Part 1: Tier 1 Lesson Plan

Using the “COE Lesson Plan Template,” develop a lesson for Tier 1 instruction focusing on the reading goals from the “Student Reading Profile” you created in Topic 4. Use the students from your clinical field experience classroom as a basis for the differentiation of instructional strategies and materials in your lesson plan.

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Part 2: Reflection

In addition, write a 250-500 word reflection including the following:

Summarize the critical thinking and problem-solving skills included in the lesson that would enable learners with and without exceptionalities to advance and accelerate their learning and growth in literacy. Data Based Reading Instruction Education homework help

Summarize the information from families and other professionals used to inform the creation of developmentally appropriate and evidence-based instruction that is culturally responsive and supports young children’s learning across all academic and developmental domains.

Submit your lesson plan and reflection in one document.

Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:	In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Data Based Reading Instruction Education homework help
Classroom and Student Factors/Grouping:	Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:	Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Data Based Reading Instruction Education homework help
Specific Learning Target(s)/Objectives:	Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: Who is the audience What action verb will be measured during instruction/assessment What tools or conditions are being used to meet the learning   What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. Data Based Reading Instruction Education homework help For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language	In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:	List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

 

Section 2: Instructional Planning

Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.   For example: ·         I will use a visual of the planet Earth and ask students to describe what Earth looks like. ·         I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.	Time Needed
Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. Data Based Reading Instruction Education homework help In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.   For example: ·         I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. ·         I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.                       Explain how you will differentiate materials for each of the following groups:   ·         English language learners (ELL):       ·         Students with special needs:       ·         Students with gifted abilities:       ·         Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Engagement In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. Data Based Reading Instruction Education homework help   For example: ·         I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.  ·         I will model one example of solving a number sentence on the white board before having students search for the matching card. ·         I will then have the partner who has the number sentence explain to their partner how they got the answer.                 Explain how you will differentiate activities for each of the following groups: ·         English language learners (ELL):       ·         Students with special needs:       ·         Students with gifted abilities:       ·         Early finishers (those students who finish early and may need additional resources/support):   ORDER A PLAGIARISM – FREE PAPER NOW	Time Needed
Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Data Based Reading Instruction Education homework help Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.                 Explain how you will differentiate assessments for each of the following groups: ·         English language learners (ELL):         ·         Students with special needs:       ·         Students with gifted abilities:       ·         Early finishers (those students who finish early and may need additional resources/support): Data Based Reading Instruction Education homework help	Time Needed
Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Data Based Reading Instruction Education homework help	Time Needed

 

Teachers use formal and informal assessment strategies throughout their lessons to identify student needs. If students who require intervention are identified, the teacher will often work with a student or with a small group of students on a particular skill.

 

Observe your mentor teacher implementing one or more reading lessons to a small group of students or the whole class. Pay specific attention to any formal/informal assessment strategies used during the lesson and how the teacher uses the data to meet the diverse needs of students. Reading Lesson Observation And Interview Education homework help

Following your observation, interview the teacher about the process used to plan and implement the lessons you observed.

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Following the observation and interview, write a 250 word summary and reflection on the lessons you observed. Discuss how the diverse needs of students were met  and any formal/informal assessment strategies used. Summarize the interview and address how you will apply what you learned in your future professional practice.

I have attached the interview questions/answers for reflection. Any lesson for 2nd grade reading

Interview Questions/Answers

 

1. How did you determine the focus of the reading lesson? Reading Lesson Observation And Interview Education homework help

The school district schedules and assigns the standards for reading, which is the focus of the lesson.  The reading lesson components are the following: foundational skills, grammar, and meaning based.

2. What kind of assessments and data did you collect prior to the lesson?

There wasn’t an assessment given prior to the lesson.  There is prior knowledge that has been delivered.  The foundational skill for the week is r-controlled vowels.  The prior knowledge for foundational skills is the following: decoding skills, phonological awareness, and segmentation.  The grammar skill for the week is combining sentences with conjunctions to form compound subjects and predicates. The prior knowledge for grammar is sentence structure.  The meaning base skill is to analyze the author’s word choice in order to determine the main purpose of a text.  The prior knowledge for meaning base is to know story structure and the main idea of a text.

