USA: +1(669)289-8683 
Sign in
Running head: MY CREATIVE ACTIVITIES PORTFOLIO
1
MY CREATIVE ACTIVITIES PORTFOLIO
6
My Creative Activities Portfolio
Unit 9 Assignment CE230
My Name
Date
|
CE230 Creative Activities for Young Children Final Project |
|||||||||||||||||
|
Activity # 1: |
Number displays? |
||||||||||||||||
|
Source: |
Understanding mathematics for young children |
||||||||||||||||
|
Age(s): |
6 wks-1 yr |
ages 1-2 |
ages 3-4 |
ages 4-5 |
ages 6-8 |
||||||||||||
|
Time Required: |
Teacher-directed activity=20-35 minutes Child-directed activity= one week |
||||||||||||||||
|
Objectives: |
After completing this activity students will be able to …recount numbers 1 to 10 using teacher drawn number displays and play “concentration” to match with the appropriate numbers. |
||||||||||||||||
|
Materials/Equipment: |
Understanding mathematics for young children by D.Haylock Markers and charts Colored pencils, paints Long Sticks Already made chart number displays |
||||||||||||||||
|
Highlight (all) Related Developmental Area(s): |
|||||||||||||||||
|
Drama |
Creative Play |
Art |
Music |
Movement |
|||||||||||||
|
Individual |
Small Group |
Large Group |
|||||||||||||||
|
Cognitive |
Linguistic |
Physical |
Sensorimotor |
Social-emotional |
|||||||||||||
|
Procedure: Explain in detailed narrative form using complete sentences how this activity is accomplished. Include the skills that are required and learned and what will be necessary for the instructor to successfully accomplish this task with his/her students. |
To prepare the lesson, make each object suggested by Haylock in his book understanding mathematics for young children. The objects readily available for the children to associate numbers with both at school are such people, pictures in books, sticks, cats, balls, ducks among others. Color the objects with markers, coloured pencils or the paint. Cut each set of the objects together with their associative numbers and place then on the wall. The teacher must first ask the children to mention things that they know at home, and within the school and also the numbers they are aware about. Should also engage the children in discussion of animals they know who have shapes similar to particular numbers or their total number in their families. The teacher then should then read the chart together with the children repeatedly and also from the book. The teacher should encourage the kids to undertake the activity of matching the numbers with pictures and also create a song for the same. |
|
Activity # 2: |
Do you know the uses of water? (Based on the book by M. Mayesky) |
|
Creative activities for young children |
|
|
Teacher-directed activity= 20-40minutes Child-directed activity= 4-5 days |
|
|
After completing this activity students will be able to …the children should name several words associated with water and play “concentration “ by drawing and retelling the various uses of water on their own and in groups. |
|
|
Squeeze bottles Water Jar lids Markers, colored pencils Charts |
|
|
To prepare the lesson the teacher, should prepare the objects required in this activity as by preparing a chart with drawings symbolizing the importance of water. Then, fill each squeeze bottle with water and giving it to each child together with a jar lid. The teacher must start by cross checking the children’s general knowledge about the activity through asking them questions about water in their homes and how they use it. Each child should be given a chance to explain about the uses and names associated with water in their respective homes. The teacher should then engage the children in activity of squeezing the water from the bottle and seeing how far it goes, checking how many drops they can collect with their jar lid and then connect all this with the names of such activities and drawings indicating the same and the various uses of water. The children should be encouraged to make such drawings on their own and also repeat the same activities to their parents once they get home. |
|
|
Activity #3: |
Let’s sing? (Based on the book by Birkenshaw-Fleming) |
|
Come on everybody, let’s sing!: Music activities for all children in regular, mainstreamed, and special classes |
|
|
Teacher-directed activity= 20-30 minutes Child-directed activity= about one hour |
|
|
After completing this activity students will be able to … sing a particular song with required rhythms and also be creative enough to compose their own song individually and in groups and dance to them. |
|
|
Singing for fun Musical instrument; drums, kayaks |
|
|
The get ready for the lesson the teacher should identify the type of song to be sang, either a beginning or ending song or songs just for fun as illustrated by Birkenshaw-Fleming. Then identify the equipments required either real toys or simple drawings, but mostly toys. The teacher should also identify where the singing will take place and if other activities will take place such as dancing. First and foremost, the teacher must ask the children on the knowledge of songs they are aware of and the instruments they can use in playing those songs. The teacher should also allow them to sing, dance and produce the sounds of the instruments individually and with their own mouths. Afterwards, the teacher should teach them a new song and incorporate movements such moving in circles as they sing, clapping or tapping their knees. The children should practice the same song for almost an hour in school per day every day and also at home. The teacher should also encourage the children to make their own new songs and sing them while they dance, clap or their own way. |
References
Birkenshaw-Fleming, L. (2000). Come on everybody, let’s sing!: Music activities for all children in regular, mainstreamed, and special classes. Toronto, Canada: G.V. Thompson.
