Question

Create a group time with goals and materials that focus on phonemic awareness

Identify ways programs and child care centers can build family-school partnerships and what strategies you could use to facilitate family-school communication.
Based on your readings and your knowledge of developmentally appropriate practice, create a set of guidelines for using computer technology in early childhood settings. Create guidelines for each age group: toddlers, 3-4, 5-6, and 7-8-year-olds.
This is a reflection question-part of our job as educators is to reflect on what works, what doesn't, etc. Reflect on this class and answer these questions:
*What did you find most useful that you will be able to use in your classrooms? (or future classrooms or care)
*What did you learn that you did not know before?
*If there was anything you would change about the course, what would it be?

Answer 1

Step-by-step explanation:

Group time with goals and materials that focus on phonemic awareness:

Goals:

To develop children's phonemic awareness skills, including the ability to recognize and manipulate individual sounds in words.

To promote language development and vocabulary building through fun and engaging activities.

To encourage children to be active listeners and thinkers.

Materials:

Picture books with rhyming words and alliteration

Letter tiles or magnetic letters

Phonemic awareness games and activities, such as "I Spy" or "Guess the Word"

Audio recordings of stories or songs with emphasis on sounds and phonemes.

Ways programs and child care centers can build family-school partnerships:

Hosting family events and workshops to discuss child development and learning goals

Providing regular communication to families about their child's progress and activities in the program

Encouraging families to be involved in classroom activities and volunteer opportunities

Collaborating with families to identify their goals and values for their child's education and development.

Guidelines for using computer technology in early childhood settings: Toddlers (1-2 years):

Limited use of technology, only as a supplement to hands-on experiences and with adult supervision.

Interactive apps and games that promote basic skills such as cause-and-effect or spatial reasoning.

3-4 year-olds:

Introduction to basic computer skills such as using a mouse or keyboard.

Educational apps and games that promote literacy, numeracy, and creativity.

Limited screen time and frequent breaks.

5-6 year-olds:

More complex computer activities, such as online research or creating digital projects.

Continued focus on educational apps and games, but with increasing emphasis on critical thinking and problem-solving skills.

Setting clear expectations for safe and responsible technology use.

7-8 year-olds:

Increasing independence in technology use, with continued adult supervision and guidance.

Opportunities to explore coding and other technology skills.

Encouraging critical thinking and evaluation of online content.

Reflection:

The most useful thing I learned from this course is the importance of play-based learning and child-centered approaches to education.

I learned more about the specific developmental milestones and needs of young children in different domains, such as language, cognitive, and social-emotional development.

If there was anything I would change about the course, it would be to incorporate more practical, hands-on activities and discussions about implementing these concepts in real-world settings.