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Chapter 1Complete each sentence so it best describes your early childhood teaching philosophy.1.The early education profession is important because____________________________________________________________________________________________________________________________________________________________2.Quality early education means____________________________________________________________________________________________________________________________________________________________3.To ensure a successful early educational experience, children should have____________________________________________________________________________________________________________________________________________________________4.Children learn best by____________________________________________________________________________________________________________________________________________________________5.The physical environment of the early education classroom should____________________________________________________________________________________________________________________________________________________________6.The most important quality that a teacher can have is____________________________________________________________________________________________________________________________________________________________7.The most important thing a teacher needs to know about a child is____________________________________________________________________________________________________________________________________________________________8.Play is important for young children because____________________________________________________________________________________________________________________________________________________________9.Curriculum and classroom planning are important because____________________________________________________________________________________________________________________________________________________________10.Schedules and routines in an early childhood setting are important because____________________________________________________________________________________________________________________________________________________________11.Active participation of families in an early childhood program is important because____________________________________________________________________________________________________________________________________________________________12.I want to be a teacher (or I am a teacher) because____________________________________________________________________________________________________________________________________________________________ Chapter 2ANECDOTAL RECORDName of observer: ______________________________________________________________________________?Date: Beginning time: __________________________Ending time: ________________________Behavior ObservedSubjective interpretationChapter 3Two-year-olds are still learning through their senses and require a variety of materials to enhance their developmental needs. This form can be utilized to evaluate the types of developmental opportunities that are available from the toy selection in a particular classroom.Evaluating Toys and Materials in a Classroom for Two-Year-OldsDevelopmental TaskName of Toy, Number Available, and CommentsPromotes large-muscle coordinationPromotes small-muscle coordinationFosters auditory discriminationEncourages response to soundsEmphasizes tactile or multisensory stimulationPromotes eye/hand coordinationEncourages two-handed coordinationEmphasizes tactile stimulationEmphasizes color discriminationBuilds vocabularyEncourages autonomyBuilds self-confidenceChapter 4Chapter 5NURSERY RHYME BOOKYou will need to start a collection of 10 nursery rhymes to do with the children. They need to be in a format