Creating a Safe Physical Environment for Young Children
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Creating a Safe Physical Environment for Young Children
Scenario:
ASSIGNMENT DESCRIPTIONTo design the physical environment for an inclusive classroom that meets the diverse needs of all students.
Scenario:
You are the early childhood special educator in an inclusive classroom working with children ages three to five. The teaching team has been given $2000 to purchase materials and furniture to help meet the specific needs of the children in the classroom. The teaching team will meet at the end of the week to discuss what is needed. Johannes, one of the four children with autism in the class, appears to be having some sensory integration difficulties. He covers his ears quite frequently when the children make elaborate structures while playing in the block area. Once, he became so overwhelmed that he ran to his cubby, got his blankie, crawled into the toy kitchen, and tried to shut the doors. The team has agreed to come to the meeting with some ideas on how to decrease the noise level.You have also been thinking about creating a small, quiet space in the reading/library corner where Johannes can take a break alone. In general, the area is just a bit too small and underutilized as there is only a bookshelf and a couch. Also, when a child comes to sit next to Johannes while he is reading, Johannes gets up and leaves. As you prepare for the meeting, you think that maybe it’s time to completely redesign the area and add at least one quiet space. Finally, you notice that Johannes frequently seems distracted by looking around, especially at the numbers and letters on the wall during circle time, instead of following the activities and looking at the teacher. For example, he reads the children’s names on the artwork that is displayed right above the circle time teacher’s head. You decide to address this concern at your team meeting.
Focus Assignment: Part 1
- To prepare for your meeting, you will need to identify four new materials/furniture pieces that can be added or adapted to the environment. You will also need to give your rationale explaining how these materials will decrease the noise level in the block area. Next, create a drawing of your classroom floor plan for the new developmentally appropriate reading/library corner. Be sure to include at least one quiet, small area where Johannes or other children can take a break and be alone. Label the materials/furniture in your drawing. Finally, write a paragraph describing how you would decrease the visual stimulation on the wall in front of circle time.
2. Be sure to read the SELF-EVALUATION section below to guide your thinking. Write your self-evaluation after you have completed your assignment.
3. Review the assessment rubric to see how your assignment and self-evaluation will be graded.
Self Evaluation: Part 2
- For your list, floorplan, and paragraph:
a. Explain how redesigning the physical environments addresses the issues in the scenario.
b. Give evidence from the chapter supporting information in your rationale (with citations).
2. Describe and justify how redesigning the environments will help meet the needs of the children in the classroom.
Once you watch the video, these questions need to be answered.
`1. Have you ever seen a classroom and said to yourself, “Wow, what a wonderful environment for children to learn!”? On the other hand, have you ever seen a classroom and wondered whether the classroom is even safe for young children? Creating a safe environment that encourages independent access for all children is of great importance. Watch this video to see how one early childhood center ensures that all children are safe and have access to all the materials in the environment.
Classrooms, in general, need to accommodate a diverse population of children with a variety of abilities from developmentally younger to developmentally brighter as well as children who are English-language learners. Inclusive classrooms have the added responsibility of being able to support children with a variety of disabilities who might also have medical needs. What features of the physical environment does the director discuss that would help to support children with disabilities and special needs in this classroom?
- What other environmental or material considerations could be addressed in this classroom to help support safety, independent access, and full participation of children with disabilities and special needs?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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