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EDU 603 Final Project: Curricular Unit on Sequence Counting Jennifer LathropPost UniversityEDU 603 Final Project: Curricular Unit on Sequence Counting Part I: Statement of Educational PhilosophyIt is imperative that every educator has a deep understanding and working knowledge of what their educational philosophy is. In order to best understand and define a philosophy, teachers need to ask themselves what their beliefs of education are and what they want their role to be in the learning process within their classrooms and with their students. An educational philosophy takes a broader examination into the intentions, strategies, and methodologies teachers possess and this paper will serve as an educational philosophy statement as it pertains to the early childhood setting. Ugwuospr (2019), suggests that “educational philosophy is the backbone of any efficient teacher and it encompasses the principles, the ways of thinking, and the beliefs that provide the foundation and the framework on which teachers define, delineate, and justify their teaching agendas, their curriculum preferences, their pedagogical styles, and their classroom organizational structures” (p. 3). This philosophy statement will examine the progressivist theory, the Reggio Emilia approach to learning, and the importance of play-based classroom environment as they apply to early childhood education.As a preschool teacher, it is imperative to take into consideration different theories, principles, and ideals when creating a philosophy statement. Early childhood educators have the ability to apply many educational learning theories to their everyday practices, but one of the most applicable and relatable learning theories is the progressivist or constructivist theory. Thinking in terms of early childhood, the constructivist theory encourages lessons, curriculum, and materials to be meaningful so that preschool children can make personal connections and relate learning experiences to themselves and the world around them (Post University, n.d., p. 2). In addition to encompassing and supporting different types of learning styles, the progressivist theory is a “belief that people learn best by doing and that learners will be more successful when they are working to solve problems that are interesting and relevant to them. Progressivists also tend to believe that schooling should be about learning to work with and cooperate with other people and that education is not meant to be competitive, but cooperative” (Post University, n.d., p. 2). The constructivist theory supports the principles of the Reggio Emilia approach to learning while also strengthening the structure of the early childhood classroom and the relationship between its teachers and children. As with several early childhood teaching philosophies, “the Reggio Emilia Approach to early childhood education draws from the ideas of many great thinkers” (Hewett, 2002, p. 95). Early childhood education should reflect the child as a whole and the curriculum and instructions should focus on the multiple ways that children communicate and learn in their classroom environment. Early childhood educators should understand and accommodate their classrooms to the different learning styles of each child and modify their teaching strategies, so all children gain the knowledge of the several developmental domains of learning. The Reggio Emilia approach to educating young children focuses deeply on the child and teacher relationship and educational philosophies should reflect this. Hewett (2001), examined the “following points concerning the learner, the instructor, and the knowledge to serve as a guide for the Reggio Emilia Approach to educating young children: the learner possesses rights, is an active constructor of knowledge, and is a social being; while the instructor is a collaborator and co-learner along with the child, a guide and facilitator, and a researcher; and knowledge is viewed as being socially constructed, encompassing multiple forms of knowing, and comprised of meaningful wholes” (p. 95). Social interactions are the pillars of supporting children’s social and emotional development and social interactions between peers and teachers encourage and develop positive self-esteem and self-regulation in young preschoolers. Educators of infant and toddler classrooms must ensure that they are developing the necessary tools for language development in their philosophies due to the age and development of language at this time and this particular educational statement reflects the ideas of language and its importance in the classroom. Early Childhood Educators that define their roles and relationships with non-verbal children and children with limited verbal skills, must adapt to their learners and provide ways to construct their philosophies to connect and communicate with the children in their care. Children should be given the opportunity to identify and illustrate their thoughts, views, feelings, questions, and emotions through multiple medias of art expression. They should be encouraged to