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The curriculum document that you are to prepare and submit is in essence your daily lesson plans for 1 particular week – indicating your "plan" for fostering the cognitive, socio-emotional, and moral & character development of the children in your ECD classroom. Toward this end, each portion of your curriculum document that you will be submitting at the end of each module should be developed with the following target audience and corresponding purposes in mind:
Yourself: Your lesson plans should be developed to the extent and in the manner such that it serves as your daily reminder of what it is that you will be doing with the children in your ECD classroom on any one particular day within this particular week.
Guest Teacher / Substitute: Imagine you are not able to make it in to your classroom to teach these lessons. In your place will be a guest teacher / substitute who will be responsible for meeting each of the cognitive objectives via the activities that you had planned for each day. As such, your lesson plans should be developed to the extent and in the manner such that this guest teacher / substitute will know exactly how to lead the children in your ECD classroom through each purposeful activity.
At the end of module 5, you are to submit a research-based rationale that supports your lesson objectives and corresponding activities. This rationale should be developed with the following important "audience" in mind:
Parents Your interest in working with young children in the ECD education environment will undoubtedly call for you to work with the parents of these children to varying extents, in varying capacities – spanning from parent conferences to having parent volunteers in your classroom. As such, it is of utmost importance for you to readily articulate a rationale for each objective and corresponding activity that you will be doing with your children in your classroom on any one given day. Toward this end, prepare a 1/2 to 1 full page document that provides this rationale. Importantly, this rationale is to support your objectives and corresponding activities via the theoretical research and relevant professional resources. (Additional details provided in module 5.
For this module…
In a 2-3 page narrative essay discuss your response to the following topics. Respond to the following assignment criteria.
-Prepare and submit the segments of your 5-day curriculum document that delineate the objectives and corresponding activities that foster the socio-emotional development of the young children in your ECD classroom.
-In particular, using the "target audience" guidelines develop 5 developmentally appropriate objectives (1 per day).
-Describe 3 corresponding activities that foster the socio-emotional development of the particular age group of the children in your ECD classroom.
Expectations
The following criteria will be used to evaluate each section of your curriculum document:
Does this section of your curriculum document consist of 5 developmentally appropriate objectives aimed to foster the specified area of development of the children in your ECD classroom?
Does this section of your curriculum document consist of 3 activities that are clearly aligned with each specified objective?
Is each objective and corresponding activities presented to the extent and in a manner that meets the needs / purposes of the target audience specified above?
Does this section of your curriculum document reflect your careful thought and understanding of the information provided for you in the background reading materials and resources?
Do you address each of the specified items for this section of your curriculum document in a clearly organized and coherent manner?
Does this section of your curriculum document reflect graduate level writing skills?
Writing Expectations
The structure / format of your response is to demonstrate your ability to convey information in a clearly organized and coherent manner. Make sure to double space your work. The essay should have a clear introduction, well developed body, and concise conclusion following the basic writing style found in the TUI Style Sheet for writing expectations.
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