Part OneEarly Childhood Work ProductViable adapting especial.docx

Part One
Early Childhood Work Product
Viable adapting especially for early youth is one of the greatest
critical angle while comes to adolescents improvement. From
the appraisal completed, there are central factor which comes to
be of an extraordinary arrangement concern when includes
instructing more youthful youngsters. I comprehend that it's far
hard for dealing with 3-4year-old kids. Data I can say the
experience turned out to be genuine beginning from the
association of the adolescents and also the method of training.
It is unquestionably one of touchy level of progress and
subsequently additional consideration are required. I can
likewise say its miles one of the craziest degree and
increasingly fiery. Level of prepared to investigate for the
explanation that they're a greater amount of copying what is
being accomplished. From the assessment, I will say that the
resulting are pointers of incredible educational plan. First is the
youngsters have been dynamic and furthermore locked in. This
changed into glaring from the zones; education, maths, science,
and humanities. What's more, this had been glaring area
comprehensive of subjective, social, substantial and exact
association. Furthermore is that the fantasies which had been set
have been practiced. Thirdly the educational plan is proof
principally based lastly esteemed substance especially in the
examining examination are focused and furthermore purposeful
contemplating.
Picking up information on models are portrayed as the
composed and succinct depiction of what the researcher are
required to comprehend and furthermore ready to do at a
particular level in their preparation. In appreciate to learning
appreciate in this circumstance study. They might be connected
for instance, it finishes up with the wants which have been
ahead of time perceived by means of the puberty teacher.

Finding a workable pace in hence explains on the accompanying
topics; concern zones which on this situation are essential
maths, fine art, education, innovation, expressions and
innovation which may be moreover suitable learning guidelines
to kids. Furthermore is the finding a workable pace whereupon
each challenge district is composed concurring with grade
organize. 0.33 It likewise adapt to the training objectives
wherein many set learning prerequisites alongside larger and
long haul tutoring wants are fit for portray the understanding
knowledge, abilities and man or lady. At long last substance
wherein the set finding a good pace are one of a kind and shared
trait from the framework to gadget as depicted inside the
adolescent educator wants.
The language used by grown-ups influences psychological blast
and acing in kids in heaps of diffused techniques. Naming is an
amazing method to cultivate applied improvement.
Advancement and early learning can be bolstered continually as
a kid creates, and early understanding and capabilities advise
and impact fate finding a workable pace. This is critical for the
improvement of a little child since it help them handle things
and along these lines competent to separate them effectively.
Taking abilities and oral language improvement sturdily affect
dissecting achievement. Practically all children take a gander at
to talk by means of training and use as the years progressed,
with next to no proper practice, and the conditions wherein
adolescents take a gander at their language could have a prompt
effect of their accomplishment in education.
Coordinating math and innovative thoughts in customary
exercises upgrades psychological, social, passionate, and
physical advancement, and as an outcome their normal
development. Abilities and ideas that youths look into on a
similar time as they're youthful will increment as they
advantage understanding and skill after some time. Used to help
each training and contemplating, innovation injects address
rooms with virtual acing gear, which incorporate pc frameworks
and gadgets; extends course administrations, stories, and acing

materials. Those capacities help youngsters to create
considerations, make determinations and to utilize proof to
perceive key issues. Mechanical tests give potential outcomes to
training composing abilities and extend jargon through
composed perceptions and methods. Every now and again
youthful unpracticed people struggle to contain component into
their composition
Developed self-confidence and self-know-how, better dispatch
abilities, and ventured forward comprehension are a large
portion of the different purposes behind instructing expressions
of the human experience. Human expressions are as
indispensable as educators, and that they must be dealt with that
way in workforce educational plan. Picking up information on
craftsmanship goes past developing more noteworthy a
satisfaction understudies. Taking strolls inside expressions of
the human experience licenses fledglings to increment creative
critical thinking abilities. The humanities offer difficulties for
amateurs in any regard stages. Fine art tutoring interfaces
understudies with their extremely close to home way of life
further to with the more extensive global
Physical improvement is the chief of the edge and its
developments. It incorporates the improvement of each
breathtaking and gross engine capacities and has been shown to
affect a baby's advancement in investigating. Substantial
intrigue in addition empowers kids exhaust power which can get
inside the method for finding a workable pace. Educators and
guardians sell child's social and enthusiastic wellbeing through
setting up confiding seeing someone, made while instructor’s
explicit warmth, love, and appreciate. Educators can purposely
instruct and enhance those abilities the utilization of
verification fundamentally based certainly techniques to teach,
form, and improve top of the line practices.
Educators and parental figures advance child's social and
passionate wellbeing with the asset of sorting out confiding
seeing someone, made while instructors express warmth,
friendship, and appreciate. Instructors can purposefully educate

and decorate these capacities utilizing proof based absolutely
totally systems to educate, model, and hamburger up decent
practices
Through play-basically based finding a workable pace, teachers
can present and make progressively strong musings we need
youths to contemplate in a way that connects each little child's
inclinations. Play principally based thoroughly picking up
information on profits by child's normal experience of request
and disclosure through arms-on investigation of the zone round
them. What is stage one in making arrangements an early youth
preparing condition? Situating out the realm administers and
permitting necessities. The ground zone, machine, and materials
for play, cooperation, and investigation
They incorporate; Pre-teach troublesome jargon and thoughts.
Express the target, offering a purpose behind tuning in.
encourage the psychological games engaged with listening
mental be cognizant taking, addressing, evaluating. Give watch
guides/worksheets. Give content of film. Give address traces.
Set up association Agreements. Settling on bunch standards, or
understandings, legitimate from the get-move will convey every
student a voice and give commitment to all. Show them a way to
focus. Train them the works of art of posing right Inquiries.
Train them a way to deal. Form what we anticipate. Office mind
quality
Synergistic Literacy is a thorough, yearlong educational
program for college youths in grades alright 6 that tends to the
center perusing, composing, and talk me and listening capacities
that understudies need while cultivating their blast as being
concerned, community oriented, and principled individuals.
While educators team up, the side interests, foundations and
qualities of each instructor can add to a test. Educators normally
draw help from every some extraordinary and might assign
obligations that enable every coach to delight in amazing. Joint
effort among educators adds to high school advancement and
researcher satisfaction
At last, responses to the resulting 5 requesting circumstances

