After reading Chapter 6 and review the required reading materials write a short essay (150 words minimum) describing what activities (minimum of 3) teachers could do to foster cognitive development. Discuss each activity and explain the Developmental Stage and the developmental benefits.

Sensorimotor (Begins at birth)

Preoperational (Appears at about age 2)

Concrete operational (Appears at about age 6 or 7)

Discussion Topic: Module 4: Assessment 3, Part A – Fact Sheet for Disability DiscussionModule 4: Assessment 3, Part A – Fact Sheet for Disability Discussion

On Discussion Board (Review the rubric for specific requirements), submit a one page word document Fact Sheet/ summary of the assigned disability. This fact sheet should include a definition of the disability and description. Include how the disability affects young children, and what ways the disability is diagnosed or assessed. For this one page summary, focus on what you would want to learn if this were the only page you were to read about the disability and be sure to include that information.

You may also wish to include where your peers can get additional information on the disability.

Once you have posted the Fact Sheet, comment on your peers submissions ( a minimum of twice, on two different days). The purpose of this is to deepen the conversation by asking a question for clarification, and/ or sharing your own reflection from your own experience as it relates to the specific topic or disability.

cities:

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson. ISBN-10: 0135204453 ISBN-13: 978-0135204450

Chapter 4

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson. ISBN-10: 0135204453 ISBN-13: 978-0135204450

Chapter 5

https://sites.ed.gov/idea/osep-fast-facts-educational-environments-school-aged-children-disabilities/

ment due in Module 4:

Assessment # 6b: Teaching Literacy Learning Activities _ Due in Module 4 _ Video Reflection

Please Look at the books (on video) and for each of the videos, please respond to the prompts below. The length of your response should be at minimum one double-spaced page long per book with 12-point Times New Roman font. More will always be accepted. In your response, please indicate the book title and number. 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).

Look at the books below and respond to questions below in an essay format. At minimum two references are required per book. Do it for all books.

Reflection Question/Statement:

To get a clear understanding of what the DAP is, you should provide an explanation to the following:

Is this book appropriate for PreK, 3 K?

Please explain why it is appropriate.

Please justify your answer (why the book is developmentally appropriate for a specific grade/age level) by using the resources from the book and the course. Use resources from the book and justify it.

Use questions that can be found below each video to justify your responses.

Picky Eaters

“Picky Eaters” by Ellen Jackson and Amy-Clare Barden

1) What are the good things about this book?

2) What are the things that are not so good about this book?

3) Is it DAP for Pre-K children? If not, then what age is DAP for?

************The Nice Little House

“The Nice Little House” by Michael Shannon

Accuracy and fluency of reading

1) What are the good things about this book?

2) What are the things that are not so good about this book?

3) Is it DAP for Pre-K children? If not, then what age is DAP for?

***************The Night Before Preschool

“The Night Before Preschool” by Natasha Wing

1) What are the good things about this book?

2) What are the things that are not so good about this book?

3) Is it DAP for Pre-K children? If not, then what age is DAP for?

*****

The Picky Eater

The Picky Eater by Betsy Parkinson

1) What are the good things about this book?

2) What are the things that are not so good about this book?

3) Is it DAP for Pre-K children? If not, then what age is DAP for?

Creating a classroom based on collaboration between teachers, students, and families is one way to engage students in reading activities in and away from the classroom. It also offers an opportunity to share best practices for reading across disciplines and from a variety of experts. In the Topic 1 assignment, you created back-to-school reading orientation materials for families of students in the 4-8 grade range. Imagine you have spent the school year teaching these students and you are now approaching the end of the year. You want to continue to engage your students and families in reading activities throughout the summer to ensure that skills are maintained, and students will be well prepared for the reading they will do during the next school year. Conduct research to obtain evidence about the value of creating home-school connections with families, including the value of summer reading programs and student reading activities in preparing students for success in completing the requirements of the next grade level and being able to apply reading skills in real-world settings. In a 250-500 word rationale, address the following: Summarize research-based evidence from 2-3 sources about the value of summer reading including how it prepares students for the next grade level and real-world activities for students of all reading levels. Explain how summer reading can serve to create home-school connections for families. Create a 250-500 word letter families focused on summer reading activities. The letter should address the following: Provide research-based evidence why summer reading is valuable to students, regardless of whether they are reluctant readers, grade level readers, or excel in reading/be considered advanced. Provide goals for students to achieve as part of their summer reading program. Provide a list of summer reading suggestions for students who are reluctant readers, grade level readers, and excel in reading/be considered advanced. Support the assignment with a minimum of three scholarly resources. Submit the rationale and letter as a single deliverable. While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance. Topic 8 Participation

