Name:Date: 4.09 Activity 1 Victim Support For this activity, you will create an informational flyer/brochure/handout that details where victims of abuse may be able to find support. Step 1: Research You will be creating an informational item (brochure, handout, flyer) that details and outlines 3 community organizations where victims of abuse can seek and obtain the support they need. In order to do this, you will need to do some research both on the two types of abuse that your informational item will cover as well as research on various organizations that offer the appropriate support for these types of victims. Your informational item should provide information on organizations that cater to victims of physical and/or emotional abuse. Please make sure that the organizations that you choose to highlight in your activity align with these specific types of abuse. You will need to start by researching community organizations that provide support for physical and emotional abuse victims. You may choose to select organizations in your current community or select a location elsewhere. Please identify the community that you will be highlighting. Your informational item will need to include the following information on each organization that you choose to highlight: • The name of the organization • The mission statement – general goals/purpose • Who the organization is geared towards (what type of victims/abuse) • Types of support offered • Any fees or financial information relevant • Any additional information that you feel a victim seeking support might find helpful • Website, address, social media handles, etc. Step 2: Organizing the Information Now you will need to decide how you would like to present your information – a brochure? A handout or flyer? It’s up to you! Once you have decided the format of your informational item and before highlighting and detailing three organizations for support, please provide a brief introduction as you might see on a brochure or handout that identifies the nature and purpose of the document. Next, you will take the information that you gathered in Step 1 and organize it into an aesthetically pleasing and easy-to-read format. This is also a good time to include any images or graphics that you feel appropriate. Please make sure that your informational document clearly identifies three community organizations where victims of physical or emotional abuse can seek support and includes all of the information required in Step 1. Please include a list of resources and website that you used in your research as well as an overall title for your informational item. Name: Date: 4.07 Lab Language Development Through the Ages As you learned, building language and literacy skills is essential in early childhood, and an understanding of how language and literacy develops over time at various ages is crucial to assisting in this development. Which is why, for this lab, you will be going a bit deeper into the ways that language develops through early childhood and how that development can be supported by educators and caregivers. Part 1: Language Development at Different Ages For the first part of this lab, you will be creating an informative, detailed, and visually appealing timeline of language learning and development. Rather than dates, your timeline will include the following age ranges: • Birth to Two • Two to Three • Three to Five With only three major sections on your timeline, you will be able to creatively include plenty of information, both textual and visual, for each age range. The minimum that you will need to include for each age range includes: • Basic factors and characteristics of language development at this age • Any red flags that may be noticed at this age that suggest language is not developing normally • Number of words and type of sentences common for this age, including examples • Examples of ways that children of this age enjoy and practice language • At least one image or graphic related to the content You may, of course, include any other additional information or images and graphics that you feel will add to forming a well-rounded picture of language development at this age range. Also, you will need to do some online research in order to complete this part of the lab because, while the unit provides plenty of excellent information, the goal is to go even further and dig a bit deeper into your understanding of language development at each of these age ranges. Part 2: Facilitating Language Development Next, you will be exploring the ways that caregivers and educators can help to encourage and facilitate language learning and development at various ages. For this section of the lab you will be taking information from the unit in addition to further online research to provide concise and actionable advice to caregivers and educators as to how they can facilitate language development in children. You may choose to organize this in any way that you feel best expresses the information you are imparting. Perhaps a chart, an additional timeline, a slideshow, a brochure—the choices are endless! As long as you include the following information on encouraging and facilitating language development, you will meet the requirement: • A minimum of five different strategies for encouraging and facilitating language development at various ages • Accommodations for English language learners • Accommodations for children with special needs Please include a list of websites and resources that you used in your research along with your timeline and your compilation of information on encouraging and facilitating language development. Name: Date: 3.07 Lab Design a Child Observation Form Imagine that you are a seasoned teacher who has recently decided to try out a new role as the third-grade team support assistant. In this role, you will assist