INTRODUCTION EL CIVICS EARLY CHILDHOOD EDUCATION … · three developmental milestones of their own...

MiraCosta College Noncredit ESL Program El Civics Assessment 70.1 Childcare (IL-A)

1

INTRODUCTION EL CIVICS EARLY CHILDHOOD EDUCATION

UNIT #70.1 Intermediate Level – Advanced Level

This guide will take you through the Education Objective 70.1. The objective is to: “Demonstrate the language and literacy skills necessary to effectively participate in workforce training in early childhood education.” There are two tasks for this assessment.

In Task 1, students will collect a minimum of 5 pictures depicting each period of child development. Student will present an oral report describing each picture detailing 3 domains of development – Physical, Cognitive, and Psychosocial -for the different periods of development. The presentation will include up to 3 descriptors for each domain identifying the crucial changes that occur in each of the following:

1) Prenatal Period 2) Infancy and Toddlerhood 3) Early Childhood 4) Middle Childhood 5) Adolescence

In Task 2, student will write an authentic text such as an email, note or letter to a parent(s) or guardian(s). This email, note or letter will provide a level-appropriate scenario or prompt from which student will write an authentic text such as an email, note or letter to a parent(s) or guardian(s). Student, in the role of a childcare worker, will include 3 elements in the email, note or letter such as: 1) Description of the incident, 2) Identification of the behavioral issue, and 3) Explanation of the enforcement used to correct the behavior. *Optimally, the writing task will be created on the computer and emailed to the assessor.


2

The activities in the unit are only suggestions and can be adapted to meet your students’ specific needs. Page 4-5: The first page of Task 1 contains a suggested list of activities and materials. Pages 6: Domains of Child Development. Students do a jigsaw reading with class divided into 3 or 6 groups. Each group is assigned one of the 3 domains and will be asked to present it to the class. Page 7-8: Developmental Milestones. Students work in pairs to identify developmental milestones and to place them under the correct domain. Students add three developmental milestones of their own and identify them. Page 9: Vocabulary Practice Page 10: Domains Childhood. Page 11-13: Jigsaw Reading Page 14-17: Periods of Development Page 18: ESL Lab Assignment Page 19: Student Presentations 0: Vocabulary Page 21: Partner Practice Page 22: Task 2 Objectives Page 23: Vocabulary Behaviors Page 24: Behaviors Page 25: Matching Behaviors Page 26: Matching Answer Sheet Page 27-28: Vocabulary Addressing Behaviors


3

Page 29: Parent Role Play 0: Problem Solving Page 31-33: Dialogue Practice Page 34: Writing a Business Letter Page 35: Email a Letter Page 36: Note Taking Page 37-38: Assessment Task 2 Page 39-41: Rubric Task 2 Page 41: Final Score Instructors note total points for your level: IL: 40 IH: 45 ADV: 50 This number needs to be explained to your students. The score a student receives on Task 1 will be added to Task 2 for the final score. For example, if a low intermediate student scores 30 on Task 1, they only need to score 10 points on Task 2 to pass the objective. REMINDER - The activities in this packet are meant to be suggestions for your use on completing the objectives. These additional assessments are not meant to be “additional work for you and your students.” They are to be incorporated into your regular classroom activities.


4

EARLY CHILDHOOD EDUCATION OBJECTIVE: TASK 1 Identify the periods of child development and/or describe characteristics of each of the domains-physical, cognitive, psychosocial—related to the periods of development orally or in writing. Level: Intermediate

Task 1 Materials Suggested Activities

Students will present an oral report on the periods of child development to describe the Physical, Cognitive, and Psychosocial domains.

1. With partners, identify ways that children develop. After 5 minutes the teacher will write ideas on the board and lead a discussion into the 3 domains of development

2. How Children Develop

3. Sheet of Developmental

Milestones

4. Vocabulary matching 5. Handout describing the

3 domains of development, a Post it Pad page or an area of the board to write on to present the domain assigned to the group. (jigsaw writing)

6. Lab Assignment, graphic

organizers

7. Final Presentation

1. Brainstorm a list of ways that children develop. These may include language, physical stages like standing or walking, cognitive development like identifying objects or sounds

2. Teacher will introduce the idea of developmental milestones. In pairs, students will read the text on the page and try to identify 2 milestones for each of the 2 domains of development.

3. Working in pairs, students will identify which of the 3 developmental milestones is represented in each of the examples listed.

4. Students match vocabulary item with definition

5. First, teacher and students go over the vocabulary. Students are broken into 3 groups (or 6 if you have a large class) and either given a Post it Pad page or given an area of the board to write on. Each group is assigned one of the domains and will make a poster presentation to share with the class concerning the skills assigned.

6. Students will work research the stages of childhood and capture the developmental characteristics of each age in the Physical, Cognitive, and Psychosocial domains.

7. Students will give presentation Task 1 Assessment.


5

How Children Develop

Most children can do the same things at a particular age. These abilities are called developmental milestones.

A developmental milestone is an ability that is achieved by most children by a certain age. Developmental milestones can involve physical, cognitive, and psychosocial skills such as walking, sharing with others, expressing emotions, recognizing familiar sounds, and talking.

Directions: With your partner, try to think of 2 milestones for each of the 3 domains of child development: physical, cognitive, and psychosocial


6

Domains of Child Development

Term Definition

Physical

Physical development refers to physiological changes that happen in the body. A B C

Cognitive

Cognitive development refers to how children think, explore and figure things out. A B C

Psychosocial

Psychosocial behavior relates to the combination of individual thought and behavior and group thought and behavior. A B C

This Photo by

Author is


7

Developmental Milestones With a partner, identify which of the domains of development these behaviors fit Mark PD for Physical Development

CD for Cognitive Development PD for Psychosocial Development

This Photo by This Photo by Unknown

Aut

hor is licensed under CC BY-SA


8

Developmental Milestones Answer Sheet

Crawling

Stacking Objects

Waving Goodbye

Group Play

Using Scissors

Identify Colors

Counting

Tying shoes

Coloring

Walking

Playing with Dolls

Building Legos

Show Sympathy to

Others

Caring for a Pet

Riding a Tricycle

Circle Time

This Photo by This Photo by Unknown

Aut

hor is licensed under CC BY-SA


9

Vocabulary Practice

Directions: Match the vocabulary term with the description on the right. Developmental Milestone

The three main areas of how children develop skills an ability that is achieved by most children by a certain age.

Domains of Child Development

refers to how children develop their thinking process, solve problems and learn through experience.

Cognitive Domain

refers to the physical changes that happen in the body.

Psychosocial Domain

refers to a child’s ability to demonstrate feelings and relate to others

Physical Domain

an ability that is achieved by most children by a certain age.


10

Vocabulary - Domains of Child Development

Directions: Study the terms below to prepare for the jigsaw reading to follow.

Connect: Touch Core: Center of the body Expression: The way people show feelings Emotions: Feelings Fine Motor Skills: Small movements used in drawing, handwriting, and tying shoes

Gross Motor Skills: Large body movements like walking, pushing or throwing a ball Interpersonal: Communication and interaction between people Reason: The process used to figure out problems


11

Jigsaw Reading

Directions: Students in each of 3 groups will read a text and create a one-page poster presentation that the group will present orally to the rest of the class. Each poster presentation should contain at least 5 points. Group A

Physical Development Physical development is defined as the biological changes that occur in the body and brain, including changes in size and strength. Physical development in children follows a directional pattern. Muscles in the body's core, legs and arms develop before those in the fingers and hands. Children learn how to perform gross (or large) motor skills such as walking before they learn to perform fine (or small) motor skills such as drawing. Muscles located at the core of the body become stronger and develop sooner than those in the feet and hands. Physical development goes from the head to the toes.


12

Group B

Cognitive Development Cognitive development is defined as the changes in the way we think, understand, and reason about the world. As mentioned under the Roles of the Theorists tab Jean Piaget developed great theories regarding the cognitive development of children. Piaget's stages of cognitive development illustrates a child's growth. Stages of Cognitive Development

• The Sensorimotor Stage: A period of time between birth and age two during which an infant's knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli.

• The Preoperational Stage: A period between ages two and six during which a child learns to use language. During this stage, children do not yet understand concrete logic, cannot mentally manipulate information and are unable to take the point of view of other people.

• The Concrete Operational Stage: A period between ages seven and eleven during which children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.

• The Formal Operational Stage: A period between age twelve to adulthood when people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning and systematic planning also emerge during this stage.

