CE41O UNIT 6 ASSIGNMENT

.....born with equal capabilities. Children are nurtured by their parents and teachers to develop into social beings with unique competencies.

Lesson One

Cognitive Development

Children acquire concepts about the world and boost their learning process

It is useful in shaping and developing visual perception. The process assigns meaning to objects seen

Children get to learn the properties of materials. They explore the cause-effect relationship (Bullard, 2010)

Language Concepts

Early art helps children to develop observation skills, understand how art, culture and history relate, internalize art techniques and generally come to appreciate and enjoy art

Just like it happens in language, art entails recording an idea or thought that can be relayed to another person. Consequently, art is considered to be the first written language of all children (Bullard, 2010).

Affective/ Aesthetic

Children can enhance their observation skills and learn art techniques and meaningfully relate art history and culture. They will, consequently enjoy and appreciate art and images. Children will cherish the elating feeling that emanates from the pleasure of art products (Bullard, 2010).

Fine and Gross Motor Skills

1.Motor skills are best honed by creative art activities (Bullard, 2010)

2. The creative art activities help children to develop self-confidence, experience success and feel proud.

Theme: Activities such as painting, sculpturing and drawing are at the heart of the programs at children's learning centers. Art develops children's learning process across several domains (Extension, 2015).

Name of Learning Center: Art Center in Child Care

Week: March

Age: 3-7

Science, Math and Sensory

Just like there are several ways to solve problems, there are several ways to teach information. Incorporating art into science will help children become better problem solvers through honing their creative potential and improve their creative art, math and science skills (UoH, 2013).

Social Development

1. While experiencing art forms from various cultures, children develop the capacity to appreciate differences and learn something about these differences

2. Children have a chance to cooperate and collaborate with their peers while working on projects and murals (Bullard, 2010).

Individual Goals

1. To facilitate a nurturing and warm atmosphere in a safe environment in which the idea of self-concept is given a boost. Choices and independence are encouraged. Children acquire self-discipline and understand expectations and limits.

2. To provide an environment that encourages children to develop self-dignity (Wilson, n.d.).

3. To nurture active curiosity in every child, and stir enthusiasm for learning new things about the world through exploration and creativity (Wilson, n.d.).

Standards Addressed

Our learning and living environment is meant to satisfy the needs of the preschoolers. It is also meant to bolster their development by exposing them to age appropriate activities. Since the expectations of each child vary, because of their uniqueness, each of the children is presented with a challenge but is not hurried through. The general goals below should be achieved before entry by a child to kindergarten (Classroom Goals, 2017)

Part 1 -- Lesson Two

Child development research in modern day reveals that children are complex humans. The concept of outdoor classroom is built on such research findings. The approach provides a chance for the caretakers to provide activities that are meaningful to each child's needs. The activities make personal meaning to the children. The activities are also designed to help children develop as expected.

Cognitive Development

1. Nature is used to enhance a child's interest in math and science

2. Learning in enhanced through self-initiative, personal responsibility and self-control (Classroom Goals, 2017)

Language Concepts

A strong problem solving skills base and improved language through group activity and projects

Affective /Aesthetic

1. Appreciates nature and is familiar with it

2. Wide view of how the world works

3. is building environmental stewardship skills

Fine and Gross Motor Skills

1.Appreciating and familiarizing with nature

2. a global view on the workings of the world

3. developing a sense of care for the environment

Theme: If children are supported by teachers and given a conducive environment for learning, they will play, explore, develop relationships and learn.

Learning Center Name: The Outdoor Classroom

Week: April

Age range: 3 to 8 years old

Math, Science and Sensory

1. Enhanced physical development, activity and capabilities

2. Has patterns for a healthy and active lifestyle

3. A smaller number of children affected by health conditions such as ADDH/ADD and obesity (Classroom Goals, 2017)

Social Development

In order to nurture children holistically, educators must understand that children keep learning all the time everywhere they go (OCP, 2015)

Individual Goals

1. Shows a sense of security.

2. Is self-confident

3. Attitude is positive

4. Desires to learn

5. Is explorative (OCP, 2015)

Standards Addressed

The outdoor classroom is spurred by the real needs of children. It provides personally meaningful activities and adopts the appropriate practices for early childhood development care

Part 2:

Visual and Performing Arts Content State Standards: California State Board of Education

1. Learners are responsive to art, nature and the objects within it, the environment and events. They also employ the visual arts environment to communicate what they see (CSBE, 2001).