that allows for easy access and which can be utilized by children. One suggestion I have is to go on the Internet and search for nursery rhymes. To find pictures of the nursery rhymes you can do an image search and type in the name of the nursery rhyme you want. You will then have to copy and paste to a document and then print it off. A requirement is that the pictures are in color-not black and white!!!!121920046990For example, this is the picture downloaded off the internet for the nursery rhyme “Jack and Jill.” ?00For example, this is the picture downloaded off the internet for the nursery rhyme “Jack and Jill.” ? Mount the picture on a study piece of poster board [can use manila folders cut in half], laminate the picture [you can put words on one side, picture on the other], and then punch a hole through a spot and lace a piece of ribbon, yarn, or metal ring through it for a handy song file. Make sure the print size you use is large enough to be read when you are holding the picture at a distance of 18 inches.Make sure you credit the website address you retrieved the picture from and place a ? symbol at the end of the address. This is a requirement because of copyright infringement laws. This information must be placed under each one of the pictures you use.You may come up with your own creative way to display your nursery rhymes. Try it out on the children at your practicum site. Make sure your idea is practical and durable. DO NOT USE COLORING BOOK PAGES!!!If you do not know many nursery rhymes, look in books at the library or do a web search by typing in the words “Nursery Rhymes.” Also, there is a difference between children’s songs, children’s fingerplays, and children’s nursery rhymes. You need to focus just on NURSERY RHYMES.REQUIRED MINIMUM- 10 OF EACH Chapter 6Chapter 7Possible Book Suggestions for Story MappingCarle, Eric. The Very Hungry Caterpillar. (1979) (Collins) PhilomelCaseley, J. J. (2002). On the Town: A Community Adventure. New York: Greenwillow. Dooley, N. (1991). Everybody Cooks Rice. Illustrated by P.J. Thornton. Minneapolis, MN:Carolrhoda Books Galdone, P. (2001). The Gingerbread Boy. New York: Clarion.Galdone, P. (2001). Little Red Hen. New York: Clarion.Gilliland, U. H. (1990). The Day of Ahmed’s Secret. New York: Lothrop, Lee & Shepard.Gresko, M. S. (2000). A Ticket to Israel. Minneapolis, MN: Carolrhoda Books.Hutchins, Pat. The Doorbell Rang. (1986) GreenwillowHeiman, S. (2004). Mexico ABC’s: A Book About the People andPplaces of Mexico. New York: Picture Window Books.Johnson, C. (1955/1983). Harold and the Purple Crayon. New York: HarperTrophy. Marshall, James. (1998). Goldilocks and the Three Bears. New York: Puffin.Marshall, James. (2000). Little Red Riding Hood. U.S.A.: Grosset & Dunlap.Numeroff, Laura. If You Give a Mouse a Cookie. ( 1985) Harper & RowRobart, Rose. The Cake that Mack Ate. (1986.) Little, Brown, Sis, P. (2000). Madlenka. New York: Groundwood Books. (Available in English and Spanish).Props for Spontaneous Dramatic PlayWrite a dramatic play theme that comes to mind for each of these props.FlowersStampsMirrorTimerPailEnvelopesPlay moneyEggbeaterCookie cutterQuilt or wall hangingRubber stamp and ink padEmpty refrigerator boxFurry brown blanketWhite twinkle lightsFeatherLong, flowing scarfLarge empty cardboard carpet rollSea shellWooden picnic basketAdd 10 more ideas!