Self-Regulation in Curriculum
Self-Regulation in Curriculum
When children transition from being at home to a learning environment, such as a home daycare, center, preschool, or elementary school, they need to be taught what the expectations are for their behavior. “Just as teachers provide opportunities for children to learn about science, math, and literacy, they must also provide opportunities for children to learn how to interact with others and manage their behavior independently and in groups” (Kostelnik, Soderman, Whiren, & Rupiper, 2015, p. 167). This type of behavior is often referred to as self-regulation. As early childhood educators, we must provide opportunities for our students to engage in learning activities that allow them to learn how to control their own behavior. For this assignment, begin by watching the video Sesame Street: The Waiting Game With Guy Smiley!Links to an external site.
After watching the video, address the following in your paper:
• Discuss the three most significant concepts that you learned about promoting self-regulation in children from the video, Chapter 6 of your primary text, and/or your own experience working with young children.
• Describe at least two developmental and two experience-based influences on self-regulation in young children. Use either a scholarly or credible source to support your description.
• Create a measurable learning objective for a potential lesson or activity for one of your developmental influences and one of your experience-based influences in order to foster the development of self-regulation skills.
o Your learning objectives need to be clear and measurable.
o If you need help with how to create learning objectives, refer back to the objectives section of the Early Childhood and Child Development Lesson Plan Handbook you used in Week Two, review pages 81-82 of your primary text, or visit the Week Three Instructor Guidance.
Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2015). Developmentally appropriate curriculum: Best practices in early childhood education (6th ed.). Pearson.
• Chapter 6: Child Guidance in Early Childhood Classrooms
• Chapter 8: Strengthening Developmentally Appropriate Programs Through Family Engagement
• Chapter 16: Organizing Children’s Learning Over Time
o You will develop one of these objectives into an actual lesson plan for your Final Paper; when developing your objectives for this assignment; make sure it aligns with your overall theme for the unit.
• Explain how the learning objectives you created will allow you to implement a developmentally appropriate curriculum for your students regarding self-regulation. Use your state’s early learning standards as support for this section.
Tip: Remember to connect to your chosen thematic unit.
Research and Resource Expectations:
• Source Requirement:
• At least two scholarly peer-reviewed or credible sources. Please use the MAECEL Source Guide Download MAECEL Source Guideif you need assistance with how to locate scholarly peer-reviewed or credible sources.
Writing and Formatting Expectations:
• Title Page: Must include a separate title page with the following:
o Title of presentation
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative) as outlined in the Writing Center Links to an external site..
• Purpose and Organization: Demonstrates logical progression of ideas.
• Control of Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
• APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Writing Center Links to an external site..
• Suggested Assignment Length: This assignment should two to three double-spaced pages in length (not including title and reference pages).
Next Steps: Review and Submit the Assignment
RUBIC
1. Comprehensively and effectively discusses the three most significant concepts learned about promoting self-regulation in children. The discussion is well-supported by the video, the course text and personal experience working with young children.
2. Thoroughly describes at least two developmental and two experience-based influences on self-regulation in young children. The description is well-supported by scholarly and credible sources.
3. Creates clear, measurable learning objectives for both developmental and experience-based influences that foster the development of self-regulation skills.
4. Thoroughly explains how the learning objectives allow for the implementation of a developmentally appropriate curriculum regarding self-regulation. The explanation is well-supported by early learning standards.
5. Written work contains exceptional language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is integrated in a meaningful way throughout the assignment.
6. Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.
7. Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
8. – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
9. The length of the paper is equivalent to the required number of correctly formatted pages.
10. Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
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