Literature Plan Ece 335

Literature Plan
Tene` S. Williams
EE 335
Professor Crystal Daniels
13 December

Literature Plan
As a child, I would image what my life would be like when I became a teacher. In this paper I will explore different developmentally appropriate approaching to teaching and learning. Having to gain knowledge from the early childhood text helped me to create what I consider to be the perfect literature plan. Preschool education is very important because this is their first experience towards twelve years of grade school. The knowledge they gather will increase as they grow and development. Preschool children are depending on their teachers’ to provide them with as much useful information as possible for them to succeed to the next level.
According to Cyndi Giorgis and Joan Glazer “Good children’s literature contains freshness and honesty. It may touch children’s emotions; it may stimulate their imaginations. It may make them think about new ideas or thing about old ides in new ways,” (2009, p. 37). When selecting literature titles and media, the characteristics of the selections have to be representative of a preschool child. The characteristics includes: A clear, and engaging plot with an easy-to-follow sequence of events, memorable characters, vivid language that reflects the mood of the story, a truthful theme, quality illustrations that enhance the story, a respectful message about people, cultures, or race.
As preschool children goes through different stages of development, they will start to realize how important their education is. At a preschool level, they have delinquent minds and will believe what they are told. It is up to the teacher to make sure students are grasping the information that is taught to them. The High/Scope approach gives the best examples of my philosophy of education (Morrison, 2009, p.149).
In Chapter 6 of the text, the High/Scope approach is defined as an educational program for young children based on Piaget 's intellectual development theory (Morrison, 2009, p.149). This program serves the best interest of the children and families. I would incorporate the features of the High/Scope approach in my classroom. This program consists of five elements: active learning, class arrangements, daily schedules, assessment, and the curriculum (p.150).
Having a daily routine is very important and it supports active learning (Morris, 2009, p. 152). As a teacher I will use my creativity to invent fun and exciting ways to assist students with the daily routine. Creating weekly themes and color schemes along with music, dance and play are a few ways to keep the classroom exciting. While the students are participating in the different activities/lessons, I will observe them. The documentation of how they interact will be kept in a portfolio. I would include all the key experiences which will provide information to help them improve.
I want the children to gain a sense of independence in the classroom. I will encourage them to make their own decisions, and assist them when I see it is necessary. I think that all the programs serve children because they were created to assist children succeed. High/Scope serves the best interest because it supports developmentally appropriate, active learning experienced for each child, along with encourages decision making, creative expression, problem solving, language and literacy, and other emerging abilities (Morrison, 2009, p.151).
Preschool children go through several different developmental approaches: physical and motor, social development, and cognitive and language development. Physical and motor development contributes to infant and toddlers’ intellectual and skill development. The children will cut out different shapes, and glue into a book. Once they glue the shapes to the pages, I will allow them use crayons, markers to label the shapes. They will be able to staple the book together I would also designate a day when the children will be able to participate in numerous of physical activities: softball, kickball, jump rope, etc. Those activities will promote physical and motor development.
Social development is another development that I will encourage in the classroom plan. I will encourage the children to express their feelings. I will also supply different type of mood faces in a box. Every day, the students will stick the face on their cubby that best describes how they feel. If a student is out sick, a sick face on their cubby. This will assist students to with identifying different moods. I will also educate them the different genders, races, and family structures.
Piaget 's stages of cognitive development occur during certain ages for students (Boyd and