will drastically affect the setting of educational plan and
training in the a.s.a.p... Those difficulties are 1) segment
alterations, inclusion changes, developing innovations,
globalization, and outcast and migration issues
Address researcher dreams. Make an encounter of Order.
Welcome college understudies on the Door every day. Permit
undergrads find a good pace. Find a good pace college
understudies. Avoid advantageous to control. Avoid Judging.
Employ excellence building computer games and sports.
Part Two
Learning Experience Plan Template 1
The theme of three learning experience is painting a house
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you
will address in this learning experience.
The content areas which will be discussed in this plan includes;
literacy, and arts. They are main areas upon which a child is
able to be educated. This content are therefore in relation to the
following developmental domains; cognitive, social, emotional
and physical. This domains will be able to define the behavior
of a child as they grow up and extent to which they are able to
grasp content in a classroom setup.
State/District/Professional Standards
Identify one early learning standard that informed you’re
planning of this learning experience.
One of the early learning standard prompt me for this learning
experience is the curriculum for young people
Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the
learning experience.
The goals of this learning experience is that, the child should be
able to read the text, be able to read worked-out example
problems, able to answer short objective question, discuss
issues with other learners and also be able to conduct research
in respect to the learning objectives
Materials/Technology/Equipment/Resources
List texts, websites, writing/art supplies, props/artifacts,
assistive technology, computer software, Internet resources,
audio/visual media, and other tools and materials needed for
this experience.
Length will vary.
Text books
Videos
Pictures and drawings
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a
warm connection and capture children’s attention. Answer the
following:
· How will you build a sense of relationship and connection
with children during the introduction?
At this period, the teacher is able to motivate children by use of
different ways for instance, storytelling. This will enable
children to be more aggressive and also want to know what
exactly the story is all about. This approach has been applied
mostly in literacy to the test the cognitive of a child. When
comes to math and science, the teach has to use charts in
demonstrating different concept especially when comes to
maths. For the art, the teacher has to use symbols and toys in
illustration of different art work. For technology, teacher will
be able to use toys. All this will create a good connection

between a teacher and child.
· How will you relate the lesson to children’s interests, prior
knowledge, and families/communities?
From the experience, relating the lesson to children’s interest it
is somehow hard to figure out. Ii is therefore known that kids
always love to discover things and hence, can be a good
prediction for the teacher. Sometime cognitive skills can be able
to determine the interest of kids. But all in all the kids should
be able to learn all form of life which are good for the
community. The above selected domains and area are good for
the moral up bring of any kid for wants to learn. Actually they
are the basic of early childhood development and am sure, they
will be significant when comes to social, emotional and
physical training
Building/Applying Knowledge and Skills
Describe specifically, and in a step-by-step fashion, what you
and the children will do in all activities and transitions that are
part of this learning experience. Make sure each activity is
meaningful and supports your goal(s). Be sure to consider
specific content areas and developmental domains that are
relevant to the learning experience.
For maths, I will be able to teach them how to count. I will do
this by use of flow charts already written numbers. So I will be
reading loud and let them repeat after me.
This will be towards teaching them how to read which is one of
my goal for this learning experience plan. Am sure that power
to read translates to power to understand. Therefore by reading
to them and repeating after me will make them understand
faster. Secondly use of flow chart is also important in that not
only will enable to read, but visual presentation will able them
to differentiate numbers and also know how they look likes.
After that I will be able to combine art and math whereby,
through art will be able to model different numbers. It will be
physical activity and also emotion. This will be able to achieve

my goals of solving the problem and also emulating the solved
problem.
For each activity, explain how the activity might be
differentiated to meet the needs of individual children,
including children with exceptionalities. Give specific examples
related to particular children in the classroom that you
observed.
For reading, the activity can be differentiated by replace other
numbers to meet the need of differentiating different numbers.
As also explained earlier use of flow charts art arts will be in
consideration of children with special needs. They will be able
to understand the and therefore be the same like others
Assessment
Assessment is the process by which early childhood
professionals gain understanding of children’s development and
learning. Describe strategies you will use to assess children’s
learning. Consider how you will:
· Utilize and document observation to assess children’s
learning.
From the learning of this kids, they are aggressive and wants to
emulate everything the teaches does. They are more of toys and
pictorial presentation. Secondly, they cannot withstand long-
time learning process hence there session are short-timed.
Closure
Learning Activities:
Closure is the conclusion of your learning experience. It is a
time to wrap up the experience by summarizing, reviewing,
and/or reflecting on the learning that has taken place. Describe
all activities and strategies you will use in the closure of your
learning activity.
In conclusion, the learning experience was all about coming up
with a comprehensive assessment upon which children 3-4years
age are able to grasp different learning concept. The main area
were maths, literacy, science, technology and arts. The plan

showed different perspective upon which learning can be
achieved through the stipulated goals.
The theme of three learning experience is counting beads
maths, science, technology and arts. They are main areas upon
which a child is able to be educated. This content are therefore
in relation to the following developmental domains; cognitive,
social, emotional and physical. This domains will be able to
define the behavior of a child as they grow up and extent to
which they are able to grasp content in a classroom setup.
Learning Goals

this experience.
Length will vary.
Books
Videos
Lesson Sequence
following:

physical training
After that, I will be able to guide them on how to write numbers
from 1-10. This will be accompanied by symbols of the number.
Each child I will monitor how he/she write and thereafter be
able to assess the level of understanding the concept in the
learning objective.
problem.

observed.
Assessment
learning.
Closure
learning activity.

The theme of three learning experience is drawing a dog
The content areas which will be discussed in this plan includes
arts. They are main areas upon which a child is able to be
educated. This content are therefore in relation to the following
developmental domains; cognitive, social, emotional and
physical. This domains will be able to define the behavior of a
child as they grow up and extent to which they are able to grasp
content in a classroom setup.
Learning Goals
this experience.

