Laboratory assignment

**** **** Emergent ******** for ***** ChildhoodALTERNATE ******* ********************* ***** 1 Laboratory Assignment ********* Name Phone **** *********** *** View *** ********** assigned ** each ******* ***** ** group time; ** ************ ** *** ***** **** ************ *********** ******* ** *********** ******* *** ** the ******* ****** ** *********** ****** ** ***** ** ***** *********** ***************** – ******** the assignment *** directions ******* on the ********** ***** *** ***** provided ** **** ********** After completion of the *** ********** ***** a ******* ******** ******* *** ******* **** include:(1) ********* ** what *** observed in *** ********* *********** ** information ******** from **** ******** other ******** *** ** class *********** ** *** *** ********** ********* **** are they ****** How are **** ********************* **** of the Circle Time Videos ****** ***** meetings) ******** *** Cat’s ****** **** (https://wwwyoutubecom/watch?v=yllSkifLgsk) *** the ******* *** ****** ******* **** (https://wwwyoutubecom/watch?v=LHJ99jFUe9c&t=68s) ***** *** ******* that *** ***** **** ** *** ******** to ********* language *********** ******** *** the ******* used **** ****** you *****  Instructional Strategy ******** ******** *** ******* using *** ******************* ******** *** ********* ***** *** *** ******* *** *** do? *** *** *** ******** ********** ***** *** *********************** ********* **** asked **** what *********************** ************ in * ************ ** * **************** ******* teacher ***** *** ******** ******* ********* *** ***** **** ** *********** ** *** ********** *** *** ******** answered *** and ***************** *** ********* **** used XMrs ******* ******* sang *** clapped ** ******** *** children to *********** ** *** flannel board ******** ** ******** ***** was **** **** ********** *** ****** ** ***** ********* topics **** ** ************* **** *** ****** or practiced   XMrs ******* ******* ******** * red **** *** the ******** to ***** ***** ***** ******* *** they *** *** children **** ********* ****** **** when *********** with the **** ********* ******** ** *** ************* was used  N/O Flannel board activity *** used  XMrs ******* teacher **** the ******** ***** to ***** ** *** flannel ***** *** activities ** *** ********* including *** naming ** animals **** ***** ** *** *********** of * flannel ***** **** *** pictures ** *** *************** were ************ ******* teacher used ******** of ******* *** ***** *** ******** ** **** *** *** ******** animals such ** **** Pictures of *** students **** **** **** ****** the introduction to *** ** *********** *** ***** ** the *************** **** used  N/O  2 Describe a ************ ******** **** you observed in either *** ** *** ******* **** *** *** ******* ** ** ****** a transition? How *** *** ********** *** ****** in ********* **** was *** ************ ************** ******* **** * ***** with * *** card **** transitioning from introductions ** describe the ***** ** the week and asked *** ******** ** press *** ***** **** ****** ** ** ********* **** children ********** *** ********* ** ***** ** * “print rich” *********** is ********* Check *** things *** *** ***** show the ********** **** of ***** ** ** ******** ********* ****************************************************** **** * ***** *********** of **** **** checked *** may **** ** **** the ***** **** **** **** ** **** ************ as you *** ******** in order to record **** *** ********* ** ************************ ****** ** *** *** it? *** ** it *********** ** *************** ******* **** ** *** children *** ***** names *** ****** *** ***** *** ******** *** *** used to ********* *** ****** who did the *********** ***** ************************ individual stories  N/O Labels ** ***** in *** ****************** ******** ** the **** *** ****** ** **** *** diagrams ** *** wall *** educational value and **** labeled ** **** inform *** children ** *** *********** *** ******** *** trying ** ********************************* ****** ** *** wall *** ***** ** *** **** ********* *** ********* information ******** * ***** *** ******* ***** **** ** information *** *** ** itSigns  XThere were ***** ** *** **** **** had ***** ********* to their ***** *** signs **** ****** like crayons *** *** ********* ****** **** *** ***** ***** ******* on **** ** ******* the children about ********************* were ***** ** *** shelves in *** ********* ***** **** **** ** *** ******** The ***** ******** both textbooks and ******** books **** *** ******** **** ** *** **** personal notesNotes ** *************************** ************************** skills *** ********* *** pre-reading ***** *** ********* *** *** ***** encourage ********* ** the ********* ********* ********* *********** ****************************************************** How was **** item used by *** ******** ** *** **** *** not used ***** *** **** ******* ****** **** ** as *** ** *** ********************* opportunitiesObservedDescriptive Comments *** ********* ******* stories  N/O Poems  N/O Headphone ********* CD’s  N/O Instructions ***** (get **** ************* ******* instructed the children ** *** **** before he ***** * different ******* *** ******** ********* ******** ** *** ************ ***** ** **** although **** took **** **** to effectively ********** **** *** ******** ** ********** ************* ******* ******** *** ******* ** make shapes **** ********** things ** the children The ******** **** *********** ** ********* ******* animals on land and ** *** ***************************** with *************************** **** **************** ******* had conversations with *** ******** ** ****** **** ********* *** telling them to ****** **** words *** ************ also ******** ********* ** the ***** they **** ******* about in *** **************** modeling listening  N/O  5View *** ************* ********* ********* ***** ********* ********** ******* **************************************************** ****** the ********* ********* **** develop pre-writing ****** ******** how the ******** might use *** materials observed MaterialsObservedDescriptive ******** *** Reactions **************** children ***** *** ******** ** *** ********* ****** *** ******* ******* out ******* ***** **** ** * better understanding ** the ********** shapes and ******** ******* ******* ******* ************* children ***** *** ***** materials ** ***** ******* *** ***** ***** ** writing in *** classroom *** also *********** ** *** ************* ***** staplers ** **************** staplers ***** ** **** ** *** ******** to ******* ***** ***** **** ********* papers ***** **** ***** involve helping *** ******** ***** *** **** done ** certain studentsBooks  XThe books would ** **** ** *** ******** ** improve ***** reading ****** Books **** ******* *** ******** ********* **** the ******** **** **** ** **** **** ** essential ** their developmentEnvelopes  N/O Different ***** ** paper  XThe ********* ***** ** ***** ***** be **** ** ******** ** ***** **** and ***** **** ******** ***** *** ****** paper ** ***** ***** ***** ******** ***** other ***** of ********** such ** drawing *** ******** *** **** facilitated ** *** ******** ** ***** materialsGames  XThere **** ***** **** ******* *** numbers ** ******* the ************ ************ and ******* ****** Games also **** divert *** ************ ***** **** educational **************** and **** **** *** during class ********** dough N/O Lacing cards  N/O Letters  XThere **** ***** types ** ******* ** help *** children ********** different ******* The ******* could ** **** ** *** ******** ** ********* ***** hence improving ***** ******** skillsOther ******************* were ***** materials **** as headphones ** * **** ****** ********* ***** facilitate high-quality ***** that the ******** could effectively understand 6 The purpose ** having * ******* or ******* **** ** the ********* ********* ** ** ******* early literacy skills ***** good ******* ****** and foster a **** *** ************ *** ***** **** *** “Elementary ********* ********* Pre-K Classroom Tour ***** **************************************************** * *** **** ****** the ********* *************************************** ******** *** Reactions ***** ** *** ******* ****** **************** ******* ****** ** located ** *** **** ** *** classroom This provides ******** **** *** ***** side ** *** **** ***** **** ******* that encourages readingHow ** *** ****** ***** **** ** **** comfortable *** inviting? X  The ***** ** **** ******* and ********** ********* ** **** it feel *********** *** *********** ** *** ********* also ******** ****** ***** *** * *********** *********** ** learnHow does *** ****** *** ** ******* * way to ******* noise? X  The center ********* *** classroom so the ******* side ** ***** and *** ***** **** ** ***** The ***** side ** *** classroom is ****** far left of the ********* *** *** ******* side ** closer to *** teacher ***** ***** ********** is ********* *** the ***** ******************** ***** *** ********* ** shelves ** *** **** *** in *** classroom The ***** *** ****** arranged on *** ********** *** *** ***** ********************** books *** *********** ********* ** ******* *** ******* *** *** ***** ********* *** ***************** ***** *** ********* ********* to color topic *** **** *** ***** ******* ** on low shelves **** the ******** ***** ****** ******** there are ***** that *** children would **** *** help ** the ******* ************** ***** ** books *** *********************** *** children ********** ** taught ** respect books *** ****** **** *************************