use their whole bodies to explore, move, touch, feel, and use their senses. Children should not be limited to using words, but rather encouraged to use materials to demonstrate their learning. (Mphahlele, 2019, p. 1). Teachers must be sensitive to the needs of their students, respond accordingly, and provide ample opportunities for children to express and communicate this way. Classrooms should be designed using the frameworks of the UBD and UDL to ensure these opportunities and authentic learning experiences can take place successfully. The Reggio Emilia approach to learning encompasses these beliefs and the beneficial power of play-based learning. Creating and nurturing a play-based classroom environment is an integral part of this educational philosophy statement and should be combined with the constructivist theory and the Reggio Emilia approach to learning as an important and valuable element to a toddler classroom. Teachers have many different and unique ways to encourage play in the early childhood setting and by doing so they foster “children’s developmental areas, particularly cognitive, academic, social and emotional and it is asserted that children construct knowledge about the world and experience problem solving skills during child-led play (Aras & Merdin, 2020, p. 420). By creating a curriculum, classroom environment, and universal learning designs that allow adequate amounts of time for play-based learning, “children experience academic goals in an engaging and developmentally appropriate manner” (Aras & Merdin, 2020, p. 420). Aras and Merdin (2020), argued that “play and learning cannot be separated and suggests that child-led play tends to be more effective than teacher directed instruction or free play. The authors outlined and suggested that research shows that there are many benefits to integrating play as a teaching strategy in early childhood education. Furthermore, the results of such research provide valuable information for early childhood practitioners about the importance and necessity of play, both as an activity type and a learning tool” (p. 421).While crafting this educational philosophy statement, a great deal of reflection was applied to what the early childhood preschool classroom should be and how educators should respond to the needs and developmental differences of their students. It was the hope that readers understand the importance of the constructivist theory of education, the Reggio Emilia approach to learning, and the impact a play-based environment has in the early childhood setting. This philosophy statement should serve to “inform and reflect on how teachers should formulate their educational ideals and policies and, more practically guide how they approach each day, organize their classrooms, interpret the curriculum, present instructional materials and generally, interact with students” (Ugwuospr, 2019, p. 4). By having a deep understanding of these ideals and principles, preschool educators can be confident that their educational philosophies stem from a “great idea that informs the mind, fires the imagination, moves the heart, and shapes our thinking’’ (Ugwuospr, 2019, p. 4). Part II: Rationale of CurriculumThis curriculum plan is a mathematical discovery unit of sequence counting 1-5 and one-to-one correspondence with proper identification and labeling of number names. This unit is based on a toddler classroom consisting of:8 children ranging in ages 24 months through 3 years. The classroom has 5 girls and 3 boys. Of these young children, 4 students are ELL where Spanish is the native language. Of these 4 English Language Learners, 1 child is non-verbal and currently receiving speech services and occupational therapy through CT’s Birth-3 early intervention program.While choosing a unit to focus on, I found it important to reflect on and apply the concepts of Wiggins & McTighe’s (2016) backwards design and use this approach, which requires that educators begin with their desired results in order to help students achieve their goals (p. 2). When taking this approach, the intention is for the educator to first consider what they hope their learners will be able to know, do and understand. In an educational setting, this approach is often referred to as an instructional outcome or an achievement standard (Wojcik, 2016, p. 2). What will students know at the end of the unit (knowledge)?At the end of this unit, students will have a working comprehension of number names and the sequence of counting 1-5 in either English, Spanish, or ASL.What will students be able to do (skills) at the end of the unit? ?The children will be able to repeat/echo the number names back to the teacher in their native home language or sign language in the order sequence of 1-5 at the end of this unit. The children will also be able to sustain attention to task by staying in the group circle for the duration of the lesson with minimal distraction and interruption. What will students understand at the end of the unit?This group of students will understand the concept of counting by using number names and that the sequence of chronological