Description
Task: Planning for a Preschool Area in the United States
Task description: Develop five educational activity plans for preschool children in different thematic areas. Each plan must include learning objectives, necessary materials, description of the activity and evaluation. These plans will be based on the United States preschool curriculum and will be suitable for children from 0 to 5 years old. Use a learning theory for each area of development in this work such as: Jean Piaget’s Theory of Cognitive Development, Reggio Emilia Approach, Lev Vygotsky’s Sociocultural Theory, Rudolf Steiner’s Waldorf Approach, Howard Gardner’s Theory of Multiple Intelligences, HighScope Approach , Erik Erikson’s School of Childhood Approach.
Instructions:
Select five different subject areas for planning, such as language and communication, mathematics, science, art and music, and social-emotional.
Develop within each selected area the following parts:
1 Learning objectives
2 General objectives
3 Materials
4 descriptions of the activity
5 Teaching strategy
6 Assessment
The work must have an introduction that connects the reader with what is going to be discussed in this work, it must have a Conclusion and References. Everything must be properly cited in APA7 format to avoid plagiarism and AI review.
document that I am upload has an example how the info has to be in the document.
Unformatted Attachment Preview
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Planning Format for Professional Practices in
Preschool Education – Professor: Dr. Alicia Parra
Machine Translated by Google
The Planned Activity
1. General Information
2. Description of the Activity
3. Observation/Evaluation
4. General Objective
5. Learning Objective
6. Development of the Planned Activity
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Development of the Planned Activity
1. Introduction/Motivation/Induction
2. Teaching/Care Strategies
3. Closure
4. Transition
5. Variations of Development/Adaptation/Extension
6. Evaluation
Machine Translated by Google
Classroom (Children’s
Age)/Date:
Providing specific details allows the activity to
be contextualized within the
framework of the children’s developmental
development and the chronology of the
educational program, ensuring that the
activities are age-appropriate and
temporally relevant.
Machine Translated by Google
Activity/Experience
Description of the Activity/Experience/Type of
Cluster:
The choice of activity should be based on principles of
experiential learning, where children learn by doing.
Differentiating between small and large groups
helps adapt pedagogical strategies to the social
context of learning, promoting richer and more
personalized interactions in small groups, or
developing social skills in larger settings.
Machine Translated by Google
Observation/Evaluation
Why did you choose this activity/experience?:
Selection should be based on direct observation
and evaluation of the children’s needs, interests and
abilities.
This practice aligns with the child-centered
education approach, which values meaningful and
relevant learning experiences for each individual.
Machine Translated by Google
General Objectives
Areas of Development: Identifying developmental goals is
essential to designing activities that foster the child’s holistic growth.
Child development theory suggests that educational experiences
should address multiple domains (cognitive, social-emotional,
physical, etc.) to support comprehensive development.
GOALS
Learning objectives:
Setting clear and measurable objectives is essential for effective planning.
Objectives should be SMART (specific, measurable, attainable, relevant
and time-sensitive) and based on recognized educational standards to
ensure that activities promote appropriate learning and development.
Machine Translated by Google
Materials/Strategies:
The selection of materials and the
application of teaching strategies
should be based on learning theories such as
constructivism, which emphasizes the
importance of an environment rich in
resources and opportunities for the
exploration and construction of knowledge.
Machine Translated by Google
Development
of the
Activity
Plan
to
Machine Translated by Google
1. Introduction/Motivation/Induction:
• Capture children’s attention
from the beginning is crucial for the success of
the activity.
• Use motivation techniques
based on the theory of interest and curiosity
can facilitate participation and
commitment.
• Explain the motivation of how you are going to start
your classes and what techniques you would use
to capture the child’s attention in said activity.
Machine Translated by Google
2. Teaching/Care Strategies
Implementing clear and coherent steps, based on pedagogical theories such as sequential
learning, ensures that the activity is accessible and challenging, promoting the development of
skills and knowledge. Based on some of these theories:
A. Jean Piaget’s Theory of Cognitive Development
B. Reggio Emilia Approach
C. Sociocultural Theory of Lev Vygotsky
D. Rudolf Steiner’s Waldorf Approach
E. Howard Gardner’s Theory of Multiple Intelligences
F. HighScope Focus
G. Approach to Erik Erikson’s School of Childhood:
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A. Jean Piaget’s Theory of
Cognitive Development:
Piaget proposed that children go through
specific stages of cognitive development.
In preschool, children are generally in
the preoperational stage, where they
develop memory, imagination
and begin to understand the
world through language and symbolic
play.
