CREATIVE ACTIVITY 8-10 SENTENCESUNIT 4 DB: ART CENTERS- CLICK HERE ON THIS LINK TO JOIN THE DISCUSSION.
Unit 4 DB: Art Centers- Click here on this link to join the discussion.For this discussion, read Chapter 7 in your eBook first, then watch the two videos in this forum and Jot down some of the things you noticed. In the “Treasure Baskets” video, you will learn the benefits of Treasure Baskets and understand how you can create treasure baskets to help with creative play for babies. In the second video, “Art Center with Christy,” you will learn about materials and equipment to include in an art center. Read below to see how to respond to the discussion.  In your initial response, 1) describe how you would use the Treasure Baskets idea to introduce language to your child as they explore the objects in front of them 2) Share what you notice from the Art Center video about materials and equipment and teacher-child interactions?In your responses to others, 1) compare your thoughts and 2) share a new idea for an art center to support childrenàlearning.

UNIT 4 ASSIGNMENT: DESIGN  CREATIVE ACTIVITY
Attached Files:

• CHS201 Unit 4 Assignment (1).docx Design Activity Center.pdf CHS201 Unit 4 Assignment (1).docx Design Activity Center.pdf – Alternative Formats (184.004 KB) 

The physical environment for an early childhood classroom should contain carefully selected materials to invite exploration and encourage divergent thinking. To explore the planning for creating a well-designed classroom space, you will lay out multiple learning/activity centers in an ideal early childhood classroom space and design one Activity/Learning center that includes a treasure basket (as described in the discussion board). Imagine you have all the money, materials, and space necessary for your classroom Activity/Learning Center, and be creative!See the attached document for complete instructions and a grading rubric. Submit your completed assignment to the above submission link by 11:59 p.m. EST, Sunday of Unit

UNIT 4 DB: DIVERSITY & ADVOCACY. HOME,SCHOOL,& COMMUNITY  8-10 SENTENCES

Unit 4 DB: Diversity & AdvocacyTeachers have an unbelievable impact on the lives of their students every day.  When teachers nurture the potential or strength in a child rather than seeing the child as a problem, we are advocating for that child. As early childhood professionals, we want to ensure that we focus on the potential and strengths of every child we serve.  Evaluate the example of %acher as advocate)n the video ¥ a Mr. Jensen. In your initial post, please share a similar example from your own professional or personal experience. For example, how have you been an advocate by focusing on the potential when others saw a problem?  Has someone advocated for you when others did not see your potential?  Please maintain privacy in your example by using fictitious names and places of employment, if applicable. In response to your peers, discuss how your classmates%xamples illustrate advocacy. Discuss the ethical responsibilities of educators and service providers to help children with diverse and unique abilities.

UNIT 4 ASSIGNMENT: FAMILY CASE STUDY HOME, SCHOOL,& COMMUNITY DUE

Attached Files:

CHS236 Unit 4 Assignment Family Case Study.pdf CHS236 Unit 4 Assignment Family Case Study.pdf – Alternative Formats (174.003 KB) 

For this assignment, you will analyze a family case study that focuses on a 4-year-old boy from China who does not speak English and behaves developmentally more like a 2-year-old. After learning about the relationships between the child, his family, grandparents, and teachers, you will connect the strategies used by the teacher utilizing ECE professional standards, frameworks, and/or supporting theory. See the attached document for complete instructions and grading rubric.  Submit your completed assignment to the above submission link by 11:59 p.m. EST, Sunday of Unit 4

UNIT 4.1 DB: ENGINEERING CHALLENGE! STEM IN THE EARLY CHILDHOOD CLASSROOM 8-10 SENTENCES

Unit 4.1 DB: Engineering Challenge!Complete the following challenge at home using materials that you have on hand: There is a full vessel (bucket, pot, or other container) of water on the floor in the middle of the room and an empty vessel four feet away. Your challenge is to devise a system to move the water from the full vessel to the empty one. You can move the water in whatever fashion you wish, but you cannot lift or move either of the vessels. Use whatever materials you want and have at home to create your system.In your initial post answer the following questions about designing your system and completing the challenge:

Tools 

List the everyday tools in your home environment that you used or repurposed to solve this challenge. Briefly, why did you choose them? What properties of the tools did you need to consider?

Background and prior knowledge 

Think about how your background experiences and prior knowledge informed your solution. Describe a childhood experience or other association that relates to this challenge.

• Challenge with children 

What are some ways that you could engage childrenàbackground and prior knowledge or experience when doing this in your classroom?

List two vocabulary words you would highlight during this challenge. Briefly explain your word selections, including how they will enhance conceptual knowledge.

Read two peers!pproaches to this engineering challenge. Reflect on their thinking, tinkering, and problem-solving processes. Compare your system to your classmates3ystems. What was similar? Describe the creative differences. Did your classmates move the water more effectively than you did? 

UNIT 4.2 DB: MAKERSPACES STEM IN THE EARLY CHILDHOOD CLASSROOM 8-10 SENTENCES

Unit 4.2 DB: MakerspacesSearch for a makerspace on the web. Explore the website of the makerspace and note the kinds of activities that it supports and the programs that is offers. Are there programs for young kids related to STEM? In your initial post:

Share the name and website address of the makerspace that you explored. Briefly describe the programs and activities that it offers for children and families, as well as teens and adults. Name a STEM related activity at the makerspace that appeals to you.  

Using common materials that you have at home, design a makerspace for your family. Think of an activity that you can do with your family in your makerspace. How would this activity involve tinkering or how can you design the activity to include tinkering?

• Document your family makerspace and activity using one of these options: 

Option 1: Take a picture of the tools and materials that you collected for your makerspace and include text describing your makerspace setup, family activity and how the activity will involve tinkering. Option 2: Record a short video in which you show and describe your makerspace setup, family activity and how the activity will involve tinkering. If needed, review the instructions to Post a personal YouTube video in Blackboard available in the Unit Supplemental Resources.  
With your peers, discuss the various ways that you could include makerspace areas and tinkering activities in your early education classrooms. What are some ways that you could get diverse families involved in your classroom makerspace activities? 

UNIT 4 ASSIGNMENT: STEM RESOURCES & TEACHING REFLECTION
Attached Files:  STEM IN THE EARLY CHILDHOOD CLASSROOM 

STEM Resources & Teaching Reflection Assignment.pdf STEM Resources & Teaching Reflection Assignment.pdf – Alternative Formats (233.329 KB)