3. Why did you select the specific students for the small group?

Students are grouped in a homogeneous manner based oRn academic levels.  This allows me to plan effective lessons that will strengthen and extend their skills in reading. Reading Lesson Observation And Interview Education homework help

4. How did you identify students who require intervention?

Response to Intervention (RTI)is a district program. RTI students are identified through I Ready diagnostic tests, writing samples, and reading passages aloud.

5. How did you meet the diverse needs of your students during the lesson?

I use a variety of checking for understanding methods to identify students who may need more support on the skills.  The checking for understanding includes: discussions, writing responses, do now’s, exit tickets, gradual release, teacher monitoring, weekly assignments, and weekly assessments.

6. Are there students that require intervention on the skills taught? What will you do for these students?

The students who may need intervention on the skills taught will participate in small groups with the teacher, peer modeling, and additional practice on skills. Reading Lesson Observation And Interview Education homework help

1,000-1,400 words. Double-spaced text, 12 pt. Times New Roman font, 1-inch margins. Author-Date reference format for sources you cite (for example, Szczurek 2020)

The questions for this response is:

How did ancient societies think of the relationship between the individual and the State? How does this compare to contemporary ways of thinking about this relationship today? Education homework help

In starting to answer these questions, you will choose 2-3 texts from Unit 1 to guide your thinking and one example from our contemporary world. Which topics or themes interest you most?

In thinking about political theory today, you can briefly reference current-day events, debates, problems and how we imagine and theorize about them.

You do not need to try to cover or mention all the themes and ideas discussed during Unit 1. The goal is not to definitively answer the question by the end of the response, but to explore some possible answers to the question, and why they make sense to you.

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Tips
· Imagine you are at a party, where the thinkers we read and discussed are in attendance; everyone is hanging out and talking. Choose 2-3 people we read or heard from and ask them the research question above – how would they respond? Education homework help

· Choose the texts and thinkers based on your personal curiosity – who do you want to talk to more? Think about more?

· When in doubt, go for depth, over breadth: include fewer texts, authors, or themes than you might initially think you need.

· Balance between your own thoughts and ideas, and the thoughts and ideas of your chosen authors and texts. If you were having a live conversation with these writers and thinkers, is everyone getting a somewhat-equal say? Or is someone dominating the conversation?

· Use your notes from your own original reading and our live class discussions

· Reference your notes from the Week 2 lecture on the Origins of Political Thought. Education homework help

Rubric:

A successful Unit Response…

· engages directly with your chosen research question

· Includes at least one of the readings from Weeks 1-2, including at least one direct quote

· Directly discusses and cites 2-3 texts from Unit #1, weeks 2-5. Include at least two direct quotes from each source.

· briefly references one contemporary example of politics or political theory

· includes 2-4 questions you are still left with in the concluding paragraph

· is edited, with few typos or grammar errors. Education homework help

Overview

For this Performance Task, you will observe in an infant setting and a  toddler setting, using the Infant Observation and the Toddler  Observation documents as guides and graphic organizers. You will also  engage in reflective conversations with your host teachers and then take notes of what evaluates effective routines and transitions and  offers recommendations for improvement.

