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judybailey52
judybailey52, Bachelor's degree
Category: Homework
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Experience:  20 years teach mathematics and 20 years of tutoring
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For: judybailey61 Due: November 28, 2012 Assignment Topic: Extending

Customer Question

For: judybailey61 Due: November 28, 2012

Assignment Topic: Extending the Curriculum at Home

Assignment Details
Objectives:
1. Relate developmental issues to home and family settings. (APTS 5, 8; INTASC 8, 10; NAEYC 2, 5)
2. Generate activities for the home setting that support growth and development in young children. (APTS 2, 5, 8; INTASC 2, 5, 8, 10; NAEYC 1, 2, 4, 5)

Assignments Extending the Curriculum at Home

Assignment Instructions/Details
Discuss with your K to Age 8/Grade 3 mentor teacher the types of activities the mentor teacher actively promotes between parents and children. If there is literature available outlining this, secure a copy and review it.

Design six activities (SEPARATE EACH BY #1-6) that extend or support the school curriculum but are intended to be completed in the home. The activities should cover reading, math, science, social studies, music, and art. Ensure that both parents and children can participate in the activities.

Include the following for each activity:

1. Description of the activity
2. Content objective also aligned to NAEYC standards
3. Directions for the activity
4. All necessary materials
Submitted: 1 year ago.
Category: Homework
Expert:  judybailey52 replied 1 year ago.
Hi, and thanks for asking for me. This question will require a substantial amount of my time, and the value of the question should be $50 at least, rather than $40. This is an estimate on my part as I have never researched such an activity.

Let me know if that is acceptable.

Is it one question per discipline? Or are you looking for 6 reading, 6 math etc.?

Do you know where can I find the NAEYC standards which would cover such a question?

Judy
Smile
Customer: replied 1 year ago.


I can add the $10 at the end if that is acceptable to you.


 


One activity per (Reading, Math, Science, Social Studies, Music and Art).


 


NAEYC standards I can see if I can locate them and post.

Customer: replied 1 year ago.

READING MATERIALS


 


e-Library Resource


 


1. Optional: Financial Disadvantage and Children's School Readiness


For additional information, the following is recommended: "Financial Disadvantage and Children's School Readiness," by Edwards, Baxter, Smart, Sanson, and Hayes, from Family Matters (2009).


http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=47108227&site=ehost-live&scope=site

2. Optional: Making Urban Schools Better Places for Students, Teachers, and Families: An Interview With Charles Payne


For additional information, the following is recommended: "Making Urban Schools Better Places for Students, Teachers, and Families: An Interview With Charles Payne," by Teale and Scott, from Reading Teacher (2010).


http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=50281827&site=ehost-live&scope=site

3. Optional: Opportunity for Interaction? A Naturalistic Observation Study of Dual-Earner Families After Work and School


For additional information, the following is recommended: "Opportunity for Interaction? A Naturalistic Observation Study of Dual-Earner Families After Work and School," by Campos, Graesch, Repetti, Bradbury, and Ochs, from Journal of Family Psychology (2009).


http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=fam-23-6-798&site=ehost-live&scope=site

4. Optional: Promoting School and Life Success Through Early Childhood Family Literacy


For additional information, the following is recommended: "Promoting School and Life Success Through Early Childhood Family Literacy," by Swick, from Early Childhood Education Journal (2009).


http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=37827338&site=ehost-live&scope=site



5. Optional: Stepping Into Students' Worlds


For additional information, the following is recommended: "Stepping Into Students' Worlds," by Baeder, from Educational Leadership (2010).


http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=508137994&site=ehost-live&scope=site

Customer: replied 1 year ago.


Try these websites for some help


 


www.frankserafini.com/Syllabi/RDG322.htm


 


 

Customer: replied 1 year ago.

http://www.naeyc.org/ncate/standards


 


See if this will give you the NAEYC Standards if not I'll check on something else

Expert:  judybailey52 replied 1 year ago.
Thank you. That is all I needed. I'll check them out.
Customer: replied 1 year ago.

Okay let me know if I need to look further

Expert:  judybailey52 replied 1 year ago.
Ok, thanks. It won't be today, but I'll get back if I need more info. I think I've seen these standards before.
Customer: replied 1 year ago.


ok

Expert:  judybailey52 replied 1 year ago.
Smile
Expert:  judybailey52 replied 1 year ago.
My computer caught a virus and I have spent all day trying to get rid of it. I have to use a virus removal program that will take all night to do.

I am so sorry. Is there an extension on this you can get?

Judy
Cry
Expert:  judybailey52 replied 1 year ago.
Hi, are you there? I just got back on the internet. Do you still need this question answered?

Judy
Smile
Customer: replied 1 year ago.


Yes, I do? Will you be able to get it done? It will be late I'll take the hit.

Customer: replied 1 year ago.


Yes, I do? Will you be able to get it done? It will be late I'll take the hit.


 


If so will you be able to list the standards that goes with the assignment?

Expert:  judybailey52 replied 1 year ago.
I'm so sorry. Yes, I'll get to it right away. Tomorrow is the soonest.

Judy
Smile
Customer: replied 1 year ago.


ok that will be fine. Will you put the NAEYC Standards that the activity applies to.


 


Thanks again.

Expert:  judybailey52 replied 1 year ago.
Yes, working on it now. Since New York uses Common Core Curriculum, can they be from the Common Core?
Expert:  judybailey52 replied 1 year ago.
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judybailey52, Bachelor's degree
Category: Homework
Satisfied Customers: 1769
Experience: 20 years teach mathematics and 20 years of tutoring
judybailey52 and 8 other Homework Specialists are ready to help you
Customer: replied 1 year ago.


Sorry for the delay. I just lost my aunt. I have another one that I was going to post on yesterday but i couldn't. i'll try me best to get it posted on tomorrow. thanks as always.

Expert:  judybailey52 replied 1 year ago.
No worries, I trust you.

I'm so sorry to hear of your loss.

I will wait for the next one.

You are most welcome, and I will try to be more on time as well.
Customer: replied 1 year ago.


judy


 


I tried to post this as a new question. However, guess the site is having problems again. I'm going to post it here in this question so that you can be looking over it and on tommorrow i'll try to post it again. Also the price will be in here let me know what you think.


 


-------------------------------------------------------------------------------------------


FOR JUDYBAILY61 DUE NOVEM. 06, 2012



$40


Objectives:



  1. Identify developmental milestones and appropriate health assessments for young children. (APTS 2, 5, 8; INTASC 2, 5; NAEYC 1, 3)

  2. Investigate appropriate wellness activities for young children. (APTS 2, 5, 8; INTASC 2, 5; NAEYC 1, 3)

  3. Assess the wellness of young children. (APTS 2, 5, 8; INTASC 2, 5; NAEYC 1, 3)


ASSIGNMENT TOPIC: Ability Comparison


ASSIGNMENT DETAILS: Within your Birth to Age 5/Pre-K and K to Age 8/Grade 3 practicum/field experience settings, confer with the mentor teachers to choose two children of the same gender who would be willing to take a physical ability assessment. Secure parental permission if necessary. One child should be 3-4 years old and the other 6-7 years old.


To administer the physical ability assessment, ask each child to perform the following:


Balance:


1. Walk 10 feet.


2. Hop on both feet (note how high the child hops).


3. Stand on one foot for 5 seconds.


4. Stand on one foot and clap hands.


5. Walk while balancing a book on the head.


Locomotion:


1. Walk up stairs. (Does the child go up one stair at a time or use alternate feet?)


2. Walk down stairs. (Does the child go down one stair at a time or use alternate feet?)


3. Walk a straight line. (Put masking tape on the floor and have the child walk on the tape.)


4. Walk backward for 10 feet.


5. Lie on the floor and roll like a log (note the direction).


Fine Motor:


1. Observe the child's hand preference. (Hand the child objects and observe which hand reaches out.)


2. Cut paper in a straight line. (You might model this but do not draw a line on the paper.)


3. Draw a person.


4. Button a button.


5. Tie a shoe.


Create a table/chart/matrix that presents a comparison of the two children. Be sure to comment on how the children approached the tasks.