Length will vary.
Lesson Sequence
following:
physical training

learning objective.
problem.
observed.

Assessment
learning.
Closure
learning activity.
References
Bredekamp, S. (2014). Effective practices in early childhood
education: Building a foundation (2nd ed.). Upper Saddle River,

NJ: Pearson.
Piasta, S. B., Justice, L. M., O'Connell, A. A., Mauck, S. A.,
Weber-Mayrer, M., Schachter, R. E. ... & Spear, C. F. (2017).
Effectiveness of large-scale, state-sponsored language and
literacy professional development on early childhood educator
outcomes. Journal of Research on Educational Effectiveness,
10(2), 354-378.
Storch, J. F. (2016). Inclusion, Effective Practices, and
Coaching in Early Childhood Education (Doctoral dissertation,
University of Florida).
Epstein, A., & Willhite, G. L. (2017). Teacher efficacy in an
early childhood professional development school. International
Electronic Journal of Elementary Education, 7(2), 189-198.
Hello Dr. Todd I was contacting you in regards to my
assessment I was making revisions and on my 3 learning plans
could I have used 3different things but based around one set
theme???? In my paper at the beginning with the guide I should
explain my theme and discuss my 3 learning experiences
aligned with the standards used along with giving an in-depth
overview by answering those questions provided but to be put in
narrative . Can you please inform me if I am doing it correctly .
Her explaining my question in detailed::::
theme???? Yes, three plans centered on one theme. For example,
a theme may be spring, dinosaurs, etc.
In my paper at the beginning with the guide I should explain
my theme [state your theme] and discuss my 3 learning
experiences aligned with the standards used along with giving
an in-depth overview by answering those questions provided but

to be put in narrative . [Yes. First discuss the indicators of
effective curriculum you used to develop your learning
experiences. Next state the standards. For example did you use
state standards? If so, what state standards?] Next, summarize
your learning experiences based on the questions. See the
example below.
Let me know if this helps.
a. How the learning experiences reflect appropriate learning
standards and the goals identified by the early childhood teacher
you interviewed. Which standards did you use as you developed
the three learning experiences? For example, many students use
their state’s early learning standards. Students need to provide
an example. Below is an example. This level of detail is not
required for all learning experiences.
The Arizona Early Learning Standards are used to develop the
three learning experiences. The Arizona Early Learning
Standards are classified as Strands and Concepts. For
example, Strand 3: Measurement and Data and Concept: Sorts
and Classifies were used to develop the first learning
experience. And the Science Strand 1: Inquiry and Application
and Concept: Exploration, Observations, and Hypotheses was
used to develop the first learning experience. The art activity in
the first learning experience is developed to incorporate the
Arizona Early Learning Standard Strand 1: Visual Arts and
Concept: Creates and Understands Visual Arts
b. How knowledge of the children and families informed the
learning experiences. In this section identify knowledge about
the children and their families in the class for which you are
designing the three learning experiences. For example, if the
students are ELL students and English is not spoken in the
home, you could use this information to design a language or
literacy lesson. Discuss how you used the information to
develop the three learning experiences.
After collaborating with the teacher I learned many children in

the class live in houses and not apartments. I also learned two
children have fine motor skills and none of the children’s
families speak a language other than English in the home.
c. How the learning experiences promote language and
literacy. Summarize how the learning experiences supported
language and literacy. This is not a review of literature or
activities the teacher implements in the classroom; it is a
summary of the learning experience that includes language and
literacy.
theme???? In my paper at the beginning with the guide I should
explain my theme and discuss my 3 learning experiences
aligned with the standards used along with giving an in-depth
overview by answering those questions provided but to be put in
narrative . Can you please inform me if I am doing it correctly .
Her explaining my question in detailed::::
theme???? Yes, three plans centered on one theme. For example,
a theme may be spring, dinosaurs, etc.
In my paper at the beginning with the guide I should explain
my theme [state your theme] and discuss my 3 learning
experiences aligned with the standards used along with giving
an in-depth overview by answering those questions provided but
to be put in narrative . [Yes. First discuss the indicators of
effective curriculum you used to develop your learning
experiences. Next state the standards. For example did you use
state standards? If so, what state standards?] Next, summarize

your learning experiences based on the questions. See the
example below.
Let me know if this helps.
a. How the learning experiences reflect appropriate learning
you interviewed. Which standards did you use as you developed
the three learning experiences? For example, many students use
their state’s early learning standards. Students need to provide
an example. Below is an example. This level of detail is not
required for all learning experiences.
three learning experiences. The Arizona Early Learning
Standards are classified as Strands and Concepts. For
example, Strand 3: Measurement and Data and Concept: Sorts
and Classifies were used to develop the first learning
experience. And the Science Strand 1: Inquiry and Application
and Concept: Exploration, Observations, and Hypotheses was
used to develop the first learning experience. The art activity in
Arizona Early Learning Standard Strand 1: Visual Arts and
Concept: Creates and Understands Visual Arts
b. How knowledge of the children and families informed the
learning experiences. In this section identify knowledge about
the children and their families in the class for which you are
designing the three learning experiences. For example, if the
students are ELL students and English is not spoken in the
home, you could use this information to design a language or
literacy lesson. Discuss how you used the information to
develop the three learning experiences.
the class live in houses and not apartments. I also learned two
children have fine motor skills and none of the children’s
families speak a language other than English in the home.
c. How the learning experiences promote language and