1.1. They discuss visuals and perceptions of tactile nature of the human-made world, i.e. what they see and the feeling objects trigger in them

1.2. Describe colors by name

1.3. They describe and name objects by their relative size and color

1.4. Learners use art to capture intent and meaning using a range of media in original art works.

1.5. Use blocks or manipulatives to create patterns and three dimensional shapes

1.6. Show starter skills in using materials, including colors, paints, crayons and pencils in creating art works

1.7. Experiment with colors through drawing

Physical Education Model Content Standards: California State Board of Education

1. Students show movement patterns and motor skills required for a range of physical activity

2. Learners show that they have an idea of concepts in movement, strategies and principles that relate to learning and pursuit of physical activity.

3. Students maintain an acceptable level of fitness for their health and well being

4. Learners demonstrate that they have knowledge of social and psychological concepts, strategies and principles, and make use of such knowledge in performing physical activity (CSBE, 2010).

Part 3

The development of children is influenced by biological and psychosocial factors. Genetic inheritance cannot be ignored either. Poverty is a major influence in the formative years. The early years of a child are critical because many changes and development processes and foundations are laid across a range of domains then. The brain undergoes axonal, neurogenesis, synaptogenesis, synaptic pruning, death of cells, gliogenesis, myelinatio and dendritic growth. The events occur at different time intervals but they are interrelated build on each other. Small alterations in the processes can significantly affect the functions of the brain in the long-term (McGregor, Cheung, Cueto, Glewwe, Richter, & Strupp, 2007).

The extent to which early childhood educators are equipped with relevant knowledge determines the preparedness of a child for entry to school. Early childhood educators should have the requisite knowledge of the development process of a child and the attendant issues. They should provide a suitable learning environment for all children including the vulnerable ones. They should seek to engage with children from a wide range of family statuses and seek to provide the best learning environment even amidst limited resources. They should be ready to be held accountable for their approaches too (Sheridan, Edwards, Marvin, & Knoche, 2009).

The passage of the No Child Left Behind Act 2001 (PL 107 -- 110) and the Good Start, Grow Smart complement the understanding of the need for high quality early childhood educators. In his initiative, he guidelines for early childhood education serve as the direction for best practice and assessment. Those trusted with child care should have certain specified qualification be provided with professional development support. The quality of the practicing early childhood educators is a strong indicator of the experiences children are subjected to (Sheridan, Edwards, Marvin, & Knoche, 2009).

Bibliography

Bullard, J. (2010, July 10). How the Art Center Enhances Children's Development. Retrieved from Education.com: https://www.education.com/reference/article/art-center-enhances-children-development/

Classroom Goals. (2017). Retrieved from Child and Family Center: http://www.vanderbilt.edu/child-family-center/child-care-center/classroom-goals.php

CSBE. (2001). Visual and Performing Arts Content Standards for California Public Schools. California State Board of Education.

CSBE. (2010). Physical Education Model Content Standards for California Public Schools. California Department of Education.

Extension. (2015, October 02). The Art Center in Child Care. Retrieved from Extension.org: http://articles.extension.org/pages/67898/the-art-center-in-child-care

McGregor, S., Cheung, Y., Cueto, S., Glewwe, P., Richter, L., & Strupp, B. (2007). Developmental potential in the first 5 years for children in developing countries. Lancet, 60 -- 70.

OCP. (2015). The Outdoor Classroom. Retrieved from The Outdoor Classroom Project: http://outdoorclassroomproject.org/about/the-outdoor-classroom/

Sheridan, S., Edwards, C., Marvin, C., & Knoche, L. (2009). Professional Development in Early Childhood Programs: Process Issues and Research Needs. Early Educ Dev., 377 -- 401.

UoH. (2013, December 03). Art could help create a better 'STEM' student. Retrieved from Phys.org: https://phys.org/news/2013-12-art-stem-student.html

Wilson. (n.d.). Child Care. Retrieved from wilsond.org: http://www.wilsonsd.org/page/294