31 Dec In order to be an effective early childhood professional, it is vital to pay close attention to the strengths and needs of every child. ?Module2Assign3Info1copy.docxEffectivePractices1.pptx
In order to be an effective early childhood professional, it is vital to pay close attention to the strengths and needs of every child.
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Module 2 8082
Assignment 3: Effective Practices
In order to be an effective early childhood professional, it is vital to pay close attention to the strengths and needs of every child. Children respond to teaching strategies and learning experiences in many different ways, so it is essential to have an arsenal of strategies and effective practices that can be used when the time is right. However, classroom meetings and democratic classrooms are great ways to support positive learning environments, positive classroom cultures, and create caring classroom communities where every child can thrive. The dynamics of each classroom group will vary, so you will need to research several approaches and effective practices for creating a strong classroom community for the children and families with whom you work.
For this Assignment, you will consider the role of strategies such as classroom meetings in supporting positive learning environments.
To Prepare:
After watching the media segments on classroom meetings in this module’s Learning Resources, consider how strategies such as classroom meetings can support positive learning environments, positive classroom cultures, and caring classroom communities using the following scenario.
Assignment PowerPoint Task
Imagine you are the director of an early childhood care and education setting. You want to create a presentation to provide professional development for your teachers and staff on how to develop supportive learning environments with positive classroom cultures and caring classroom communities for everyone in the setting. Research effective practice based on scholarly resources from the last 5 years that you can use to ground your presentation in the professional knowledge base.
Develop a narrated Powerpoint presentation (13 slides =12 slides of information and 1 slide references) that provides evidence-based information addressing the questions that follow:
How can early childhood professionals: (2 slides per question)
1. Help all children feel valued and respected as members of the classroom community?
2. Build on the strengths and meet the individual needs of all the children through the building of a classroom community?
3. Create an environment that is culturally responsive?
4. Promote a strong academic environment through a sense of community?
5. Strengthen partnerships with children and families through a community environment?
6. Positively affect all children’s social-emotional growth?
7. Note section Explanation/ References slide
In the Notes Section of slides summarize each slide of question in 8 -10 sentences.(information should not be directly same and displayed as in slides)
8. Remember the notes sections explanations are your narrative responses to the 6 questions above)
Note: As you respond to each of these questions, be sure to consider international sources that may provide varying insights on cultural considerations, as well as new perspectives on effective practice for fostering supportive learning environments that include positive classroom cultures and caring classroom communities. Include this info in Note section of slide
Include at least 5 current scholarly resources to support this topic with at least one resource written by someone from a country other than your own or the one in which you work.
Note: Your slide deck should include at least 13 slides and the narration should be 15-20 minutes in length. Be sure to include a transcript for your narration in the Notes section of each slide and a slide listing professional references at the end of your deck.
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Effective Practices
Student Name
University
Course
Professor Name
Date
Speaker notes are not required for Title Slide
1
How To Make Children Feel Valued And Respected As Members Of The Classroom Community.
Recognizing the strength each child brings to the community.
Developing individual relationships with the children.
Encouraging positive relationships among the children.
Developing behavior accountability.
Recognizing each child's strengths in the classroom community and how those strengths are helpful to the community makes the children feel valued. It helps them realize their vital role in the community (Naeyc, n.d.). Also, the children can appreciate the strengths of others in the group which leads to mutual respect amongst them. Educators should also cultivate individual relationships with the children and facilitate positive relationships. Small group interactions can enhance positive relationships among the students and make them feel their input is valued (Naeyc, n.d.). Accountability among the classroom community is vital. Educators should cultivate self-regulation and responsibility among the children.
2
Building A Community Classroom To Enhance Children's Individual Strengths And Meet Individual Needs
A sense of belonging.
Recognizing children's strengths.
Meeting the children’s emotional needs.
Meeting the children’s learning needs.
Children have an innate need to feel a sense of belonging to a group of peers. Building a classroom community can cater for this need as the children realize they belong to a bigger community of their peers (Ahmad et al., 2015). Since a classroom community offers the opportunity for all the children's strengths to be identified, children can be given roles based on their strengths (Ahmad et al., 2015). This facilitates further development of their strengths. Emotional needs can be met in a classroom community through shared experiences and goals. This develops trust among the children, which creates a safe space for children to express their emotions. Children learn at different paces, building a classroom community helps foster peer learning. Peer learning may be beneficial to children who are less expressive and active during classroom lessons (Ahmad et al., 2015)
3
Using Classroom Communities To Create A Culturally Responsive Environment
Assessment of teacher’s personal biases.
Getting to know the students.
Elevating the children’s cultures.
Ensuring the involvement of community and family.
The first step to using classroom communities to create a culturally responsive environment is for the teacher to assess their own biases and address them (Ahmad et al., 2015). By being aware of their own biases, teachers can identify existing institutional inequalities and ensure that students are not subjected to them. It is vital that the teacher gets to understand their students on an individual basis and intentionally learn more about their cultures (Ahmad et al., 2015). Children's cultures should be elevated during lessons and visibly in the physical classroom through tokens or art forms. The teacher should also ensure that the children's families are involved in the learning to ensure a culturally responsive environment (Ahmad et al., 2015).
4
Promotion of A Strong Academic Environment Through Community?
Shared responsibilities and learning goals.
Using group activities and projects.
Using the right learning approach.
Continuously making improvements based on data.
Classroom communities can promote a strong academic environment because learning and knowledge are constantly shared among the children through shared goals and responsibilities (Ahmad et al., 2015). Group activities and projects can facilitate peer learning and enable a strong academic environment for the learners. The teacher should use the right learning approach. By using the right learning approach for the classroom community, the teacher can build a strong academic environment. To create a strong academic environment in the classroom community, educators must strive for continuous growth and learning. The teacher must make specific improvements based on data that will impact academic performance within the community (Ahmad et al., 2015).
5
Using Classroom Communities To Strengthen Partnerships With Families And Children
Inviting families into the classroom.
Empowering families to be partners.
Delegating duties to the children.
Shared responsibilities.
Inviting the children's families into the classroom to participate in learning activities and practical projects fosters partnership. The families can also be empowered to take up their roles as partners in their children's education by enlightening them on roles they can play at home (Naeyc, n.d.). Delegation of duties to the children in a controlled way effectively strengthens the partnerships between them and the teacher. Sharing responsibilities with the children, such as empowering the fast learners to help other children struggling with a concept, also strengthens partnerships.
6
How Educators Can Positively Affect Children’s Social-Emotional Growth
Coaching on the spot.
Positive reinforcement.
Modeling the right emotional behavior.
Using classroom communities.
Coaching on the spot helps the children understand their actions and their effect on others. It also offers a chance for the teacher to point out alternative options that the child could explore next time for better outcomes (Ahmad et al., 2015). Positive reinforcement makes the child strive for more positive social-emotional behaviours. Educators as role models to the children should also model the right social-emotional behaviours to enable the children's social-emotional growth. Educators can also use classroom communities to encourage the children to understand how acting on their emotions impacts their community and how to deal with their emotions better to foster unity in the community (Ahmad et al., 2015).
7
References
Ahmad, I., Said, H., & Jusoh, A. (2015). Empirical evidence on the relationship between democratic classroom and social skills development of students. Mediterranean Journal of Social Sciences, 6(2 S1), 18-18.
Naeyc. (n.d.). NAEYC. https://www.naeyc.org/resources/position-statements/dap/creating-community
Speaker notes are not required for References
8
,
Assignment 3: Effective Practices
In order to be an effective early childhood professional, it is vital to pay close attention to the strengths and needs of every child. Children respond to teaching strategies and learning experiences in many different ways, so it is essential to have an arsenal of strategies and effective practices that can be used when the time is right. However, classroom meetings and democratic classrooms are great ways to support positive learning environments, positive classroom cultures, and create caring classroom communities where every child can thrive. The dynamics of each classroom group will vary, so you will need to research several approaches and effective practices for creating a strong classroom community for the children and families with whom you work.
For this Assignment, you will consider the role of strategies such as classroom meetings in supporting positive learning environments.
To Prepare:
After watching the media segments on classroom meetings in this module’s Learning Resources, consider how strategies such as classroom meetings can support positive learning environments, positive classroom cultures, and caring classroom communities using the following scenario.
By Day 7 of Week 4
Imagine you are the director of an early childhood care and education setting. You want to create a presentation to provide professional development for your teachers and staff on how to develop supportive learning environments with positive classroom cultures and caring classroom communities for everyone in the setting. Research effective practice based on scholarly resources from the last 5 years that you can use to ground your presentation in the professional knowledge base.
Develop a narrated Powerpoint presentation that provides evidence-based information addressing the questions that follow:
How can early childhood professionals:
· Help all children feel valued and respected as members of the classroom community?
· Build on the strengths and meet the individual needs of all the children through the building of a classroom community?
· Create an environment that is culturally responsive?
· Promote a strong academic environment through a sense of community?
· Strengthen partnerships with children and families through a community environment?
· Positively affect all children’s social-emotional growth?
Note: As you respond to each of these questions, be sure to consider international sources that may provide varying insights on cultural considerations, as well as new perspectives on effective practice for fostering supportive learning environments that include positive classroom cultures and caring classroom communities.
Include at least 5 current scholarly resources to support this topic with at least one resource written by someone from a country other than your own or the one in which you work.
REFERENCES
https://www.naeyc.org/resources/position-statements/dap/creating-community
http://dx.doi.org/10.5901/mjss.2015.v6n2s1p18
http://www.edutopia.org/practice/morning-meetings-creating-safe-space-learning
https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F1468798417712339
Walden University, LLC. (2016a). Creating positive classroom cultures through classroom community meetings [Video]. Walden University Blackboard. https://class.waldenu.edu
http://www.edutopia.org/blog/morning-meeting-changing-classroom-culture-lisa-dabbs
https://content.waldenu.edu/9c93a7fc3d58511ec49b021ffc2c22d8.pdf
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