__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Just look around you, in every corner and closet. Props are waiting to be found.Chapter 8Sensory AwarenessChapter 8 underscores the point that young children are much more in touch with their senses then adults are. In some ways in order to live in our current society, adults must turn off their senses to a great degree in order to accomplish the daily tasks of living and meet the responsibilities of work and studies. If we continued to be ruled solely by our senses we might always be late and not capable of completing anything because we would have stopped to smell the roses-constantly!However, if you are to appreciate the child’s view of the world, it is necessary that you become more aware of your own senses. If you truly concentrate on taking in information through your senses do you perceive information differently? In a way this activity requires you to turn off your analytical mind and turn on your aesthetic perception.For this activity, you will do the following:Read some information regarding sensory awareness in children. Some of the following links might be helpful:Infants and Toddlers: How Children Develop Sensory Awareness Sensory Development Sensory Activities to Teach Wonder, Investigation, and Discovery Your EnvironmentDirections: Spend 15 minutes outside or inside your home or school. Use your senses to answer these questions:List everything you see.Breathe in and describe what you smell.Close your eyes and list the sounds that you hear. Where did they come from? Touch something (not another person) close by and describe how it feels. How did it feel to slow down and just utilize your senses?Spend at least 30 minutes in an infant or toddler room experiencing what the child experiences in the classroom. This will entail you to be on the floor, so dress for comfort. Try to follow the child’s lead. Note how the child uses his or her senses to make meaning of the world.Share your feelings about your experience with your classmates.Chapter 9Natural ScientistsVisit a preschool, kindergarten, and primary class during free time. Observe the children and identify any of the inquiry skills below that you witnessed. Decide if what you observed is child-directed, teacher-guided (supported), or teacher-directed. Briefly describe what you observed under each skill and note the overall amount of time children spent utilizing process skills. Can you conclude whether children are natural scientists or if they have opportunities to be natural scientists?Process SkillDescriptionSetting (child-directed, etc.)ObservingComparingClassifyingMeasuringCommunicatingInferringPredictingRecording dataOverall Conclusion:Chapter 10Math Knowledge and Competencies Rating ScaleRate (on a scale of 1 to 10) your knowledge and competency for each of the identified mathematical content components and process skills listed below. For the knowledge scale: What is your confidence level regarding your ability to be able to explain to someone else what each of these terms mean? As you observe children, would you be able to identify if their play demonstrated involvement in any of these content components? For the competency scale: What is your skill level for each of these mathematical content components? Do you feel that you would know what kinds of materials you could use with children to enhance their skill level in each of these categories? How confident to you feel about your ability to take advantage of teachable moments or to design lessons that would enhance children’s knowledge and skills for these mathematical content components and process skills? Rating Scale: Poor (1) to Excellent (10) Knowledge CompetencyNumber sense and countingOne-to-one correspondenceClassifying and sortingPatterns, functions, algebraGeometry (shapes) and spatial senseSeriationMeasurementData analysis and probabilityProblem SolvingConnectingReasoningCommunicatingRepresentingMemoriesDescribe memories of your early math experiences and how they might have affected your current knowledge level and competencies in the different categories.Plan of ActionA.If you are an individual who has math phobias, had unfortunate experiences with math, or found your ratings to be on the low side, discuss how you plan to resolve those issues. B.What do you think are the positive and