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Early Childhood Competencies5. Using Content Knowledge to Build Meaningful Curriculum5.6 Understands the progression of student skills defined by the Vermont Early Learning Standards (which include the appropriate Common Core State Standards and Next Generation Science Standards) and competence in teaching them. Evidence 1: Human Growth and Development, PSY 1050, Community College of Vermont, Fall 2004, JSC TranscriptDescription:This course provides a study of human growth and development throughout the life cycle, including physical, cognitive, linguistic, ethical, and psychosocial dimensions. It also focuses on areas to identify and discuss issues in human growth and development arising from differences in gender, race, and class. Analysis/Reflection:This course focused on the human growth and development throughout the lifecycle from birth to death. In understanding how a child develops, one must first understand the stages of growth and development. In this course I gained the information to gain an understanding of child development through the early years. Having this knowledge helped me understand the Vermont Early Learning Standards and know that there is a wide variation in any child's progression of development. The VELS are based on the understanding that every child grows and develops at different stages and levels. With this understanding, the VELS guide educators in developing an individualized curriculum and help them develop strategies for each child individually. This resource respects that there is variability within the progression of each child's development.5.65.6Evidence 2: New VELS Workshop with Jackie Sprague: Workshop, 1.5 hours, 2015, Professional Development CertificateDescription:Participants had the opportunity to see the completed Vermont Early Learning Standards that are from birth to grade 3. A guided tour took place for the participants to go over all the domains and components, and we had activities that had us look closely into particular ones. These activities were specifically designed to help us explore the domains and learn how to connect the components of developmentally appropriate practice and intentional use of play. We were taught how utilize the table of contents and the best use this tool. Analysis/Reflection:This workshop was an intense small group activity that allowed us hands on interaction with the new VELS. We were given specific VELS domains and had to search them in the document. Other activities were to have scenarios of observations of children's activities and align them to what domain area and component they would fall under. As I work my way more into the preschool curriculum and developing a curriculum based on the VELS; this workshop helped me to understand the layout and ways to align my activities with the domains. The new VELS booklet covers ages birth through third grade with many pages within it that does not apply to the age range I have in my program. To utilize the booklet efficiently, I assembled my own three ring binder photocopying the pages from the larger book for children ages birth through preschool. I am able to make use of the three ring binder more efficiently. 5.6 5.6Evidence 3: Detailed lesson plan of a science activity of "Exploring the Inside of an Apple", Lesson Plan Description:This lesson plan is aligned with the VELs, following our theme of Fall Leaves and Apple Picking. Analysis/Reflection:In understanding the progression of learning in young children, I make many accommodations during an activity to adapt it for the different ages of the children. I sometimes may not know beforehand what my accommodations will be, but during the activity I will adjust how I talk or react, or modify the project for a certain child. In this science activity we cut open three apples to see what was inside of an apple. We hypothesized what was inside the apple, such as what color it might be, and to then count the seeds of each apple. The older children, given their stage of development, were able to guess and estimate the inside color and the number of seeds with their understanding of the concept of an apple. The non-verbal children were included in this activity and were allowed to observe at their attention span and comfort level. 5.65.65.6 ................
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