Bee, 2006, p. 34). The Preoperational Stage is the stage that I would support in my classroom because the students are between the ages of 3-5. I will allow the student make persuasion on the way things appear. They realize that everything happens for a reason. Children ages 3-5 can use their imagination by playing in a toy kitchen. They could serve fake foods from the entire foods group to demonstrate healthy eating. The students will also practice counting out loud and having a visual aid displaying t numbers so students are able to see them. The students will participate in decorating the classroom for each season and/or holiday. As a teacher, I know that the lessons/activities are used to teach material that is required for them to move to the next level. Assessments will allow me to elevate students’ ability to comprehend what was taught to them. I plan to use both formal and informal assessment in the classroom. I read in an article from eduplace.com, that formal assessments are flexible because teacher can modify the assessments as needed (“What are the”, 1997). The article also stated that informal assessment allows the teacher to evaluate all the students thoroughly on the imperative skills and concepts in the theme by using real reading and writing experiences that fit with the instruction. In other situations, or for certain students, teachers might use a skills test to examine specific skills or strategies taught in a theme (1997). I will create test from the material taught and administrate them on a weekly basic. This will allow me the time to review material that the children are not so familiar with. The tests I create are to help them prepare for standardized test.
I will also construct each student a portfolio that consists of activities and lessons that the students completed through the year. This documentation will be a part of informal assessment. Reviewing information once it is taught is another example of informal assessment (“What are the”, 1997). I will call on student during the review to see who can answer the review questions without having the material in front of them. According to the same article, including a variety of types of assessments will ensure that students are granted with sufficient opportunities to demonstrate their abilities and that teacher have the information they need to construct a complete, balanced assessment of each student (1997). My curriculum will consist of the respect-reflect-relate model (Morrison, 2009, p.254). Respect-reflect-relate model is a responsive curriculum for infants and toddlers in whom teachers show respect for children, refection what children need, and relate to them by providing appropriate care and education (p. 254). My Overall Curriculum will reflect the High/Scope Approach and meet federal and program standards. My goals are to provide and teach the knowledge in the way they will understand and in a way that interest them. I will make sure all students meet the required standards, and provide extra help for those who do not. I will also have the students create a goal to achieve themselves. Throughout the school year, I will let them check to see what else they have to accomplish to achieve their goal. I do not plan to send require homework home with the students. Being that they are 3-5, I will submit optional activities sheets for the parents to review with their children. I plan to document which parents are actively assisting their preschooler by which students complete the take home activities. At parent/teacher conference, I will be able to use the documentation to support my finding during observations.
The child-centered program should be in a nonviolent environment. It should be located near a hospital so the EMS would not have to travel far if they are ever called. The playground should consist of equipment that has been tested for safety control. Also, a gate should surround the play area. This will decrease children running off. The outside of the center should represent what to expect inside. So there will be a lot of bright colors to represent the bright students. Students work should be displayed on a board outside the classroom as well as inside. The alphabets, shapes, numbers and clocks should be the theme of the center. The walls in the restroom should have illustration of children washing their hands. Healthy meals and snacks should be served to the children. The ideal environment should be family orientated. Anything that will enhance the students’ ability to read, write and comprehend is an addition to what I consider to be the ideal environment.
Head Start is very imperative because it is the beginning of an educational journey. As a teacher I will be a role model to my students. My perfect classroom plan was created to boost my students’ confident, and let them know that their teacher believes in them. It is also a plan to help them believe in themselves. Teaching can be as easy as teachers make it or as hard as a teacher wants it to be. I want the best for all students, and my classroom plan supports my master plan to teach.

References

Boyd, D., & Bee, H. (2006). Adult development. Boston: Allyn and Bacon
Giorgis C. and Glazer, J. (2009). Literature for Young Children: Supporting Emergent Literacy, Ages 0-8 (6th ed.). Boston: Pearson Education, Inc.
Morrison, G. S. (2009). Early childhood education today (11th ed.). Upper Saddle River: Pearson.
What are the Different Forms of Authentic Assessment. (1997). Retrieved March 15, 2010, from
http://www.eduplace.com/rdg/res/litass/forms.html

References: Boyd, D., & Bee, H. (2006). Adult development. Boston: Allyn and Bacon Giorgis C. and Glazer, J. (2009). Literature for Young Children: Supporting Emergent Literacy, Ages 0-8 (6th ed.). Boston: Pearson Education, Inc. Morrison, G. S. (2009). Early childhood education today (11th ed.).  Upper Saddle River: Pearson. What are the Different Forms of Authentic Assessment. (1997). Retrieved March 15, 2010, from http://www.eduplace.com/rdg/res/litass/forms.html