Assignment:
Baseline Survey
Student's name: Guzel Kalimullina
Course Number: EDPN 620
Professor's name: Robert Bernstein
Baseline Survey
1. What do students need in order to learn effectively?
Pre-K students are able to learn through developmentally appropriate instruction, play-based instruction, and routine-oriented instruction. Pre K children require safe and nurturing environments in which they feel emotionally safe and socially connected (Music, 2024). They also need practical activities that facilitate language growth, early literacy and self-regulation skills. Movement, exploration and directed interaction opportunities facilitate involvement and brain development. The teacher-child relationships must be positive to motivate and attend to. Also, practices based on culture responsiveness, which are inclusive of the background of children, enhance participation and confidence. Good learning conditions are characterized by structure, emotional support and exploration.
2. Describe how your students' physical, social, and emotional development will impact your lesson planning and instruction
Children between the ages of 4 and 5 are acquiring fine and gross motor skills, emotional control and cooperative play skills. Due to short attention spans, there should be movement breaks and practical learning activities in the lesson. Executive functioning and self-regulation are still in development and thus the instructions should be simple, graphic and repetitive where necessary. The social development during this stage focuses on sharing, turn-taking, and interaction with peers, thus activities within the group should be guided. Children can also have difficulties with frustration or transitioning and need predictability and positive reinforcement (emotionally). Social-emotional learning techniques have to be incorporated in the lesson plans to enhance behavioral and academic development.
3. How do students' family, cultural, and community contexts impact their learning?
Children are greatly affected by family and cultural backgrounds in developing their language and behavioral expectations as well as modes of learning. Culturally responsive teaching enhances the engagement and achievement in early childhood classrooms (Caingcoy, 2023). There are children who can have multilingual family backgrounds, which influences vocabulary as well as patterns of communication. Somebody else can be having other expectations on independence or group interaction. Children feel positively acknowledged and more assertive when their teachers establish relationships with families and implement cultural traditions into the lessons. Good home-school partnership facilitates good development.
4. What questions do you have about your students' physical, social, and emotional development?
As a Pre-K teacher assistant, my main questions are, am I finding my students to be achieving their expected milestones in language, motor and social development are important. What children should receive more help with self-regulation or interaction with peers? What can I do to make a difference between teaching a child with different attention span and emotional needs? The knowledge of the developmental strengths and weaknesses of each child contributes to the success of the instruction process as it makes it supportive, inclusive, and attentive to the needs of individual children. Need Assignment Help?
References:
Caingcoy, M. (2023). Culturally responsive pedagogy: A systematic overview. Available at SSRN 4842773.
Music, G. (2024). Nurturing natures: Attachment and children's emotional, sociocultural and brain development. Routledge.