rote counting is: 1, 2, 3, 4, 5. As a preschool educator, it is especially important to reflect on the needs of our young students and make sure that we are scaffolding and modeling the goals and outcomes for our learners. This unit is based on the standards outlined by the CT ELDS and encompasses that early learning experiences will support children in developing effective approaches to learning and will support the children to understand counting and cardinality through the use of number names. Since so much of toddlers learning is through observations and play, I wanted this unit to spark playful interest and I wanted to ensure that in this unit that my learners feel safe and accepted and at the center of the learning experience.In order to accomplish these objectives, “diverse learning needs should be accommodated, and teachers should approach their instruction with fairness and a commitment to the growth and eventual success of every learner” (Wojcik, 2016, p. 2). This should also be done by keeping the psychosocial health and character of the students at the forefront of this process and learning plan. The Universal Design of Learning (UDL) is a flexible curriculum that uses the framework for goals, methods, materials, and assessments (CAST, 2014). This type of flexibility is imperative in the preschool environment and crafting an inclusive curriculum to the diverse needs of children should not be rigid or static. It was imperative to consider the three principles of UDL and how they apply to this mathematical unit to ensure I am meeting the goals of my learning environment for the cognitive and mathematical objectives for this classroom of toddlers. A vital component to being a high-quality educator is taking into consideration the demographic of students in the classroom and what their individual needs are. Ultimately, this means that teachers need to ensure they understand their diverse group of learners and that they are actively creating and modifying the learning experiences to reach each individual child. By creating a UDL Learner Profile (See Appendix B), I ensured that I was taking the best approaches to teaching and learning so that I was able to “customize the adjustment of instructional goals, assessments, methods and materials to meet individual needs through engagement, representation, and action and expression” (CAST, 2014). Universal Design Learning “requires that educators develop teaching and learning contexts that can also be viewed as learning communities. Within these communities learners should feel safe and accepted and at the center of why the teacher is teaching; diverse learning needs should be accommodated and teachers should approach their instruction with fairness and a commitment to the growth and eventual success of every learner” (Wojcik, 2016, p. 2).Learning is different for each student, and the ideas and concepts of UDL applies the “scientific insight into how humans learn to minimize barriers in curriculum and maximize learning for all students” (CAST, 2014). By applying these concepts, I could be certain that I was reflecting on the three networks of learning: recognition, skills, and strategies, and caring and prioritizing, successfully for all learners in the classroom (CAST, 2014). Ultimately, I chose this unit plan of mathematical discovery and early counting skills as a way to help encourage the foundation of building memory skills. Counting activities can be a enjoyable, memorable, and beneficial experience for toddlers to do and it is a great way to encourage young children to learn about quantity and what numbers mean. These early mathematical discoveries are natural learning progressions that foster future curiosity and inquisitive reflections in all mathematical domains, including measurements, patterns, sorting, and shapes.Part III: Unit PlanStage I Toddler Math Unit: Counting 1-5 During this Early Mathematical unit topic, the children will be encouraged to participate and engage with the teacher while singing the song, “Five Green and Speckled Frogs”. Students will have a working comprehension of number names and the sequence of counting 1-5 in either English, Spanish, or ASL by using counting manipulatives, such as finger puppets, counting frogs, and colored lily pads. STAGE 1- STANDARDS/GOALSEarly learning experiences will support children to develop effective approaches to learning.Early learning experiences will support children to understand counting and cardinality through the use of number names.Content StandardsContent Standards Primary Expected Performances C.36.3 Demonstrate enthusiasm and eagerness for new learning (CTELDS, 2014). The children will be able to sustain attention to task by staying in the group circle for the duration of the lesson with minimal distraction and interruption. The students will engage and participate in essential questions and group discussions. M.36.1 Say or sign number sequence up to at least five. May use other number names but not necessarily in the correct order (CTELDS, 2014). The children will be able to repeat/echo the number names back to the teacher