literacy. Summarize how the learning experiences supported
language and literacy. This is not a review of literature or
activities the teacher implements in the classroom; it is a
summary of the learning experience that includes language and
literacy.
Part One
Early Childhood Work Product
Viable adapting especially for early youth is one of the greatest
critical angle while comes to adolescents improvement. From
the appraisal completed, there are central factor which comes to
be of an extraordinary arrangement concern when includes
instructing more youthful youngsters. I comprehend that it's far
hard for dealing with 3-4year-old kids. Data I can say the
experience turned out to be genuine beginning from the
association of the adolescents and also the method of training.
It is unquestionably one of touchy level of progress and
subsequently additional consideration are required. I can
likewise say its miles one of the craziest degree and
increasingly fiery. Level of prepared to investigate for the
explanation that they're a greater amount of copying what is
being accomplished. From the assessment, I will say that the
resulting are pointers of incredible educational plan. First is the
youngsters have been dynamic and furthermore locked in. This
changed into glaring from the zones; education, maths, science,
and humanities. What's more, this had been glaring area
comprehensive of subjective, social, substantial and exact
association. Furthermore is that the fantasies which had been set
have been practiced. Thirdly the educational plan is proof
principally based lastly esteemed substance especially in the
examining examination are focused and furthermore purposeful
contemplating.
Picking up information on models are portrayed as the

composed and succinct depiction of what the researcher are
required to comprehend and furthermore ready to do at a
particular level in their preparation. In appreciate to learning
appreciate in this circumstance study. They might be connected
for instance, it finishes up with the wants which have been
ahead of time perceived by means of the puberty teacher.
Finding a workable pace in hence explains on the accompanying
topics; concern zones which on this situation are essential
maths, fine art, education, innovation, expressions and
innovation which may be moreover suitable learning guidelines
to kids. Furthermore is the finding a workable pace whereupon
each challenge district is composed concurring with grade
organize. 0.33 It likewise adapt to the training objectives
wherein many set learning prerequisites alongside larger and
long haul tutoring wants are fit for portray the understanding
knowledge, abilities and man or lady. At long last substance
wherein the set finding a good pace are one of a kind and shared
trait from the framework to gadget as depicted inside the
adolescent educator wants.
The language used by grown-ups influences psychological blast
and acing in kids in heaps of diffused techniques. Naming is an
amazing method to cultivate applied improvement.
Advancement and early learning can be bolstered continually as
a kid creates, and early understanding and capabilities advise
and impact fate finding a workable pace. This is critical for the
improvement of a little child since it help them handle things
and along these lines competent to separate them effectively.
Taking abilities and oral language improvement sturdily affect
dissecting achievement. Practically all children take a gander at
to talk by means of training and use as the years progressed,
with next to no proper practice, and the conditions wherein
adolescents take a gander at their language could have a prompt
effect of their accomplishment in education.
Coordinating math and innovative thoughts in customary
exercises upgrades psychological, social, passionate, and
physical advancement, and as an outcome their normal

development. Abilities and ideas that youths look into on a
similar time as they're youthful will increment as they
advantage understanding and skill after some time. Used to help
each training and contemplating, innovation injects address
rooms with virtual acing gear, which incorporate pc frameworks
and gadgets; extends course administrations, stories, and acing
materials. Those capacities help youngsters to create
considerations, make determinations and to utilize proof to
perceive key issues. Mechanical tests give potential outcomes to
training composing abilities and extend jargon through
composed perceptions and methods. Every now and again
youthful unpracticed people struggle to contain component into
their composition
Developed self-confidence and self-know-how, better dispatch
abilities, and ventured forward comprehension are a large
portion of the different purposes behind instructing expressions
of the human experience. Human expressions are as
indispensable as educators, and that they must be dealt with that
way in workforce educational plan. Picking up information on
craftsmanship goes past developing more noteworthy a
satisfaction understudies. Taking strolls inside expressions of
the human experience licenses fledglings to increment creative
critical thinking abilities. The humanities offer difficulties for
amateurs in any regard stages. Fine art tutoring interfaces
understudies with their extremely close to home way of life
further to with the more extensive global
Physical improvement is the chief of the edge and its
developments. It incorporates the improvement of each
breathtaking and gross engine capacities and has been shown to
affect a baby's advancement in investigating. Substantial
intrigue in addition empowers kids exhaust power which can get
inside the method for finding a workable pace. Educators and
guardians sell child's social and enthusiastic wellbeing through
setting up confiding seeing someone, made while instructor’s
explicit warmth, love, and appreciate. Educators can purposely
instruct and enhance those abilities the utilization of

verification fundamentally based certainly techniques to teach,
form, and improve top of the line practices.
Educators and parental figures advance child's social and
passionate wellbeing with the asset of sorting out confiding
seeing someone, made while instructors express warmth,
friendship, and appreciate. Instructors can purposefully educate
and decorate these capacities utilizing proof based absolutely
totally systems to educate, model, and hamburger up decent
practices
Through play-basically based finding a workable pace, teachers
can present and make progressively strong musings we need
youths to contemplate in a way that connects each little child's
inclinations. Play principally based thoroughly picking up
information on profits by child's normal experience of request
and disclosure through arms-on investigation of the zone round
them. What is stage one in making arrangements an early youth
preparing condition? Situating out the realm administers and
permitting necessities. The ground zone, machine, and materials
for play, cooperation, and investigation
They incorporate; Pre-teach troublesome jargon and thoughts.
Express the target, offering a purpose behind tuning in.
encourage the psychological games engaged with listening
mental be cognizant taking, addressing, evaluating. Give watch
guides/worksheets. Give content of film. Give address traces.
Set up association Agreements. Settling on bunch standards, or
understandings, legitimate from the get-move will convey every
student a voice and give commitment to all. Show them a way to
focus. Train them the works of art of posing right Inquiries.
Train them a way to deal. Form what we anticipate. Office mind
quality
Synergistic Literacy is a thorough, yearlong educational
program for college youths in grades alright 6 that tends to the
center perusing, composing, and talk me and listening capacities
that understudies need while cultivating their blast as being
concerned, community oriented, and principled individuals.
While educators team up, the side interests, foundations and

qualities of each instructor can add to a test. Educators normally
draw help from every some extraordinary and might assign
obligations that enable every coach to delight in amazing. Joint
effort among educators adds to high school advancement and
researcher satisfaction
At last, responses to the resulting 5 requesting circumstances
will drastically affect the setting of educational plan and
training in the a.s.a.p... Those difficulties are 1) segment
alterations, inclusion changes, developing innovations,
globalization, and outcast and migration issues
Address researcher dreams. Make an encounter of Order.
Welcome college understudies on the Door every day. Permit
undergrads find a good pace. Find a good pace college
understudies. Avoid advantageous to control. Avoid Judging.
Employ excellence building computer games and sports.
Part Two
The theme of three learning experience is painting a house
literacy, and arts. They are main areas upon which a child is
able to be educated. This content are therefore in relation to the
following developmental domains; cognitive, social, emotional
and physical. This domains will be able to define the behavior
of a child as they grow up and extent to which they are able to
grasp content in a classroom setup.

