Child learning opportunity plan

Part A

Objectives

The creative curriculum helps in meeting the basic child’s needs through creation of an environment in which the learner feels secure physically and emotionally. It involves the various activities of a teaching strategy that appear challenging but still within the reach of a child. The educator is able to impart skills needed by learners for their future success. Creative curriculum enables the child to learn through exploration and discovery and so doing develop creativity, confidence and critical thinking skills (National Research Council, 2012).

Learning opportunity

Creative curriculum will be used in this learning opportunity so as to achieve the three objectives including enhancing creativity, confidence and critical thinking skills. The children will have two or more objects and they will compare their lengths while applying the language associated with length measurement like shorter, shortest, taller and tallest.  Each learner will have a chance to compare the items through placing an object against the other and thus determine their length. It will involve working in small group or center activities in the classroom so that the learning done during the various sessions can be collaborated. Using a mat, the learners can compare the lengths of objects such as yarns, strings or straws.  Children can draw a picture of the objects so that to show the length. The activity can also include measurement of jumping frogs to the selected group activities.

Plan

The activities will involve using language relating to measurement attributes including longer, longest, taller and tallest. The measurement will involve comparison of the objects directly by placing an object against another and thus determine their lengths. The child will be able to learn basic problem solving and overcoming different challenges. The children will be presented with differently colored wool and straws. They will lay them on the table, so that they can compare their different lengths and then arrange them accordingly from shortest to the longest on some mats. Use of a rule can help at this point.  The children will the record the various measurements in a paper with the help of the teacher. The children will be assisted to leaning and come up with ideas which will assist in arrive at the set objectives.

Part B

 The cause an effect concept involves helping the learner to understand the basic causal relationship so as to devise and explore a certain design through which a specific objective can be achieved. A major goal is to enable the learners to see the various events in real life as resulting from clear causes including causes that humans cannot control.

 Lessons 1

The lesson will involve an anchor chart that may serve as introducing the cause-and –effect and thus, the concept will be reinforced. The use of balls can help in understanding the concept.  When the student pushes the ball, the children can be asked to identify the cause and effect of the example. In the chart, the rolling of the ball can be showed as the effect part while pushing is the cause.

 Lesson 2

The lesson will involve the use of real scenarios in class and the asking the learners what would be the result.  For instance, the teacher might say, when cold water in a pan is placed on fire what would happen?  The leaners can then be asked to name the cause and effect.  By use of the frame the cause (if) and then the effect (what). To examine whether the learners understand the concept, they should be asked to come with their own examples.

 Lesson 3

The lesson involves having acting out with role-play where paper slips are prepared and the learners act them out. The children may be allowed to make sound impacts while not using words.  By use of volunteers in small groups, the can practice before presenting to the class. For instance situations such as a team scores a goal and the crowd cheers, a person runs very fast and wins a certain trophy. The cause and effect can be identified by the class after the performance of each scenario.

Part C

Children have to be taught how to identify emotions, understand how they come about and how they should be managed. The emotions may involve worries and fears leading to physical responses, feelings that they can recognize and even name, judgments relating to their thoughts and action signals like having a desire to escape from challenges they encounter.  The children should be taught self-awareness and thus, understand that they can experience multiple emotions in response to the same occurrences (Cefai & Cavioni, n.d.).  To recognize the emotions of others, children have to be taught to understand how emotions interact with people and situations. They can identify emotions from various physical clues.  In order to cope with different emotions and those of others, the children can be supported engaging in various activities that will distract them from frustration feelings (Cefai & Cavioni, n.d.).

Therefore, Manual can be made to understand that his action is selfish and has effects on the emotions of Damein and this will make him realizes that his actions affect others. Latonya should be made to understand that she should overcome her fear and that encourage her to be bold enough like others. By showing her that she can as well climb she will overcome her fear.  The emotions experienced by Tommy borders on confusion given that he has to choose whether to spend the night with best friend or go to the movie with chuck. He should be taught to accommodate his two friends, by honoring the invitation which he accepted and apologize to Mohammad for turning him down.

Part D

Core values, ideals, and principles

Core values

The educator should view childhood as unique and valuable, make knowledge the basis of children development and learning process and support the child’s bond with the family. The educator should appreciate culture, family, community and society to be the basis for understanding and supporting the child. He should respect that every stakeholder is unique.  The educator has to be committed to these aspects as values that form the basis of childhood care and education.

Ideals

Educators should make knowledge the basis for care and education and other program practices whose foundation is research. They should recognize child as being unique and their dependence on adults and create health environment for their care and education. The educator should uphold the rights of the child while respecting their diversity and thus meet their educational needs using a language they understand. The ideas ensure that every child is given an equal chance and their vulnerabilities are considered by educators.

Principles

The caring and education of children should not involve participation in practices that can harm them in any way. Thus, the environment or setting should not emotionally and physically damage the children through disrespecting, degrading, intimidating or exploiting the children. The education practices ought not to be dangerous as far as child health is concerned. The educators must even protect children from harm outside educational setting such as reporting cases of abuse at home.

 

 

 

References

Cefai, C., & Cavioni, V. (n.d.). Social and Emotional Education in Primary School [recurso electrónico]: Integrating Theory and Research into Practice. 12-17

National Research Council. (2012). a framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.

National Association for the Education of Young Children. (2005). Code of ethical conduct and statement of commitment. Retrieved from: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf