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ECE 350 Trends in Early Childhood Education

Published : 24-Sep,2021  |  Views : 10

Question:

Use at least 1 field experience hours for discussing opportunities with your classroom teacher. Research six professional development opportunities for early childhood educators for your area of interest, and discuss these and other opportunities with your classroom teacher. Of those six professional development opportunities, three are to be for the Birth to Age 5/Pre-K environment and three are to be for the K to Age 8/Grade 3 sett,.

Answer:

The professional development opportunities for early childhood have been discussed in the following table. Six development opportunities have been discussed for two different age groups; one age group is of the children from birth to 5 years of age, another age group is from 5-8 years of age. The table describes name, sponsor, location and the topic about the development opportunities. The topic chosen for the professional child development is numeracy. The table also includes the application of those development opportunities and the relationship with the area of interest with the educator.

The Professional Development opportunity of Child Development

Name of the educator

Sponsor

Location

Development Opportunity

Application to early childhood teaching, learning and setting

Relationship to the area of interest

Francesca Gabriella

Colombia Public school

Colombia

Play and conversation (2 to 5 age group)

Gabriella applied this development opportunity among the children of Colombia Public school from the age group of 0-5 years of age. The practical examples help in counting, addition and subtraction rather than any other process. The practical examples are empirical in form which helps the children to imagine and understand the utilisation of mathematics in the real life. Gabriella’s conversation with the children and making them learn additions and subtraction through practical examples of real life situations was a very successful method.

The core reason of learning mathematics and understanding numeracy is to implement it in the practical purposes (Reys et al., 2014). This form of study by Gabriella not only makes the children understand mathematics but also makes them knowledgeable of how to utilise it in real life.  

Alice Fernandez

Adams Junior-Senior High school

Nebraska

Encouraging children to explore objects (from age 2 to 5)

Fernandez identified a significant issue in professionally developing the child education. Fernandez applied her method of encouraging children to learn about the shapes, size and number of the objects was utilised and sponsored by the Adams Junior Secondary High School in Nebraska. The shape, form, colour and other features of the objects helps the child to understand and evaluate the object in a far superior way.  Fernandez introduced them with various shapes and sizes and asked them about those shapes and sizes. She also asked them to relate each shape and size with a real life object to make them remember the shape.

Nominal numeracy includes addition, subtraction, division and multiplication (Claessens & Engel, 2013). In practical life this forms of mathematics is utilised to evaluate and assess different objects of life. Fernandez’s method will help the child to differentiate between the two objects according to their sizes and shapes and will help him in the future.

Somiya Ali

Clearwater-Orchard High School

Nebraska

Exploring numeracy in the circumstances of the real life. (2-5) years of age.

Ali’s development method is quite interesting. She asked every child to count the number of benches in the classroom and the number chairs in the room. She asked the children to count the number of people in the classroom. Through these forms of activities, she tried to develop the numeracy of the children.

 

Ali’s method will be helpful for the development of a child in terms of numeracy as thorough this circumstantial learning the children will be able to remember the numerical evaluations.

 

Steven Lim

Kirksville High school

Novinger, Missouri

Learning fractions through team work (5 to 8 years)

Lim’s method of making his pupil learn fraction in Kirksville High School through an innovative method of team work was quite exceptional. He brought a huge sized chocolate cake in the classroom and asked each member to come and divide it into two parts and then he asked another two members to divide the two pieces into four. Through this method, Lim taught the students who to learn and understand fraction. By the method of the division of the chocolate cake, the pupil of the class began identifying fraction.

It is often stated by various educators, that making students learn fraction is a very difficult task for the educator (Reys et al., 2014). Till a certain age, the students only understand the numerical, so division of one is quite a bigger step forward for the child education. Lim’s idea of introducing this method in order to learn fraction can be helpful for the children to implement it on more difficult solutions.

Harold Bowman

Falmouth High School

Falmouth, Massachusetts

Learning Divisions through group activity.

Bowman divided the class of first second and third standards into different teams and asked them to equally divide the chocolates allotted to them. In this process, they are also helped by the teacher. Each group of students are allowed to take part in this activity. Each group starts equally dividing the number of chocolates among the divided groups. Bowman assesses the performance of the students and helps to perform the activity properly.

Division is a practical necessity which can be learned properly through this method (Claessens & Engel, 2013). The group activities are usually helpful for the children to learn ideas. This method links two different aspects properly. It not only makes the children learn division by dividing the chocolates among themselves, it also allows them to initiate a group activity which itself requires division of labour.

Dean Adams

Bourne High school

Hyannis, Massachusetts

Measuring objects through measurement tapes.(5 to 8 years old)

Adams initiated the measuring of the objects present in the classroom. The objects like the tables, chairs, duster, blackboard, pencil box and window panes are measured by each and every student of the class. Adams asked the students to bring the measuring tape from their homes and allotted the task for the each student. He specifically asked one student to measure the length, breadth and height of one of the mentioned objects and to report it. He specifically initiated this method in the 3rd standard of the school.

Mensuration is a very important branch of mathematics. It is very important from the students to learn about the length, breadth and height to get an idea about the 3 dimensional objects (Pitas et al., 2017). This can be helpful for the students in the future   as they will learn Mensuration.

References

Claessens, A., & Engel, M. (2013). How Important Is Where You Start? Early Mathematics Knowledge and Later School Success. Teachers College Record, 115(6), n6.

Pitas, N. A., Murray, A., Olsen, M., & Graefe, A. (2017). A modified importance-performance framework for evaluating recreation-based experiential learning programs. Journal of Extension, 55(1).

Reys, R. E., Lindquist, M., Lambdin, D. V., & Smith, N. L. (2014). Helping children learn mathematics. John Wiley & Sons.

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