Learning Goals
this experience.
Length will vary.
Text books
Videos
Pictures and drawings
Lesson Sequence
following:

physical training

problem.
observed.
Assessment
learning.
Closure

learning activity.
The theme of three learning experience is counting beads
maths, science, technology and arts. They are main areas upon
which a child is able to be educated. This content are therefore
in relation to the following developmental domains; cognitive,
social, emotional and physical. This domains will be able to
define the behavior of a child as they grow up and extent to
which they are able to grasp content in a classroom setup.
Learning Goals

this experience.
Length will vary.
Books
Videos
Lesson Sequence
following:

physical training
learning objective.

problem.
observed.
Assessment
learning.
Closure
learning activity.

The theme of three learning experience is drawing a dog
The content areas which will be discussed in this plan includes
arts. They are main areas upon which a child is able to be
educated. This content are therefore in relation to the following
developmental domains; cognitive, social, emotional and
physical. This domains will be able to define the behavior of a
child as they grow up and extent to which they are able to grasp
content in a classroom setup.
Learning Goals

this experience.
Length will vary.
Lesson Sequence
following:

References
Bredekamp, S. (2014). Effective practices in early childhood
education: Building a foundation (2nd ed.). Upper Saddle River,
NJ: Pearson.
Piasta, S. B., Justice, L. M., O'Connell, A. A., Mauck, S. A.,
Weber-Mayrer, M., Schachter, R. E. ... & Spear, C. F. (2017).
Effectiveness of large-scale, state-sponsored language and
literacy professional development on early childhood educator
outcomes. Journal of Research on Educational Effectiveness,
10(2), 354-378.
Storch, J. F. (2016). Inclusion, Effective Practices, and
Coaching in Early Childhood Education (Doctoral dissertation,
University of Florida).
Epstein, A., & Willhite, G. L. (2017). Teacher efficacy in an
early childhood professional development school. International
Electronic Journal of Elementary Education, 7(2), 189-198.
EP002 resources and sources for assistance with Assignment
ARTICLE: NAEYC AND THE COMMON CORE STANDARDS
http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pd
f
BOOK EXCERPT: INDICATORS OF EFFECTIVE PRACTICE
https://tempolearning.brightspace.com/d2l/common/dialogs/quic
kLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-
588&srcou=6728

ARTICLE: WHERE WE STAND ON EARLY LEARNING
STANDARDS
http://www.naeyc.org/files/naeyc/file/positions/earlyLearningSt
andards.pdf
ARTICLE: EARLY LEARNING STANDARDS: CREATING
THE CONDITIONS FOR SUCCESS
http://www.naeyc.org/files/naeyc/file/positions/position_statem
ent.pdf
BOOK EXCERPT: LITERACY-RICH ENVIRONMENTS
589&srcou=6728
BOOK EXCERPT: FOSTERING CREATIVITY
6707&srcou=6728
BOOK EXCERPT: TEACHING CHILDREN TO
INVESTIGATE AND PROBLEM SOLVE
591&srcou=6728
REPORTS: COMMON CORE STANDARDS
http://www.corestandards.org/wp-
content/uploads/ELA_Standards.pdf
http://www.corestandards.org/wp-
content/uploads/Math_Standards.pdf

ARTICLE: BRIDGES TO LITERACY
http://www.zerotothree.org/child-development/early-language-
literacy/vol_22-4f.pdf
ARTICLE: AGE-APPROPRIATE ART ACTIVITIES
https://www.artsnetwork.ca/sites/default/files/Children's%20De
velopmental%20Benchmarks%20and%20Stages_0.pdf
WEBSITES: RESOURCES FOR EARLY CHILDHOOD
LEARNING EXPERIENCES
http://www.earlychildhoodohio.org/index.stm
http://www.earlychildhoodnews.com/earlychildhood/article_vie
w.aspx?ArticleID=431
http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/
am_trundle_teach_sci_early_child_scl22-0429a.pdf
https://pdfs.semanticscholar.org/8bb9/59efd956b9dfe653c1ad27
c873d2901120dd.pdf
http://www.earlychildhoodnews.com/earlychildhood/article_vie
w.aspx?ArticleID=229
BOOK EXCERPT: SOCIAL EMOTIONAL DEVELOPMENT
592&srcou=6728
BOOK EXCERPT: PHYSICAL DEVELOPMENT
593&srcou=6728
ARTICLE: PROMOTING SOCIAL/EMOTIONAL
DEVELOPMENT

http://nieer.org/policy-issue/policy-report-promoting-childrens-
social-and-emotional-development-through-preschool-education
ARTICLE: SOCIAL-EMOTIONAL DEVELOPMENT AND
STATE STANDARDS
Curriculum Planning (EP002 Work Product)
Identify a preschool setting that provides educational programs
for 3- and 4-year-olds. Arrange to visit and interview a teacher
and to observe in his or her classroom for at least two hours.
Use the “Interview Guide” document to inform your questions
during your scheduled interview.
Keeping in mind all you have learned about the context of the
preschool program and the standards that inform its curriculum,
plan three learning experiences around a central theme chosen
in collaboration with the teacher you interview. Use the
template provided in the “Learning Experience Plan Template”
document.
Taken together, the learning experiences must include all
content areas addressed in the Rubric (literacy; math, science,
and technology; health; and the arts) and must address all
domains of development (cognitive, social, emotional, and
physical). Remember that, because your learning experiences
are designed around an integrated theme, multiple content areas
and domains of development will be represented within each
Work Product Assignment:
Write a 7- to 10-page narrative analysis of your Learning
Experiences Plan that includes a brief description of the central
theme and explanations of the following:
1. How the learning experiences, taken as a whole, reflect at
least three indicators of effective curriculum
2. How the learning experiences reflect appropriate learning

