What is a Valid Argument?
·
How to Make a Sound Deductive Argument
In preparation for the Creating a Valid Argument Workshop assignment due at the end of this week, you get to practice creating a valid (and preferably sound) argument on your chosen topic (the topic you chose in Week 1). Remember that a valid argument is one that is constructed in such a way that its premises, if true, would guarantee the truth of the conclusion. A sound argument is one that is valid and has all true premises. It is a challenging thing to make a valid (and sound) argument, so this discussion is designed as practice towards that goal.
You are going to present a deductive argument on your topic (either side). Make sure that it has a valid logical form and strive to make the premises true as well (the primary purpose here is validity but try to make the premises as plausible as you can).
In their comments, your peers are going to see if they can find a way in which all of your premises could all be true and the conclusion false. If this is possible, then your argument is not quite valid yet. Do not despair, you will get to reply to them with a strengthened version of the argument, in which the goal is to eventually arrive at a version that is valid (while keeping premises that are plausibly true).
After testing for its validity, your peers will get a chance to investigate the truth of the premises (focusing mostly on the new ones added to make the argument valid). Perhaps there is a counter-example to one of your premises. If a peer presents such a response, would you agree with the objection? If so, how would you revise the premise to make it true? Would the new version of the argument be sound? If not, how would you respond to the objection?
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