Category: Education

What Would You Pursue If You Knew You Couldn’t Fail? For the following task, be honest. What would you pursue if you knew you couldn’t fail? We have been studying careers.  Would it be the same career, or would you change it to something different?  Would you still go to college?  Be specific and detailed with your explanation.  Write at least 500 words.  

2-3 page paper on classroom management plan 
see attached 
classroom map (attached) 
classroom philsophy 
The 5Es are 1) Engagement, 2) Exploration, 3) Explanation, 4) Elaboration, and 5) Evaluation. The first two of these, engagement and exploration, are closely related to Dewey’s philosophy.
rubric (attached) 

Write an 8000-word dissertation, and structure as mentioned below:
Essay Structure:
1 Summary of the research (800 words)
2 Methodology (500 words)
3 Critical review (5000 words)
4 Analysis and discussion (1000 words)
5 Summary and conclusions (500 words)
6 Critical reflection on the findings (800
words)
Bibliographical references (Harvard style)
Appendices (leave blank. I will insert all the documents myself)
Aim of the Study:
– To investigate the impact of various types of play
on the cognitive and social development of children aged 4-6 in early childhood
education settings.
Objectives of the Study:
– Identify and analyse different types of play (such
as structured, free, physical, and sensory play) utilised in early childhood
education.
– Assess how each type of play influences cognitive
skills like problem-solving, language development, and memory in children aged
4-6.
– Evaluate the role of play in enhancing social
skills, including communication, cooperation, and empathy among children in
this age group.
– Explore educators’ perspectives on the effectiveness
and challenges of integrating different types of play in the curriculum.
– Compare the impacts of structured versus free play
on both cognitive and social development. 
This research is grounded in the growing recognition
of play as a crucial factor in early childhood development, surpassing its
conventional perception as a leisurely pursuit to emerge as a fundamental
vehicle for learning. Berk, L.E., and Meyers, A.B. (2013) emphasize play’s
pivotal role in fostering cognitive skills like problem-solving and language
development, asserting that it stimulates neural pathways crucial for abstract
thinking and memory in early childhood. Additionally, Lillard, A.S., et al.
(2013) underscore the significance of play, particularly pretend play, in
enhancing social competence by fostering empathy, understanding social norms,
and refining communication skills. Howard, J., and McInnes, K. (2013)
contribute to the discourse by debating the merits of structured versus free
play, positing that while the former, guided by adults, can target specific
developmental outcomes, the latter promotes creativity and autonomy.
This study seeks to expand upon these foundational
works by conducting a comprehensive analysis of how various play types
contribute to cognitive and social development in children aged 4-6. By
exploring educator perspectives and practical applications in early childhood
settings, the research aims to bridge the gap between theoretical insights and
real-world implementation. Ultimately, the goal is to inform curriculum
development and teaching practices, ensuring that play is effectively harnessed
to support holistic child development.
Thematic
analysis is selected as the primary approach for this research study due to its
flexibility and adaptability in uncovering patterns within qualitative data.
Braun and Clarke (2006) provide valuable insights into the usefulness of
thematic analysis, particularly in identifying and interpreting the impacts of
various play types on cognitive and social development in children aged 4-6.
Furthermore, Green and Thorogood (2004) emphasize the systematic nature of
thematic analysis, offering a robust foundation for exploring the multifaceted
aspects of play in early childhood development.
In
the study design, semi-structured interviews will take precedence for data
collection. Guided by open-ended questions, these interviews, as highlighted by
Smith (1995), facilitate a nuanced exploration of participants’ experiences and
perspectives. Additionally, Patton (2002) underscores the depth and richness
inherent in semi-structured interviews, providing a comprehensive understanding
of the diverse factors influencing the relationship between play types and
child development.
This
approach prioritizes in-depth exploration and understanding, making thematic
analysis and semi-structured interviews well-suited for unraveling the
complexities of play’s impact on early childhood development. 
The study sample will comprise early childhood
educators and a child psychologist. Selection will be purposive, targeting
individuals with specific insights into the role of play in early childhood
development.
Sample Profile:
– Educators: Participants will be drawn from various
early childhood settings such as preschools and kindergartens. The focus will
be on educators who have direct experience teaching children aged 4-6 years.
– Child Psychologist: A professional specializing in
early childhood development, with experience in the cognitive and social
aspects of play.
Recruitment:
– Educators will be recruited via direct contact
with early learning centers.
– The child psychologist will be approached through
professional associations or academic institutions.
Inclusion Criteria:
– Minimum of 2 years of experience working with
children aged 4-6.
– Willingness to participate in the study and
