Category: Education

Effective leaders not only focus on building their own capacity, but they also strive to build leadership capacity in others. This is one of the strengths of the early childhood community; the commitment to help others grow and learn and the belief that principles of diversity apply to leadership as well as early childhood classrooms.
For this Assignment, assume the role of a Director of an early childhood setting of your choice. You have just been awarded a generous grant to promote the professional development and leadership capacity of the staff.
RESOURCES
Be sure to review the Learning Resources before completing this activity. 
Click the weekly resources link to access the resources. 
MODULE 4 RESOURCES
To prepare:
Choose a topic that you are interested in and believe should be a focus of development for personnel/emerging leaders in your setting. (Some examples include the challenges and rewards of home visits, culturally responsive family engagement, the benefits of inclusive classrooms, and the value of reading aloud to children.)
Clarify who your participants will be so you can gear your professional development efforts to the group you are targeting.
Review the literature to identify at least five current articles that not only provide breadth and depth for the topic you chose, but also provide information you believe is meaningful and appropriate for this particular audience.
To complete this Assignment:
Create a tool or artifact that summarizes an experience for developing others’ capacity related to the topic you chose. Choose from the following:
A training outline that includes the purpose of the training and a general overview of the content including specific topics and recommended resources
An article for submission to a professional organization’s website, such as Zero to Three or NAEYC
A podcast about 3–5 minutes long with foundational information about the topic and cited resources (Refer to the Learning Resources for information about creating podcasts.)
Another artifact for staff development (with Faculty approval)
Note: Be sure to cite appropriate references in APA format to substantiate your thinking.
I posted a few assignment to help get an understanding of topic and all 

Include the actual assignment/assessment. This could be a quiz, test, performance task, choice board, etc. It
should be designed for a standard and learning targets you will teach during the field experience.
AS A SINGLE DOCUMENT the following items:
– Three (3) Student Work Samples of your assessment: Remove/whiteout actual student names; label
documents (Student 1, Student 2, and Student 3).
In selecting work samples, choose one student who did well in understanding the concept, one student
who struggled to understand the concept, and one student with specific learning needs, such as an
English Language Learner, an EIP student, a student with an IEP, a gifted student, etc.
– Evaluation Criteria: This is how you evaluated it. This could be a quiz, test, performance task, choice
board, etc. with clearly written scoring criteria. You may include a rubric if that is how this is scored.
Label the document Evaluation Criteria and include which standards are assessed.
– A table/chart: This is used to record student performance in a way that is easy to analyze. Note that pie
charts bar graphs, etc. charting class averages are not helpful. You need to chart how EACH student
performed on EACH skill or concept assessed.
– A narrative where paragraphs explain:
a. Patterns in success for the class and your 3 selected students
b. Patterns in errors for the class and your 3 selected students
c. Hypotheses about the errors, student misconceptions, etc.
Standards:
1) AKS 3:Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
2)AKS 6: Distinguish their own point of view from that of the narrator or those of the characters.

Teachers of language arts must acquire skills and strategies in various areas, including reading, writing, speaking, listening, and thinking. They must also meet high-stakes testing requirements and satisfy the needs and rights of diverse learners. This assessment will allow future teachers the opportunity to construct a writing lesson plan designed to address the needs of all students in a language arts classroom.
A.   Create an original direct instruction writing lesson (K–6) plan that teaches one step of the writing process (prewriting, composing, revising, editing, or publishing) using the attached “Direct Instruction Lesson Plan Template” along with the attached “WGU Lesson Planning Guide.” Complete each of the following to finalize your lesson plan:
Note: This lesson plan must be based on kindergarten through 6th grade standards, not pre-kindergarten.
1.   Identify all of the required general information for the lesson plan, including the following:
●     lesson title
●     subject
●     grade/level/setting
●     prerequisite skill(s) for the lesson
2.   Align the relevant standards and objective for the lesson by doing the following:
a.   Identify the state or national academic writing standard(s) addressed by the lesson plan and include the associated alphanumeric code and full description for each standard.
b.   Create one lesson learning objective that aligns with the state or national academic writing standard(s) identified in part A2a. The learning objective should include the following required components:
●     behavior
●     condition
●     measurable criterion
3.   Discuss the necessary materials and technology for the lesson plan by doing the following:
a.   List the materials necessary to complete the lesson.
b.   Identify the technology used in the lesson.
4.   Discuss the language demands included in the lesson by doing the following:
a.   Identify the language function(s).
b.   Identify key vocabulary terms students must know in order to master the learning objectives for the lesson.
c.   Identify relevant discourse or syntax used in the lesson.
d.   Describe relevant language support that will be used to help students apply the language of the discipline during the lesson.
5.   Explain both teacher and student actions for the lesson, incorporating the step(s) of the writing process where appropriate, by doing the following:
a.   Explain the anticipatory set.
b.   Explain the presentation procedures for new information, modeling or both.
c.   Explain guided practice.
d.   Explain independent student practice.
e.   Explain culminating or closing procedure/activity.
6.   Discuss how the lesson will differentiate instruction to meet the needs of all students by doing the following:
a.   Describe the differentiated instruction that will be used in the lesson to meet the needs of students who are gifted and talented.
b.   Describe the differentiated instruction that will be used in the lesson to meet the needs of students whose native language is not English.
c.   Describe the differentiated instruction that will be used in the lesson to meet the needs of students with mild to moderate learning disabilities.
7.   Explain how to assess student progress toward reaching the lesson learning objective by doing the following:
a.   Describe a formative assessment used in the lesson that helps monitor student progress toward reaching the lesson learning objective.
b.   Provide a copy of the summative assessment. (ie: rubric, checklist, graphic organizer)
c.   Discuss how the summative assessment measures student achievement of the lesson learning objective.
B.   Explain how the lesson plan can be extended with one strategy, text, or activity that contributes to the students’ development of awareness of differences in society (suggested length of 1–3 paragraphs).
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.

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.