This Photo by Unknown Author is


13

Group C

PsychoSocial Development Social-emotional development is defined as the changes in the ways we connect to other individuals and express and understand emotions. The core features of emotional development include the ability of a child to identify and understand their own feelings, to accurately read and comprehend emotional states of others, to manage strong emotions and their expression in a beneficial manner, to regulate their own behavior, to develop empathy for others, and to establish and maintain relationships. Healthy social-emotional development for infants and toddlers develops in an interpersonal context, specifically that of positive ongoing relationships with familiar and nurturing adults. Emotion and cognition work together, informing the child’s impressions of situations and influencing behavior.


14

Periods of Child Development

Directions: Go to the following webpage or find others to research information. https://courses.lumenlearning.com/wsu-sandbox/chapter/stages-of-development/ Use the graphic organizers to take notes for a Power Point presentation.

1. Prenatal Period (Conception to Birth) Recommended website: www.babycenter.com/pregnancy-week-by-week

Physical Domain Cognitive Domain Psychosocial Domain


15

2. Infancy and Toddlerhood (1-3 years old) Recommended website: www.zerotothree.org/early-development


3. Early Childhood (4-5 years old)

Recommended website:www.cde.ca.gov/sp/cd/re/caqdevelopment



16

4. Middle Childhood (6-12 years old)

Recommended website:

www.verywellmind.com/cognitive-development-in-middle-childhood-2795108



17

5.Adolescensce (13-18 years old) Recommended website:

www.medicinenet.com/teen_child_development/article.htm#what_are_milestones_in_academic_development_for_teens__12-17_years_of_age



18

ESL Lab Assignment

Directions: Collect a minimum of 5 pictures depicting each period of child development. Present an oral report describing each picture detailing 3 domains of development – Physical, Cognitive, and Psychosocial -for the different periods of development. Use the graphic organizers below to type notes The five periods of childhood development are:

1) Prenatal Period (Conception to Birth) 2) Infancy and Toddlerhood (1-3 years old) 3) Early Childhood (4-5 years old) 4) Middle Childhood (6-12 years old) 5) Adolescence (13-18 years old)

Identify the range of ages for each of the 5 stages. Provide at least 1 downloaded picture for each stage. Describe each of the 3 domains of development for each of the 5 stages of childhood.


19

Student Presentation

Directions: Present an oral report describing pictures detailing 3 domains of development – Physical, Cognitive, and Psychosocial -for the different periods of development. You will use a visual aid that you have created and refer to it during your oral report. You can use one of the following:

Power Point

Poster

Booklet

Remember to …

Refer to your presentation!

Use body language!

This Photo by This Photo by


20

Vocabulary – Presentations

Adapted from Longman Dictionary of Contemporary English Online (www.ldoceonline.com) Advice: good ideas that someone tells you Eye Contact: looking into the eyes of another person Enthusiastic: acting with great energy Professionally: a way of behaving in a formal setting Rehearse: practice

PRACTICE: How to Give a Presentation

adapted from www.instructables.com/id/How-to-Give-a-Short-Class-Presentation-Competently

ADVICE FOR SPEAKERS: PLACE A CHECK ( ) TO

SHOW WHAT YOU DO. Speak loudly but do not yell.

Speak slowly and clearly.

Smile, stand up straight, and make eye contact.

Use simple words.

Be enthusiastic.

Do not turn your back on your listener.

Dress professionally– like you would for a job interview.

After you have read the list and marked the good things you do as a speaker, think about what you need to improve.

x Where can you practice your public speaking?

x Who can help you rehearse your presentation?


21

PARTNER PRACTICE: Presentation

Directions: Each partner will give a presentation. Each partner will evaluate a presentation. Listen to your partner give his or her presentation. Write a sentence about what you like most.

MY PARTNER’S PRESENTATION

YES

NO

1. My partner talks slowly.

2. My partner speaks clearly.

3. My partner uses simple words.

4. My partner is enthusiastic.

5. My partner is standing up straight.

6. My partner is dressed professionally.

7. My partner uses eye contact.

8. My partner uses body language.

9. My partner refers to his/her presentation.

x What I like best about this presentation is:

x One thing that my partner should improve is:


22

EARLY CHILDHOOD EDUCATION OBJECTIVE: TASK 2 WRITE ABOUT A BEHAVIORAL ISSUE.