you interviewed
3. How knowledge of the children and families informed the
learning experiences
4. How the learning experiences promote language and literacy
5. How the learning experiences promote math, science, and
technology learning
6. How the learning experiences promote learning in the arts
7. How the learning experiences promote social, emotional, and
physical development
8. How the assessment strategies used in the learning
experiences informed your understanding of children’s learning
and development
9. How play is incorporated into your learning experiences and
why this is a vital component of the early childhood curriculum
10. How the learning experiences you planned can be
including those with exceptionalities (Note: Include a
description of at least two strategies.)
11. How you collaborated to develop the learning experiences,
including:
12. An explanation of the value of collaborating in the
curriculum planning process
13. A description of any challenges you experienced
14. An example of ways you compromised, demonstrated
respect, and/or shared responsibility to develop the learning
experiences
Note: Include the “Learning Experience Plan Template”
documents as a /Reference and also use it and the interview
guide to complete this work product assignment.
Interview Guide
Ideally, curriculum planning is a collaborative process. For this
Work Product, you will interview a teacher to learn more about
his or her curricular goals and find out how you can collaborate
with one another to achieve those goals. If you are currently

working as an early childhood teacher, collaborate with a
colleague in your setting to complete this Assessment.
Share the list of Indicators of Effective Curriculum
(Bredekamp, p. 316) with the teacher in the preschool setting
you have chosen. Ask him or her to share information about
their curriculum design process, including:
· Examples of how their curriculum reflects the Indicators of
Effective Curriculum
· Any standards that guide their curriculum and why these are
important
· An explanation of specific curricular goals for the children in
the classroom across content areas and developmental domains
· Information related to cultural and linguistic characteristics of
the children, family, and community, as well as socioeconomic
background, family structures, and children with
exceptionalities who may attend the school
· Examples of how knowledge of the children, families, and
community helps to inform certain indicators and provides a
context for learning
· Examples of how learning experiences are differentiated to
meet the needs of individual children
· The teacher’s perspectives on collaboration in curriculum
development
· How you and the teacher can collaborate to design effective
learning experiences for the children in the classroom
Reference: Bredekamp, S. (2014). Effective practices in early
childhood education: Building a foundation (2nd ed.). Upper
Saddle River, NJ: Pearson.

Learning Experience Plan Template
1–2 paragraphs
Identify one early learning standard that informed your planning
of this learning experience.
1–2 sentences
Learning Goals
1 paragraph
this experience.
Length will vary.
Lesson Sequence
following:

2–3 paragraphs
observed.
3–5 paragraphs
Assessment
learning.
· Make sure all assessments are aligned with your goal(s) for
the lesson.
2–3 paragraphs
Closure

learning activity.
1–2 paragraphs
©2014 Walden University 1
EP002: Plans Developmentally Appropriate Curriculum
Plan developmentally appropriate curriculum in alignment with
professional standards.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze how indicators of effective
curriculum and learning standards inform the development of
effective early
childhood curriculum.
Learning Objective
1.1:
Explain how indicators

of effective curriculum
are reflected in the
early childhood
curriculum.
Response is incoherent or
missing.
Response vaguely or
partially explains how
indicators are reflected in
the learning experiences.
Response clearly and
logically explains how at
least three indicators are
reflected in the learning
experiences.
Response is supported by a
variety of relevant
examples from the
learning experiences and
the indicators of effective
curriculum.
Demonstrates the same
level of achievement as
“2,” plus the following:
logically explains how

more than three indicators
are reflected in the
learning experiences.
Learning Objective
1.2:
Explain how learning
standards inform the
planning of effective
and developmentally
appropriate
curriculum.
Explanation is incoherent
or missing.
Response vaguely or
partially explains how
learning standards inform
the planning of effective
and developmentally
appropriate curriculum.
learning standards and
curricular goals inform the
planning of effective and

developmentally
variety of relevant
examples from the teacher
interview and relevant
learning standards.
Response synthesizes
information from the
teacher interview and
learning standards to
inform the development of
the learning experiences.
Learning Objective
1.3:
Response is incoherent or
missing.
Explanation is vague. Response clearly and

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Explain how knowledge
of children and families
informs effective
curriculum.
knowledge of children and
families informed the
development of the
variety of relevant
examples from the
the interview with the
early childhood teacher.
Response is supported by
logical connections to the
professional knowledge

base.
Sub-Competency 2: Analyze learning experiences designed to
promote learning in all content areas.
Learning Objective
2.1:
Explain how planned
promote language and
literacy as part of an
effective early
or missing.
Response vaguely or
partially explains how the
literacy.
logically explains how the
literacy.
variety of relevant
examples from the
logical connections to the

professional knowledge
base.
Response includes a
compelling rationale for
the learning experiences
for the specific classroom
context.
Learning Objective
2.2:
Explain how planned
promote math,
science, and
technology learning as
or missing.
Response vaguely or
promote math, science,
and technology learning
development.

planned learning
experiences promote
math, science, and
technology learning.
Response includes a
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
part of an effective
early childhood
curriculum.
variety of relevant

examples from the
learning experience plans
and logical connections to
the professional
knowledge base.
context.
Learning Objective
2.3:
Explain how planned
promote learning in
the arts as part of an
effective early
or missing.
Response vaguely or
planned learning
experiences promote
learning in the arts.
planned learning
experiences promote
learning in the arts.

variety of relevant
examples from the
the professional
knowledge base.
Response includes a
context.
Sub-Competency 3: Analyze learning experiences designed to
promote development across developmental domains.
Learning Objective
3.1:
Explain how planned
promote social,
emotional, and
physical development
as part of an effective
early childhood
curriculum.
or missing.

