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Benefits of Physical Activity

3. Write a 2 page paper of the benefits of physical education in elementary school.

The potential for misunderstanding with non-verbal communication, even hurt feelings or anger, is very real because non-verbal communication is not universal.

What resources do you as a teacher have for accurate information on this subject? How will you put these resources to their very best use?

After watching the Functional Analysis of Problem Behavior video discuss the following:

1. Importance of conducting a functional analysis.
2. How functional analysis will support your work with clients.
3. What challenges you might foresee in conducting a FA.
4. Why do we want to evoke a response?

In addition, ask one question you have from the video that your peers can answer.This is the link of the video and the transcript find it attached, as well as the rubric of the discussion.

How would it affect the panspermia theory

Assignment: Executive Function Play Toolkit

Overview

In this project, you will design a mini Executive Function Play Toolkit for early childhood teachers. The toolkit should help teachers understand how to foster working memory, inhibitory control, and cognitive flexibility through play-based learning.

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Create a simple, easy-to-read overview for early childhood teachers. Your guide should include:

1. Definition of Executive Function

• • Explain executive function in your own words.
  • Include the three components: working memory, inhibitory control, cognitive flexibility.

1. Why Play Supports Executive Function
   • Write 23 sentences explaining how play naturally strengthens these skills.
2. One Example of Each Executive Function Skill in Play
   For working memory, inhibitory control, and cognitive flexibility, provide:

• • A short description (35 sentences) of a child demonstrating that skill during play
  • A brief explanation (12 sentences) of why this moment shows that EF skill

Design three separate activity cards, one for each EF skill:

• • Card 1: Working Memory
  • Card 2: Inhibitory Control
  • Card 3: Cognitive Flexibility

Each card must include:

• • Activity Name
  • Target Age Group
  • Materials Needed (include open-ended options when possible)
  • Activity Setup & Steps (clear and teacher-friendly)
  • How the Activity Supports the EF Skill
    • Explain in 34 sentences.
  • Teacher Prompts or Questions
    Examples:
    • What do you think we should try next?
    • Can you remember what comes first?
    • How could we change our plan?

Format:
Cards can be designed in Canva, Google Docs, Slides, or Word. The layout should look like cards teachers could print or laminate.

Part 3: Video Walk-Through (24 minutes)

(I WILL RECORD THE VIDEO JUST WRITE ME THE EXPLANAITION AND ANSWER TO THE QUESTION THE QUESTION AND SUBMIT IT WITHIN THE DOCUMENT)

Record a short video that includes the following two components:

1. Walk-Through of One Play Card

Choose one of your Play Cards and explain:

• • The purpose of the activity
  • How it supports a specific executive function skill
  • How a teacher would set it up and guide the play
  • Why this activity is developmentally meaningful

2. One Reflection Question Response

Choose ONE of the following questions to answer in your video:

• • How can teachers support executive function during everyday play?
  • How do the environment and materials contribute to EF development?
  • What did you learn about executive function while creating this toolkit?

Your response should be thoughtful, clear, and directly connected to early childhood practice.

How to Submit:

Submit one PDF file containing:

1. 1. Part 1: Teacher-Friendly Guide
   2. Part 2: Three Play Cards
   3. A working link (any video format) to your Part 3 video

Word count: 5 Photos of the learning environment selected for the excursion with explanatory captions + 3 photos of planned learning experiences + 300 words of description for each (total 900 words)

Description: Select a location in your local area that is suitable for an excursion experience for children and design three play-based learning experiences that could be conducted in the chosen location.

provide a detailed context of the chosen location and explain why it is suitable for children.

provide a clear description for each learning experiences, including learning objectives, resources needed, instructions for implementation and a clear connection to the Early Years Learning Framework.

ensure the learning experience are play-based, engaging, and interactive, with a focus on promoting childrens development.

Your learning experience should demonstrate your ability to integrate theoretical perspectives and relevant research to support play-based learning in early childhood education.

Additionally, your description should be presented professionally and adhere to the guidelines set forth in APA 7th edition. Below is the Assessment Rubric:

Criteria	High Distinction 80%-	Distinction 70%- 79%	Credit 60-69%	Pass 50-59%	Fail 0-49%
Location and learning environment layout (20%)	Outstanding and insightful description of the context and why it is suitable for children, , with reference to learning opportunities and safety measures.	Comprehensive description of the context and why it is suitable for children, with reference to learning opportunities and safety measures.	Good description of the context and why it is suitable for children, with reference to learning opportunities and safety measures.	Basic description of the context and why it is suitable for children, with reference to learning opportunities and safety measures.	Poor description of the context and why it is suitable for children, with reference to learning opportunities and safety measures.
Learning experience 1 (20%)	Excellent design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.	Good design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.	Above average design and creation of a learning experience that is engaging and interactive with learning objectives, resources, instructions, and linkages to EYLF.	Satisfactory design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.	Unsatisfactory design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.
Learning experience 2 (20%)	Excellent design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.	Good design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instruction, and linkages to EYLF.	Above average design and creation of a learning experience that is engaging and interactive with learning objectives, resources, instructions, and linkages to EYLF.	Satisfactory design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.	Unsatisfactory design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.
Learning experience 3 (20%)	Excellent design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.	Good design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instruction, and linkages to EYLF.	Above average design and creation of a learning experience that is engaging and interactive with learning objectives, resources, instructions, and linkages to EYLF.	Satisfactory design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.	Unsatisfactory design and creation of a learning experience that is engaging and interactive with clear learning objectives, resources, instructions, and linkages to EYLF.
Writing (10%)	Highly structured and well written, highly developed.	Well-structured and well written, well-developed.	Structured, reasonably well-developed, and well-written.	Adequately structured, and well- developed and well-written.	Poor coverage and writing and insufficiently developed and structured.
Reference citations and reference list (10%)	Wide range of contemporary references and sources cited appropriately.	Good range of contemporary references and sources cited appropriately.	Fair range of contemporary references and sources mostly cited appropriately.	Limited range of contemporary references, some errors of citation.	Inadequate or very limited references and poor citation.

See attached document

EDPT 514 Chapter 5: Norm Referenced Assessments and Chapter 6: Curriculum Based Assessments

Application and Research Activity

2026 Spring Semester

Dr. E. Foster, EDPT 514 Adjunct Instructor

Calculate the chronological ages using the following birth dates and test dates.

				Year	Month	Day
1.	Birth Day	3-2-1991	Date of test	2001	5	4
	Test Day	5-4-2001	Date of birth	1991	3	2
Answer:			Chronological Age
2.	Birth Day	7-5-1996	Date of test	2004	11	22
	Test Day	11-22-2004	Date of birth	1996	7	5
Answer:			Chronological Age
3.	Birth Day	10-21-1997	Date of test	2000 (1999)	6 (18)	20 (50)
	Test Day	6-20-2000	Date of birth	1997	10	21
Answer:			Chronological Age

Round the following chronological ages to years and month.

	Year	Month	Day	Answer:
4.	7	10	23
5.	11	7	14
6.	14	11	29

7. Why is it important to have the exact chronological age of a student before you administer and score a test?

Answer:

Using the following basal rules, identify basals for these students.

Basal Rule: Consecutively correct responses

Consecutively incorrect responses

8. Test 1:Basal:5 consecutive correctStudent: 3.3 (start with test item 4 and count 5 items to identify basals) * Please include a dash between the basal items.

Basal items are:

9. Test 2:Basal:7 consecutive correctStudent 4.1 (start with test item 25 and count 7 items to identify basals) Please include a dash between the basal items.

Basal items are:

10. What is the meaning of the term basal level, and how does it relate to a students ability?

Answer:

11. What is the meaning of the term ceiling?

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