Category: Childhood education

275 to 500 words, APA format, based on the article attached

Prior to completing the discussion, review chapters 11, 12, and 13 in your course textbook, Developmentally appropriate curriculum: Best practices in early childhood education (7th ed.). As you review this week, there are connections between neuroscience and education. As highlighted by Dr. Judy Willis in the article A Neurologist Makes the Case for Teaching Teachers About the Brain, Teachers who are prepared with knowledge of the workings of the brain will have the incentive and motivation to follow the ongoing research, as well as the ability to apply their findings to the classroom (Willis, 2015). With this knowledge, teachers can help children build their brain potential, bridge the achievement gap, and reach their highest 21st century potential starting now (Willis, 2015, para. 5). Neuroscience tells us that as educators, we have the capacity to help students change their brains and intelligence. That is a tremendous opportunity and one that we must not take lightly. How will you impact the brains and intelligence of those children in your care? That is the focus of this discussion this week.

To prepare for this discussion, review the article

by Dr. Judy Willis.

• Describe the connection between neuroplasticity and cognition and how your understanding of neural development and cognitive processing will guide your work with children.
• Analyze the role that science and math have on cognition in early childhood education and in guiding children become 21st-century learners.
• Propose a physical activity that will promote changes in brain structure and function and will increase a childs capacity for learning.
• Explain how your activity does each and how it can be modified to accommodate children with disabilities.
• Be sure to also include the appropriate age range for the activity and support your activity with your primary text or Dr. Willis article.

Look at Table 2.3, Examples of Discriminative Stimuli and Possible Responses. Table 2.3 Examples of Discriminative Stimuli and Possible Responses VERBAL s DISCRIMINATIVE STIMULUS RESPONSE Quiet hands. Student stops stereotyped behavior and puts hands in lap. Time to work. Student sits in assigned seat and waits for task. Stop, please. Student who is running from teacher stops immediately. Playtime! Student goes to toy shelf, selects a toy, and sits on play rug. NONVERBAL s DISCRIMINATIVE STIMULUS RESPONSE Teacher turns off the classroom lights for a few seconds. Students stop talking and look at the teacher. MECHANICAL s DISCRIMINATIVE STIMULUS RESPONSE Timer runs during independent work time. Student remains on task. Bell rings following recess. Students line up in front of teacher. SCHEDULE AS AN DISCRIMINATIVE STIMULUS RESPONSE A regularly scheduled activity ends. Student stands up and places the picture card for that activity in the finished pocket and then selects the picture card for the next activity. Student finishes toileting. Student approaches sink and washes hands. ROUTINE AS AN DISCRIMINATIVE STIMULUS RESPONSE Student approaches the lunchroom worker waiting at the end of the lunch line. Student enters her lunch number on the keypad. Youth gets in car. Youth fastens seat belt. A peer approaches student on playground and asks if he wants to play ball. Student responds verbally and joins the game. Young man approaches fast-food counter. Young man places order. Girl enters checkout lane at grocery store. Girl unloads cart. Bus pulls up to bus stop and door opens. Student enters bus. after reading this Come up with at least two more examples of discriminative stimuli and desired responses for each category presented in the table. Discuss the advantages and disadvantages you see for each instance. IN A PARAGRAPH OR 2 THEN SEPARATELY after that Look at Table 2.6, Measurement Systems for Specific Target Behaviors. Table 2.6 Measurement Systems for Specific Target Behaviors The following measurement systems can be used to monitor each of the target behaviors listed. More than one measurement system can be used. DESIRED BEHAVIORS POTENTIAL MEASUREMENT SYSTEM Responding to a greeting Event recording calculated as percentage of opportunities Number of words read correctly from a passage Event recording calculated as percentage of opportunities Number of math problems solved Event recording calculated as percentage of opportunities Following directions Event recording calculated as percentage of opportunities Number of dishes washed before refusing Event recording calculated as percentage of opportunities Making a request Event recording Number of envelopes stuffed Event recording Amount of time spent vacuuming before refusing Duration recording How long it takes student to put on jacket Duration recording Amount of time spent listening to music Duration recording Sitting next to peers without hitting Duration recording Time spent playing with a peer Duration recording Keeping glasses on face Duration recording Participating in group game Duration recording (length of time until student walks away) or event recording (number of turns student takes before leaving game) How long student spends brushing teeth Duration recording Amount of time spent climbing on playground equipment Duration recording CHALLENGING BEHAVIORS POTENTIAL MEASUREMENT SYSTEM Biting self or others Event recording Grabbing materials Event recording Screaming Event recording Hitting teacher in response to a direction Event recording calculated as percentage of opportunities Finger flicking Event recording or duration recording Rocking Event recording or duration recording Posturing (holding body in unusual positions) Event recording or duration recording after reading this Choose four to five of the desired behaviors, and discuss why the potential measurement system has been chosen. Do you see any potential disadvantages to using the noted system? How might you avoid possible problems?and write it in a paragraph or 2 NO RESOURCES