Level: Intermediate

Task 2 Materials Suggested Activities

Students will write a note, letter or email to a guardian describing a behavioral issue. This task contains 3 parts: 1. Description of the incident 2, identification of the behavioral issue 3. Explanation of the reinforcement used to correct the behavior

1 Vocabulary

2 Behaviors

3 Addressing Behaviors (Matching) 4. Addressing Behaviors

5. Role Plays 6 Problem Solving 7. Writing email,

letter or note 8. Assessment in

lab or on form

1. Introduce with class or in partners

2. present worksheet and identify what ages these behaviors may take place.

3. Match up behavior and corrective action.

4. Identify appropriate action for each behavior (partners)

5. Students practice discussing a problem with a partner playing the role of parent

6. Students discuss problems in groups of 3 or 4 and decide on an appropriate action.

7. Students practice reading and copying letters and notes

8. Students produce an email letter using a situation provided.


23

Vocabulary - Addressing Behaviors Adapted from Longman Dictionary of Contemporary English Online (www.ldoceonline.com)

Anxiety: children feeling nervousness and fear, especially when parents leave Behavior: the way someone acts Bullying: use of threat or power to threaten another Child Abuse: hurting a child physically, mentally, or sexually Cursing: Using offensive language Fever: an unusually high body temperature that may indicate sickness Growing Pains: Pains that result from physical changes like getting taller or teething Neglect: not providing the care and attention a child needs to be healthy Redirection: to change a child’s focus from a negative behavior to a positive one. Socialization: the way children relate to each other Tantrum: an outburst of anger and frustration Time Out: withdrawing a child an placing him or her in a quiet space

T


24

Behaviors These are behaviors or symptoms you must identify and report to parents or supervisors. Other approaches to these issues as they happen will be discussed.

Directions: Identify what age these behaviors may happen.

Biting

Hair Pulling

Pulling on Ear

Crying

Drooling

Fighting

Tantrum

Wet Pants

Sick

Fever

Bruise

Cursing

Dirty hair and Clothes

Refuses to Eat

Thumb Sucking

Bullying

This Photo by

This Photo

This Photo by

Author


25

Addressing Behaviors - Matching

Directions: Match each situation with the appropriate response.

1. Child Curses a. Apply ice and discuss the injury with child and director of preschool.

2. Child has bruise

b. Try to redirect behavior and have them engage positively. If that doesn’t work, separate the children and put them into time out.

3. Child has fever

c. Ask him or her to apologize.

4. Child crying d. Try to comfort and hold the child. 5. Child

bullying other kids

e. Separate the child from others and put him/her into time out. Try to talk to the child and find out why he or she did this.

6. 2 children are fighting

f. Quietly take the child aside and find him new, dry clothes to wear.

7. Child wets

pants

g. Call parent and let them know. Provide the child with water and a wet washcloth on the head.


26

Answer Sheet

Addressing Behaviors - Matching

Directions: Match Each situation with the appropriate response.

1. Child Curses Ask him or her to apologize.

2. Child has bruise Apply ice and discuss the injury with child and

director of preschool. (Note: First speak to the child to see if they have a reasonable answer for how the bruise happened. Follow up with the director of the daycare.)

3. Child has fever Call parent and let them know. Provide the child with water and a wet washcloth on the head.

4. Child crying Try to comfort and hold the child.

5. Child bullying other kids

Separate the child from others and put him/her into time out. Try to talk to the child and find out why he or she did this.

6. 2 children are fighting

Try to redirect behavior and have them engage positively. If that doesn’t work, separate the children and put them into time out.

7. Child wets pants Quietly take the child aside and find him new, dry clothes to wear.


27

Addressing Behaviors Directions: Choose one of the following approaches to each behavior: time out, hold and comfort child, separate child from other children, redirect behavior, call parent or guardian to pick up child, discuss problem with parent or guardian.

Biting

Hair Pulling

Pulling on Ear

Crying

Grinding Teeth

Fighting

Tantrum

Wet Pants

Sick

Fever

Bruise

Cursing

Dirty Hair and Dirty Clothes

Refuses to Eat

Thumb Sucking

Bullying

This Photo by

This Photo

This Photo

This Photo by by

Author


28

Addressing Behaviors – Answer Sheet

Time out, tell

parents

Separate, redirect

Call parents—child may have ear

infection

Comfort and hold, redirect if possible

Report to parent or

guardian

Redirect or separate

Redirect, talk to the child quietly

Change clothes or call parents to

bring new clothes

Separate from other children and

call parents

Separate from other children and call parents

Talk to child and discuss with director

Time out

Talk to parents

Talk to parents

Talk to parents

Separate bully, talk to parents

This Photo by

This Photo

This Photo

This Photo by

Author


29

Role Play – Practice Speaking with Parents and

Guardians

Directions: Practice questions and feedback with a partner.