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You will observe routines and transitions in an infant and in a  toddler setting. You will also engage in reflective conversations with  your host teachers and then record what evaluates effective  routines and transitions and offers recommendations for improvement. Education homework help

6 pgs

This Assessment requires submission of three files: your completed  Infant Observation and Toddler Observation, and your results

Instructions

Before submitting your Assessment, carefully review the rubric. This  is the same rubric the assessor will use to evaluate your submission and  it provides detailed criteria describing how to achieve or master the  Competency. Many students find that understanding the requirements of  the Assessment and the rubric criteria help them direct their focus and  use their time most productively. Review the key topics for this assessment and discuss them with your Host Teacher to gather their insights and thoughts. Education homework help

Evaluating Routines and Transitions in Infant and Toddler Care and Education Settings

 

Your Observations

• Make arrangements to observe in an infant and a toddler setting.
• Share your assignment/goals with the Host Teacher in each setting. These include:
  • Observe routines and transitions related to greeting time, meals and  snacks, diapering, napping, moving to new activities, the end of the  day, and any other routines and transitions that involve children.
  • Observe teacher-child conversations and interactions, aspects of  safety, and the ways routines and transitions foster respectful,  responsive relationships.
  • Note questions you have about routines and transitions in the setting.
  • Engage in a reflective conversation with each Host Teacher about  your observation experience, sharing questions that came up for you as  well as the following:
    • Please describe your setting for me.
    • What do you see as the role of transitions and routines in your program?
    • What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners?
    • What’s working well in your setting regarding fostering toddlers’  healthy development and contributing to respectful and responsive  relationships between early childhood professionals and the children  through routines and transitions? Education homework help
    • What would you like to improve?
  • Note: For your conversations, you may also want to  ask about anything you thought was particularly well done or a  routine/transition you weren’t able to observe because of timing such as  greeting and/or end of day. You may have a question about something the  teacher did or said, or about a child’s reaction. Be sure to take good  notes.

Use the notes from your graphic organizer, the host teacher’s input,  and the resources for both topics to write between 5-6 pages.  Include the following:

Title Page

Part 1: Infants

• Introduction: A brief overview of your observation setting. (1-2 paragraphs)
• Summary of information from the teacher in the infant setting. (2-4 paragraphs)
• Evaluation of infant routines and transitions you observed for  safety, consistency, responsiveness, respect, and whether/how they  fostered responsive and respectful relationships including attachment  and/or autonomy appropriately. Be sure to substantiate your thinking  with evidence-based resources. (2-4 paragraphs)
• Three recommendations for enhancing or improving the opportunities  in routines and transitions for infants’ healthy development specific to  fostering respectful and responsive relationships and appropriate  attachment and autonomy. Be sure to substantiate your thinking with  evidence-based resources. (2-3 paragraphs) Education homework help

 

Part 2: Toddlers

• Introduction: A brief overview of your observation setting. (1-2 paragraphs)
• Summary of information from the teacher in the toddler setting. (2-4 paragraphs)
• Evaluation of toddler routines and transitions you observed for  safety, consistency, responsiveness, respect, and whether/how they  fostered responsive and respectful relationships including attachment  and/or autonomy appropriately. Be sure to substantiate your thinking  with evidence-based resources. (2-4 paragraphs)
• Three recommendations for enhancing or improving the opportunities  in routines and transitions for toddlers’ healthy development specific  to fostering respectful and responsive relationships and appropriate  attachment and autonomy. Be sure to substantiate your thinking with  evidence-based resources. (2-3 paragraphs)

Note: Be sure to cite your sources and adhere to  confidentiality. Do not use children’s names. (You can use just a first  name, or refer to child 1, child 2, etc.) Also, refer to your host  teacher by first name only.

DI003: Routines and Transitions That Foster Healthy Development

Infant or Toddler Teacher Interview: Routines and Transitions that Invite Participation

Use the graphic organizer below to guide your interview and also record your notes with an infant or toddler teacher. Explain that you would like to have a conversation about routines and transitions in the teachers’ setting. The routines and transitions you would like to talk about revolve around: greeting children, meals and snacks, diapering, napping, moving to new activities, and end of the day. Education homework help

Teacher’s Name:

Teacher’s Program:

Teacher’s Position or Role:

 

	Interview Notes
Meals & Snacks
Diapering
Napping
Moving to New Activities
End of Day

 

Additional Questions

As you think about your daily schedule, the children and families with whom you interact and the many routines and transitions that are a part of your daily life with the children:

1. What do you see as the role of transitions and routines in your program?

 

2. What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners? Education homework help

 

3. What’s working well in your setting regarding fostering infants’ healthy development and contributing to respectful and responsive relationships between early childhood professionals and the children through routines and transitions?

