PowerPoint Presentation

Here is the attachements. The week 4 attachment is the rubic and what we have to do. The second attachment is the PPT that we have to delete to add all the stuff for the elementary school aged children.

Please add appropiate pictures and speaker notes and references. Must be in APA format.

Update your Week Three Learning Team assignment by designing an elementary learning program. This is an individual assignment but you use your week

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learning team assignment as a springboard. Consider the preschool program you designed…now change your ideas to accommodate elementary children. Keep in mind physical, social, emotional, and cognitive development considerations but now for elementary students.

Last week we discussed Gardner’s multiple intelligences. Add Gardner’s multiple intelligence accommodations into your program design.

Week 4 Elementary Design

Component

5 Points

 Design an elementary learning program answering the bullets below (same questions from last week, but now about elementary school).

 Design an ideal elementary program that supports development in the physical, cognitive, social, and emotional areas. Include the following:

o The age range of the children to be served

o A description of at least two learning activities you intend to use for each of the developmental areas and the learning theories behind these activities

o How you will include diverse populations

o How you will use technology to individualize and support learning

o A description or diagram of how the classroom would be organized so that children may develop in each area

Present your final program design in the same format as you did with your team.PowerPoint

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 Add the accommodations you would make for multiple intelligences.

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Sentences are well-constructed, clear, and concise.

The tone is appropriate to the content and assignment.

APA format is correct

Citations within the body of the presentation follow APA guidelines.

Rules of grammar, usage, and punctuation are followed

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The Little People of Tomorrow Preschool

Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood

Preschool Age

Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.

The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.

The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible

Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.

Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity

Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.

Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to “fix” it. Count items pictured in the book.

Read to the child. Sometimes “reading” is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, “What’s this?” and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.

Social Development
Social development refers the development of social skills and emotional maturity that are needed to forge relationships and relate to others. Often developing empathy and understanding the needs of others is also included in the area of social development.
In order to develop socially, children need to interact with their peers and adults in a socially acceptable way. Developing good social skills is necessary for them to be abler to eventually form healthy relationships and fit into various social scenarios comfortably

Social Development
Dolls
Goal: To increase social development and increase language and communication skills. Also increase motor skills.
Materials: Multiethnic dolls
Procedures: To help encourage exploration of dolls. They feel the dolls hair, eyes, and clothing, and move the body parts.
Toddlers can imitate skills that are more difficult for kids their age. Helping children to develop adoptive skills by practicing undressing and dressing themselves only and dolls.

Play Time

Touching Songs
Goals: To increase creative development; to increase social awareness; to increase sensory motor skills
Materials: None
Procedure: Sing or chant songs or rhymes where you touch the infant such as “This little piggy went to market,” “I’m
going to get your nose,” and “Hickory Dickory Dock.” Sing or hum a song while you hold the infant and move him to
the rhythm of the song such as “Rock-A-Bye Baby.” Help him do.

Cognitive Development
Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood.
Cognitive development refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence , reasoning, language development , and memory.

Cognitive Development: Take a Toy Apart
Goals: Increase cognitive development, to increase language and communication skills; to increase sensory motor skills.
Material: Toy animals that come apart.
Procedures: Present the toy to the toddler to explore. Show them how to take it apart talk about the toys body parts.
Assessment: Toddler will take the toy apart, identify the body parts, and put it back together.

Moving Like the Animals
Goals: To increase sensory motor skills; to increase language and communication skills
Materials: Pictures of familiar animals
Procedure: See if toddlers can identify the animals in the picture. Help them decide if the animals are large or small and how they move. Have the children move as they think the animal would move. As toddlers become more proficient, choose less familiar animals with obvious movement patterns. Talk about animals and where they live.
Assessment: The child will move like the designated animal.
Integration: This activity helps children learn more about the world in which they live and even think about it differently.
Sensory Motor Development: Individual or Small Group, 16 to 36 months

Physical Development
My no longer need a nap
Runs, jumps, hops, and catches
Uses scissors, and draws first pictures of a person
Pedals and steers a tricycle
Distinguishes writing from non-writing
Uses a fork
Gallops and does one-foot skipping(Berk, 2012, pg. 408)

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Physical Development Activities
Freeze Dancing

Supplies

CD player or radio, fun music

Activity Detail

Turn on the radio or CD Player and start to dance with the kiddies. Then turn the music off randomly and surprise the kids by saying ‘Freeze.’ If they don’t freeze, they can be out or you can just continue to play without doing the elimination. With more kids the elimination works well and they have fun with it. Loads of laughs for a rainy day! Make sure all tables and chairs are moved first so no one gets hurt!

Physical Development Activities (Hopscotch)
Supplies
Chalk
Activity Detail
This is a twist on the traditional hopscotch for little ones learning their ABC’s and 123’s. First start by making squares or rectangles with letters and numbers on them Have the child start at one end of the sidewalk and see if they can cross to the other side of the sidewalk jumping from square to square. They must identify the letter or number they are going to jump to next. You can also call out the number or letter for them and tell them to find it and jump on it next. The kids can also call out letters and numbers for you to jump on. This helps the younger kids to learn their letters and numbers, and gives everyone some outdoor exercise. This activity can also be done with shapes, colors, animals, etc.

Emotional Development
Shows pleasure when familiar adults are nearby. Has developed close attachments with parents and other frequent caregivers; uses these relationships as a secure base to explore (e.g., digs in the sandbox but runs back to dad for a cuddle from time to time).
Knows own name. Uses “my” and “me” often, and with pride (e.g., says, “MY mama!”). Shows beginning signs of self-consciousness (e.g., hides behind a chair and looks ashamed after breaking an ornament).
Is keenly observant of others’ emotional reactions. Checks parent’s facial expressions (e.g., considers climbing up a ladder at the playground, but first looks back at mother’s face for encouragement or warning).
Experiences a wide range of emotions (e.g., affection, frustration, fear, anger, sadness). Tends to express and act on impulses; has tantrums when tired or frustrated. With adult help, begins to use strategies to control emotional expression (e.g., goes to get teddy bear or another comfort object when upset so he or she can calm down). (PBSparents.org, 2012)

Emotional Development Activity
Create Collages
Supplies: Old magazines, child-safe scissors, construction paper, and glue
Activity Detail: Gather a stack of old magazines. Choose a them with the class and look for picture relating to the theme (food, animals, family, sea creature, etc..) Cut out any pictures that relate to that theme fro example, Thanksgiving.. You can then spend time classifying and sorting the pictures (for example, for food, sort by food groups or by veggies and meats or by meals); counting the pictures; and talking about what pictures you didn’t find. Once you’ve finished sorting, glue all pictures down on a piece of construction paper to create a collage and great poster for the classroom.

Emotional Development Activity(The Letter Learning Game)
Supplies: Safety scissors, markers or crayons, colored tag board, printed images or pictures from magazines, magnetic sheets.
Activity Detail: Begin by cutting out each letter fro the alphabet from the colored tag board. Trim a piece of magnetic sheet and apply it to the back of each letter. Assign a picture or image to the correct sound of each letter.
Once the child has decided on what image he/she associates with a particular letter, cut out a small rectangle from the tag board and let the child draw each figure or paste a picture that was cut out from a magazine.
Aid the child in sticking a small strip from the magnetic sheets to the backs of each image.
Gather all the picture magnets and letter magnets and head to a magnetic surface. Laying out the letters on one side and the pictures on the opposite, ask the child to match the letters with their corresponding images. As he/she correctly matches each set, set these aside and progress through the entire alphabet (Education.com, 2012)

The Letter Learning Game
Children will be able to learn their letters by associating them with different types of animals.

Technology and it’s Individualized and Supported Learning
Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum(ESN).
It allows students to also encourage social interaction within groups, solve problems on their own and help mature their listening and speaking skills.
It helps make teaching more interesting and sometimes even easier.
Technology is our future and though it is an adaptable, multipurpose, and helpful tool within the teaching profession it has became a way of life and we need to familiarize ourselves and our students to learn along sides us.

References
Berk, L. E. (2012). Infants, children, and adolescents (7th ed.). Boston, MA: Allyn and Bacon
Bruen, F. (2011). What Are Some Physical Development Activities for Preschool Children?. Retrieved September 5, 2012 from
http://www.livestrong.com/article/245802-what-are-some-physical-development-activities-for-preschool-children/

www.delmarlearning.com/comparisons

Education.com. (2012). The Letter Learning Game. Retrieved September 9, 2012 from http://www.education.com/activity/article/letter-sound-magnets/
Google Images. (2012). Google Images. Retrieved September 7, 2012 from
http://
www.google.com

www.intechopen.com/books/fabrics

References (Cont’d)

Jenni. (ND). Setting Up Your Classroom. Retrieved September 9, 2012 from http://preschoolresource.tripod.com/classroom.html
Moss, T. (2012). Class Begins At Schools. Retrieved September 8, 2012 from
http://www.nwaonline.com/news/2012/aug/02/classes-begin-schools/

Moving Smart. (2012). Why Hopscotch Matters. Retrieved September 8, 2012 from
http://movingsmartblog.blogspot.com/2012/06/why-hopscotch-matters.html

PBSparents. (2012). Preschoolers: Ages 2 to 5. Retrieved September 7, 2012 from
http://
www.pbs.org

PBSparents. (2012). Emotional Development. Retrieved September 9, 2012 from http://www.pbs.org/parents/childdevelopmenttracker/one/socialandemotionalgrowth.html

References (cont’d)
Noffke, D. (2012). How to Teach Diversity to Preschoolers. Retrieved September 5, 2012 from
http://www.ehow.com/how_5110350_teach-diversity-preschoolers.html

Shuttercock. (2012) Shuttercock. Retrieved September 5, 2012 from http://www.shutterstock.com/
Wardle, F.,(2008). The Role of Technology in Early Childhood Programs .Retrieved September 6, 2012 from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302

Yahoo Images. (2012). Yahoo Images.com. Retrieved September 5, 2012 from
http://www.yahoo.images.com
/

Zazzle. (2012). Animal Alphabet Poster. Retrieved September 9, 2012 from http://www.zazzle.com/animal_alphabet_poster_small-228227764085089625

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