Situations Questions and Feedback

1. Sarah was sucking her thumb

today.

Sarah was sucking her thumb today. I told her to stop. Is that OK?

2. Robert was drooling and his nose is running.

Robert was drooling today and his nose is running. Do you think he has a tooth coming in?

3. Danny was pulling on his ear and he seemed to have a little fever.

Danny was pulling on his ear and he seemed to have a little fever. Do you think he may have an ear infection?

4. John wet his pants today. John wet his pants today. He is wearing different clothes because we changed him. This is the second time this week. Does he do this at home?

5. Jack refused to eat lunch today. Jack refused to eat lunch today. Does he eat breakfast and dinner every day?

6. Tanya was grinding her teeth today.

Tanya was grinding her teeth today. I told her that she should stop. Do you know if she is stressed at home?


30

Problem Solving Signals of Other Problems

Directions: In groups of 2 or 3 students, read about the problems and do the following: 1. Identify the behavior 2. Determine if there may be at play 3. Decide on a corrective action.

a. George is four years old and is a quiet child who comes to school very dirty. His clothing isn’t clean and his hair is dirty. He is behind other children in his development. He is sometimes very hungry at snack time. While some children complain when fresh fruit is served, George will eat everything and often asks for extra.

b. Harriet is 5 and is usually very introverted. When an adult says her name in a sentence, she sometimes becomes very nervous and shy. She does not make good eye contact and sometimes seems to look at the floor. She has been coming to school with unusual bruises on the inside of her arms.

c. Mary is a charming 10-month-old baby who is happy and smiling most of the time. Recently, she has been pulling on her ear and drooling. She is putting more things in her mouth than usual and has a slight fever.

d. Rudy is 3 and he very attached to his mother and has been crying for the week that he started preschool. Though he has been potty trained, he has started to wet his pants and has begun to grind his teeth. He eventually will play with the other kids, but he is not settling in like the other children.

e. Max 28 months old and is a happy and social toddler. He is able to interact with all of the kids and enjoys being a part of the group. He likes to play with Melissa who is a 36-month-old girl and a little bigger than he is. One day when he and Melissa were playing, Max pulled her hair and bit her. Melissa started to cry, then Max started to cry.


31

Role Play Practice Dialogue Directions: Practice the dialogue below.

Childcare Provider:

Hello, Mrs. Peterson.

Parent: Hi. Is George ready to go?

Childcare Provider:

I am worried about George. He seems hungry at school. Today he asked for more food at snack time, so I gave him some extra apples and raisins.

Parent: I work and have 3 other children. I don’t have time to fix them breakfast.

Childcare Provider:

Young children grow fast and they need to eat breakfast every day. Also, we recommend that you give him a bath every night.

Parent Thanks for letting me know. I will try to do better.

Childcare Provider:

Hello, Mrs. Strauss. I wanted to talk to you about Harriet.

Parent: Why? What’s the matter? Is she in trouble?

Childcare Provider:

No, she isn’t in trouble. She is a very sweet girl. I noticed that she has a bruise on the inside of her arm. When I asked her about it, she said that she fell down at home. I spent some time hugging her and put an ice pack on her bruise.

Parent: I don’t know anything about it.

Childcare Provider:

Please let me now if she gets hurt at home

Parent OK. I will watch out for her.


32

Childcare Provider:

Hello, Miss Hernandez

Parent: Hi. How was Mary today?

Childcare Provider:

I tried to call you. Mary has a little bit of a fever and is pulling on her ear. I think that she might be teething because she likes to put things in her mouth. She also might have an ear infection.

Parent: I guess that I had my phone off at work. Is she OK now?

Childcare Provider:

I gave her a frozen waffle to chew on, and she seemed to feel better. You might want to take her to the doctor to have her ears checked since she might have an ear infection.

Parent I’ll ask my mom, and maybe I will take her to the doctor.