Machine Translated by Google
B. Reggio Emilia Approach:
This approach focuses on the importance of community,
environment as a third teacher, and learning through exploration and
creative expression. Documentation of the child’s learning is encouraged
to reflect on their development
Machine Translated by Google
C. Sociocultural Theory of Lev Vygotsky:
Vygotsky emphasized the importance of
social interactions in learning and the
concept of the Zone of Proximal
Development (ZPD), which is the
difference between what a child can do
alone and what he can do with help.
Machine Translated by Google
D. Rudolf Steiner’s Waldorf
Approach:
Waldorf education promotes the holistic
development of the child: head, heart and hands.
In preschool, there is a strong emphasis on free play,
artistic activities and contact with nature.
Machine Translated by Google
E. Howard Gardner’s Theory of Multiple Intelligences:
Gardner suggests that children have different types
of intelligences, such as linguistic, logicalmathematical, spatial, musical, kinesthetic,
interpersonal, intrapersonal and naturalistic.
Learning activities can be designed to address
these various intelligences.
Machine Translated by Google
F. High Scope
Approach:
High Scope focuses on
“active learning,” where children
have opportunities to choose their
own activities and set their own
goals.
Adults are collaborators and support
the learning process.
Machine Translated by Google
G. Approach to Erik Erikson’s School
of Childhood:
Erikson described the stages of
psychosocial development, where in the
preschool stage children go through the
crisis of “initiative versus guilt.” Children
are encouraged to explore and take initiative
in activities to foster their
independence and self-esteem.
Machine Translated by Google
To carry out the
planning you must specify
which theory you
are going to apply.
Machine Translated by Google
EXAMPLES
Machine Translated by Google
How to apply Vygotsky’s
theory in different
areas of learning in
preschool
Machine Translated by Google
Language and
communication
development:
• Use of dialogue and
conversation to promote
language development.
• Group activities
that encourage children to
communicate and solve
problems together.
Machine Translated by Google
Social and emotional
development:
• Role plays and activities
that reflect real-life situations,
helping children understand and
manage their emotions and
those of others.
• Interactions with peers
and adults who act as role models
and support social development.
Machine Translated by Google
Cognitive development:
• Problem-solving activities that require
critical thinking and are done in
groups to take advantage of each child’s ZPD.
• Games and tasks that require
reasoning and logic, guided by an adult or more
capable peers.
Machine Translated by Google
Physical development:
• Games and motor activities that involve
coordination and cooperation with
other children, promoting motor
development and spatial awareness.
• Incorporation of tools and
toys that children can use to explore and
manipulate, learning through
practice and imitation.
Machine Translated by Google
Art and
creativity:
• Collaborative art projects where children
work together, sharing ideas and building
on each other’s ideas.
• Theatrical and musical performances
that incorporate storytelling and
performance, facilitating cultural
and personal expression.
Machine Translated by Google
Mathematics
and logic:
• Games and activities that
involve counting, classifying and
ordering objects, emphasizing
dialogue and explanation of
thought.
• Mathematical problems that are
solved in groups, where children
can learn from each other and
develop logical thinking skills.
Machine Translated by Google
Knowledge of the
world:
• Topic exploration
cultural and scientific groups,
encouraging curiosity and
the ability to ask questions.
• Research projects
guided by children’s interests, where
the adult acts as a facilitator rather
than a direct instructor.
Machine Translated by Google
3. Closure: The effective closure of an activity allows the learning to be consolidated. Information processing theory
highlights the importance of review and summarization to strengthen retention and understanding.
4. Transition: Preparing children to transition between activities minimizes anxiety and maintains an orderly flow to the
day. Attachment theory suggests that smooth, predictable transitions promote a sense of security.
5. Developmental/Adaptation/Extension Variations: Adapting and extending activities to meet individual needs is a
key practice in inclusive education. Differentiating learning based on theories of cognitive and social development
ensures that all children can participate and benefit.
6. Evaluation: Continuous evaluation, based on formative approaches, allows progress to be monitored and
educational practices adjusted. The theory of
Machine Translated by Google
EEC 2940 PRESCHOOL INTERNSHIP I
Name of Intern:
Level:
Execution Period:
PLANNING
Areas of
Learning
Aim
General
Aim of
Learning
Description Of The
Teaching Strategies
Encourage
Cognitive
cooperation,
language
development
and problem
Identify actions and
Children will work in small
situations that
groups to build the tallest
block tower possible.