in their native home language or sign language in the order sequence of 1-5. Enduring UnderstandingsEssential Questions Overarching Enduring Understandings: Students will understand cardinality and the concept of one to one correspondence while counting numbers 1-5. Unit Specific Enduring Understanding:Students will understand the concept of counting by using number names and that the sequence of chronological rote counting is: 1, 2, 3, 4, 5. WHAT ARE NUMBERS?WHAT CAN WE DO WITH NUMBERS?HOW DO YOU SORT OBJECTS?Knowledge and SkillsKnowledge:The students will have a working comprehension of number names and the sequence of counting 1-5 in either English, Spanish, or ASL. Skills:The students will be able to repeat/echo the number names back to the teacher in their native home language or sign language in the order sequence of 1-5. The students will also be able to sustain attention to task by staying in the group circle for the duration of the lesson with minimal distraction and interruption. Stage 2Stage 2 – Assessment EvidencePerformance Task A vital aspect of developing an authentic performance task includes measuring what children are learning so that they may assess and apply them to the real world. In order to successfully accomplish this, teachers can adapt their performance tasks so that they are adhering to the guidelines of GRASPS.Through the authentic performance task of serving patrons at a restaurant, the students will demonstrate the desired understandings, knowledge, and skills of sequence counting 1-5 and one-to-one correspondence. GRASPS Elements of the Performance TaskG – GoalThe goal of this scenario is for the children to build numeracy skills by counting the number of goldfish they receive during snack time by pretending they are being served as patrons in a restaurant.R – RoleEach child will have the role of counting out the crackers that they serve the patrons (peers) at the restaurant (snack table). The children being served will count the goldfish they are given and use one-to-one correspondence to tell the teacher how many crackers they received.A – AudienceThe target audience is a preschool classroom comprised of 8 toddlers. There are 4 ELL children, one of whom receives speech services with Birth-to-Three for a language delay. S – SituationThe children in this scenario will wash their hands and sit down at the snack table. The teacher will assign each child a “patron” to serve at the restaurant. They will receive a cup containing 5 goldfish crackers and will be encouraged to count out loud as they serve the crackers. The children being served in the restaurant will count the crackers they receive from their peer and tell the teacher how many goldfish they were given. P – Product, PerformanceThe purpose of this task is to understand the concept of rote counting and cardinality by using number names, the sequence of chronological rote counting as: 1, 2, 3, 4, 5, and one-to-one correspondence.These fundamental skills of mathematical discovery are the foundations and building blocks for all future math skills for young preschool children. S – Standards & Criteria for SuccessThis scenario will meet the following CT Early Learning Developmental standards:M.36.1- Early learning experiences will support children in understanding number names.M.36.2- Early learning experience will support children in counting and cardinality.C.36.3- Early learning experiences will support children to develop effective approaches to learning.See Appendix A Other EvidenceStudent Self-AssessmentIn addition to this authentic performance task and rubric tool, children will also be observed during play. Observations, running records, and anecdotal records will be used to assess each child using:Connecticut Documentation and Observation Teaching System (CT Dots)Ages and Stages Child Monitoring System and Questionnaire (ASQ)The Ounce Scale Assessment ToolDevelopmental ChecklistsWhen defining the authentic classroom assessment, Frey, Schmitt, and Allen (2012), “advocate that best practice for classroom assessment is to make the assessments authentic. Authentic is often used as meaning the mirroring of real-world tasks or expectations” (pg. 1). These real-world assessments provide students the opportunity to showcase and demonstrate their learning and provide teachers with a bigger picture as to what the children’s abilities are and measures their knowledge using real-life situations through play. As children develop an understanding of counting and number names, they are better able to comprehend mathematical concepts of the world around them. Students will be able to use self-assessments that include personal connections, such as their age and how many family members they have, but young toddlers lack the cognitive representational skills required for self-evaluation in a self-reflective sense. However, they may anticipate the reactions of others. For this portion of the learning plan, children may begin to anticipate teacher and peer reactions, seeking positive feedback and affirmations from the teachers on their successes while trying to avoid negative