Childcare Provider:

Hello, Mr. Lee. I wanted to talk to you about Rudy.

Parent: What’s going on?

Childcare Provider:

Rudy seems to be having trouble adapting to day care. He seems very anxious. He has been crying and sometimes he grinds his teeth. He also wet himself today.

Parent: I have to work, and my mom can’t take care of him anymore.

Childcare Provider:

Usually kids adapt after one week. I think that we should give him one more day, and if he doesn’t start to adapt, I would recommend that you keep him at home for at least another 6 months until he is ready.

Parent OK. I think we can do that. Thanks for letting me know.


33

Childcare Provider:

Hello, Mrs. Cohen.

Parent: Where’s Maxie??

Childcare Provider:

Max is in the play yard. Mrs. Cohen, today Max had a hard day/

Parent: What happened? Is he OK?

Childcare Provider:

He’s OK, but he was playing with Melissa, and he pulled her hair and bit her. Then she started to cry and he started to cry.

Parent Ohhh! I am so sorry! He is never like that at home!

Childcare Provider:

These things happen more than you think. Sometimes biting and hair pulling is a stage of socialization. I don’t think he will do it again because when Melissa cried, he started to cry too. We diverted them with a new game, and they stopped crying. Now they are friends again.

Role Play Application: Make up a dialog between the Childcare Provider and Melissa’s mother, Mrs. Roberts. Explain what happened to Melissa when Max bit her.

Childcare Provider: Hello__________________________________________________________________

Mrs. Roberts: Hello. ______________________________________________________

Childcare Provider: I wanted to talk to you about Melissa ____________________

I checked where she was bitten, and there is no mark. It didn’t break

the skin.

Mrs. Roberts: ___ _____________________________

Childcare Provider: _______________________________________

Mrs. Roberts: __________________________________


34

Writing a Business Email You can send an email or text message to parents or guardians to communicate important information.

Subject: David Hasn’t Been Eating

Thursday January 31, 2019

Dear Mrs. Choo,

David hasn’t been hungry today. He did not eat his lunch, and he also refused his snack. We had raisins and apples today, and he would not eat them. I then offered him a banana and graham crackers, and he refused that too.

I asked him if he felt OK, and he said that he was not hungry and that he wanted to play with the toy cars. That is normal behavior for him since he loves to play with the toy cars and trucks.

He usually eats everything every day, so please watch David at home to make sure that he is not getting sick. If you have any question, please give me a call.

Sincerely,

Antonia Porter Antonia Porter, Lead Teacher

Children’s Garden Preschool 2498 Mission Blvd. Oceanside, CA 92049 (760) 313-1245


35

Write the Email as a Letter

Directions: Description of the incident, 2. Identification of the behavioral issue, and 3. Explanation of the enforcement used to correct the behavior.

_______________________________________ ______________________________________, ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________________________ ______________________________________, _______________________________________


36

Use standard letter or email format including 4 items: an appropriate subject, salutation, closing, and the writer’s contact information such as name, address, email address and phone number.

Application for Writing a Note

Directions: Go to the lab and write emails to parents and guardians for George Peterson, Harriet Strauss, Mary Hernandez, Rudy Lee and Max Cohen. Use the model given above. Use today’s date and the template below as a guide. Subject Line Date: Salutation: Dear _______________,

a. Describe incident

b. Identify behavior issue

c. Explain reinforcement or correction of action Closing: Sincerely yours, Name and or signature: Professional Title: Phone Number: Address:


37

Assessment for Task 2

Directions: Go to the computer lab. Write an email to your teacher using the following scenario:

Jackie Johnson is a 5-year-old boy who has been showing aggressive behavior. He knocked down a block structure that Juan was building. He is using bad language and specifically called George, a boy who is 4 a “Poo Poo Head.”

As the childcare provider, you gave him a warning when he knocked down Juan’s block structure. After he called George a name, you gave him a time out for 10 minutes.

You then talked to him and asked him why he was angry.

Jackie says that he is angry because his mother and father are fighting at home.

Task 2

Write a letter to Mrs. Johnson explaining the following:

1. Description of the incident, 2. Identification of the behavioral issue, and 3. Explanation of the enforcement used to correct the behavior.

Use standard email format including 4 items: an appropriate subject, salutation, closing, and the writer’s contact information such as name, address, email address and phone number.