provide informed consent.
Exclusion Criteria:
– Educators without direct experience with the 4-6
age group.
– Inability to provide informed consent or commit to
the study’s requirements.
a.
Consent:
– Informed Consent: All participants will be
provided with a consent form explaining the study’s purpose, methods, and their
rights. Consent will be obtained before any data collection.
– Voluntary Participation: Participation
will be entirely voluntary, with assurance that non-participation will not
result in any negative consequences.
b.  Deception:
– The study will not involve any form of
deception. Participants will be fully informed about the nature and objectives
of the research.
c. Debriefing:
– Participants will be debriefed at the end
of their involvement. This will include sharing the study’s objectives,
expected outcomes, and a summary of their contribution.
d.
Withdrawal from the Investigation:
– Participants will be informed that they
have the right to withdraw from the study at any point without any penalty or
consequences.
e.
Confidentiality:
– Participant confidentiality will be
strictly maintained. Personal identifiers will be removed from all study
materials, and data will be stored securely.
– Only the research team will have access to
the raw data.
f.
Protection of Participants:
– Measures will be taken to ensure that
participation does not cause distress or harm to the participants. Any concerns
raised will be addressed promptly.
g.
Observation Research:
– N/A (The study does not involve
observational research.)
h.
Giving Advice:
– The researcher will refrain from providing
personal or professional advice to participants. The focus will strictly be on
collecting data relevant to the study.
i. Research
Undertaken in Public Places:
– N/A (The study does not involve research
in public places.)
j. Data
Protection:
– Collected data will be stored and managed
according to data protection laws. It will be used solely for the purpose of
this research and destroyed after the study is completed or after a specified
period.
– Provide recommendations for early childhood
educators and curriculum developers based on the study findings.
The proposed research design has
been carefully structured to minimize ethical risks and is primarily focused on
gathering data from educators and a child psychologist, not directly from
children. The methods do not involve invasive procedures, psychological stress,
or risk to the physical and mental well-being of participants. Additionally,
the research does not involve observational studies or interventions in public
places, which could raise concerns about privacy and consent. The study adheres
to ethical guidelines regarding informed consent, confidentiality, voluntary
participation, and data protection. Since it relies on self-reported data and
professional insights, the potential for ethical dilemmas is significantly
reduced. The absence of direct interaction with children also eliminates
concerns about informed consent from minors and the need for parental
permission. Overall, the study is designed to respect the autonomy, privacy,
and welfare of all participants, aligning with ethical standards in social
research.
What resources will be required?  
1.     IT Equipment:
– Computer with internet access for data
collection, analysis, and communication.
– Audio recording devices for interviews.
– Data storage devices (e.g., external hard
drives, cloud storage services) for securely storing data.
2.     Communication and Coordination
Tools:
– Video conferencing tools (e.g., Microsoft
Teams) for conducting remote interviews.
– Email and communication software for
correspondence with participants.
3.     Office Supplies:
– General office supplies for documentation,
including printing and photocopying resources.
For the
proposed study, the following study materials will be used:
1. Consent
Letters for Early Years Teachers and Psychologists: These letters will explain
the research’s purpose, the nature of their participation, and any potential
risks or benefits. Key elements include voluntary participation, confidentiality,
and data usage. The letters will also detail the right to withdraw at any time
without consequence.
2. Information
Letter to Early Years Facilities (Kindergartens): This letter will introduce
the research and its objectives, emphasizing the value and impact of the
facilities’ participation. It will outline what their involvement entails and
provide assurances regarding ethical considerations like data confidentiality
and minimal disruption.
3. Voice
Recorder for Interviews: Interviews with early years teachers and psychologists
will be recorded for accuracy and ease of analysis. Participants will be
informed about this in the consent letters, ensuring their understanding and
agreement to audio recording. Ethical considerations, including confidentiality
and secure data handling, will be clearly communicated.
4. Laptop for
Research Purposes: A laptop will be used for storing and analysing data. It
will feature secure encryption and password protection for all sensitive data,
aligning with data protection standards. The laptop will be equipped with
necessary software for data analysis, including tools for transcribing and
analyzing interview recordings. Regular data backups and potentially secure
cloud storage will be utilized to ensure data safety.

Consider the other students’ positions in M5 Discussion Question 1, especially where their opinion differs from yours. Ask probing questions and refine your initial post if new insights help you see things differently.

