Peer Response 1

· Respond to your peers’ posts. In your response, explain how your peers’ suggested activity specifically upholds any of the six NAEYC standards for early childhood professional preparation, which are summarized in the Where We Stand on Professional Preparation Standards (Links to an external site.) resource. Describe all standards your peer upheld and how, and include suggestions on how they might incorporate any that are missing.

PEERS POST:

Hello everyone!

 

The name and age of the child indicated by the case study I chose is Trevor, age six months old. 

The ideal setting for Trevor to have instruction would be a childcare center with preferably one teacher or primary caregiver or no more than 3 infants per caregiver. 

The goal of the activity room should be for the infant to have support for his physical needs (physical domain) such as head support, moving arms and legs, crawling, and learning how to sit, stand or take steps. Anything to help with gross motor skills and fine motor movements. Other goals stemming from affective domain include: soothing the infant and helping through missing their family, helping them engage with other children, tending to any physical needs, supporting and helping with verbal connection. Lastly, stemming from cognitive domain: repeating words of objects, toys, people; helping with handling books, toys, or other safe, tangible items; reading to children individually or within small groups throughout the day, singing songs, and consistent routines. 

Materials needed would be crib, low furniture, books, age-appropriate toys.

The procedure of how the activity will be implemented would be to work on tummy time, read a book to the group of children, and sing a song individually to Trevor during changing time. This would help with all domains  with the tasks and help Trevor with movement to learn how to sit, crawl eventually with tummy time while moving both legs and arms, reading a book to help with routine and recognizing other people, and singing song to help with verbal communication.

The activities align with NAEYC’s article, The Case of Brain Science and Guided play: A Developing Story, as I incorporate moving and verbal exercises that will help Trevor learn to move, mimic other infants for future new moves and emotional development. This quote in the article is a perfect summary of setting up children for thriving development: “An amalgamated research field called the science of learning has identified four key ingredients of successful learning: learning occurs best when children are mentally active (not passive), engaged (not distracted), socially interactive (with peers or adults), and building meaningful connections to their lives (Hirsh-Pasek et al. 2015)." Guided play is something parents, teachers, caregivers provide in the infant stage especially, as engagement from another human is vitally necessary for any development goals for infants in general.  

~Marie

 

References

Jaruszewicz, C. (2019).  Curriculum and methods for early childhood educators  [Electronic version]. Retrieved from https://content.uagc.edu/

 

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The case of brain science and guided play: A developing story (Links to an external site.)

 (Links to an external site.) (Links to an external site.). Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play (Links to an external site.)

 

NAEYC. (2009). Where we stand on professional preparation standards (Links to an external site.)

 (Links to an external site.) (Links to an external site.). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Where%20We%20Stand%20Standards%20rev%204_12.pdf