– The educator presents a variety of building
blocks and challenges children to build the
tallest tower they can.
require solution
– Building
blocks of different
sizes and shapes.
– Stopwatch to manage
The educator will act as a
– It briefly discusses what it does
time.
Activity:
solving in a game
collaborator rather than a
make a tower stable and how they could
– Camera to
Construction of
environment.
direct leader, guiding
work together to build
a.
document the process and
final constructions.
a Tower
children through questions
Blocks
and suggestions to
improve their construction and
cooperation skills.
Instrument
Assessment
1. Introduction:
Development
Materials/Resources
Activity
2. Development:
– Children are divided into small
groups and begin to build their towers.
– While they build, the educator observes
and participates in the
discussions, asking questions that prompt
the children to think about how
anecdotal record
Machine Translated by Google
Upgrade your towers and solve
problems that arise.
3. Zone of Proximal Development
(ZPD):
– The educator identifies the ZPD of
each child and provides additional
help or challenges as needed. For
example, for a child who is struggling, the
educator might suggest a stacking technique.
For another who is advancing
quickly, it could present an additional
challenge, such as including a curve in the
tower.
4. Social interaction:
– Communication is encouraged between
children to collaborate and share
ideas on how to build the tower.
– Children can be suggested to
explain their decisions to their
classmates, thus promoting language
and reflection.
5. Closure:
– Once the towers are complete or
time is up, groups present their towers and
discuss what they learned.
– The educator highlights the importance
of working together and ask the children
how they felt when receiving and giving
help.
Machine Translated by Google
Planning Format for Professional Practices in
Preschool Education – Professor: Dr. Alicia Parra
Machine Translated by Google
The Planned Activity
1. General Information
2. Description of the Activity
3. Observation/Evaluation
4. General Objective
5. Learning Objective
6. Development of the Planned Activity
Machine Translated by Google
Development of the Planned Activity
1. Introduction/Motivation/Induction
2. Teaching/Care Strategies
3. Closure
4. Transition
5. Variations of Development/Adaptation/Extension
6. Evaluation
Machine Translated by Google
Classroom (Children’s
Age)/Date:
Providing specific details allows the activity to
be contextualized within the
framework of the children’s developmental
development and the chronology of the
educational program, ensuring that the
activities are age-appropriate and
temporally relevant.
Machine Translated by Google
Activity/Experience
Description of the Activity/Experience/Type of
Cluster:
The choice of activity should be based on principles of
experiential learning, where children learn by doing.
Differentiating between small and large groups
helps adapt pedagogical strategies to the social
context of learning, promoting richer and more
personalized interactions in small groups, or
developing social skills in larger settings.
Machine Translated by Google
Observation/Evaluation
Why did you choose this activity/experience?:
Selection should be based on direct observation
and evaluation of the children’s needs, interests and
abilities.
This practice aligns with the child-centered
education approach, which values meaningful and
relevant learning experiences for each individual.
Machine Translated by Google
General Objectives
Areas of Development: Identifying developmental goals is
essential to designing activities that foster the child’s holistic growth.
Child development theory suggests that educational experiences
should address multiple domains (cognitive, social-emotional,
physical, etc.) to support comprehensive development.
GOALS
Learning objectives:
Setting clear and measurable objectives is essential for effective planning.
Objectives should be SMART (specific, measurable, attainable, relevant
and time-sensitive) and based on recognized educational standards to
ensure that activities promote appropriate learning and development.
Machine Translated by Google
Materials/Strategies:
The selection of materials and the
application of teaching strategies
should be based on learning theories such as
constructivism, which emphasizes the
importance of an environment rich in
resources and opportunities for the
exploration and construction of knowledge.
Machine Translated by Google
Development
of the
Activity
Plan
to
Machine Translated by Google
1. Introduction/Motivation/Induction:
• Capture children’s attention
from the beginning is crucial for the success of
the activity.
• Use motivation techniques
based on the theory of interest and curiosity
can facilitate participation and
commitment.
• Explain the motivation of how you are going to start
your classes and what techniques you would use
to capture the child’s attention in said activity.
Machine Translated by Google
2. Teaching/Care Strategies
Implementing clear and coherent steps, based on pedagogical theories such as sequential
learning, ensures that the activity is accessible and challenging, promoting the development of
skills and knowledge. Based on some of these theories:
A. Jean Piaget’s Theory of Cognitive Development
B. Reggio Emilia Approach
C. Sociocultural Theory of Lev Vygotsky
D. Rudolf Steiner’s Waldorf Approach
E. Howard Gardner’s Theory of Multiple Intelligences
F. HighScope Focus
G. Approach to Erik Erikson’s School of Childhood:
Machine Translated by Google
A. Jean Piaget’s Theory of
Cognitive Development:
Piaget proposed that children go through
specific stages of cognitive development.
