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Integrating STEAM into Infant/Toddler Curriculum

Look up what STEAM CICCICULA IS AND THEN DO THE FOLLOWING.

USE THE LESSON PLAN TEMPLATE THAT IS ATTACHED. DO NOT SKIP ANY PART

Instructions

Integrating STEAM into Infant/Toddler Curriculum

The objective of this assignment is for the advanced preservice teacher to be able to design appropriate STEAM activities for infants and toddler. This assignment is divided into two parts: a) Design four STEAM lesson plans for infants/toddlers, b) create a mind map for one of the lesson/activity plans to share on Peergrade

Part One: Lesson Plans – 24 points

Write-up four lesson plans (use the infant/toddler lesson plan attached to this assignment) that are not explicitly found in your STEAM text using the following science disciplines:

●      Biology

●      Earth Science

●      Physics

●      Chemistry

There will be a total of 4 lesson plans/activities when Part One is completed. 

Part Two: Mind Map – 16 points

Select one of the four lesson plans and create a visual representation in a mind map.

The mind map visually displays the major concepts from the selected lesson plan.  For many of you (if not all), mind mapping is new – but you know about curricular webbing – mind mapping is webbing using technology. The emphasis is on designing a creative, visual map of major connections found in the lesson plan.

In your Mind Map include the following:

●      Name of activity and age span

●      Infant/Toddler Standards

●      Learning Goals (science and non science)

●      Connections to STEAM

●      Connections to Inquiry

●      Documentation/Assessment

After creating the final version of the mind map web, save the mindmap as a pdf or png.  

About Mind Maps

What are Mind Maps?  For those of you who are familiar with curriculum webbing, the concept will be familiar.  Think of mind maps as webbing for adults that uses visual content to explore concepts.

Here are two videos that will introduce you to the concept of mind mapping:

How to Mind Map with Tony Buzan

How to Create a Mind Map in 4 Steps

Coggle is a frequently used mind map software for beginners – students in previous

courses found Coggle to be user-friendly, but you can use any mindmap software. You can even use Jamboard to design a mind map.

Coggle Intro Video:https://www.youtube.com/watch?v=iL40u0uNYa8

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Infant Toddler Curriculums (Creative Curriculum, High Scope, Active Learning Series

For this assignment, you will research 2 different Infant Toddler Curriculums (Creative Curriculum, High Scope, Active Learning Series, etc).

Once you have reviewed the curriculums of your choice, you will need to provide an overall summary of the infant toddler piece of the curriculums. Next, choose one of the two curriculums that you reviewed and use the questions below to guide you through your analysis of whether the curriculum has the key components to be considered a high quality infant toddler curriculum.

Be sure to provide specific examples that highlight those areas that support the curriculum as being high quality.

Analyze if your chosen curriculum:

  • Focuses on the relationship between child and caregiver
  • Promotes the establishment of primary caregiving relationships
  • Addresses development across domains; acknowledge the integration of infant toddler development across domains
  • Addresses the stages of infancy in some form, such as young infants, mobile infants, and toddlers
  • Promotes individualization for each child, based on his or her unique culture, developmental profile and needs (including children with special needs)
  • Promotes feeling of safety, security and belonging
  • Focuses on process over content
  • Focuses on an environment that promotes engagement over planned activities
  • Includes a focus on inclusion of families in planning for each child
  • Derives from theory and research?

Your paper should be 2-3 pages in length. Include the links for the curriculums that you researched on your reference page. Use APA formatted title and reference pages, as well as in-text citation where appropriate

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Cognitive Development Activity for Infant Room: Peekaboo.

Cognitive Development Activities

[WLOs: 1, 3, 4] [CLOs: 1, 4, 5, 6]

Prior to completing this assignment, read Chapters 7 and 8 in your textbook and read the Piaget’s Enduring Contribution to Developmental Psychology, On Major Developments in Preschoolers’ Imagination, and The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper No. 5 (Links to an external site.) articles. Also, review the Week 5 Final Project instructions for creating the proposal, and review the videos: Play: A Vygotskian approach and Piaget’s Stages of Development (Links to an external site.).

The purpose of this assignment is for you to continue working on  elements that will become part of your Community Center Proposal Final  Project. This week you will be creating three activities that address  cognitive development in the age groups assigned. These will become part  of the infant room, early childhood room, and adolescent room of your  center.

Using Piaget’s, Vygotsy’s, and/or Information processing theories of  cognitive development, you will continue to build your Community Center  Proposal by identifying activities for the assigned rooms that promotes  cognitive development for children and adolescents. The activity must be  focused on the cognitive milestones of the age group and must be  clearly tied to specific theory. You must use at least one credible  source.  Your activities might be focused on object permanence for  infants, conservation, egocentrism, or conservation for early childhood,  or deductive reasoning for adolescence. Table 7.1 in your textbook will  be useful in completing this activity.

Focus on the primary developmental tasks of each age period. For each  of the three activities, write a paragraph that addresses the  following:

  • Describe the activity in some detail (provide more than just the name of the activity).
  • Identify the specific concept from cognitive development theory that supports the use of this activity.
  • Identify how the activity enhances cognitive development in the specific age group.

Here are two examples providing you a model of how to approach this  assignment and how to build the elements of the rooms in your community  center.

Examples of Activities:

Example 1: Cognitive Development Activity for Infant Room: Peekaboo. 

One of the activities we will incorporate into the infant room is  peekaboo. This is a game where the caregiver hides himself from the  child (covering the child’s eyes or hiding behind a chair, etc.) and  then appears again by uncovering the child’s eyes or coming out from  behind the chair. Another variation of this would be hiding a treasured  object under a scarf and then revealing it again. One of the milestones  of the first year of life is the development of object permanence.  Object permanence occurs when an infant grasps that something (an  object, a person) still exists even when the infant cannot see it. This  is a concept from Piaget’s theory of cognitive development and is one of  the developmental tasks of the sensorimotor stage. Newborns do not have  a sense of permanence. When they cannot see you, you do not exist for  them. During the first year of life, they slowing learn that objects and  people continue to exist even with they cannot be seen (Mossler, 2014).  Playing peekaboo is one way to foster the development of object  permanence. Infants usually delight in seeing someone appear and then  hide, only to reappear. This activity will support the cognitive  development domain and also the psychosocial domain because of its  interactive nature.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Example 2: Cognitive Development Activity for Adolescent Room: Board Games Involving Strategy and Problem Solving. 

In the adolescent room, we propose having a collection of board games  that require logical thinking and problem solving. Adolescence is the  beginning of more sophisticated thinking. Children in this age group  move from concrete operations to what Piaget calls formal operations.  They are becoming capable of deductive and hypothetical reasoning  (Mossler, 2014). Games like chess, Battleship, and checkers all require  players to engage in this kind of thinking. Another game that can be  used is the game of Clue. This game supports the development of  prepositional logic and requires players to think hypothetically  (Neller, Markov, and Russell, 2006). These games will not only promote  cognitive development but will further support psychosocial development  because of the required interactions.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Neller, T. W., Markov, Z., & Russell, I. (2006). Clue deduction:  Professor Plum teaches logic. Retrieved from  http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf