assignment 4

Running Head: SCAFFOLDING 2

SCAFFOLDING 2

Comment by Dr. Karen Lynn Ellefsen: Remember that APA 7 is now in full swing so no running head unless publishing.

Analyze Scaffolding in the Early Childhood Classroom

Akita Roberson

ECE-5002 V3: Growth and Development of Young Children

Northcentral University

February 24, 2021

Scaffolding Comment by Dr. Karen Lynn Ellefsen: This title should match the title page title as per template.

To create or rather scaffold an assignment in line with a developmental age, I would rely heavily on my observations as an instructor. As an educator, I will thoroughly familiarize myself with the levels of development associated with a specific age and note this down. I will then formulate the goals for the children in this developmental age, plans that will address every level of development to evaluate the outcome of my scaffolding efforts effectively and whether the assignment provided yielded the desired results. I will be keen on observing what every single child in this developmental age knows because I will aim to provide individualized support to every child since, often, children tend to progress differently in their development. There will always be children who are more advanced in any given classroom setting than others at certain things. Comment by Dr. Karen Lynn Ellefsen: Remember that you are writing about what the literature supports in your observations and adding citations throughout, but first, an intro telling the reader what will be discussed, then headings to guide your writing and the reader. I believe reading other articles on this topic can allow you to hear the more formal scholarly tone you want to hone here and academic coaching can help as well. Please reach out to your advisor or to me for more information there.

Observation will encompass paying attention to how every child speaks, how they communicate, and their performance in classroom-related activities and tasks. This ongoing examination and observation will give me insights into what every child already knows: their current level of development and what they are on the verge of learning as per their level of development. The essential notion associated with scaffolding is that a child possesses previously mastered abilities and skills in one way or another. Still, with the assistance of an instructor, they can complete new activities in a much better way and eventually build and strengthen existing skills and abilities (Maryam et al., 2020). Thanks to the insights from my observation, I will create instructional strategies for scaffolding and develop assignments crafted explicitly for the child’s developmental needs. The selected age group is children in the 4-5 years age group. Children in this age group are preschoolers. There are typical milestones witnessed amongst children in this age group.

Regarding their cognitive abilities, children in the 4-5 years age group become better at using words, counting, correctly recognizing figures, and can separate good from bad hence an enhanced ability to follow the rules. They can create pictures and draw shapes that they can not only name but also describe. At this age, children can understand why accomplishing specific essential tasks such as washing hands is necessary, can correctly name no less than four colors, and are familiar with most of the basic things used in everyday life. Additionally, in this age group, children become increasingly capable of analyzing the world around them, and as a result, they tend to be quite inquisitive about their surroundings (Alwaely et al., 2020). Comment by Dr. Karen Lynn Ellefsen: Good! Continue to weave citations throughout.

Children in the 4-5 years age group experienced a steady increase in their height, weight, and muscle tone regarding physical development. Due to significant brain development, children in this age group have more coordinated motor skills. In regard to socioemotional development, children in this age group tend to be more emotionally expressive. They can distinguish reality from fantasy and develop a keen interest in recreational activities and socializing with peers. At this age group, children have learned how to recognize their friends and those they dislike. The selected skill is literacy skills. Research studies reveal that the preschool period is where the foundational literacy of children is laid (Brodin & Renblad, 2020). Therefore, working towards children's literacy success is necessary for educators involved with child learners between the ages of 4-5 years.

Assignment description and outcomes

The first assignment's idea is to gauge the children's ability to generate complete sentences in writing. The project should reveal whether the children can identify words and establish connections between worlds accordingly for correct sentence structure, which will significantly depict the status of their current literacy skills. The second assignment seeks to gauge their ability to identify beginning sounds. This assignment should reveal whether the children can distinguish letters from sounds.

Assignments

Assignment 1: Arrange the words correctly to make a complete sentence Comment by Dr. Karen Lynn Ellefsen: Good! Moving forward, you will want to create this as a ready to use handout so full page, ready to print if need be, etc.

1) Zoo Going I To Am The

2) Goodbye Said Us She To

3) House The Go To

4) Bus Come The Please To

5) Me Book My Give

Assignment 2: Write the beginning sound in the following words

1) Emily

2) Elephant

3) Snake

4) Come

5) Sea

6) Cat

7) Cereal

Children in the 4-5 years age group are still learning how to correctly present information in the written form. It is important to regularly provide them with writing tasks that will demonstrate whether they can write sentences that depict their understanding of word arrangement. When child learners can create meaningful sentences, this strengthens their ability to communicate effectively (Bingham et al., 2018). Moreover, most child learners between the ages of 4-5 years struggle to understand the sound-letter association. This realization prompts educators to help child learners identify letters and grasp the letter-sound relationship, which is an integral part of literacy development in children (Bratsch-Hines et al., 2019). Focusing on this area will improve the ability of child learners to apply their knowledge on the letter-sound relationship in writing and reading. It is common for children to, when reading out loud, pause because they are unsure of what sound to use. It is, therefore, important for educators to encourage their child learners to try out the different sounds they have in mind and then help them in settling for the sound that is correct and makes sense.

References

Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2020). Emotional development in preschoolers and socialization. Early child development and care, 1-10. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/03004430.2020.1717480 Comment by Dr. Karen Lynn Ellefsen: Titles of journals are title case so check throughout.

Bingham, G. E., Quinn, M. F., McRoy, K., Zhang, X., & Gerde, H. K. (2018). Integrating writing into the early childhood curriculum: A frame for intentional and meaningful writing experiences. Early Childhood Education Journal, 46(6), 601-611. Retrieved from https://link.springer.com/article/10.1007/s10643-018-0894-x Comment by Dr. Karen Lynn Ellefsen: Like this!

Bratsch-Hines, M. E., Burchinal, M., Peisner-Feinberg, E., & Franco, X. (2019). Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills. Early Childhood Research Quarterly, 47, 74-88. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0885200618301169

Brodin, J., & Renblad, K. (2020). Improvement of preschool children’s speech and language skills. Early child development and care, 190(14), 2205-2213. Retrieved from https://www.tandfonline.com/doi/full/10.1080/03004430.2018.1564917

Maryam, B., Sören, H., & Gunilla, L. (2020). Putting scaffolding into action: Preschool teachers’ actions using interactive whiteboard. Early Childhood Education Journal, 48(1), 79-92. Retrieved from https://link.springer.com/article/10.1007/s10643-019-00971-3