responses to failure.? Stage 3Utilizing the WHERETO tool to label each component of the math unit ensures all sections of the learning plan are well thought out and cohesive. When used by educators to finalize and complete a curricular unit, reflections should be made to apply the teachings of Backward Design, Understanding by Design and Universal Design Learning. The overall success of this tool is the proper execution of each step of the learning plan being assessed, labeled, and examined in detail.Learning Plan (Stage 3)W WHERE the unit is headed and WHAT is expected of learners.During this early learning mathematical experience, students in the toddler classroom will be supported in developing effective approaches to learning. They will be expected to participate and demonstrate a working knowledge of counting and cardinality through the use of number names 1-5.H How you will HOOK each of your students and HOLD their interest throughout the learning plan.Children will be hooked by the open-ended and essential question: “What is a number?” To hold the student’s interest and attention, the song “Five Green and Speckled Frogs” will be sung in English and Spanish, using number ASL number signs. Children will be given numbered lily pads to sit on to encourage them to stay within the group and participate as frogs as the teachers counts 1-5 and leads the small group in the song.E The ways you will EQUIP your students to help them EXPERIENCE and EXPLORE the ideas being studied in your class.The native home language of the children will be taken into consideration during this learning plan and the experiences will reflect the ELL: including singing and counting in Spanish, French, and using ASL for children that have hearing difficulties. For children that are visual learners or hearing impaired, YouTube videos of the Frog Song will be provided on the classroom tablet as well as props, including Frog Puppets and counting manipulatives. R Opportunity for formative assessment. How will students be able to RETHINK, REVISIT or REVISE their work in order to grow and improve?After asking the children to echo the number names 1-5 as a group, I will ask the children to rethink of other ways we can count. In order to stimulate grow and improve this learning experience, we will begin to count manipulatives using one-to-one correspondence. Revisions of this plan may also include adding more numbers if all the students have mastered 1-5 rote counting. EProvide students with ways to EVALUATE or self-assess their own work.Young preschool toddlers lack the cognitive representational skills required for self-evaluation in a self-reflective sense, but they may anticipate the reactions of others. For this portion of the learning plan, children may begin to anticipate teacher and peer reactions, seeking positive feedback and affirmations from the teachers on their successes while trying to avoid negative responses to failure.?TBe sure to TAILOR the learning plan to meet the variability of learners.The learning plan will be tailored to meet each individual child’s needs, including ELL, hearing impaired, and visual learners. The Web 2.0 tool, Super Simple, will be accessed by the teacher as an additional resource for flashcards, visual posters, and YouTube videos of the Counting Frog Song.OOffer tools to the students to help them to stay ORGANIZED so they can be effective learners and be sure your learning plan is organized and easy to follow.Having an established daily routine will help children in the toddler classroom stay organized. This mathematical learning plan will be marked on the daily calendar so that children can visually see the picture schedule of what is expected for the day and this activity. #Lesson TitleLesson ActivitiesResources1Math Link CubesMath Link cubes will be provided at the fine motor table for children to build with and manipulate. These linking cubes are great for counting and developing one-to-one correspondence. Cube flash cards representing numbers and colored patterns. 2Number BotsThese number transforming robots will be added to the block area for children to use as a highly engaging activity of number recognition. 3Group Story TimeDuring story time, the teacher will read one math picture book per day and the weekly collection will be available on the bookshelf for the children to explore and read at any time throughout the day. “Bear Counts” by Karma Wilson“Chicka, Chicka, 1, 2, 3…” by Bill Martin Jr.How do Dinosaurs Count to Ten?” by Jane Yolen“Fish Eyes” by Lois Ehlert“Nibble Numbers” by Emma Yarlett4Learn to Count Dough MatsDough Mats will be offered at the sensory table. Each mat features images that correspond to the number 10. The children will be encouraged to create dough shapes to complete the image building counting skills.5Sift and Find Number ShellsNumbered shells (1-10) will be added to the sand table and children will be given the opportunity to take shovels and sifters to find the numbered shells and add them to the corresponding numbered bucket, building their sense of number recognition.6Here is the Beehive Song During circle time, the teacher will play and sing with the children the interactive YouTube song, “Here is the Beehive” on the classroom tablet. Beehive Song link: Bag Number TossIn small groups of 2, this gross motor activity will encourage children to take turns tossing their bean bags onto the board labeled with the corresponding number and color. 8Waiting for the ElevatorDuring this music and movement group activity, each child will be assigned either a number card 1-5 or a corresponding stuffed animal. They will act out the Elevator Song by The Laurie Berkner Band.Numbered cards 1-5 with corresponding stuffed animals.Elevator song link: 9Number Painting PrintsThe children will be given paint, paper, and number stencils they can use to make number prints during this art center activity. 10Outdoor Nature Trays During outdoor exploration, the children will collect nature materials and sort them on trays based on size, shape, texture, and characteristics. As a group we will count each collection of materials to compare quantities. 11Duck Pond Dice GameAfter reading the book, “10 Little Rubber Ducks”, the children will take turns rolling large dice and placing the corresponding number of rubber ducks in the pond (shallow water bucket) at the table. “10 Little Rubber Ducks” by Eric Carle12Spill the Bears5 counting bears will be placed in a cup with a lid. During circle time the children will take turns shaking the cup and spilling the bears onto the floor, counting how many bears spill out.13The Muffin GameChildren will listen to the CD story recording of “If you Give a Moose a Muffin” in the literacy area. They will have the opportunity to put corresponding muffins (large pom-poms) into muffin tins that have been labeled with number 1-6CD Player with CD recording of “If You Give a Moose a Muffin” by Laura Numeroff14Hide-and- Seek Number Hunt The teacher will give each child in this small group activity a different numbered card 1-5. The teacher will hide corresponding foam numbers around the room while the children close their eyes and count 1-10. They will then go on a number hunt to find the number that matches their card. 1510 in the Bed Song The teacher will place a large blanket on the floor for all of the children to lay down on during circle time while they sing and act out the song, “10 in the Bed”. 10 in the Bed song link: Sticker GameAt the math table, the children will be given 5 Lilypad’s with corresponding stickers on each Lilypad 1-5 and a basket of frogs. They will be encouraged to match the correct number of frogs onto each numbered Lilypad using 1:1 correspondence. 17Mystery Math WatercolorsThe teacher will write the numbers 1-10 on watercolor paper with white crayon. The children will use watercolor paints to uncover the hidden numerals during this art center activity. 18Tube CountingAssorted sizes (height) of PVC tubes with labeled numbers 1-5 will be provided. The children will fill the tubes with the corresponding number of ball pit balls.19Clothespin Counting CardsCards labeled 1-10 with corresponding counting dots will be proved to the children in the math area along with a basket of clothespins. The children will be asked to pin the clothespins to the dots on the numbered cards while counting aloud to discover how many pins their number represents.20Number SquirtWhile outdoors, the teacher will write numbers on the concrete with chalk. The children will take turns rolling large foam dice with corresponding numbers printed on them. The children will take their water squirters and soak their matching number. Checking for UDL PrinciplesAssess and Reflect (Stage 4)ConsiderationsCommentsRequired Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences?I created a Planning Pyramid (See Appendix C) that interprets the data in Stage 1 of this unit topic. Encouraging the math objectives and goals of developing counting skills was done by challenging the children to interpret data, make comparisons of quantities, and classify and sort objects. By making comparisons, classifying, sorting materials, using language to describe and explain data, and using concrete objects to represent data, children will be developing their chronological rote counting skills, an essential outcome of the Planning Pyramid. By asking and engaging in essential questions, students will have a working comprehension of number names and the sequence of counting 1-5 in either English, Spanish, or ASL (knowledge). The children will be able to repeat/echo the number names back to the me in their native home language or sign language in the chronological order sequence of 1-5 while sustaining attention to the tasks (skills). And lastly, the children will understand the concept of counting by using number names and that the sequence of chronological rote counting is: 1, 2, 3, 4, 5 (understanding). ? Self-Assessment tool (See Appendix D) is comprised of Identifying Desired Results, Determining Acceptable Evidence, and Learning Experience Planning and Instruction.Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?For struggling students:Representation (WHAT): Presenting mathematical concepts in multiple means of representation: rote counting experiences in English and native languages for ELL.Multimedia/educational counting videos on smart devices. Using ASL signs for numbers. Labeled numbers, charts, and graphs for classroom materials.Individual Learner Profiles For students who need a challenge:Engagement (WHY)Sparking interest and encourage students to persist by: Challenging students who have mastered 1-5 by increasing to 10. Counting objects around the classroom/objects from home/and materials found outside. Discovering similarities and differences by grouping/classification and counting the groups.Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches?Taking into consideration my math topic and the instructional goal I created of counting numbers 1-5 with my toddler class, I am going to need to make sure that I am encouraging authentic learning experiences during this topic unit. The goals of asking essential questions are “to stimulate thought, to provoke inquiry, and to spark more questions—including thoughtful student questions—not just pat answers. They are broad, full of transfer possibilities and the exploration of such questions enables us to uncover the real riches of a topic otherwise obscured by glib pronouncements in texts or routine teacher-talk” (Wiggins &McTighe, 2005, p. 106). These Essential Questions will inspire and encourage the math objective of developing counting skills by challenging the children to interpret data, make comparisons of quantities, and classify and sort objects both as student and teacher directed. WHAT ARE NUMBERS?WHAT CAN WE DO WITH NUMBERS?HOW DO YOU SORT OBJECTS? Resource Based Learning: Do the students have access to various resources on an ongoing basis?Using Wed 2.0 technology tools and apps can enhance the learning experience for my students by creating a deeper understanding of topics “and a flexibility to individualize and customize the experiences” (National Center on Universal Design for Learning, 2018). Students can benefit greatly by incorporating different Web based tools and platforms as technology “plays an important and significant role in helping students with disabilities overcome the academic difficulties that they face and helps them to develop their academic skills as well” (Alnahdi, 2014, p. 20). Super Simple is one example of a Web 2.0 app and online platform that encourages parents and teachers to engage with young children through songs, shows, crafts, recipes, and activities. In terms of this specific math unit plan, this tool will be helpful to use as it provides children with the option to listen to and watch songs pertaining to number names and counting. There are also interactive activities that will spark further investigation into the developmental area of math and will help assist the learning process of ELL students with visuals and printable materials, including flashcards and games. , G. (2014). Assistive technology in special education and the universal design fromlearning. TheTurkish Online Journal of Educational Technology, 13(2), 18-34., S. & Merdin, E. (2020). Play-based teaching practices of Turkish early childhood teachers.Issues in Education Research, 30(2), 420-434. . (2014). UDL At A Glance. [YouTube]. Retrieved August 19, 2020, from Early Learning and Developmental Standards. (2014). Retrieved from, B., Schmitt, V.L., Allen, J.P. (2012) Defining authentic classroom assessment. PracticalAssessment, Research, and Evaluation, 17(2), , V. M. (2001). Examining the Reggio Emilia approach to early childhood education.Early Childhood Education Journal, 29(2), 95. Mphahlele, R. (2019). Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ inearly childhood education. South African Journal of Childhood Education, 9(1). National Center on Universal Design for Learning. (2018, August 8). UDL unplugged withDavid Rose, Jenna Gravel, and Yvonne Domings [YouTube]. Retrieved August 12, 2020,from Post University. (n.d.). Educational philosophy and theory. [Lecture notes]. Retrieved July 14, 2020, from , F. O. (2019). Developing a personal philosophy of education: a requsite guide to educational practices. Educational Research Quarterly, 42(3), 3-28. , G. & McTighe, J. (2005). Understanding by design: vol. expanded 2nd ed. ASCD.Wojcik, J. (2016). Understanding by design and universal design: instructional models for avariety of teaching and learning contexts. Post University. Retrieved from: AAppendix BAppendix CSOME students will know:Number sequence up to at least 5Counting two to three objects using one to-one correspondenceHow to demonstrate new learning within familiar contextsMOST students will know:How to say or sign a few number names with beginning evidence of correct sequenceHow to put objects in one-to-one correspondenceHow to accomplish a new skill but may look to others for approval and congratulations.ALL students will know:How to say or sign a few number namesOne-to-one or one-to-many correspondenceHow to explore new ways of using objects and observing resultsAppendix D ................
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