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NCFELD Part 3: Activity Plan
Introduction and Guidelines
Introduction
An activity plan is a detailed description of a particular learning activity. Early childhood professionals plan activities based on children’s needs, interests and developmental characteristics, and they often record the details of those activities on planning forms.
According to the National Association for the Education of Young Children, “Students prepared in early childhood degree programs . . . (use) their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.” The modules, Planning Effective Curriculum and North Carolina Foundations for Early Learning and Development (NCFELD), provided opportunities for you to learn about appropriate early learning standards. The modules, Teaching Children to Communicate: Language, Literacy and the Arts; Teaching Children to Investigate and Solve Problems: Mathematics, Science and Technology; Teaching Children to Live in a Democratic Society: Social-Emotional Learning and Social Studies; and Teaching Children to be Healthy and Fit: Physical Development and Health, provided opportunities for you to learn about appropriate activities/experiences for young children in various content areas.
For this assignment, you will write a plan for an activity that meets the developmental needs of a particular (hypothetical) child, “Jane Doe”. The assignment has several parts. Please read the following information carefully and contact your instructor if you have questions.
Guidelines
Part 1: Get to know Jane Doe.
Carefully read the following information about Jane Doe.
Jane Doe is a 4 year, 11 month old child (an Older Preschooler, according to NCFELD) who self-identifies as female and whose first language is English. She attends a NAEYC-accredited, full-day preschool five days a week, where she is a member of a classroom community of ten 4 year olds. Jane has no documented or suspected exceptionalities.
Jane’s teachers conduct ongoing, systematic observations of every child in the classroom community, and document each child’s development using developmental checklists, anecdotal records, work samples, parent/family interviews, photographs and audio-video recordings, as well as event samples and running records as needed. Based on their careful review documents related to Jane’s development, Jane’s teachers have come to believe that Jane would benefit from additional opportunities to learn about feelings (part of the Emotional and Social Development domain, per NCFELD). Documents related to Jane’s development suggest that Jane would especially benefit from additional opportunities to identify, manage and express her feelings.
Part 2: Review the appropriate sections of North Carolina Foundations for Early Learning and Development (NCFELD).
Read pages 50-51 of NCFELD to learn about the Emotional and Social Development domain.
Read page 61 of NCFELD to learn about the Developmental Indicators for Older Preschoolers related to Goal ESD-6 - behaviors that, if observed, would suggest that Jane Doe is progressing toward Goal ESD-6: Children identify, manage and express their feelings.
Read page 64 of NCFELD to learn about strategies teachers can use to help Older Preschoolers like Jane Dow achieve Goal ESD-6: Children identify, manage and express their feelings.
Part 3: Read additional documents.
Read the document, How Do I Know Whether My Activities Are Developmentally Appropriate? provided by your instructor. If you can answer “Yes” to all of the questions posed in the document, chances are your proposed activity is developmentally appropriate.
Read the document, How to Use Open-Ended Questions to Get Kids Talking, provided by your instructor. This will help you complete the “Open Ended Questions/Statements” section of the activity plan.
Review Chapter 11 of our text book, Assessing Children’s Learning and Development. This will help you complete the “Documentation” section of the activity plan.
Read the PowerPoint presentation, Modifications for Children with Exceptionalities, provided by your instructor. This will help you complete the “Modifications for Children with Exceptionalities” section of the activity plan.
Part 4: Develop/write an activity plan.
Utilize the documents referenced in Parts 2 and 3 (above), as well as other sources (e.g., teacher resource books and websites, Pinterest, etc.) to develop an activity that will help Jane Doe progress toward Goal ESD-6: Children identify, manage and express their feelings.
The activity may be from any of the following content areas:
• Language/Literacy
• The Visual Arts (e.g., painting, drawing, collage, modeling with clay or dough, assemblage, etc.)
• Music
• Creative Movement
• Math
• Science
• Social Studies
• Health
• Safety
• Nutrition
Part 4: Carefully review the grading rubric before submitting your work.
MAJOR ASSIGNMENT 3 – PLANNING FORM
INTRODUCTION
Initials of child activity is developed for:
Age of child (in years and months):
Name of activity:
Resources:
What resources did you use to complete this assignment? Include titles of published documents and corresponding authors’ names, any/all EDU 119-related resources, NCFELD, any/all Internet resources (complete/specific Web addresses), etc.