negative aspects of learning about mathematical content and process skills?C.Can you envision preparing yourself as a teacher who has developed math competencies and knowledge? Identify potential barriers that you might have to overcome. D.Outline an initial plan to institute a developmentally appropriate math curriculum that would encompass teaching mathematical content components and the utilization of process skills. To start, identify at least 2 Goals for yourself and 2 Goals for your potential classroom.Books on Mathematical ConceptsBooks on Numbers, Counting, Equations, & Fractions from Books on Counting:1 2 3 Pop! by Rachel Isadora Arlene Alda's 1,2, 3 by Arlene Alda? City By Numbers by Stephen Johnson Cookie Count, A tasty pop-up book by Robert Sabuda Count by Denise FlemingCounting Wildflowers by Bruce McMillanEach Orange Had 8 Slices - A Counting Book by Paul Giganti, Jr. illustrated by Donald Crews Farm Counting Book by Jane MillerHave You Seen My Duckling? By Nancy TafuriHow Many Feet In The Bed? by Diane HammI Can Count 100 Bunnies, and so can you! by Cyndy Szekeres Jelly Beans For Sale by Bruce McMillanLook Whooo's Counting Suse MacDonaldMouse Count by Ellen WalshMy Red Umbrella by Robert BrightOne Two, One Pair! Bruce McMillan One Two Three: An Animal Counting Book by Marc Brown Over In The Meadow by Olive A. Wadsworth and illustrated by Mary Maki Rae Roar! A Noisy Counting Book by Pamela D. Edwards and illustrated by Henry Cole Roll Over! A Counting Song Illustrated by Merle PeekSplash by Ann JonasTen in A Bed Mary Recs Ten Black Dots by Donald CrewsTen, Nine, Eight by Molly Bang The Bad Babies Counting Book by Tony Bradman and illustrated by Debbie van der BeekThe Doorbell Rang by Pat HutchinsThe Icky Bug Counting Book by Jerry Pallotta and illustrated by Ralph MasielloWhat Comes In 2's, 3's, and 4's? by Suzanne Aker When We Went to the Park by Shirley Hughes Picture books that introduce different math concepts:Bigger and Smaller by Robert Froman Jim and the Beanstalk by Raymond Briggs Kathy's First Haircut by Gibbs Davis The Line Up Book by Marisabina Russo When Is Tomorrow? by Nancy Dingman Wilson The Wing on a Flea by Ed EmberlyBooks on Measurement (Comparison):Adams, Pam, Ten Beads TallAlborough, Jez, Tall Aker, Suzanne, What Comes in 2’s, 3’s and 4’s? Allen, Pamela, Who Sank the Boat? Barner, Bob, Parade Day Bernhard, Durga, Earth, Sky, Wet, Dry Clark, Emma Chichester, Mimi’s Book of Opposites Eastman, P.D., Big Dog…Little Dog Gordon, Sharon, Just the Opposite: Fast/Slow Gordon, Sharon, Just the Opposite: Up/Down Harper, Dan, Telling Time with Big Mama Cat Hoban, Tana, Big Ones, Little Ones Hoban, Tana, Exactly the Opposite Hoban, Tana, Is It Larger? Is It Smaller? Hoban, Tana, More, Fewer, Less Jenkins, Steve, Actual Size Jenkins, Steve, Biggest, Strongest, Fastest Jocelyn, Marthe, and Slaughter, Tom, One Some Many Lillie, Patricia, When This Box is Full McBratney, Sam, Guess How Much I Love You Miller, Margaret, Big and Little Minters, Frances, Too Big, Too Small, Just Right Murphy, Stuart J., The Best Bug Parade Murphy, Stuart J., The Greatest Gymnast of All Murphy, Stuart J., A House For Birdie Murphy, Stuart J., Just Enough Carrots Murphy, Stuart J., Mighty Maddie Nathan, Cheryl and McCourt, Lisa, The Long and Short of It Rathmann, Peggy, 10 Minutes till Bedtime Rosa-Mendoza, Gladys, Opposites/Opuestos Russo, Marisabina, The Line Up Book Schreiber, Anne, Slower Than a Snail Serfozo, Mary, What’s What: A Guessing Game Stickland, Paul and Henrietta, Dinosaur Roar! Tompert, Ann, Just a Little Bit Books on Algebra (Patterns):Adams, Pam, There Was an Old Lady Who Swallowed a Fly Arenson, Roberta, One, Two, Skip a Few: First Number Rhymes Arnold, Tedd, Five Ugly Monsters Andrews-Goebel, Nancy, The Pot that Juan Built Baer, Gene, Thump, Thump, Rat-a-Tat-Tat Baker, Jeannie, Window