In preschool, children are generally in
the preoperational stage, where they
develop memory, imagination
and begin to understand the
world through language and symbolic
play.
Machine Translated by Google
B. Reggio Emilia Approach:
This approach focuses on the importance of community,
environment as a third teacher, and learning through exploration and
creative expression. Documentation of the child’s learning is encouraged
to reflect on their development
Machine Translated by Google
C. Sociocultural Theory of Lev Vygotsky:
Vygotsky emphasized the importance of
social interactions in learning and the
concept of the Zone of Proximal
Development (ZPD), which is the
difference between what a child can do
alone and what he can do with help.
Machine Translated by Google
D. Rudolf Steiner’s Waldorf
Approach:
Waldorf education promotes the holistic
development of the child: head, heart and hands.
In preschool, there is a strong emphasis on free play,
artistic activities and contact with nature.
Machine Translated by Google
E. Howard Gardner’s Theory of Multiple Intelligences:
Gardner suggests that children have different types
of intelligences, such as linguistic, logicalmathematical, spatial, musical, kinesthetic,
interpersonal, intrapersonal and naturalistic.
Learning activities can be designed to address
these various intelligences.
Machine Translated by Google
F. High Scope
Approach:
High Scope focuses on
“active learning,” where children
have opportunities to choose their
own activities and set their own
goals.
Adults are collaborators and support
the learning process.
Machine Translated by Google
G. Approach to Erik Erikson’s School
of Childhood:
Erikson described the stages of
psychosocial development, where in the
preschool stage children go through the
crisis of “initiative versus guilt.” Children
are encouraged to explore and take initiative
in activities to foster their
independence and self-esteem.
Machine Translated by Google
To carry out the
planning you must specify
which theory you
are going to apply.
Machine Translated by Google
EXAMPLES
Machine Translated by Google
How to apply Vygotsky’s
theory in different
areas of learning in
preschool
Machine Translated by Google
Language and
communication
development:
• Use of dialogue and
conversation to promote
language development.
• Group activities
that encourage children to
communicate and solve
problems together.
Machine Translated by Google
Social and emotional
development:
• Role plays and activities
that reflect real-life situations,
helping children understand and
manage their emotions and
those of others.
• Interactions with peers
and adults who act as role models
and support social development.
Machine Translated by Google
Cognitive development:
• Problem-solving activities that require
critical thinking and are done in
groups to take advantage of each child’s ZPD.
• Games and tasks that require
reasoning and logic, guided by an adult or more
capable peers.
Machine Translated by Google
Physical development:
• Games and motor activities that involve
coordination and cooperation with
other children, promoting motor
development and spatial awareness.
• Incorporation of tools and
toys that children can use to explore and
manipulate, learning through
practice and imitation.
Machine Translated by Google
Art and
creativity:
• Collaborative art projects where children
work together, sharing ideas and building
on each other’s ideas.
• Theatrical and musical performances
that incorporate storytelling and
performance, facilitating cultural
and personal expression.
Machine Translated by Google
Mathematics
and logic:
• Games and activities that
involve counting, classifying and
ordering objects, emphasizing
dialogue and explanation of
thought.
• Mathematical problems that are
solved in groups, where children
can learn from each other and
develop logical thinking skills.
Machine Translated by Google
Knowledge of the
world:
• Topic exploration
cultural and scientific groups,
encouraging curiosity and
the ability to ask questions.
• Research projects
guided by children’s interests, where
the adult acts as a facilitator rather
than a direct instructor.
Machine Translated by Google
3. Closure: The effective closure of an activity allows the learning to be consolidated. Information processing theory
highlights the importance of review and summarization to strengthen retention and understanding.
4. Transition: Preparing children to transition between activities minimizes anxiety and maintains an orderly flow to the
day. Attachment theory suggests that smooth, predictable transitions promote a sense of security.
5. Developmental/Adaptation/Extension Variations: Adapting and extending activities to meet individual needs is a
key practice in inclusive education. Differentiating learning based on theories of cognitive and social development
ensures that all children can participate and benefit.
6. Evaluation: Continuous evaluation, based on formative approaches, allows progress to be monitored and
educational practices adjusted. The theory of
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