Haylock, D., Cockburn, A., & Haylock, D. (2008). Understanding mathematics for young children: A guide for foundation stage and lower primary teachers. Los Angeles: SAGE
Mayesky, M. (2012). Creative activities for young children. Belmont, CA: Wadsworth Cengage Learning.
PAGE
Running Head: Creative Activities Portfolio
My Creative Activities Portfolio
CE230-01 Unit 9 Assignment
Terresa Fontana, MAEd.
Date
|
CE230 Creative Activities for Young Children Final Project |
|||||
|
Activity # 1: |
Are You My Mother? (based on the book by P. D. Eastman) |
||||
|
Source: |
Arkansas Department of Human Services (HumanServices.Arkansas.gov) |
||||
|
Age(s): |
6 wks-1 yr |
ages 2-4 |
ages 5–7 |
ages 8–10 |
ages 10-12 |
|
Time Required: |
Teacher-directed activity = 20-30 minutes Child-directed activities = 3-5 days |
||||
|
Objectives: |
After completing this activity students will be able to … retell a favorite children’s story using felt-board materials and/or teacher-made stick puppets and play “Concentration/Memory” to match pictures of baby animals with pictures of their mothers. |
||||
|
Materials/Equipment: |
· · Cardstock, index paper, or tagboard · Copy machine · Markers, colored pencils, pastels, or paint · Laminator or no-heat laminator sheets · Velcro dots · Popsicle sticks |
||||
|
Highlight (all) Related Developmental Area(s): |
|||||
|
Drama |
Creative Play |
Art |
Music |
Movement |
|
|
Individual |
Small Group |
Large Group |
|||
|
Cognitive |
Linguistic |
Physical |
Sensorimotor |
Social-emotional |
|
|
Procedure: Explain in detailed narrative form using complete sentences how this activity is accomplished. Include the skills that are required and learned and what will be necessary for the instructor to successfully accomplish this task with his/her students. |
To prepare for the lesson, make three copies of each of the story objects provided by the Arkansas Department of Human Services Division of Childcare and Early Childhood Education. Then color each set of objects with markers, colored pencils, pastel, or paint, then cut out each set of objects. Next, laminate each set of objects to increase the their longevity and allow for multiple re-use. Attach Velcro dots to one set of the objects (for use by both teacher and children on the story board). Finally, glue popsicle sticks to one set of the objects to make stick puppets (for use by children in retelling the story). The third set of laminated objects will be used by children to play a “Concentration” or “Memory” game, matching pictures of the baby animals with pictures of their mothers. The teacher must first ask the children about familiar animals (like kittens and puppies), and have the children explain who their mothers are. She could then engage the children in a discussion about families, and have each child talk about his mother, helping the children to identify similarities between themselves and their mothers (i.e., same color eyes, same color hair). She should then read the book Are You My Mother? to the children, using the story board to “act out” the story as she reads. The teacher should engage the children throughout the story, asking them to help identify each of the “mothers” the baby bird encounters and to help identify the right “baby” for each one as the story progresses. The teacher should then discuss the different kinds of games the children can play throughout the week using the Are You My Mother? puppets, story board, and “Concentration” game materials. The teacher should encourage each child throughout the week to try each activity, and she should read the story often throughout the week in story time to further encourage interest and increase student participation in the activities throughout the week. Extension activities could include: having the children bring in photographs of themselves and their mothers to share with the class or for display in the classroom; providing materials for children to use in painting/drawing pictures of themselves with their mothers and/or painting/drawing pictures of baby animals and their mothers; the teacher could encourage children to act out the story using creative drama; having a “Mommy and Me” day in which mothers join their children for all or part of a day’s activities, including a special “tea” for the children and their mothers; and the children could be encouraged to make up a song about their mothers to sing during the “Mommy and Me” day at the end of the week. |
References
Arkansas Department of Human Services. (2011). Are you my mother? Retrieved from http://humanservices.arkansas.gov/dccece/classroom_docs/areyoumymother
Eastman, P. D. (1960). Are you my mother? New York, NY: Random House Children’s Books.