Email this letter to your teacher.

OR

Write a letter using the template provided on the next page.


38

Assessment for Task 2 Directions: Write a letter to Mrs. Johnson using the information on the previous page.

_______________________________________ ______________________________________, ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ______________________________________, _______________________________________


39

Early Childhood Education 70.1 Rubric: Task 1 Present an Oral Report on the Periods of Child Development Student will collect a minimum of 5 pictures depicting each period of child development. Student will present an oral report describing each picture detailing 3 domains of development – Physical, Cognitive, and Psychosocial -for the different periods of development. Content (30 points possible) The presentation will include up to 3 descriptors (IL=1, IH=2, A=3) for each domain identifying the crucial changes that occur in each of the following:

1Prenatal Period 2)Infancy and Toddlerhood 3)Early Childhood 4)Middle Childhood 5)Adolescence

Scoring Rubric Points for each component

Content 30 Visual Aid 4 Presentation 2

Student will create an appropriate, relevant, legible visual aid to support the oral report. Student will use effective speech and body language throughout the report.

36 Points Possible


40

Early Childhood Education 70.1 Rubric

Task 2: Write about a Behavioral Issue Description: Given a level-appropriate scenario or prompt, student will write an authentic text such as an email, note or letter to a parent(s) or guardian(s). Student, in the role of a childcare worker, will include 3 elements in the email, note or letter such as: 1. Description of the incident, 2. Identification of the behavioral issue, and 3. Explanation of the enforcement used to correct the behavior. Optimally, the writing task will be created on the computer and emailed to the assessor. Task= 20 Points.

Scoring Rubric Beginning High-Advanced

Points

Content (20 points)

Addresses all 3 parts of the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relative detail. No inference is required. Written in well-organized paragraph(s).

14

Addresses all 3 parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s).

12

Addresses at least 2 parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s).

10

Addresses at least 2 parts of the task in a general way but may have gaps. Many id1eas may not be well-stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in brief sentences or loosely-organized paragraph(s).

8

Nothing written or content is incomprehensible or inappropriate. 0

Grammar, Structure and Mechanics


41

Almost no errors in grammar, structure spelling, capitalization, or punctuation.

4

Some errors in grammar, structure spelling, capitalization, or punctuation that do not distract the reader.

3

Many errors in grammar, structure spelling, capitalization, or punctuation that may require the reader to infer meaning.

2

Nothing written or content is incomprehensible or inappropriate. 0

Legibility, Neatness and Legibility

Form is neat and legible. 2

Form is not neat or legible, or spelling errors interfere with meaning. 0

Note: Includes 2 items: an appropriate date and the writer’s signature. Writing is neat and legible - OR – Letter: Uses standard letter format including 4 items: an appropriate date, salutation, closing, and the writer’s signature. May also include sender’s and recipient’s addresses. Writing is neat and legible. – OR- Email: Uses standard email format including 4 items: an appropriate subject, salutation, closing, and the writer’s contact information such as name, address, email address and phone number.

2

Note: Includes only 1 item: an appropriate date or signature. Writing is legible but may not be neat – OR – Letter: uses format including 3 items: a date, salutation and the writer’s signature. Writing is legible but may not be neat. – OR – Email: Uses standard email format including 3 items: an appropriate subject, salutation, and writer’s contact information such as name, address, email address and phone number.

1

Note: Does not include relevant information. Writing is neither legible nor neat – OR -Letter: Not in letter format or writing is neither legible nor neat. – Or _ Email: not in standard email format

0

Total Score: ____________


42

Early Childhood Objective: Final Score Education 70.1

Student __________________ Total Points Task 1 ____________

Class Level __________________ Total Points Task 2 ____________

Date _________________

Circle One: Pass Not Pass

Total Score _____________

Add the scores of Tasks 1 and 2 together for the final score. Use the rating scale below to determine if a student has passed or not passed.

Rating Scale

Total Points Possible (Tasks 1-2): 58 Advanced: 50

Intermediate High: 45 Intermediate Low: 40

Beginning High: ---

Beginning Low: ---


43

INTRODUCTION EL CIVICS EARLY CHILDHOOD EDUCATION … · three developmental milestones of their own...

Documents

Transcript of INTRODUCTION EL CIVICS EARLY CHILDHOOD EDUCATION … · three developmental milestones of their own...