 

4. What would you like to improve?

 

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. Review the key topics for this assessment and discuss them with your Host Teacher to gather their insights and thoughts. Education homework help

Evaluating Routines and Transitions in Infant and Toddler Care and Education Settings

Before You :

• Review the Rubric, the Infant Observation template, and the Toddler Observation template

Rubric

Your Observations

• Make arrangements to observe in an infant and a toddler setting.
• Share your assignment/goals with the Host Teacher in each setting. These include:
  • Observe routines and transitions related to greeting time, meals and snacks, diapering, napping, moving to new activities, the end of the day, and any other routines and transitions that involve children.
  • Observe teacher-child conversations and interactions, aspects of safety, and the ways routines and transitions foster respectful, responsive relationships.
  • Note questions you have about routines and transitions in the setting.
  • Engage in a reflective conversation with each Host Teacher about your observation experience, sharing questions that came up for you as well as the following:
    • Please describe your setting for me.
    • What do you see as the role of transitions and routines in your program?
    • What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners? Education homework help
    • What’s working well in your setting regarding fostering toddlers’ healthy development and contributing to respectful and responsive relationships between early childhood professionals and the children through routines and transitions?
    • What would you like to improve?
  • Note: For your conversations, you may also want to ask about anything you thought was particularly well done or a routine/transition you weren’t able to observe because of timing such as greeting and/or end of day. You may have a question about something the teacher did or said, or about a child’s reaction. Be sure to take good notes.

Writing Your Paper

Use the notes from your graphic organizer, the host teacher’s input, and the resources for both topics to write a paper between 5-6 pages. Include the following:

Title Page

Part 1: Infants

• Introduction: A brief overview of your observation setting. (1-2 paragraphs)
• Summary of information from the teacher in the infant setting. (2-4 paragraphs)
• Evaluation of infant routines and transitions you observed for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately. Be sure to substantiate your thinking with evidence-based resources. (2-4 paragraphs)
• Three recommendations for enhancing or improving the opportunities in routines and transitions for infants’ healthy development specific to fostering respectful and responsive relationships and appropriate attachment and autonomy. Be sure to substantiate your thinking with evidence-based resources. (2-3 paragraphs)

Part 2: Toddlers

• Introduction: A brief overview of your observation setting. (1-2 paragraphs)
• Summary of information from the teacher in the toddler setting. (2-4 paragraphs)
• Evaluation of toddler routines and transitions you observed for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately. Be sure to substantiate your thinking with evidence-based resources. (2-4 paragraphs) Education homework help
• Three recommendations for enhancing or improving the opportunities in routines and transitions for toddlers’ healthy development specific to fostering respectful and responsive relationships and appropriate attachment and autonomy. Be sure to substantiate your thinking with evidence-based resources. (2-3 paragraphs)

Note: Be sure to cite your sources and adhere to confidentiality. Do not use children’s names. (You can use just a first name, or refer to child 1, child 2, etc.) Also, refer to your host teacher by first name only.

 

 

 

 

Title Page: Evaluating Routines and Transitions in Infant and Toddler Care and Education Settings

 

Your paper should include:

• How routines and transitions can promote healthy development and learning, including building responsive relationships (1 page)

 

• At least 3 (research-based) insights that demonstrate best practice for routines and transitions related to each of the following: greeting children, meals and snacks, diapering, napping, moving to new activities, and end of the day. (2-3 pages)

 

• A summary of practices in your interviewee’s setting that are aligned to what you learned as effective practice and your rational. (1-2 pages) Education homework help

 

• At least 2 – 3 recommendations for enhancing or improving the opportunities in routines and transitions for infants’ or toddlers’ healthy development specific to fostering respectful and responsive relationships and appropriate attachment and autonomy in the interviewee’s setting. (1-2 pages)

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• Submit your paper as Part 2 of the Assessment.

