ECE 345 Entire Course New Flashcards
MSU ECE345 Week 1 DQ 1 Fostering Infant Toddlers’ Emotional Development NEW
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ECE345 Week 1 DQ 1 Fostering Infant Toddlers’ Emotional Development NEW
Fostering Infant/Toddlers’ Emotional Development [CLO: 1]. 1st Posting Due by Day 3. Please define the following concepts in relation to infants and toddlers:
• Well-being
• Competence
• Quality of life
How does the relationship-based model discussed in Chapter 1 of the text foster an infants’ and toddlers’ sense of well-being, competence and quality of life?
Refer to Chapters 1 & 3 of your text, additional resources and your own insights. Respond to at least two classmates’ postings.
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MSU ECE 345 Week 1 DQ 2 Theories of Emotional Development NEW
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ECE 345 Week 1 DQ 2 Theories of Emotional Development NEW
Theories of Emotional Development [CLO: 1]. 1st Posting Due by Day 3. Discuss theories of emotional development presented in Chapter 3 of your text. What does each theory emphasize? How are the theoriessimilar, how do they differ? How would knowledge of these theories guide teaching strategies and teacher/child interactions? Include your thoughts of how an infants’ and toddlers’ emotional development and cognitive development are interrelated.
Refer to Chapter 3 of your text, additional resources and your own insights/experiences. Respond to at least two classmates’ postings.
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MSU ECE 345 Week 2 DQ 1 Learning Through Relationships NEW
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ECE 345 Week 2 DQ 1 Learning Through Relationships NEW
Learning Through Relationships [CLOs: 1 & 2]. 1st Posting Due by Day 3. Modeling/Imitation, Scaffolding and Theory of Mind are each discussed in Chapter 8 of our text as effective strategies used by adults to foster early learning. Please define and discuss each of these strategies including specific examples of how a teacher may utilize each of these strategies in an infant/toddler classroom.
Please refer to Chapter 8 of your text, the Learning from learnersarticle, and your own insights. Respond to at least two classmates’ postings.
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MSU ECE 345 Week 2 DQ 2 Object Permanence Cause and Effect NEW
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ECE 345 Week 2 DQ 2 Object Permanence Cause and Effect NEW
Object Permanence/Cause and Effect [CLOs: 1 & 2]. 1st Posting Due by Day 3. Briefly describe the concepts of object permanence, and cause and effect. Share your observations from the video and specific activities/experiences an Infant/ Toddler teacher might implement which foster an infants’/ toddlers’ learning of object permanence and cause and effect.
Refer to Chapter 8 of the text, the video Cognitive development: Infants & toddlers part 2 video (available in the online classroom), the Learning from learners article and your own insights. Respond to at least two classmates’ postings.
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MSU ECE 345 Week 2 Informing and Engaging Families NEW
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ECE 345 Week 2 Informing and Engaging Families NEW
Informing and Engaging Families [CLOs: 1, 2 & 4]. Due by Day 7. In two to three double-spaced pages (not including the title and references pages),
• Discuss a plan to inform families of their child’s stages of cognitive development.
• Describe examples for both home and preschool where families could be meaningfully involved in
experiences fostering their child’s cognitive development.
Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. Reference the course text and at least one additional scholarly source. For information regarding APA formatting, visit the Ashford Writing Center, located under the Learning Resources tab in the left navigation of the online
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MSU ECE 345 Week 3 DQ 1 Supporting Infants and Toddlers Learning Two Languages NEW
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ECE 345 Week 3 DQ 1 Supporting Infants and Toddlers Learning Two Languages NEW
Supporting Infants and Toddlers Learning Two Languages [CLO: 2]. 1st Posting Due by Day 3. Today, many infants and toddlers are learning two languages. What are some key strategies adults can use to support children as they learn two languages? What concerns may arise? What guidance might you give to a family using two languages in the home?
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MSU ECE 345 Week 3 DQ 2 Fostering Language Development NEW
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ECE 345 Week 3 DQ 2 Fostering Language Development NEW
Fostering Language Development [CLO: 2].1st Posting Due by Day 3. Parents and Early Childhood Teachers have unique opportunities and responsibilities to foster an infants’ and toddlers’ language development. Please share at least three strategies parents and/or teachers can use to foster and support infants’ and toddlers’ language development.
Refer to Chapter 9 of the text, the video Two year olds playing with toys-part 1 (available in the online classroom), Sharing Spoken Language: Sounds, Conversations, and Told Stories, additional resources, and your own insights. Respond to at least two classmates’ postings
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MSU ECE 345 Week 3 Stages of Language Development NEW
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ECE 345 Week 3 Stages of Language Development NEW
Stages of Language Development [CLOs: 1, 2 & 3]. Due by Day 7. In two to three double-spaced pages (not including title and references pages), choose three stages of language development as discussed in Chapter 9 of your text; in your own words,
• Describe each stage, and expand on concepts highlighted in each stage.
• Discuss the implications of this information for parents and teachers.
• Plan a specific learning activity to be implemented in a childcare or early learning setting which supports
each of the three stages discussed.
Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. Reference the course text and at least one additional scholarly source. For information regarding APA formatting, visit the Ashford Writing Center, located under the Learning Resources tab in the left navigation of the online course.