Bartlett, Alison, and Wilson, Anna, Over in the Grasslands Beaton, Clare, Daisy Gets Dressed Benton, Linda, I See Patterns (Creative Teaching Press) Berkes, Marianne, Over in the Ocean: In a Coral Reef Brown, Marc, Hand Rhymes Boynton, Sandra, Doggies Boynton, Sandra, Hippos Go Berserk! Burris, Priscilla, Five Green and Speckled Frogs Cabrera, Jane, Over in the Meadow Cabrera, Jane, Ten in the Bed Christelow, Eileen, Five Little Monkeys Jumping on the Bed Christelow, Eileen, Five Little Monkeys Sitting on a Tree Cole, Henry, Jack’s Garden Dunn, Opal, Number Rhymes to Say and Play! Durango, Julia, Cha Cha Cha Chimps Ellwand, David, Ten in the Bed Emmett, Jonathan, Through the Heart of the Jungle Evans, Michael, Over in the Meadow Freeman, Tina, Ten Little Monkeys Jumping on the Bed Geddes, Anne, Ten in the Bed Gunson, Christopher, Over on the Farm Harris, Trudy, Pattern Bugs Harris, Trudy, Pattern Fish Henkes, Kevin, Shhhh Ives, Penny, Five Little Ducks Kalan, Robert, Jump, Frog, Jump! Kimmelman, Leslie, How Do I Love You? Kelly, Martin and Learis, Phil, Five Green and Speckled Frogs Kubler, Annie, There Were Ten in the Bed Langstaff, John, Over in the Meadow Lass, Bonnie, and Sturges, Philemon, Who Took the Cookies from the Cookie Jar? Lorenz. Juergen. Let’s Look at Patterns (Anness Publishing Limited, 2001) Martin, Bill, Brown Bear, Brown Bear, What Do You See? Martin, Bill, Chicka Chicka Boom Boom Miller, Margaret, Now I’m Big Miranda, Anne, Let’s Get the Rhythm Morozumi, Atsuko, One Gorilla Murphy, Stuart J., Beep Beep, Vroom Vroom Murphy, Stuart J., A Pair of Socks Peek, Merle, Roll Over! A Counting Song Roberts, Sheena, We All Go Traveling ByScherer, Jeffrey, The Ants Go Marching Sharratt, Nick, My Mom and Dad Make Me Laugh Singer, Marilyn, Quiet Night Stockham, Jess, Ten Little Speckled Frogs Sweet, Melissa, Fiddle-I-Fee Swinburn, Stephen R., Lots and Lots of Zebra Stripes Taback, Simms, There Was an Old Lady Who Swallowed a Fly Taback, Simms, This is the House that Jack Built Tuxworth, Nicola, Let’s Look at Patterns Ward, Jennifer, Over in the Garden Webb, Steve, Tanka Tanka Skunk Westcott, Nadine Bernard, I Know and Old Lady Who Swallowed a Fly Williams, Rozanne Lanczak, Mr. Noisy’s Book of Patterns (Creative Teaching Press) Yaccarino, Dan, Five Little Pumpkins Zelinsky, Paul O., The Wheels on the Bus Picture Books for PatternsSee Carol Hurst's Children's Literature Site at . Click on “Curriculum;” Scroll down to Math and click on “Picture Books for Patterns.”Shapes/GeometryA Wing On A Flea: A Book About Shapes by Ed EmberleyBaby Bop Discovers Shapes by Stephen WhiteBoxes! Boxes! by Leonard Everett FisherCircles, Triangles, and Squares by Tana HobanMagic Monsters Look For Shapes by Jane Belk MoncurePancakes, Crackers, and Pizza: A Book of Shapes by Marjorie Eberts and Margaret GislerShapes by John ReissShapes and Colors by Denise Lewis PatrickShapes, Shapes, Shapes by Tana HobanShopping Spree Identifying Shapes by Monica WeissSpence Makes Circles by Christa ChevalierWilbur Worm by Richard and Nicky Hale and Andre AmstutzGeometry Position and Space Baicker, Karen, I Can Do It Too! Carle, Eric, From Head to Toe Cauley, Lorinda Bryan, Clap Your Hands Cohen, Caron Lee, Where’s the Fly? Crews, Nina, A High, Low, Near, Far, Loud, Quiet Story Dodds, Dayle Ann, Wheel Away! Ellwand, David, Clap Your Hands Hartman, Gail, As the Crow Flies: A First Book of Maps Hill, Eric, Where’s Spot? Hoban, Tana, All About Where Hoban, Tana, Over, Under and Through Hutchins, Pat, Rosie’s Walk Martin, Bill and Archambault, John, Here Are My Hands Marzollo, Jean, Pretend You’re a Cat Newcome, Zita, Head, Shoulders, Knees, and Toes and Other Action Rhymes Portis, Antoinette, Not a Box Reasoner, Charles, Who’s Hatching?: A Sliding Surprise Book Rosen, Michael, and Oxenbury, Helen, We’re Going on a Bear Hunt Walton, Rick, How Can You Dance? Shapes Aber, Linda. Grandma's Button BoxArnosky, Jim. Mouse Shapes Baker, Alan. Brown Rabbit's Shape Book Blackstone, Stella, Bear in a Square Bryant, Megan. Shape SpottersBurns, Marilyn. The Greedy Triangle Carle, Eric, My Very First Book of Shapes Carle, Eric, The Secret Birthday Message Carle, Eric. The Secret Birthday MessageCharles, N.N., What am I? Looking Through Shapes at Apples and Grapes Crosbie, Michael J., Architecture Shapes Dodds, Dayle Ann, The Shape of Things Dodds, Dayle Ann. The Shape of Things Dotlich, Rebecca. What is Round?Dotlich, Rebecca. What is Square?Dotlich, Rebecca. What is a Triangle?Dotlich, Rebecca Kai, What is Round?Dotlich, Rebecca Kai, What is Square?Ehlert, Lois, Color FarmEhlert, Lois, Color ZooEmberley, Ed, Picture PieEmberley, Ed, Picture Pie 2Emberley, Ed, The Wing on a Flea: A Book About ShapesFalwell, Cathryn. Shape SpaceFreeman, Don. CorduroyGreene, Gowler, When a Line Bends…A Shape BeginsHoban, Tana . Round and Round and RoundHoban, Tana Shapes, Shapes, ShapesHoban, Tana, Circles, Triangles and SquaresHoban, Tana, Cubes, Cones, Cylinders, and SpheresHoban, Tana, Round and Round and RoundHoban, Tana, Shapes, Shapes, ShapesHoban, Tana, So Many Circles, So Many Squares Hoban, Tana, Spirals, Curves, Fanshapes and LinesHoban, Tana. So Many Circles, So Many Squares Hoban, Tana. Shapes and ThingsHutchins, Pat, Changes Changes Kaczman, James. When a Line Bends...A Shape BeginsMacDonald, Suse, Sea Shapes MacDonald, Suse. Sea Shapes Metropolitan Museum of Art, Museum Micklethwait, Lucy, I Spy Shapes in Art Murphy, Stuart. Circus Shapes Pallotta, Jerry. Twizzlers: Shapes and Patterns Pienkowski, Jan. Shapes Portis, Antoinette, Not a Box Rau, Dana Meachen, A Star in My Orange: Looking for Nature’s Shapes Reasoner, Charles, Shapes for Lunch Reid, Margaret. The Button Box Rogers, Paul. The Shapes Game Rosa-Mendoza, Gladys, Colors and Schlein, Miriam. Round and Square Seuss, Dr. The Shape of Me and Other Stuff Shaw, Charles G., It Looked Like Spilt Milk Theobalds, Prue. Shapes for Ten Tired Teddies Thong, Roseanne, Round is a Mooncake Van Fleet, Matthew, Spotted Yellow Frogs Wallace, Nancy Elizabeth, Look! Look! Look! Williams, Rozanne Lanczak. I Have Shapes Wilson, Zachary, A Circle in the Sky Data Analysis and Probability Accorsi, William, Billy’s Button Ahlberg, Janet and Allan, The Baby’s Catalogue Alborough, Jez, Clothesline Anholt, Catherine and Laurence, All About You Cheltenham Elementary School Kindergartners, We Are All Alike…We are All Different Grayes, Kimberlee, Collecting Things is Fun (Creative Teaching Press) Hill, Sandi, Just Graphi It! (Creative Teaching Press) Hill, Sandi, Look and See (Creative Teaching Press) Hoban, Tana, Dots, Spots, Speckles and Stripes Hoban, Tana, Is It Red? Is It Yellow? Is It Blue? Hoban, Tana, Is it Rough? Is It Smooth? Is It Shiny? Hutchins, Pat, Which Witch is Which? Jocelyn, Marthe, Hannah’s Collections Machotka, Hana, What Neat Feet Miller, Margaret, Whose Shoe? My First Look at Sorting (Random House, 1991) Nagda, Ann Whitehead, Tiger Math: Learning to Graph from a Baby Tiger Nechaev, Michelle Wagner, Our Favorites (Creative Teaching Press) Perry, Sarah, If… Van Fleet, Matthew, Tails Widdowson, Kay, Please, Mr. CrocodileWilliams, Rozanne Lanczak, Buttons, Buttons Winthrop, Elizabeth, ShoesPicture books for Data GatheringSee Carol Hurst's Children's Literature Site at . Click on “Curriculum;” Scroll down to Math and click on Data Gathering and Picture Books.The Young Child and Mathematics, 2d ed. by Juanita V. Copley and published by NAEYC (2010) has a disc that contains lists of children’s books, both fiction and non-fiction, that could be used to explore mathematics with young children.Chapter 11Chapter 12Chapter 13Chapter 14 ................
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