 

Toddler Setting: Observing Routines and Transitions

Routines and Transitions that Invite Participation	Observations: ·       What did you see and hear? ·       How did the teacher observe and interact with the children? ·       How did the children respond? ·       What did you observe about safety in the setting related to this routine or transition? Education homework help	Additional Critical Insights ·       How did this routine or transition contribute to fostering respectful/responsive relationships between early childhood professionals and children? ·       How did this routine or transition contribute to fostering attachment and/or autonomy appropriately?	Added Questions for and/or Information from Host Teacher(s):
Meals & Snacks
Diapering
Napping
Moving to New Activities
End of Day
Other

 

 

 

 

Toddler Setting: Host Teacher Suggested Interview Questions

Based on your observation, you may have questions for your Host Teacher. However, be sure to include these in your reflective conversation:

 

As you think about your daily schedule, the children and families with whom you interact and the many routines and transitions that are a part of your daily life with the children:

1. What do you see as the role of transitions and routines in your program? Education homework help

 

2. What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners?

 

 

3. What’s working well in your setting regarding fostering toddlers’ healthy development and contributing to respectful and responsive relationships between early childhood professionals and the children through routines and transitions?

 

4. What would you like to improve? Education homework help

 

 

 

 

 

 

Overview

In this Performance Task, you will participate in a field experience  by observing and evaluating indoor and outdoor environments in an infant  and a toddler setting. You will create a narrated PowerPoint  presentation based on what you have learned from the resources in the  Competency, your observations, and reflective conversations with your  Host Teachers. The presentation evaluates the power and elements of  quality indoor and outdoor infant toddler environments. Infant Toddler Outdoor Observation Worksheet, and your PowerPoint Education homework help presentation

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Submission Length: A narrated PowerPoint  presentation on quality indoor and outdoor infant/toddler environments  consisting of approximately 24 slides.

This Assessment requires submission of three files, your completed  Infant Toddler Indoor Environment Observation Worksheet, Infant Toddler  Outdoor Observation Worksheet, and your PowerPoint presentation.

Note: For this Performance Task Assessment, you are  required to draw from not only the resources for the Topics but also  your experiences, observations, and host teacher and other professionals  who work in your field setting. Your conversations with these  professionals and your observations in the setting are essential to the  successful completion of the Assessment. For additional information  regarding the field experience requirements and expectations, please  review the BSECS Field Experience Handbook found on the  BSECS Field Experience Website.  Infant Toddler Outdoor Observation Worksheet, and your PowerPoint Education homework help presentation

 

Instructions

Before submitting your Assessment, carefully review the rubric. This  is the same rubric the assessor will use to evaluate your submission and  it provides detailed criteria describing how to achieve or master the  Competency. Many students find that understanding the requirements of  the Assessment and the rubric criteria help them direct their focus and  use their time most productively. Review the key topics for this assessment and discuss them with your Host Teacher to gather their insights and thoughts.

Evaluating Routines and Transitions in Infant and Toddler Care and Education Settings

Before You Observe:

• Review the Rubric, the Infant/Toddler Indoor Environment Observation Worksheet, and the Infant/Toddler Outdoor Environment Observation Worksheet

 

Your Observations

• Make arrangements to observe in an infant and a toddler setting.
• Share your assignment/goals with the Host Teacher in each setting. These include:
  • o Use both the Infant Toddler Indoor Environment Observation  Worksheet and the Infant Toddler Outdoor Environment Observation  Worksheet as guides to observe indoor and outdoor environments for both  infants and toddlers. Be sure to take good notes, and record any  questions you may have and the information you seek about the  environments. Infant Toddler Outdoor Observation Worksheet, and your PowerPoint Education homework help presentation
  • Engage in a reflective conversation with each Host Teacher about  your observation experience, sharing questions that came up for you and  areas about which you would like additional information. You may want to  focus on an area of the classroom environment that was particularly  effective in providing safety, a sense of security, and/or enhancing  development. You may have a question about something the teacher did or  said, a child’s reaction to something in the environment, and/or ways  the program hopes to improve.

