DEVELOPMENTALLY APPROPRIATE ACTIVITY PLANNING

Developmentally Appropriate Activity Planning

The focus of the Final Project is to choose nine developmentally appropriate activities for young children. Your capability to effectively plan these activities demonstrates your mastery of the course learning outcomes and your ability to use your knowledge to plan effective activities for young children. Early childhood educators play an important role in the future success of children, and your ability to create effective curriculum experiences is a fundamental part of that.

To prepare for this assignment,

  • Please refer to the Week 5 Guidance for further tips and examples that will support your success with this discussion.
  • Review and download the ECE 203 Activity Template. 
    • There are nine required sections total: Science/Sensory, Language and Literacy, Creativity, Fine motor (please choose an indoor activity), Gross motor (please choose an outdoor activity), Self-Concept, Emotional Skills/ Regulation, Social Skills, and Math.
    • Read the required resources for this week and consider reviewing the recommended resources as well.

Remember that any applicable resource used throughout this course can support the requirement for four scholarly resources for this assignment.

  • If you did not begin the development of your ePortfolio in ECE 101, review the Folio Quick-Start Guide (Links to an external site.) to help you set up your ePortfolio.
    • Choose an area of focus:
      • Center-Based Preschool (3, 4, or 5 years old)
      • Center-Based Infant/Toddler (young infants, mobile infants, or toddlers)
      • Early Childhood (4–8 years old)
  • In your assignment, create a nine- to 11-page Word document that addresses the following:
    For the Center-Based Preschool Option
  • Complete each section of the ECE 203 Activity Template.
    • To complete the sections for a Center-Based Preschool:
      • Indicate the age group (3s, 4s or 5s).
      • List the intended goals.
      • List all of the materials that will be needed for each activity.
      • Explain in detail the process/teaching strategies that will be used for each activity.
      • Specify how each activity is developmentally appropriate for that age group.

For the Center-Based Infant/Toddler Option

  • Complete each section of the Activity Template.
    • To complete the sections for a Center-Based Infant/Toddler:
      • Indicate the age group (3s, 4s or 5s). Of the nine activities, three should be appropriate for young infants, three for mobile infants and three for toddlers.
      • List the intended goals.
      • List all of the materials that will be needed for each activity.
      • Explain in detail the process/teaching strategies that will be used for each activity.
      • Specify how each activity is developmentally appropriate for that age group.

For the Early Childhood (4–8 Years Old) Option

  • Complete each section of the Activity Template
    • To complete the sections for Early Childhood:
      • Indicate the age group (4, 5, 6, 7, 8).
      • List the intended goals.
      • List all of the materials that will be needed for each activity.
      • Explain in detail the process/teaching strategies that will be used for each activity.
      • Specify how each activity is developmentally appropriate for that age group.

For this assignment, you must submit

  • A link to your electronic portfolio in Folio. To do this you will copy and paste the Web address into the comments feature in Waypoint.
  • A Word document including your completed assignment, as well as the link to your ePortfolio.
  • Click on the Assignment Submission button. The Waypoint “Student Dashboard” will appear.
  • Browse for your assignment.
  • Click Upload.
  • Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint, or clicking on Check Assignment Status within the Meet Your Instructor unit in the left navigation panel.

The Developmentally Appropriate Activity Planning project:

 

Text

Jaruszewicz, C. (2019). Curriculum and methods for early childhood educators [Electronic version]. Retrieved from https://content.ashford.edu/

  • This text is a Constellation™ course digital materials (CDM) title.

Articles

Flannigan, C. (2018, January 9). Kids in STEM: Science, technology, engineering, and math (Links to an external site.). Retrieved from http://www.communityplaythings.com/resources/articles/2018/kids-in-stem

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The case of brain science and guided play: A developing story (Links to an external site.). Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play

Meador, D. (n.d.). Strategies for teachers to develop positive relationships with students (Links to an external site.). Retrieved from https://www.thoughtco.com/develop-positive-relationships-with-students-3194339

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (Links to an external site.). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf

NAEYC. (2009). Where we stand on professional preparation standards (Links to an external site.). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Where%20We%20Stand%20Standards%20rev%204_12.pdf

Web Pages

Common Core State Standards Initiative. (n.d.). Standards in your state (Links to an external site.). Retrieved from http://www.corestandards.org/standards-in-your-state/

Engineering for Kids. (2016, February 2). Why is STEM education so important? (Links to an external site.) Retrieved from https://www.engineeringforkids.com/about/news/2016/february/why-is-stem-education-so-important-/

NAEYC. (n.d.). Principles of effective family engagement (Links to an external site.). Retrieved from https://www.naeyc.org/resources/topics/family-engagement/principles

Pre-K Pages. (n.d.). Take home backpacks (Links to an external site.). Retrieved from http://www.pre-kpages.com/buddy-bags/

Resources for Early Learning. (n.d.). Early childhood assessment (Links to an external site.). Retrieved from http://resourcesforearlylearning.org/fm/early-childhood-assessment/

The STEM Laboratory. (2017, April 24). Preschool STEM activities (Links to an external site.). Retrieved from https://thestemlaboratory.com/preschool-stem-activities/

Supplemental Material

National Center on Early Childhood Quality Assurance. (2017). Early learning and developmental guidelines (Links to an external site.). Retrieved from https://childcareta.acf.hhs.gov/sites/default/files/public/075_1707_state_elgs_web_final_0.pdf

 
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