Essay 250-300 words. What is your vision for K-5 STEM education in Princeton, WV. Describe the key characteristics of high quality elementary STEM teaching and explain how this approach supports all learners in building STEM proficiency and identity.

Please watch the video Print Awareness and Alphabet Knowledge () and respond to the prompts below. The length of your response should be at minimum one double-spaced page long per question/prompt with 12-point Times New Roman font (2 double-spaced pages in total at minimum). More will always be accepted. In your response, please indicate the title of the video. Remember to submit your response in the attached MS word compatible file. Do not link your response to google drive or OneDrive. Respond to questions below in an essay format and following a required APA format (with references and citations using the research and practitioners experience in the field).

Print Awareness and Alphabet Knowledge (The link to the video is in Module 2 under Materials).

Reflection Question/Statement:

1) What 4 ideas/concepts stood out to you and why?

2) In what ways do you or would you (if you are not currently a teacher) promote Print Awareness and Alpha-Bet knowledge in your classroom and/or as a parent?

Video:

Please read the file. Please do not use AI to complete this assignment. I do run it through originality ai to make sure it is human original work. If you can not complete this assignment without AI, please do not accept it.

Using behavioral tools ABC (Antecedent, Behavior, Consequence) charts and time sampling (20 mins, twice a week) child needs redirecting as they get distracted easily during lessons, transitions, and worksheets.

In your report, include the following: Career Interview Full Name of person interviewed Job Title School Name School Address Email Address Paragraph 1:Begin by explaining who you selected and why you selected this person. Describe their title and job description and tell why you have chosen to learn about his career in education. Paragraph 2,3,4: A clear summary of your conversation and the responses you received to the questions asked. Closing Paragraph (5) : Reflecting on the learning that happened for you as a result of the interview and what it may mean for your future plans. Was the interview beneficial to you? Explain. Format: Typed, Black ink on white paper 12 inch Times New Roman Font, Double Spaced 1 inch margins on top, bottom, left and right 2 page Minimum, 3 page Maximum

Part 1; Watch the video Documenting Children’s Learning – Answer the following questions: Identify 2 points from the video that you found to be most important. How will what you learned in the video change how your practices as a teacher of young children? Part 2 Watch the video:Building Positive Relationships – Identify 2 of the positive outcomes discussed in the video that most surprised or inspired you. As a teacher, how will this presentation impact you in your work with children and families? Part 3: In Module 4 , read the article on Treating Childhood Trauma by Dr. Bruce Perry. Then, watch the video, Treating Childhood Trauma here: .Link – Then respond to the following: Identify 2 points from the video that you found to be most important. How will what you learned in the video change how you work with and approach children and their families. Format: Write in essay form. Organize your essay by Part 1, Part 2 and Part 3. Double space; Times New Roman 12 pt font.

IRIS | Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan Complete IRIS CBM Part 2 and submit the assessment portion here. answers must come from the info in the link NO AI