Creating Your PowerPoint

Create a narrated PowerPoint presentation on quality environments for  infants and toddlers based on your course resources, your observations,  and your conversations with the teacher. Your presentation should  include:

Part 1: Quality Indoor Environments

• 1一2 introductory slides that explain how a quality indoor  environment can impact the healthy development and learning of infants  and toddlers
• 8一10 slides that evaluate the essential elements of indoor environments that enhance infant and toddler development and learning
• 2一3 conclusory slides that include information about the indoor  environments in your field settings. Share insights, your host  teacher(s) input, and offer suggestions for improvement. Infant Toddler Outdoor Observation Worksheet, and your PowerPoint Education homework help presentation

Part 2: Quality Outdoor Environments

• 1一2 introductory slides that explain the impact that a quality  outdoor environment can have on the healthy development and learning of  infants and toddlers
• 8一10 slides that evaluate the essential elements of outdoor environments that enhance infant/toddler development and learning
• 2一3 conclusory slides that include information about the indoor  environments in your field settings. Share insights, your host  teacher(s) input, and offer suggestions for improvement

 

Note: Be sure to cite your sources and adhere to  confidentiality. Do not use children’s names. (You can use just a first  name, or refer to child 1, child 2, etc.) Also, refer to your host  teacher by the person’s first name only. You may include a picture or  graphics. If you receive permission, take pictures of your field  setting(s), but do not include any photographs of children

Infant/Toddler Indoor Environment Observation Worksheet

 

Environment Elements	Description including differences between infants and toddlers	Potential benefits and/or concerns related to fostering healthy toddler development and learning	Ideas for improvements or enhancements	Questions for the Host Teacher	Information from the Host Teacher
Safe & Healthy ●      Nonslip, nontoxic flooring ●      Quality ventilation/Fresh air ●      Natural light and lamps; recessed lights with dimmers (not fluorescent) ●      Separate and safe diapering and toileting Area ●      Child-sized hand-washing areas ●      Separate food preparation area ●      Clean and safe furnishings; non-toxic cleansers. Infant Toddler Outdoor Observation Worksheet, and your PowerPoint Education homework help presentation ●      Adults can see children, and children can see the adults ●      Smaller convenient storage spaces
Aesthetically Pleasing ●      Soft, peaceful colors and sound absorbing furnishings ●      Interesting musical sounds ●      Variety of textures ●      Natural light and lamps ●      Children’s art, photos of children, and items from nature are arranged artfully and respectfully ●      Spaces are not overly bright, confusing, and/or overwhelming to the senses
Comfortable, Comforting, and Cozy ●      Comfortable place to greet and say goodbye ●      Places where children can “see” themselves, their families, and their communities/cultures ●      Places to be alone, quiet, and cozy with adult and child rocking chairs, sofas, books and pillows, resting areas, nook areas, tunnels, and canopy spaces ●      Places to socialize, such as child friendly snack and mealtime areas
Child-Sized ●      Arrangement, furniture, and equipment scaled so children can reach, sit, play, and work without asking for assistance ●      Mirrors, shelves, photos, and pictures at children’s heights ●      Cubbies and/or accessible areas for personal storage
Invites Play & Exploration Age appropriate, open-ended materials, and opportunities to make choices, experiment, try out new ideas, and take safe risks in the following places: ●      Book area ●      Sensory area ●      Art/messy area ●      Blocks and building ●      Dramatic play area ●      Nature and science area ●      Space that encourages movement — jumping, crawling, running freely without walkers, swings, or exercisers. Infant Toddler Outdoor Observation Worksheet, and your PowerPoint Education homework help presentation ●      Climbing area ●      Mirror area
Invites Engagement: Provocation: Guide/provoke inspiration, imagination, and thought through: ●      Photographs that build on and extend children’s interests and/or group experiences ●      Books strategically placed that are relevant to children’s interests (such as a book describing construction sites near the blocks or books about taking care of babies near the dramatic play area) ●      Items from nature collected outside — artfully and respectfully displayed ●      Simple changes in displays — rearranging climbing areas; incorporating new colors and textures; and changing nature items ●      A few new, safe items for children to simply explore
Adaptations and Considerations to Engage all Children ●      Adaptations and modifications for individual children in the group
General: Is the environment: ●      Well-organized – i.e. orderly, planned, and safe? Can children see and easily reach materials that are for them? Can adults easily see and reach items that are for them? ●      Flexible – Are furnishing, materials, etc. adjustable to the different strengths, needs, growth, and challenges of every child? ●      Adult friendly – Is the environment designed to also support caregivers’ well-being, ease, and engagement? Infant Toddler Outdoor Observation Worksheet, and your PowerPoint Education homework help presentation

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Infant/Toddler Outdoor Environment Observation Worksheet

 

Environment Elements	Description including differences between infants and toddlers	Potential benefits and/or concerns related to fostering healthy toddler development and learning	Ideas for improvements or enhancements	Questions for the Host Teacher	Information from the Host Teacher
Safe & Healthy ●      Nontoxic fertilizers ●      No irritating or poisonous plants ●      Proper cushioning/resilient surfaces under structures ●      Proper fencing ●      No standing water ●      Covered sandboxes ●      Well-maintained area and equipment ●      Children can see adults, and adults can see children ●      Outdoor first-aid kit ●      No trampolines, teeter-totters, belt swings, single-chain tire swings, and enclosed tunnels
Comfortable, Cozy Areas ●      Places to eat together and socialize ●      Reading areas
Aesthetics and Natural Elements ●      Tree stumps, boulders, long grass, water and pebbles, natural trees and shrubs, nonpoisonous flowering plants, and mounds/terraces/slopes ●      Vegetable and flower gardens ●      Time and places to enjoy natural sounds, smells, and light ●      Wind chimes, wind socks, sculptures, and unique local outdoor art
Child-Sized Environment/Equipment ●      Anchored play equipment – bucket swings, gently sloped slides, spring riders/rocking toys, balance beams, and sturdy ladders ●      Peek-a-boo places; pushing and riding wheel toys, including tricycles and scooters ●      Safe sand/water play with simple props ●      Benches and other furniture for relaxing and thinking ●      Manipulatives and loose parts, including fabric, rope, containers, PVC pipes, pine cones, wagons, plastic milk crates, and backpacks
Invites Play & Exploration ●      Covered areas for play in heat, rain, and snow ●      Space that encourages practicing balance and movement, jumping, crawling, running freely without walkers, swings, or exercisers. Infant Toddler Outdoor Observation Worksheet, and your PowerPoint Education homework help presentation ●      Opportunities to use senses to explore a variety of sights, sounds, smells, materials, and surfaces ●      Equipment that encourages up and down movement ●      Gardening areas ●      Building and constructing materials ●      Dramatic play structure and props ●      Art/messy area ●      Sand/digging area ●      Water play features – water table, sprinklers, and shallow running water/stream ●      Grass mazes, obstacle courses, pathways for walking with visual and textural variations, and stepping stones
Adaptations and Considerations to Engage All Children ●      Adaptations and modifications for individual children in the group
General: Is the environment: ●      Well-organized – orderly, planned, and safe? Can children see and easily reach materials that are for them? ●      Offering children opportunities for safe risk-taking and child-directed, independent choices and activities? ●      Adult friendly – Is the environment designed to also support caregivers’ well-being, ease, and engagement? Infant Toddler Outdoor Observation Worksheet, and your PowerPoint Education homework help presentation