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Social Science Teaching Philosophy for Early Childhood
Social Science Teaching Philosophy for Early Childhood
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
Social Science Teaching Philosophy for Early Childhood
Instructions
The goal of this assignment is to create an original statement that vividly describes the methods and philosophies that you would include in teaching by discussing specific strategies and methods that you would use to help a reader take a mental ‘peek’ into your ideal classroom, and to explain why you feel that strategies you will employ are the best strategies for early childhood education using research based evidence.
Social Science Teaching Philosophy for Early Childhood
Today, many educational institutions require a philosophy of teaching from early childhood education instructors. In addition to needing one when applying for a job,
articulating one’s approach to education is an excellent idea for teachers. A philosophy of teaching can help an educator clearly define what sort of teacher they want to be
and this will help them move forward more easily in their career path. In essence, a philosophy of teaching is a one- or two-page document that expresses an educator’s
preferred teaching style, strengths and overall teaching orientation. It is also important for individuals who wish to open their own daycare or preschool as families use a
program’s educational philosophy when determining a program for their children.
Social Science Teaching Philosophy for Early Childhood
In this assignment, you will write your own educational philosophy, drawing from the philosophies and information that you have learned about in this course and in previous
courses (e.g., the Montessori method, Reggio Emilia approach, Piaget’s theory of constructivism, Lev Vygotsky’s Sociocultural theory) and incorporating your understanding
of developmentally-appropriate practice. The document should be clearly written and should showcase the your knowledge about the NAEYC’s (National Association for the
Education of Young Children) standards and requirements such as developmentally appropriate practices and ethical responsibilities to children and families. It should also
present the underlying philosophy that will guide the your future curriculum choices and classroom management style.
Social Science Teaching Philosophy for Early Childhood
will post some readings to guide making the educational philosophy :
https://www.naeyc.org/sites/default/files/globally…
Educational Philosophy Instructions
Social Science Teaching Philosophy for Early Childhood
In this assignment you will write an educational philosophy that is at least 700 words. This educational philosophy should be in APA style using 12 point, Times New Roman
Font, double-spaced, with 1″ margins. This includes a title page, a running head, and page numbers. If you need help with APA style, this website is a great resource that
provides a sample paper you can use a reference. Your philosophy must cover the topics listed below, and include at least 4 different citations to any of the assigned readings
in our course, or related research articles and/or book chapters (e.g., the textbook, NAEYC Developmentally Appropriate Practice, the California Learning
Foundations/Curriculum Frameworks). These are just examples of sources that can be used. You can use other sources as long as they are credible and research-based (a
book chapter, research article, and article by the NAEYC, a textbook). Blogs such as this (Links to an external site.) are not allowed. Please ask Dr. Pronovost if you are unsure
of a source.
Social Science Teaching Philosophy for Early Childhood
REQUIREMENTS:
Address all of the following topics in an integrated fashion (i.e., do not simply write a paragraph for each of these):
Discuss/define an early educator’s role: Take some time to clearly explain your ideas about a preschool teacher’s role in the classroom. Include your beliefs about child-led
activities vs. teacher-led activities, your philosophy on the teacher’s role in playtime, and the presentation of brand new ideas vs. discoveries the child makes on their own.
Consider also including a statement describing your sincere hopes and expectations for the children in your classroom.
Social Science Teaching Philosophy for Early Childhood
Discuss the child’s role as a learner: What is your philosophy regarding how children learn best? What types of activities and opportunities do you believe should be included
in the classroom setting in order to facilitate the highest levels of learning for all students, regardless of preferred learning style? How might the child’s role as the recipient of
knowledge vary depending upon their preferred learning style? Be sure to include both structured learning activities and open-ended ideas, discussing what you believe is the
ideal ratio of both types in the classroom.
Social Science Teaching Philosophy for Early Childhood
Address special needs, different learning styles and diversity in the classroom: Discuss how specifically you will handle different personalities, learning styles, special needs
and cultural diversity as you teach different children all in one classroom. Include a statement about how children with special learning needs will be welcomed in your
classroom, and your specific strategies for meeting both those needs and the needs of the other students. Embracing diversity is pivotal to creating a warm and welcoming
learning environment in today’s classroom. When composing your philosophy of teaching document, you’ll want to be sure you clearly define how you’ll meet a variety of
needs.
Social Science Teaching Philosophy for Early Childhood
Define your curricular orientation: Is there a particular educational approach that you identify with (e.g., Reggio Emilia, Montessori). Why do you strive to practice that
approach? Map out your curricular orientation, including information about what has led you to form your specific beliefs. However, when you address this step, be careful to
not criticize other approaches. Instead, consider connecting the information you provide about your curricular orientation with your previous statements about the role of the
teacher in the early childhood education setting (in step 1).
Social Science Teaching Philosophy for Early Childhood
Describe classroom and conflict management: In this section, describe how you approach any behavioral issues that may occur, and why you believe your chosen approach
will work. Be very specific; for instance, will you use time-outs or withdrawal of playtime privileges?
Address family inclusion in the classroom: Finally, define how you plan to incorporate parents and other primary caregivers into your classroom. Outline your strategy for
keeping parents involved and establishing and maintaining open lines of communication with family members.
Social Science Teaching Philosophy for Early Childhood
A reference page in APA style Cite specific philosophies/approaches (you can cite your textbook), NAEYC standards, and other assigned readings. Include a reference list on
a separate page of the educational philosophy statement.
Social Science Teaching Philosophy for Early Childhood
Incorporate at least 4 different credible, research-based sources. These should be cited in the text as well as in the reference page.
Use present tense , and write the statement in the first person (e.g., “I believe…”, “Similar to X, I agree that…”)
Avoid jargon. Use common, everyday language that is accessible to families, not “technical terms”. For instance, do not say “I believe in the Montessori method because it
emphasizes developmentally appropriate practice.” Instead say, “Like Maria Montessori, I believe that children learn through natural exploration of the environment around
them”
Social Science Teaching Philosophy for Early Childhood
Use your own words! You will submit this to TurnitIn and will receive a 0 for plagiarism. Please see Fresno State’s policy on plagiarism (Links to an external site.)and
the Information on Plagiarism course resource.
Social Science Teaching Philosophy for Early Childhood
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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