Response vaguely or
planned learning
experiences promote
social, emotional, and
physical development.
planned learning
experiences promote
social, emotional, and
physical development.
variety of relevant
examples from the
the professional
Response includes a
context.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
knowledge base.
Sub-Competency 4: Analyze effective assessment strategies.
Learning Objective
4.1:
Describe how
assessment strategies
inform the early
childhood
professional’s
understanding of
children’s learning and
development.
Description is incoherent
or missing.
Response vaguely or
partially describes how
assessment strategies used

in the learning experiences
inform an understanding
of children’s learning and
development.
logically describes how
assessment strategies used
in the learning experiences
inform an understanding
of children’s learning and
development.
variety of relevant
examples from the
the professional
knowledge base.
Response includes a
the use of specific
assessment strategies
within the classroom
context.
Sub-Competency 5: Analyze the vital role of play in promoting
children's learning and development as part of an effective early
childhood
curriculum.

Learning Objective
5.1:
Explain how play is
incorporated in
learning experiences as
part of an effective
early childhood
curriculum.
or missing.
Response vaguely or
planned learning
experiences incorporate
play.
planned learning
experiences incorporate
play and why play is a vital
component of a
developmentally
variety of relevant
examples from the

Response includes a
the use of play to support
the curricular goals in the
specific classroom context.
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
the professional
knowledge base.
Sub-Competency 6: Analyze methods for differentiating
learning experiences to meet the needs of individual children.
Learning Objective
6.1:
Describe strategies

used to differentiate
learning experiences to
meet the needs of
individual children.
or missing.
Response vaguely or
partially describes
strategies used to
differentiate learning
experiences to meet the
needs of individual
children.
logically describes at least
two strategies used to
differentiate learning
needs of individual
children.
variety of relevant
examples from the
and is supported by logical
connections to the
knowledge base.

logically describes more
than two strategies used
to differentiate learning
needs of individual
children.
PS001: Written Communication: Demonstrate graduate-level
writing skills.
Learning Objective
PS 1.1:
Use proper grammar,
spelling, and
mechanics.
Multiple major and minor
errors in grammar,
spelling, and/or mechanics
are highly distracting and
seriously impact
readability.
Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
and negatively impact

readability.
Writing reflects competent
use of standard edited
American English.
Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide

Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
missing or inappropriate. partial continuity. continuity and a
logical
progression of ideas.
effectively to enhance
clarity, cohesion, and flow.
Learning Objective
PS 1.3:
Support writing with
appropriate resources.
Writing does not integrate

appropriate resources and
content in support of ideas
and argument.
Writing loosely integrates
some appropriate
resources and content in
support of ideas and
argument.
Writing sufficiently
integrates appropriate
resources (which may
include peer-reviewed
resources) and content in
support of ideas and
argument.
Writing effectively
integrates appropriate
resources (which may
include peer-reviewed
resources) and content to
support and expand upon
ideas and arguments.
Learning Objective
PS 1.4:
Apply APA style to
written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,

structure, formatting, etc.
are applied inconsistently.
APA conventions for
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
APA conventions for
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
Learning Objective
PS 1.5:
Use appropriate
vocabulary and tone
for the audience and
purpose.
Vocabulary and tone are
inappropriate and
negatively impact clarity of
concepts to be conveyed.
Vocabulary and tone have

limited relevance to the
audience.
generally appropriate for
the audience and support
communication of key
concepts.
consistently tailored to the
audience and effectively
and directly support
communication of key
concepts.
PS004: Collaboration: Use collaborative skills and tools to work
effectively with diverse stakeholders to achieve a common goal.
Learning Objective
PS 4.1:
Explain how
compromise, mutual
respect, and shared
responsibility help
Explanation is missing. Response includes an
explanation of how
compromise, mutual
respect, and shared
responsibility help diverse
stakeholders achieve a
Response includes a clear
and complete explanation
of how compromise,

mutual respect, and
shared responsibility help
diverse stakeholders
Response includes a
cohesive analysis with
examples explaining how
compromise, mutual
respect, and shared
responsibility help diverse
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
diverse stakeholders
achieve a common
goal.
common goal, however,
the explanation is unclear
or incomplete.

achieve a common goal. stakeholders achieve a
common goal.
Learning Objective
PS 4.2:
Apply collaboration
skills to create
workable solutions to
complex problems.
Application is missing. Response applies
irrelevant collaboration
skills or the collaboration
results in inappropriate or
unrealistic solutions.
Response generally applies
relevant and appropriate
collaboration skills to
create workable solutions
to complex problems.
Response comprehensively
applies appropriate
collaboration skills to
create workable solutions
to complex problems.
The assessment is a work product and includes the following:
1. Submit as one document three learning experiences using the
“Learning Experience Plan

Template” and a 7 – 10 page narrative. Be sure to develop three
using the template provided.
2. Collaborate with a colleague or early childhood teacher to
design three learning
experiences.
3. Interview a teacher to learn more about his or her curricular
goals and find out how you
can collaborate with one another to achieve those goals. Discuss
this in the paper you
submit. Review the rubric criteria.
4. Write a 7- to 10-page narrative analysis of your Learning
Experiences Plan that includes a
brief description of the central theme and explanations of the
following:
a. How the learning experiences, taken as a whole, reflect at
least three indicators
of effective curriculum. In this section discuss the indicators
you used to develop
the three learning experiences. Review the indicators below.
b. How the learning experiences reflect appropriate learning
standards and the
goals identified by the early childhood teacher you interviewed.
Which standards
did you use as you developed the three learning experiences?
For example, many
students use their state’s early learning standards. Students
need to provide an
example. Below is an example. This level of detail is not
required for all learning

experiences.
three learning
experiences. The Arizona Early Learning Standards are
classified as Strands and
Concepts. For example, Strand 3: Measurement and Data and
Concept: Sorts and
Classifies were used to develop the first learning experience.
And the Science
Strand 1: Inquiry and Application and Concept: Exploration,
Observations, and
Hypotheses was used to develop the first learning experience.
The art activity in
Arizona Early
Learning Standard Strand 1: Visual Arts and Concept: Creates
and Understands
Visual Arts
c. How knowledge of the children and families informed the
In this section identify knowledge about the children and their
families in the
class for which you are designing the three learning
experiences. For example, if
the students are ELL students and English is not spoken in the
home, you could
use this information to design a language or literacy lesson.
Discuss how you
used the information to develop the three learning experiences.

the class live in houses
and not apartments. I also learned two children have fine motor
skills and none of the
children’s families speak a language other than English in the
home.
d. How the learning experiences promote language and literacy.
Summarize how
the learning experiences supported language and literacy. This
is not a review of
literature or activities the teacher implements in the classroom;
it is a summary
of the learning experience that includes language and literacy.
e. How the learning experiences promote math, science, and
technology learning.
Same as comment above.
Math and science were incorporated in two of the three learning
experiences. In
the first learning experience students used math counting and
sorting skills as
the children will count and sort the seeds to plant the garden
activity. Before
planting the seeds the children will make hypotheses as to how
high the different
plants will grow.
f. How the learning experiences promote learning in the arts.
Same as comment
above.
In the first learning experience, after students’ hypothesize as to
how high each
plan will grow, the students will draw pictures of their
hypotheses of the height

of the plants.
g. How the learning experiences promote social, emotional, and
physical
development. Same as comment above.
h. How the assessment strategies used in the learning
experiences informed your
understanding of children’s learning and development. What
assessments did
you use to assess the student goals of each learning experience?
For example did
you use observation to evaluate students’ gross motor skills in a
physical
development learning experience? In this section, identify the
assessment for
each learning activity. For example, “In the first learning
experience I used an
observation checklist to assess children’s knowledge of letters.”
i. How play is incorporated into your learning experiences and
why this is a vital
component of the early childhood curriculum. Same as comment
above.
j. How the learning experiences you planned can be
differentiated to meet the
needs of individual children, including those with
exceptionalities (Note: Include
a description of at least two strategies.) For example, if a
student in the class has
delays with fine motor skills, the student may use a thick pencil
to write, or color
rather than write. Each strategy is tailored to the student(s) in
the class for which
you develop the learning experience.

Two of the students in the class have difficulty with their fine
motor skills. I
pasted the seeds on index cards so the children could sort the
cards. Next, the
children will use specifically designed scissors to cut out
pictures of plants of
different sizes to support their hypothesis rather than draw the
plants.
k. How you collaborated to develop the learning experiences,
including:
i. An explanation of the value of collaborating in the curriculum
planning
process
ii. A description of any challenges you experienced
iii. An example of ways you compromised, demonstrated
respect, and/or
shared responsibility to develop the learning experiences
Review the
rubric to ensure each of these areas and the rubric criteria is
included in
your discussion.

The theme of the three learning experiences is Planting a
Garden.
1–2 paragraphs
Content areas might include math, science and the arts.
Domains include physical (fine motor)
and cognitive domains.
The domain is cognitive (counting, sorting and hypothesizing)
and physical (fine motor for
creating the art project).
Identify one early learning standard that informed your planning
of this learning experience.
Clearly identify the state, district or professional standard. For
example: Arizona Early Learning
Standards, 3rd Edition
Math Strand 3: Measurement and Data and Concept: Sorts and
Classifies
Science Strand 1: Inquiry and Application and Concept:
Exploration, Observations, and
Hypotheses
Art Strand 1: Visual Arts and Concept: Creates and Understands
Visual Arts

1–2 sentences
Learning Goals
Sample Goals
Goal: Students will count from 1 – 10
Goal: Students will sort up to 10 seeds in different categories
Goal: Students will hypothesize as to the height seeds will grow
into plants
Goal: Students will create an art project based on their
hypothesis.
1 paragraph
assistive technology, computer software,
Internet resources, audio/visual media, and other tools and
materials needed for this experience.
Length will vary.
1. Book about gardening
2. Planting seeds video
Lesson Sequence

warm connection and capture children’s
attention. Answer the following:
onnection
2–3 paragraphs
First I will ask the children if they have a garden at home or if a
family member has a
garden……
Next I will …..
and the children will do in all activities and
transitions that are part of this learning experience. Make sure
each activity is meaningful and supports your
goal(s). Be sure to consider specific content areas and
developmental domains that are relevant to the learning

experience.
1. In this section describe the counting and sorting of the seeds
activity.
2. Next describe the science (hypothesize activity).
3. Next describe the art activity.
differentiated to meet the needs of individual
children, including children with exceptionalities. Give specific
examples related to particular children in the
classroom that you observed.
In this section include specific strategies for differentiating
instruction. Paring students
with disabilities or ELL students with peers is not a
differentiation strategy. It can create
dependency.
Example:
For the art project strategies for the student delayed with fine
motor skills includes.
1. Provide the student with the opportunity to cut out a picture
of a plan.
2. Paste the seeds on index cards. Let the student sort the index
cards.
3–5 paragraphs

Assessment
professionals gain understanding of children’s
development and learning. Describe strategies you will use to
assess children’s learning. Consider how you will:
learning.
the lesson.
Provide specifics.
Observation:
1. Identify what you will observe. Explain how you will record
the observations. For
example, use observation checklist to assess if the student could
count up to 10 seeds.
Or, use an observation checklist or photograph of each
children’s sorted piles of seeds.
2. I will student portfolios to assess the students’ art work.
2–3 paragraphs
Closure

time to wrap up the experience by
summarizing, reviewing, and/or reflecting on the learning that
has taken place. Describe all activities and
strategies you will use in the closure of your learning activity.
1–2 paragraphs
Indicators of Effective Curriculum
1. Goals are clearly defined and communicated. Is there a
written plan that addresses
important goals and can be shared with all who need to know
about it?
2. Curriculum is comprehensive. Does the curriculum address
“the whole child”—all
domains of children’s development (cognitive, social,
emotional, and physical)—as well
as all content areas such as literacy, mathematics, science,
social studies, health and
physical education, and the arts?
3. Curriculum is evidence based. Is there research evidence of
its effectiveness with a
similar group of children—for example, the same age or
speaking the same language?
4. Professional standards validate the curriculum subject matter

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