teachers in anything that they may need and help to create and develop activities, assessments, forms, organization techniques, and more. A few of the teachers have recently asked you to create some forms to help them keep records of the behavior and development of the children in their classrooms. You have been brainstorming about the types of forms that you could create. You want them to be easily implemented and generic enough that each teacher can use them when they want to record observed behavior and development, regardless of their teaching style. Specifically, you are going to create forms for the following: • A form for anecdotal observations or specific incidents, academic or behavioral Space to record the what, where, who, and when ◦ • A skills checklist for recording basic academic skills that are observed • A behavior checklist for recording basic behavioral observations or milestones The above descriptions are pretty broad which means that you will need to use your creativity, information from the unit, and a bit of online research to help you really elaborate on these forms and make them as useful and effective as possible. A great place to look for some inspiration is the Teachers Pay Teachers website! But feel free to explore other websites and teacher blogs. You also want to fill out each of these forms based on a fictional student so that several new teachers can get a feel for how these forms might be used. After you create the forms, create a duplicate of each and fill them out based on a fictional student and the behavior and skills that you may have observed from that student. Finally, after you have completed creating the forms and also filling them out, you will compose one to two paragraphs explaining various observation techniques and how these forms and the information recorded on them might be used. You will submit the three blank forms, three filled out forms, and a list of websites and resources that you used in your research all together for grading. Name: Date: 1.07 Lab Integrating Play into Activities One of the most effective ways to incorporate play more frequently into a child’s life is by integrating the element of play into activities that they already do. This is not to discount the importance of designating specific periods of play (structured or freeplay) throughout the child’s day; however, for this lab, you will be focusing on incorporating and adding the element of creative play to activities that the child is already engaged in throughout the day that are not typically play-focused. For example, an element of play could be added to clean-up time, various academic activities and units, or certain structured outdoor activities. These times throughout the day may not typically include much play but could be altered to incorporate that play element with a little creative planning on your part. Remember, play allows children to move, create, and experience new things and by definition is a mental or physical activity with no intended goal or purpose other than recreation or enjoyment. So for this lab, imagine that you run a small childcare center that serves infants through fiveyear-olds. You have recently completed a course in your evening master’s program all about play that has inspired you to try and alter some aspects of the daily schedule to include more play elements. Examine the sample childcare facility schedule below. Choose a minimum of three time slots or areas to add in more of the element of play. In a word processing document, identify the time slot/part of the daily schedule that you will be expanding on. Below this, write three to five paragraphs describing and explaining: • How you would incorporate more play into this part of the day • What type(s) of play you would incorporate • Specific examples of what this time slot/aspect of the day may look like with your idea for adding more play (e.g., the unit notes adding play to a gardening unit by including gardening tools and rain boots for dress-up) • How this added element of play may benefit the children You are free to include images or pictures if you feel they will add to your explanations for adding more play into the daily schedule, though this is not required. Before jumping into the schedule and re-vamping things, do some online research into specific ways that educators and caregivers incorporate more play into their daily schedules. You may want to look at teacher blogs, childcare facility websites, or even do some further research into the theories discussed in the unit. TABLE 1 Daily Schedule Time Event 7:30 – 8:15 a.m. Arrival / health check / free choice in activity areas 8:15 – 8:45 a.m. Breakfast Children read quietly after finishing 8:45 – 9:00 a.m. Clean-up, toileting 9:00 – 9:30 a.m. Group time: review the rules, discuss any grievances 9:30 – 9:45 a.m. Outdoor play or vigorous indoor activity (including teacher-directed games) 9:45 – 10:00 a.m. Clean-up time 10:00 – 11:15 a.m. Teacher directed activities for younger children, as well as some self-directed activities Academic lesson for older children 11:15 – 11:30 a.m. Toileting Clean-Up 11:30 a.m. – 12:00 p.m. Lunch 12:00 – 12:30 p.m. Toileting Preparation for nap 12:30 – 2:30 p.m. Naptime: children are required to rest for a reasonable period but not required to sleep. Quiet activities provided for those who are awake. 2:30 – 3:00 p.m. Toileting / clean-up Snack 3:00 – 3:30 p.m. Group time: may include a story or academic activity 3:30 – 3:45 p.m. Toileting and preparation for outside play 3:45 – 4:45 p.m. Outdoor play or vigorous indoor play 4:45 – 5:30 p.m. Free choice in activity areas Preparations for departure Children leaving Please submit a list of websites and resources that you used in your research along with your three documents outlining how you plan to add more play into the day.