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MSU ECE 345 Week 4 DQ 1 Influence of the Physical Environment on Development NEW
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ECE 345 Week 4 DQ 1 Influence of the Physical Environment on Development NEW
Influence of the Physical Environment on Development [CLOs: 2 & 3]. 1st Posting Due by Day 3. Discuss the overall importance of a well-designed physical environment for an infants’ and toddlers’ motor, language and cognitive environment. Specifically include discussion of at least one positive influence of the physical environment and one negative influence of the physical environment.
Refer to the course readings from the text, the What Works? Assessing infant and toddler play environments article, and your own insights. Respond to at least two classmates’ postings.
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MSU ECE 345 Week 4 DQ 2 Cephalocaudal and Proximal Distal Motor Development NEW
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ECE 345 Week 4 DQ 2 Cephalocaudal and Proximal Distal Motor Development NEW
Cephalocaudal and Proximal-Distal Motor Development [CLO: 2]. 1st Posting Due by Day 3. Please define both cephalocaudal and proximal-distal motor development. Share how an understanding of these concepts can influence a parent’s and teacher’s support of an infants’ and toddlers’ motor development. Please provide
an analysis of how these two areas of development influence infants’ and toddlers’ abilities to move around, use tools, and coordinate perceptual and motor experiences.
Refer to Chapter 10 of the text, at least one additional resource and your own insights. Respond to at least two classmates’ postings.
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MSU ECE 345 Week 4 Strategies to Support Motor Development and Learning in Infants and Toddlers NEW
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ECE 345 Week 4 Strategies to Support Motor Development and Learning in Infants and Toddlers NEW
Strategies to Support Motor Development and Learning in Infants and Toddlers [CLOs: 2, 3 & 4 ]. Due by Day 7. In one to two double-spaced pages (not including the title and references pages), outline and discuss three strategies a family member or teacher may use to support motor development in infants and toddlers.
Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. Reference the course text and at least one additional scholarly source. For information regarding APA formatting, visit the Ashford Writing Center, located under the Learning Resources tab in the left navigation of the online course.
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MSU ECE 345 Week 5 DQ 1 Language, Literacy, and Young Children A Parents and Teachers Role NEW
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ECE 345 Week 5 DQ 1 Language, Literacy, and Young Children A Parents and Teachers Role NEW
Language, Literacy, and Young Children: A Parents’ and Teachers’ Role [CLOs: 1 & 4]. 1st Posting Due by Day 3. This week’s required reading includes two articles: Can babies read and write? and The essentials of early literacy instruction.
For this Discussion, select one of these articles. Discuss the insights and information shared in the article you selected. What did you learn from the article? What did you find especially interesting? Are there insights in the article with which you especially agree and/or disagree? Did the article provide effective teaching or coaching strategies for fostering infant and toddler development?
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MSU ECE 345 Week 5 DQ 2 Key Components of Curriculum Planning NEW
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ECE 345 Week 5 DQ 2 Key Components of Curriculum Planning NEW
Key Components of Curriculum Planning [CLOs: 1, 2 & 3]. 1st Posting Due by Day 3. Imagine you are an infant or toddler teacher and need to plan a “sensory or music learning activity” for your class. Please take us through your planning process. Identify and discuss the key components you considered as you conducted your planning process. Share the specific learning activity/experience you eventually planned.
Refer to Chapter 12 of the text, additional resources and your own insights. Respond to at least two of your classmates’ postings
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MSU ECE 345 Week 5 Final Paper NEW
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ECE 345 Week 5 Final Paper NEW
Final Project [CLOs: 1, 2, 3 & 4]. Due by Day 7. For this Final Project, you will demonstrate an understanding of the learning and development of infants and toddlers by creating a Learning and Development Handbook for Infant and Toddler Teachers. Your handbook must include a well-developed discussion regarding the program’s
educational philosophy, learning activities, and teaching strategies.
You are encouraged to creatively approach this assignment by developing an informative and engaging handbook for staff. It must include visuals and sources which demonstrate how teachers support infant and toddler learning and development. Include a critical and in-depth discussion of effective practices and activities which promote language and cognitive motor skill development in young children.
You will be working on sections of this Final Project throughout the weekly assignments. Address each of the following bullet points in your Learning and Development Handbook for Infant and Toddler Teachers:
• Title Page: The handbook name, your name, course name and number, and date.
• Thesis Statement: Describe the goals for the handbook.
• Purpose Statement: Develop a personal educational philosophy statement of infant and toddler learning
and development.
• Theories of Development: Analyze one or more theories of emotional and cognitive development
discussed in Chapter 3 of the text.
• Stages of Development: Summarize, in-depth, the stages of cognitive-language and motor-skills
development of infants and toddlers.
• Teaching Strategies: Discuss how emotional- and cognitive-development theories and knowledge of the
stages of language and motor skills development guide teaching strategies and teacher-child interactions.
• Planning Guidelines: Recommend guidelines for the planning and implementation of learning activities
designed to foster young children’s cognitive-language and motor-skills development.
• Activity Plans: Create age-appropriate activity plans for each of the following areas: sensory, music and
movement, fine motor skills, large motor skills, math, literacy, and science; reflect the educational
philosophy discussed.
• Family Engagement: Describe effective practices for informing, including, and engaging families in
their children’s learning and development.
• Resources: Compile a list of resources, including suggested books and web sites teachers can use when
planning learning activities for infants and toddlers.
• Conclusion: Include a summary of educational philosophy and curriculum goals for infants and toddlers.
• References Page
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