DETAILED DESCRIPTION OF ACTIVITY
Describe the activity in detail. What will the child do? What will the teacher(s) do? How will the activity be introduced?
APPROPRIATENESS OF ACTIVITY
Why did you select this particular activity for this child? Provide a detailed explanation.
Why is this activity developmentally appropriate for this child? Provide a detailed explanation.
How is this activity related to the teaching strategies described on page 64 of NCFELD? Identify at least one related teaching strategy. Provide a detailed explanation.
RELATED NCFELD GOAL AND DEVELOPMENTAL INDICATORS
What NCFELD Goal does this activity relate to? Type the Goal (all words) exactly as it appears in NCFELD.
What NCFELD Developmental Indicators does this activity relate to? Type all related Developmental Indicators exactly as they appear in NCFELD. Use the following format:
Goal:
Developmental Indicator 1:
Developmental Indicator 2:
Developmental Indicator 3:
Developmental Indicator 4:
Developmental Indicator 5:
MATERIALS
Describe in detail all materials needed for the activity. Be specific. All materials must be developmentally appropriate and related to the activity.
VOCABULARY
List at least ten words the child will have the opportunity to learn while engaged in the activity. Words should be age appropriate (not yet known by a typically developing child of this age) and specifically related to the activity.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DOCUMENTATION
Describe four ways you could document/record the child’s progress toward achieving Goal ESD-6 during the activity – e.g., developmental checklist. Remember, all forms of documentation require observation, but observation is not, in and of itself, a form of documentation.
1.
2.
3.
4.
OPEN-ENDED QUESTIONS/STATEMENTS
State four open-ended questions/statements you could ask the child before/during/after the activity. Questions/statements must be related to the activity.
1.
2.
3.
4.
MODIFICATIONS FOR CHILDREN WITH EXCEPTIONALITIES
How could you modify this activity to accommodate children with exceptionalities? Identify four specific modifications related to this activity. For each modification, state the related exceptionality. Use the following format:
Exceptionality 1:
Modification:
Exceptionality 2:
Modification:
Exceptionality 3:
Modification:
Exceptionality 4:
Modification:
Second Part
ACTIVITY PLANNING FORM
Your Name:
Initials of child activity is developed for:
Age of child (in years and months):
Name of activity:
Resources:
What resources did you use to complete this assignment? Include titles of published documents and corresponding authors’ names, any/all EDU 119-related resources, NCFELD, any/all Internet resources (complete/specific Web addresses), etc.
DETAILED DESCRIPTION OF ACTIVITY
Describe the activity in detail. What will the child do? What will the teacher(s) do? How will the activity be introduced?
APPROPRIATENESS OF ACTIVITY
Why did you select this particular activity for this child? Provide a detailed explanation.
Why is this activity developmentally appropriate for this child? Provide a detailed explanation.
How is this activity related to the teaching strategies described on page 64 of NCFELD? Identify at least one related teaching strategy. Provide a detailed explanation.
RELATED NCFELD GOAL AND DEVELOPMENTAL INDICATORS
What NCFELD Goal does this activity relate to? Type the Goal (all words) exactly as it appears in NCFELD.
What NCFELD Developmental Indicators does this activity relate to? Type all related Developmental Indicators exactly as they appear in NCFELD. Use the following format:
Goal:
Developmental Indicator 1:
Developmental Indicator 2:
Developmental Indicator 3:
Developmental Indicator 4:
Developmental Indicator 5:
MATERIALS
Describe in detail all materials needed for the activity. Be specific. All materials must be developmentally appropriate and related to the activity.
VOCABULARY
List at least ten words the child will have the opportunity to learn while engaged in the activity. Words should be age appropriate (not yet known by a typically developing child of this age) and specifically related to the activity.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DOCUMENTATION
Describe four ways you could document/record the child’s progress toward achieving Goal ESD-6 during the activity – e.g., developmental checklist. Remember, all forms of documentation require observation, but observation is not, in and of itself, a form of documentation.
1.
2.
3.
4.
OPEN-ENDED QUESTIONS/STATEMENTS
State four open-ended questions/statements you could ask the child before/during/after the activity. Questions/statements must be related to the activity.
1.
2.