Based on the assessment, recommend activities that might help each child move to the next developmental level in these areas.

Customer: replied 1 year ago.

TOPIC MATERIALS (READING for new topic)


e-Library Resource


1. Optional: I Can Play! Young Children's Perspectives of Health


For additional information, the following is recommended: "'I Can Play!' Young Children's Perspectives of Health," by Almqvist, Hellnäs, Stefansson, and Granlund, from Pediatric Rehabilitation (2006).


http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=22651177&site=ehost-live&scope=site

2. Optional: The Rourke Baby Record Infant/Child Maintenance Guide: Do Doctors Use It, Do They Find It Useful, and Does Using It Improve Their Well-Baby Visit Records?


For additional information, the following is recommended: "The Rourke Baby Record Infant/Child Maintenance Guide: Do Doctors Use It, Do They Find It Useful, and Does Using It Improve Their Well-Baby Visit Records?" by Rourke, Godwin, Rourke, Pearce, and Bean, from BMC Family Practice (2009).


http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=42515768&site=ehost-live&scope=site

3. Optional: WHO Motor Development Study: Windows of Achievement for Six Gross Motor Development Milestones


For additional information, the following is recommended: "WHO Motor Development Study: Windows of Achievement for Six Gross Motor Development Milestones," by de Onis, from Acta Paediatrica (2006).


http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=20189983&site=ehost-live&scope=site

4. Optional: The Wonder Years: Helping Your Baby and Young Child Successfully Negotiate the Developmental Milestones


For additional information, the following is recommended: "The Wonder Years: Helping Your Baby and Young Child Successfully Negotiate the Developmental Milestones," by Breton, from Library Journal (2006).


http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=22552365&site=ehost-live&scope=site


 


 


 


 


 


 


LECTURE 5


Assessing Health and Wellness


Introduction


As children age, they become able to attempt and master continuously more complex activities and skills. We expect that children will develop or perform more complex tasks in five basic areas:



  • · Gross Motor skills include walking, running, jumping, and other activities that require the use of large groups of muscles.

  • · Fine Motor skills use smaller groups of muscles to perform tasks such as eating, writing, and drawing.

  • · Language development includes vocabulary and the ability to communicate and be understood by others.

  • · Cognitive development is the ability to understand, to learn, and use thinking skills.

  • · Social behavior includes those skills that are necessary to get along with others.


Developmental Milestones


Developmental Milestones are defined as a set of functional skills or age-specific tasks that most children can do at a certain age (University of Michigan, 2010). Although we can expect children to perform the skill or task at a certain age, because each child is unique the specific age for each child will vary. We must take into consideration developmental milestones and the individual development of each child. For example, while most children begin walking around one year of age, some children walk as early as nine months and some don't find the need to be independently mobile until 14 or 15 months.


Do we consider those at the ends of the developmental spectrum unusual? It depends on the child. It also depends on a variety of other factors, including development in all other areas as well as illness, nutrition, and other factors that impact development. Premature infants, for example, will follow a modified developmental schedule.


The University of Michigan Health System Web site provides a comprehensive resource for details on developmental milestones that match various ages and stages of childhood development (University of Michigan Health System, 2010). The Centers for Disease Control Web site provides ages and stages information as well as an interactive developmental chart, helpful videos, and downloadable resources that can be used in the classroom and handed out to parents (Centers for Disease Control, 2010).


The Teacher's Role in Supporting Development


The early childhood teacher plays a significant role in the development of young children. It is the goal and responsibility of the early childhood curriculum to support the natural development of young children in all five areas of development. This is done through the day-to-day activities that children experience in the early childhood setting. When teachers plan curriculum experiences for young children, they must keep in mind the natural developmental milestones and build the curriculum to provide experiences that will both support and challenge development in all areas. In addition, teachers must keep in mind the specific development of their individual students and modify the curriculum to provide experiences for those children who are developmentally ahead or developmentally delayed.


