Early Childhood: Investigate Identity Development

Early Childhood.

Early Childhood
Early Childhood

Investigate Identity Development In Early Childhood;

Instructions
When children come to an early childhood classroom, they bring with them their developing selves as influenced by their;
  • family culture,
  • language,
  • ethnicity,
  • family composition, and
  • other characteristics.

Of course, to understand the uniqueness of each child it is important to learn about the child from the family, from the child, and from your observations.

Early childhood professionals and families are important people in the lives of young children.

Both affect the child’s personal and social identity development. There have been myths about children’s identity development.

To debunk any of the myths that surround children’s awareness of differences, reading, understanding, and acting upon the research is an essential part of your role.

Complete the reading for this assignment with a focus on examining, understanding, and reflecting on the development of both personal and social identity.

In a narrative paper, well organized by headings, you will respond thoughtfully and completely to the following prompts:
  • Discuss what you have learned from the research about the development of personal and social identity, awareness of differences, and development of prejudice.
  • Determine if the information that you have learned agrees or disagrees with the myths surrounding children’s awareness of human differences?
  • Identify, and then discuss any stereotypes and negative images that you learned from your home, your community, your membership in groups, and the media.
  • How have those observations influenced how you self-identity and how you address human differences?
  • Indicate what goals you might set in your classroom to support each child’s identity development as a preschool teacher.
  • Indicate how these goals are supported by research.
  • Discuss the value for you of completing this assignment.

Length: 3- pages

References:

Minimum of three scholarly resources including your text, and other scholarly resources (professional organization websites, government websites, etc.)

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic.

Your response should reflect scholarly writing and current APA standards.

Gross Motor Skills; Discussing Motor Skills

Gross Motor Skills.

Gross Motor Skills
Gross Motor Skills

Discuss about the Gross Motor Skills;

The discussion forum consists of three different sections. You must complete requirements in each section.

Section 1:

Read Section 4.1 “Three Elements Affecting Motor Skill Performance,” in Chapter 4 of your text.

Next, use Table 3.2, “Typical gross motor milestones,” from Chapter 3 as a guide, and the skills outline in Chapter 5 and 6 to complete the following chart.

The chart is Age of child: 2 yrs, 3 yrs, 4 yrs, 5 yrs, 6 yrs

Second on the chart;

Fundamental motor skill. Choose one loco motor (moving), non-loco motor (stationary) or manipulative skill that would be developmentally appropriate to teach each age group listed in the first section above.

Third Section of the Chart:

Explain what game or activity that you would use to teach this skill ..(Example: To teach balance, you might use a low balance beam and instructions on how to hold their arms out straight.