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  1. Caption The documents below are part of my digital portfolio assignment . In this paper I did three math and science activities with my daughter who is two years and eight months old. This assignment indicates NAEYC Standard 3b, because in this assignment I observe the child while doing the activities and use technology for documentation. This paper also represents CEC Standard 5, because I selected activities that consider the child abilities and interests.

  2. Digital Portfolio By: Daniyah Alyousef

  3. Contents • Background of the Child 4 • Math and Science Practices and Standards 5 • First Activity (first section) 6 • First Activity (second section) 8 • Assessment the Child in the First Activity 9 • Second Activity 10 • Assessment the Child in the Second Activity 11 • Third Activity 13 • Assessment the Child in the Third Activity 15 • Overall Assessment 16 • Implication for Teachers 17 • Implications for Families 18

  4. Background of the child Talin is two years and eight months old. She is from Saudi Arabia and she has been in united state since she was five months old. She is an only child and she lives with her parents. Talin speaks two languages (Arabic and English), but her English is better than the Arabic. She has been going to the daycare since she came to the U.S. and that what make her learn English beside the Arabic.

  5. Math and Science practices and Standards • Math Activities • Practices • CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. • Standards • CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality • Science Activity • Practices • Obtaining, Evaluating, and Communicating Information • Standards • K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

  6. 1. First Activity (First Section) Materials: Pattern Blocks Explain the activity This math activity has two section. First, I asked Talin if she can find the blocks that have the same shape and color and put them together. Second I put ten blocks together and I asked her to count them. I chose this activity because Talin still young and she might not be able to do another math activities. Also because these kind of activities will help her to focus on counting and learn from her mistakes.

  7. Talin was gathering the square blocks and put them together. Talin was putting the yellow blocks together.

  8. First Activity, Second Section. In this clip, Talin was counting the squares. The squares were just ten, but she said eleven even if there were not more blocks to count.

  9. Assessment the Child in the First Activity In the fist activity “first section”, Talin was able to divide the blocks into groups, each group has blocks that have the same shape and color. It was easy for Talin to recognize the differences between the blocks and she did not take a long time to gather them and put them together. In the second section, she was able to count with ordinal numbers from one to ten, but she added one number more when she finished counting. She does it some times when she counts especially counting things that have more than five objects.

  10. Second Activity Materials Little Quack Counts Explain the activity This activity also about math and count. In this activity I gave Talin the story that include numbers and I asked her to retell the story by using her own language and count at the same time. I chose this activity because Talin Shows an interest in counting and reading, and this activity will give her the opportunity to count different objects each time. Common Core State Standards CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

  11. Talin was telling the story using her own words and counting at the same time

  12. Assessment the Child in the Second Activity In the second activity, Talin was able to count the pictures of different things in each page correctly. She was counting with ordinal numbers then she gave the total number of each picture. In this activity, Talin showed the ability to count objects correctly more than the first activity. She was confident while counting and she knew what the total number means, so she was repeating the total number twice to make sure that I listened to what she found.

  13. Third activity This activity is about science. I took Talin for a walk around our place and we took a look on the different leaves and different trees that we saw. In this activity we tried to find the tree for each leaves that we found, to see if the tree has different shapes of leaves or the same. I chose this activity because Talin shows interest in the nature especially the leaves, and she feels excited each time she sees leaves on the ground.

  14. Talin was trying to explain the differences between the leaves.

  15. Assessment the child in the Third Activity Talin was excited to see the leaves and talk about them. This is not her first time exploring the leaves, she spent two weeks at the daycare learning about leaves and trees and that what makes her able to identify the differences between leaves. In this activity, Talin showed an ability to recognize the shapes and sizes of the leaves and to tell from where the leaves have come.

  16. Overall Assessment Talin showed appropriate abilities for her age in math and science. She was able to count from one to ten and counting different objects and give the total number for each object. She also have the ability to divide objects into different categories and explain why she does it. Also in the science, Talin was able to talk about the leaves and trees and tried to link each leaf to one of the trees. Talin as a toddler, has a good knowledge of math and science and that will help her later in the preschool.

  17. Implications for the Teachers Teachers have to consider about the differences between children and set up activities that suit with the children age and help them develop their skills. Teachers who work with toddlers have to aware about the activities that they choose and try to explore them before asking children to work with them. Teachers also have to explain for the children how the activity works and what is the purpose of doing it. Finally, teachers have to make sure that children understand what they offering and try to link it to other activity that they have done before.

  18. Implications for the Families Families are playing an important role in children development, so parents have to make sure that their children exposing to different activities at home or outdoor that help them to develop their skills. There are many activities that parents can do with their children to develop their mathematical and scientific thinking. They can go for a walk and talk about nature (trees, cloud, rain ..) or they can stay at home and create a math game from children's toys. Parents also have to make sure that they answer their children’s questions about different things and do not ignor them.

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