Creating a classroom based on collaboration between teachers, students, and families is one way to engage students in reading activities in and away from the classroom. It also offers an opportunity to share best practices for reading across disciplines and from a variety of experts. In the Topic 1 assignment, you created back-to-school reading orientation materials for families of students in the 4-8 grade range. Imagine you have spent the school year teaching these students and you are now approaching the end of the year. You want to continue to engage your students and families in reading activities throughout the summer to ensure that skills are maintained, and students will be well prepared for the reading they will do during the next school year. Conduct research to obtain evidence about the value of creating home-school connections with families, including the value of summer reading programs and student reading activities in preparing students for success in completing the requirements of the next grade level and being able to apply reading skills in real-world settings. In a 250-500 word rationale, address the following: Summarize research-based evidence from 2-3 sources about the value of summer reading including how it prepares students for the next grade level and real-world activities for students of all reading levels. Explain how summer reading can serve to create home-school connections for families. Create a 250-500 word letter families focused on summer reading activities. The letter should address the following: Provide research-based evidence why summer reading is valuable to students, regardless of whether they are reluctant readers, grade level readers, or excel in reading/be considered advanced. Provide goals for students to achieve as part of their summer reading program. Provide a list of summer reading suggestions for students who are reluctant readers, grade level readers, and excel in reading/be considered advanced. Support the assignment with a minimum of three scholarly resources. Submit the rationale and letter as a single deliverable. While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance. Topic 8 Participation

TASK

Choose an issue or theme that has interested you whilst studying the module. Analyse the presentation of the theme/issue in not more than three children’s books, one of which may be a picture book. The books should have been published after 1950.

This task enables you to exercise choice over your topic/focus and enables you to engage in an in-depth exploration of the subject-area. It requires you to apply concepts and ideas to specific chosen texts, reviewing them accordingly.

Do use the literature framework theories as a reference and as part of the essay as well.

Book selected: The Boy in the Striped Pyjamas by John Boyne

Please don’t write over words limit !!

Use the Assessment template to demonstrate and illustrate your emerging understanding of the child as capable and competent.

To complete your assessment task, follow the below instructions.

• To start, download the linked here and make sure you are familiar with the format. You are required to use the template for your submission. Failure to adhere to the instructions may impact your grade in accordance with the assessment rubric.
• The first section is a 500-word summary (10% variation is permitted – between 450 and 550 words) of your emerging understanding of the image of child as capable and competent.
• You are expected to articulate your perspective on the image of the child as a pre-service teacher and to critically rationalise and justify your views with reference to major theories and contemporary literature within the context of early childhood education.
• A minimum of two scholarly sources (theoretical and/or empirical literature) must be referenced to support your discussion.

The second section is a table for observation and analysis. You are also expected to write an observation from the listed video and analyze how the example demonstrates children’s capabilities and competence. Please use strength-based language in both the observation and analysis. Your observation and analysis should reflect your image of the child/children and how you understand them.

• 1 purposefully written observation in strength-based language that clearly highlights children’s learning captured in the video supported by concrete factual evidence.You will be using the videos provided below to observe children and complete your observations. Choose one (1) video from the list and write one (1) observation.
• Analysis draws on a range of sources of information including early childhood theories and academic literature to interpret the observation to elaborate how does the captured moments demonstrate children’s capability and competence by identifying learning opportunities observed, children’s, strengths and capabilities, and learning dispositions.
• In-text reference and reference list are required. For guidance on using the APA Referencing Style

Video 1:

Video 2:

Video 3:

attached files

ALERT: ACADEMIC INTEGRITYDO NOT USE ARTIFICIAL INTELLIGENCE, GRAMMAR APPS OR TRANSLATION SOFTWARE IN THIS TASK

Pre-service teachers must not use generative AI tools (e.g., ChatGPT or similar platforms) to produce childrens observations for this assessment. This requirement is grounded in the understanding that children’s observational data and relevant documentation in early childhood settings may contain identifiable and sensitive child information, and uploading such data to publicly accessible AI platforms may breach the Privacy Act 1988 (Cth), the Australian Privacy Principles (APPs), State and Territory child protection legislation, service confidentiality agreements, and organisational data governance policies. Childrens information is legally protected, and misuse may constitute professional misconduct. As this practice observation task aims at stimulating authentic professional practice, all submitted observations must be the students own work and demonstrate independent professional judgement.