Running Head: CHILDREN WITH SPECIAL NEEDS 1
CHILDREN WITH SPECIAL NEEDS 2
Children with Special Needs
Name
Tutor
Institutional Affiliation
Date
Question 1
Note effectively the changes that children suspected of having disability are to be evaluated. Thus, evaluate the child’s health, vision and hearing, social and emotional status, general intelligence, communicative status, and motor ability. However, you should not use severe discrepancy between intellectual ability and achievement. It should involve a variety of assessment tools and strategies in order to gather relevant information, whether functional, developmental, or academic about your child. Is my child’s cognitive skill present? Does he feed on well? Is he able to communicate well as the other children of his age? These, among other evaluation should be assessed (Zhang, 2008).
Question 2
The purpose of effective evaluation is to find out whether you child is a “child with disability”, gather information that will help determine the child’s educational needs and requirements, and to guide the parents in decision making regarding the child’s educational programming needs. Effective evaluation also helps in identifying, categorically, your child’s needs specifying autism from deafness, emotional disturbance and developmental delay, and hearing impairment from intellectual disability. This enables the parent to counter the problem at early stages before escalating (Baron, 2004).
Question 3
Services provided for each child are tailored to meet the child’s specification in the least restrictive educational setting in which the child’s requirements can be met. These services include audiology services, medical services, physiotherapy services, psychological services, speech and language services, and nutrition services. Services may be provided to address the child’s family priorities and needs. Family directed services are meant to help the family understand the special needs of their child in order to enhance his development (Davis and Broitman, 2011)
Question 4
Providing effective learning strategies can be helpful in the advancement of your child’s development skills. For instance, caregivers or trainers should establish a routine based on events rather than time. They should also provide a work area that is quiet, free from distraction. This may require the use of ear plugs or a scheduling work that requires concentration especially when other children are napping. Additionally, organize the home in such a way that you child can find what he wants without hunting for it. Use of positive approach, such as a simple command in teaching and feedback may be helpful (Zhang, 2008).
Question 5
Developmentally appropriate activities for young children include engaging in sport activities such as hide and seek so as the child can advance his cognitive skills. The child can also engage in play with other children so as to advance his communication skills. Additionally, the child can engage in play activities such as ball kicking for physical development skills (Baron, 2004).
Reference
Baron, I. S. (2004). Neuropsychological evaluation of the child; Oxford: New York: Oxford University Press.
Davis, J. M., & Broitman, J. (2011). Nonverbal learning disabilities in children: Bridging the gap between science and practice. New York, NY: Springer New York.
Zhang, Z. (2008). Evaluation of growth indexes for screening malnutrition in children with cystic fibrosis.
For your Unit 9 Assignment, you will select activities that encourage children to think and act creatively and identify ways to incorporate creative activities in early childhood care settings. Choose any of the following age groups and find three (3) activities that will nurture and encourage the creativity of that particular age group and explain how it can be used in the classroom.Use the Unit 9 Template in Doc Sharing to complete this Assignment.
6 weeks–1 year
1–2 years
3–4 years
4–5 years
6–8 years
Assignment format:
Each activity should have its source noted. A citation for the source should be given on the references page.
Your explanations should be written in complete sentences and organized into paragraphs. The portfolio also should include:
· A title page
· A references page