PLEASE READ ATTACHED INSTRUCTIONS THROUGHLY BEFORE ACCEPTING ORDER!!
DIRECTIONS MUST BE FOLLOWED THROUGHLY NO EXCEPTIONS!!
APA FORMAT
NO GRAMMATICAL ERRORS OR MISSPELLINGS
ASSIGNMENT MUST BE COMPLETED ON THE ATTACHED TEMPLATE PROVIDED
I HAVE ATTACHED AN SAMPLE ASSIGNMENT SHOWING WHAT IS EXPECTED OF THE ASSIGNMENT
PLEASE PROVIDE SCHOLARY REFERENCES AND MAKE SURE THE REFERENCES ARE CORRECTLY CITED
PLEASE PROVIDE ABSTRACT

The 5E instructional model is designed to guide educators in the instruction of scientific processes and practices. When planning for inquiry-based instruction, it is essential to be able to use and understand the structure of the 5E model. With this understanding, you will be able to adapt lesson content to fit into traditional lesson plan structures.
Review the topic study materials related to the 5E instructional model to inform the assignment.
Select one Next Generation Science Standard and a grade level. Detail each component of the 5E Lesson (Engage, Explore, Explain, Elaborate, and Evaluate) and how it could be applied to the selected grade level standard by completing Part 1 of the “5E Instructional Model Template.”
Describe both formative and summative assessment ideas that could be used to support one or more of the instructional strategies shared. Include at least one formative or summative assessment that is technology-based. Note that you will adapt the information from your completed template when creating the Topic 6 “Science Lesson Plan” assignment.
Support your submission with 2-3 scholarly resources.

implemented in a minimum of 2 paragraphs discussing how development is
addressed in your plan. Provide at least 8 DRDP connections from the measuresObjectives: Compose two measurable learning objectives per content area (8
content areas x 2 = 16 objectives). Include 1 Preschool Learning Foundation for each
objective.
 Open-Ended Questions: List questions promoting extended learning. Provide 6
open-ended questions that you will use to help extend learning in this activity.
 Theoretical Alignment: Connection to established educational theories.
o Provide a 1-paragraph explanation of at least two theories that connect
to this activity. State the name of the theory, what it is about and how it
connects to your learning plan.
 Supporting Literature: Suggest 4 relevant books related to your topic.
o You need to have a fiction, non-fiction, and realistic fiction (the last book us
your choice).
o Produce a one-paragraph annotated bibliography of each selected book.
Include a description of how you are using these books in your plan.
 Accommodations: Modifications and accommodations for students.
o Provide two possible modifications for special needs students.
o Provide two possible accommodations for any student in the class.

I have completed my case study paper but I need someone to check and maybe give me some suggestions in order to get a higher grade. Please edit the paper based on the following criterias:
1.    
Demonstrate critical understanding and
specialised knowledge in your area of study2.   Demonstrate critical understanding
of a key aspect of teaching and learning within your subject and/or age phase
3.   Demonstrate ability to select
appropriate resources, methodologies, strategies and techniques for the study
(including engaging in practitioner/action research)
4.   Demonstrate the ability to
evaluate critically the outcomes of your study
Please highlight the parts you changed in the paper including the bibliography. Thank you.

ENM3 TASK 2: LEARNING SEGMENT OVERVIEW A. Identify three K–6-grade level children’s books (including title and author) with one common central focus (e.g., the solar system, life cycles, the civil rights movement). Note: The chosen children’s books should have depth and breadth of content that will enable you to incorporate the books into a learning segment in part B. B. Using the attached ″WGU Connected Learning Segment Overview Template,″ create a cross-curricular learning segment overview with three lessons that does the following: • is designed to support students when interacting with children’s literature (e.g., motivate and engage students) • incorporates all the books from part A (at least one book per lesson) • relates to one central focus • is appropriate for elementary students (grades K–6) • contains three different subjects (e.g., math, social studies, science) 1. Complete the ″General Information″ section of the attached template. 2. Complete the ″Lesson Information″ sections of the attached template for each of the three lessons. Each lesson must incorporate at least one book identified in part A. 3. Complete the ″Reflection″ section of the attached template by explaining how the learning segment was designed to support students (e.g., motivate and engage students) when interacting with children’s literature. C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. D. Demonstrate professional communication in the content and presentation of your submission.

Classes at every grade level are comprised of students at varying stages of language development, as well as cognitive and physical abilities. Teachers must adjust instruction to meet the needs of all students.
Carefully read and examine each scenario located on the “Typical and Atypical ” template. Each one depicts two students of the same age/grade who differ in their development; specifically, linguistic, physical, or cognitive development. After reading each scenario, complete the following tasks:
Use research to identify typical milestones for the grade level included in the scenario.
Provide examples of the atypical characteristics of the students in the scenario.
Propose strategies to address differences.
Each scenario should be 200-250 words. Apply major concepts, principles, theories, and research related to the physical, cognitive, and linguistic development of children and young adolescents in your responses.
Support your typical milestones and strategies with 2-3 scholarly resources.