Students who breach academic integrity are at risk of a formal sanction and will be referred to a Senior Academic Officer.

Assessment Criteria

The following levels of criteria will be used to grade this assessment task:

• Criterion 1: A summary of child as capable and competent with reference to early childhood theories and academic literature
• Criterion 2: One written observation of children’s learning
• Criterion 3: Analysis of how observation demonstrate childrens capability and competence
• Criterion 4: Ability to systematically apply APA referencing conventions appropriately and accurately

Final Project: Literacy Connections Resource Overview Throughout the course, you will build a Literacy Connection Resource. Think of this resource as a user-friendly, literacy toolkit to help families support their childs literacy development. Your toolkit should be informational, applicable, and accessible. That is, you will define critical components of literacy and explain their importance in a manner that those outside of education can understand. Additionally, you will provide tips and tools that parents can use outside of school to assist their child in becoming a skilled reader. In your Literacy Connection Resource, you will include strategies for each literacy component. You will explain your selected strategies, provide easy-to-follow directions, and share examples of each strategy in action. Additionally, you will identify relevant apps, websites, and other technology tools for learning that families can access for free. As you create your toolkit, you must demonstrate understanding of key concepts from throughout the course. Your explanations and strategies should reflect research-based practices explored in Cox Campus coursework. Your Literacy Connection Resource should include references from at least 5 different course modules, and at least 2 of your examples should reference Georgia-specific literacy policy or screening. While you will be assigned the required content, you may choose what the final product looks like (website, instructional videos, handbook, app, etc.). Required Contents The accordion below outlines the required sections and content for your Literacy Connection Resource. – In the Introduction, you are expected to: Create a welcoming tone. Provide an overview of the resources purpose and who its for. Explain why supporting literacy at home matters, especially in the early years. Entice families to explore the toolkit by emphasizing practical benefits (e.g., building confidence, making reading fun, helping children succeed in school). In Section 1, you are expected to: Summarize the goals of Georgias new literacy laws. Explain why universal dyslexia screening is now required. Briefly introduce the Science of Reading in accessible language. Include relevant county-level data to personalize the resource. In Section 2, you are expected to: Describe the importance of interactive read alouds. Suggest how families can read aloud in ways that support comprehension and vocabulary. Include a sample book with suggested questions or prompts using Cox Campus or similar routines. In Section 3, you are expected to: Define vocabulary and describe the four types: listening, speaking, reading, and writing. Explain how children learn vocabulary incidentally and intentionally. Discuss why vocabulary is essential for comprehension and academic success. Provide at least 4 fun and simple strategies families can use to grow vocabulary at home (e.g., word jars, read-aloud word hunts, cooking with new words, storytelling). In Section 4, you are expected to: Define fluency (accuracy, rate, and expression) in family-friendly terms. Share 23 ideas for how families can support fluency (e.g., echo reading, repeated reading). Link to a sample video or provide a script they can try. In Section 5, you are expected to: Briefly define comprehension and why background knowledge, sentence understanding, and vocabulary matter. Provide 23 strategies that encourage deep comprehension (e.g., I wonder… questions, partner talk). Suggest one routine or prompt families can use with nonfiction texts or real-world reading (e.g., recipes, signs). In Section 6, you are expected to: Share how teachers look at student reading data to make instructional decisions. Describe what progress monitoring might look like in the classroom. Offer one tip for how families can communicate with teachers about progress or concerns. In Section 7, you are expected to: Write a personal closing message to families about their value in literacy development. Reflect on the power of home-school partnership in supporting lifelong readers. Below I have Links to examples. Please do it based on Kindergarten!

Type of Writing: Descriptive Select five (5) elementary-level childrens books that you plan to use in your classroom. Provide a screen capture AND a description/brief synopsis of the book consisting of no less than 4 sentences each. Explain why the five books you have chosen are MUST READS for elementary students. You may choose NO more than ONE book at the kindergarten level and ONE at the first grade level. At least one of the books must be a chapter book. The purpose of this assignment is to have you think critically about book selection AND to allow your peers to read your post and benefit from your critical thinking, so be intentional with this assignment. Respond to the posts of 3 with at least 3 sentences. (Why? You will benefit from viewing several reading lists.)

Attached are the discussion posts needing replies.

Reply 1 & 2 required 125 words each

Reply 3 & 4 require 250 words each