English ASAP

Introduction Comment by Ann Reich: Title page and page header missing Use the template for the final Title the essay, but don’t use subtitles or divide the paper into sections. Papers over 8 or so pages may have subsections; always check with the prof

During their early years, children can develop a large web of skills. One of these many skills is math skill. The others are social skills, physical skills and language skills. These different skills depend on one another. They also influence each other. This paper is going to highlight how math skill can be developed during early child development. It is going to address the topic using an example followed by analysis and plan of developing the skill (McGinnis & Goldstein, 2003). Comment by Ann Reich: Is “web” used in the ECE language? How about “set”? This is off topic; you are to focus on the teacher’s skills not the child’s

In our example, Triza is going to be our child. She is aged eighteen months. As one of her daily plays, she is stacking blocks. Triza has placed 2 square bricks on top of each other. On top of these bricks, she has put a triangular brick. After doing this, she realize she could no longer balance another brick on top of the triangular brick. She approached her dad to help her figure out what she could not do. Her father’s suggestion was that she had to remove the triangular brick and replace it with a square one. This way she could continue stacking more on top (Sinno, et al., 2013).

From this example, it becomes very clear that the areas of development in Triza work together. She is using the physical skills to manipulate the bricks. In order to carry out the plan of making a tower, she is using her thinking skills. Her social and language skills are applied when she is asking help from her father. Because of her good communication skills, he dad manages to respond. After looking at this example, we can bring out what one can do to help a child develop math skills. A child can develop early math skills by improving on their natural curiosity apart from having fun. For younger children, math skills can be developed through the use of songs and stories using numbers, rhymes and repetition. For those who are 2-3 years, their math skills can be developed using a variety of ways (Gartrell, 2004).

Shaping up Comment by Ann Reich: Do not use subsections You can take this info and show HOW a good teacher teachers the child Get in some terms about these various types of lessons

In this case, a child is helped to develop math skills while playing with shape-sorters.the teacher has to talk to the child regarding each shape, describe the colors of the shapes and count the sides. The teacher can come up with his or her own shapes with different colors then asking the child to jump either on the blue shape or the circle (Sinno, et al., 2013).

Counting and Sorting

In this case, the teacher has to collect together a bag full of buttons, pebbles, shells or small toys. Then he or she counts each of this with the child. Next is the process of sorting them based on what they do, color or size (Wu, et al., 2012). Comment by Ann Reich: Yes, but these are tasks, not skills

Comparing

The teacher has to see the sizes of items in the house then find out these sizes from the child. For instance by telling the child that the green notebook is the smallest while the pink notebook is the largest. Then the child is asked to make his comparison himself or herself.

Walking

While taking a walk the child get many opportunities to make comparison. Therefore, the teacher can walk around and ask the child, which stone is the biggest? He or she can also have many chances of assessing. For instance, the teacher can ask him or her, how many birds did we find? The child can also have the chance of noting differences and similarities. For instance, the teacher can ask him or her; does a dove have fur just like the bunny? Another math skill that a child can develop during this walks is that of categorizing things. Here, the teacher asks her if she can find some purple leaves, he or she is asked to talk about their sizes for instance by taking little and big steps. Estimation is also another math skill that a child can learn. In this case, he or she can be taught how to estimate distance by being asked such a question as, does the river far away or close to our house? Last, he or she can be taught tp develop the math skill of practicing. For instance, he or she can be asked to count the number of steps he or she and the teacher can take until they get to the corner (Sinno, et al., 2013).

Passing it around

In this case, a child can develop some math skills if a teacher engages him or her in some activities. One of these activities is that of asking him or her to help in the distribution of such items as snacks. In this case, he or she is given crackers and asked to give one to each child. This activity enables the children to know the one-to-one correspondence. During the distribution of items, it is important to emphasize the counting or number concept like one for daddy, one for mummy, one for you (Gartrell, 2004).