In order to know which children need curricular modification, teachers must be in regular communication with parents. Parents must also provide teachers with the necessary information so that teachers are able to plan successful experiences for groups and individual children.


Concern for appropriately matching the early childhood curriculum to both age-level groups and individual children has led to the publication of a variety of books, articles, DVDs and other materials on the subject. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, edited by Carol Copple and Sue Bredekamp, is widely recognized as the standard for appropriate early childhood curriculum. It should be on the resources shelf of every early childhood center and in the possession of every early childhood teacher. It can be purchased from the publisher, the National Association for the Education of Young Children. This curriculum guide provides an invaluable resource in matching curriculum and activities to children's developmental levels.


Developmental Delays


A child who does not reach a specific developmental milestone within the typical age range is considered to be developmentally delayed. A child who is three to six months behind normal development is also considered to be developmentally delayed. For example, if a child does not walk by 14 months but does crawl, pull up, or walk with the aid of an adult, the child is showing signs of walking and will, with little doubt, be walking independently within a few weeks. If, however, the child is not showing any of these signs by 16 to 20 months, the child would most likely be considered to be developmentally delayed in the area of walking (How Kids Develop, 2008). Children may be considered to be developmentally delayed in all areas of development, in one area of development, or just in one skill.


There are two factors that may influence developmental delays:



  • · A genetic developmental delay is due to a chromosomal abnormality. An example of this would be Down syndrome (How Kids Develop, 2008).

  • · Environmental factors that put children at risk for developmental delays include exposure to teratogens either before or after birth, such as chemicals, diseases, and other toxins.


Identifying Developmental Delays


In order to identify a specific developmental delay, both developmental screenings and developmental evaluations are used. These are done by those who are specially trained in this area. Typically, a classroom teacher will not have the training necessary to administer these screenings and evaluations. A pediatrician, developmental specialist, psychologist, or a combination of specialists will be required to identify developmental delays (How Kids Develop, 2008).


If a developmental delay is identified, a variety of services are available through most public school systems.


Conclusion


If a child is identified as having a developmental delay, it is imperative that early intervention take place. Intervention in one area will affect development in all areas. Development is consecutive; early intervention prevents a child from missing a step in ladder of development. Early intervention also helps to build the child's self esteem (How Kids Develop, 2008). Lack of early intervention may cause a child to feel unsuccessful in school or be embarrassed to participate. Above all, children need to feel that school is a place where they are safe and can be successful.


References


How Kids Develop. (n.d.). What is developmental delay and what services are available if I think my child might be delayed? Retrieved June 8, 2010, from http://www.howkidsdevelop.com/developDevDelay.html.#riskFactors


Centers for Disease Control. (2010). Learn the signs. Act early. Retrieved August 14, 2010, from http://www.cdc.gov/ncbddd/actearly/milestones/index.html


Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.


University of Michigan Health System. (2010). Your child: Development and behavior resources: A guide to information and support for parents. Retrieved August 14, 2010, from http://www.med.umich.edu/yourchild/topics/devmile.htm


 

Expert:  judybailey52 replied 1 year ago.
OMG ... another matrix. We are getting to be very good at this.
Customer: replied 1 year ago.

let me know if you need anything else. I'm going tried to rest now its been along day. I'll try to post as new or will this be fine to stay like this?

Expert:  judybailey52 replied 1 year ago.
No, it is fine for now. I have enough to begin.

We can talk tomorrow. Take care of yourself.
Customer: replied 1 year ago.


hello just checking in have not talk with you since Dec. 2 when I posted. Are we on schedule?

Expert:  judybailey52 replied 1 year ago.
When is this due? It says November 6. If it is due today, I cannot complete it.
Customer: replied 1 year ago.


Im sooooooo sorry I typed the wrong date. It should be Saturday, December 8, 2012. Will that work?

Expert:  judybailey52 replied 1 year ago.
yes, that will work.

Are you going to post it?
Customer: replied 1 year ago.


I will try to do it right now. It will be the same information that i post in this one. Thanks. here it goes

Expert:  judybailey52 replied 1 year ago.
OK

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