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Working With Infants and Young Children Summative AssignmentMs. RedfearnName: ______________________________ Due Date: _______________________PART A) Activity BoxYour Task: Create a themed activity box. Choose an age group your activity box will be created for (toddler, preschool, school age)Choose a theme (ex. Summertime Activities; Winter Activities; Outdoor Activities)Organize your theme into 3 or 4 categories (ex. Summertime Activities – outdoor summertime fun, indoor games for cabin fever, Summertime crafts; Summertime water games).Research activities that fit your theme. Use Pinterest (sign up for an account during computer lab times) to collect 30 activities. Write an activity card for each of the 30 activities. Your activity card must contain: (front) Name of activity, Directions, Supplies, Age GroupExample: FRONTEye-Spy Grocery Store Letter Match Directions: Cut out each letter of the alphabet from cardstock paper or use letter cards. Put the letters in a paper bag. Take the paper bag to the grocery store.As your preschooler sits in the grocery card, ask them to pull one letter from the bag. Give them 2 minutes to find any items in the store that begins with the letter. Help them find items that begin with their letter. Continue choosing new letters as you shop.Supplies: Alphabet letter cut-outs Paper bag(back) A description of how the activity fulfills ONE of the four areas of development (social, emotional, physical, intellectual). Be sure you correctly identify the area of development and the appropriate developmental strategies for the age group you chose. Example: BACKArea of DevelopmentIntellectual: This activity promotes the development of literacy (reading and language) skills because kids are identifying letters and learning which letters are at the beginning of a word. This activity is suitable for preschool and school age children because children this age are ready for letter knowledge training, and can start matching letters with the sounds they represent. Construct a creative, attractive and professional looking activity box, containing the activity cards. You may use a shoe box, hat box, etc. Decorate the box with construction paper, or wrapping paper, and include a fun title, your theme and your name. PART B) Play Day Now is your chance to show your stuff! In classroom scheduled activity days, you will lead the class through 1) A craft and 2) A play activity. Use the sign-up sheet with Ms. Redfearn to choose your activity day. For each activity you must complete an activity card with the required elements. Conduct your craft and your play activity by letting the participants in the classroom know which age group they will be acting as. (ex. if your activity is meant for preschool age, your classmates will assume the role of preschoolers). Use your class management skills to encourage and to discipline the participants while instructing them. You must have your supplies in the classroom THREE days before your scheduled play day. Tips: Be friendly and encouraging (children respond best to a patient and friendly leader)Be organized and clear (give good directions to participants to avoid confusion)Be quick (keep your activity moving quickly to prevent boredom)Be prepared to address behavioral issues. Look over strategies we have discussed in class. PART B) ObservationArrange to observe a group of children at play or in a group lesson or activity for ONE HOUR. As you observe, record your findings by filling in your Observation Chart with information regarding the four areas of development for one child you choose to focus on. ** Observation Rules: You must not observe children that are in your care (i.e. you cannot observe if you are babysitting them). You must obtain consent from the child’s guardian or parent to complete your observation. Reflect - complete the Reflection Paper. Rubric: Level 1Level 2Level 3 Level 4 Knowledge/UnderstandingDemonstrates a solid understanding of the connection between the activity and the developmental area.Thinking/InquiryDemonstrates some adequate research skills. Demonstrates good research skills.Activity cards demonstrate clear analysis of development.Demonstrates solid research skills. Activity cards include thorough analysis of child development ApplicationCommunicationFewer than 3 spelling and grammar errors. Components: Activity Box: 50%Play Day: 25%Observation: 25%Observation Guidelines: Observing Young Children's Play ActivitiesExploratory Play with ObjectsLook For:Interest in exploring objects in the environmentAbility to manipulate objectsUse of multiple senses in exploratory playExample:When Tyler sees a new jack-in-the-box among the supply of toys in the playroom, he picks it up, inspects it on all sides, and begins to turn the crank (although not enough to make “Jack” pop out). After Tyler leaves it to play with something else, Sarah picks it up. Rather than visually inspecting it, however, she sniffs it, then puts the crank in her mouth and begins to suck and chew on it.Implication:Provide a wide variety of toys and other objects for infants and toddlers to explore and experiment with, making sure that all are safe, clean, and nontoxic. Anticipate that children may use these things in creative ways (and not necessarily in the ways their manufacturers intended) and will move frequently from one object to another. Group PlayLook For:Extent to which children play with one anotherExtent to which children in a play group coordinate their play activitiesExample:Lamarr and Matthew are playing with trucks in the sandbox, but each boy seems to be in his own little world.Implication:Give children opportunities to play together, and provide toys that require a cooperative effort.Use of Symbolic Thought and ImaginationLook For:Extent to which children use one object to stand for anotherExtent to which children incorporate imaginary objects into their playExample:Julia tells her friend she is going to the grocery store, then opens an imaginary car door, sits on a chair inside her “car,” steers an imaginary steering wheel, and says, “Beep, beep” as she blows an imaginary horn.Implication:When equipping a play area, include objects (e.g., wooden blocks, cardboard boxes) that children can use for a variety of purposes.Role TakingLook For:Extent to which children display behaviors that reflect a particular roleExtent to which children use language (e.g., tone of voice, specific words and phrases) associated with a particular person or roleExtent to which children coordinate and act out multiple roles within the context of a complex play scenarioExample:Mark and Alisa are playing doctor. Alisa brings her teddy bear to Mark’s “office” and politely says, “Good morning, Doctor. My baby has a sore throat.” Mark holds a Popsicle stick against the bear’s mouth and instructs the “baby” to say “Aaahhh.”Implication:Provide toys and equipment associated with particular roles (e.g., toy medical kit, cooking utensils, play money).? ______ 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. ?All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher. ................
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