Unit 6 Project: 150 points

Hi Alesia,

Some of this can be part of a revision. The assignment is about a person or group going into one field. Focus on the skills needed by a preschool teacher or other ECD professional. You can add in some of the lessons, but focus on the adults. You can send me a revision before Unit 9 starts.

Look at ECE books and articles. Our libe must have a ton! Use some short quotations, examples, and expert views on the educators of young people!

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For this draft, APA formatting, internal citation ( ), and the References page must be HERE, but they can all be in rough form at this stage. Use the template, model in our Doc Sharing, and advice in the handbook and at the KU Writing Center for the final essay. Allow 48+ hours for the paper-reviewing service for the final; B Track is a large track, and the tutors need the window.

75 for now; feel free to do more research. I have highlighted the qualities of your project below. Feel free to email me any concerns or questions.

Unit 6 Rubric

A (135-150 points) Outline is in appropriate sentence format and is detailed . Draft has a clear main point or thesis. Paragraphs are effectively organized with clear transitions. Ideas are developed well but may still need some additional clarification or research information before the Final Project submission. Sentence structure is effective and sentences have complexity and variety. Grammar and mechanics are effective, although some minor errors may be present. Meets source requirements and incorporates relevant source information effectively. All source information is given credit through both in text citations and an appropriately formatted reference page. Demonstrates APA formatting. Meets length requirements. B (120-134.99) Outline is in appropriate sentence format and is detailed. Draft has a clear main point or thesis. Paragraphs are organized with clear transitions. Ideas are generally well-developed but may still need some additional clarification or research information before the final Project submission. Sentence structure is clear and sentences have some complexity and variety Grammar and mechanics are generally correct, although minor errors that do not affect meaning may be present. Meets source requirements and incorporates relevant source information. All source information is given credit through both in text citations and an appropriately formatted reference page Demonstrates APA formatting, with some minor errors. Meets length requirements. C (105-119.99) Outline is in appropriate sentence format but may be missing details . Draft has a main point or thesis but it may need revision. Paragraphs are organized but may be missing some transitions. Ideas are somewhat developed and will need some additional clarification or research information before the final Project submission. Sentence structure is adequate, with little variety or complexity. Grammar and mechanics are adequate, but several errors may be present, including some that affect meaning. May be ½ page short of the length requirement or may use only one source or may not incorporate relevant source information effectively. May rely too heavily on source information or quotes. Source information is given credit through both in text citations and reference page, but some errors are present. Demonstrates some APA formatting skills but multiple errors may be present. D (90-104.99 points) F (0-90.99 points) Outline is included but it may not be in sentence format or may be brief and lacking details. Main point or thesis is unclear and needs substantial revision. Paragraphs are poorly organized or may be missing transitions. Ideas are lacking in adequate development and will need to be substantially revised . Sentence structure is weak or unclear. Multiple errors grammar and mechanics are present, including errors that affect meaning. Does not meet source requirements. May use unreliable sources like Wikipedia.com [or may rely entirely on quotes or over rely on sources in general. Source information not given appropriate credit although some in text citations may be present . Contains multiple errors in APA formatting. 1 page or more short of the length requirement. Outline may be missing. Main point or thesis is missing or unclear and will need to be completely revised before final Project submission. Development is missing or details may be inappropriate to the thesis or main point. Project is disorganized. Contains frequent and pervasive errors in grammar and mechanics that affect meaning or create incoherence. Project is 2 or more pages short of the required length. Demonstrates no attempt at APA format. Does not use or cite sources in text or is otherwise plagiarized.

Revision Option: You may revise this project; the deadline is two weeks past the date the draft is returned to the Dropbox. Note: No revised Unit 6 projects will be accepted past the Tuesday of Unit 8. If you revise this Unit 6 project, the Unit 9 final paper must feature even more changes and improvements. A Unit 6 project or revision that is exactly the same as the Unit 9 final will receive a “C” level of points. Note that I have not “cleaned up” this paper for you; students are expected to revise carefully, including reading aloud. See the KU Writing Center for information on their paper reviewing service. Email any concerns. Prof Ann