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4 pages/≈1100 words
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APA
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Literature & Language
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English (U.S.)
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Topic:

Uses of Lincoln Logs

Essay Instructions:

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.
The scenarios presented below are similar to those that you will likely encounter as an early childhood educator. Put yourself in the shoes of the early childhood educator and apply your knowledge and skills to navigate through each scenario.
Scenario 1
Both Friedrich Froebel and Maria Montessori developed unique materials to support their methods of teaching children. These materials are still used in classrooms today. Imagine that you are an early childhood educator at a preschool where you teach a class of 3- to 5-year-olds.
Part A: Develop an original age-appropriate activity for your preschool class using one of the following.
• Froebel’s cube gift
• Froebel’s parquetry gift
• Lincoln Logs
1. Describe the activity that you have developed.
2. Identify at least two (2) skills that the activity would help develop.
Part B: Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method.
1. Describe the activity that you have developed.
2. What are at least two key differences between the two activities you developed?
Scenario 2
Characteristics of developmentally appropriate practices can be observed in classrooms. Intentional teachers can utilize this knowledge in planning experiences specifically designed for children of various ages to enhance their development and learning.
Below is a list of some of the characteristics that children display naturally. Imagine that you are teaching a kindergarten class of 5- to 6-year-olds. Develop two learning activities that you could use to further nurture the development of these capabilities. Each experience should integrate at least three of the characteristics listed below. Make sure to describe how each characteristic is incorporated into the activities.
Lead Draw
Create Raise questions
Move Solve problems
Create art Try again
Make a plan Read and make books
Initiate Choose wisely
Speak Decide
Scenario 3
Imagine that you are an early childhood educator who teaches a first-grade class of 6- to 7-year-olds. Develop an activity designed to promote reading and/or writing skills. Provide a description of the activity.
Explain how you would adapt this learning experience to be more appropriate for children with four of the following special needs.
• Gifted
• Intellectual disability
• Attention deficit hyperactivity disorder
• Speech delayed
• Hearing impairment
• Visual impairment
• Physical disability
• Epilepsy
• Asthma
 
Scenario 4
As an early childhood educator, imagine that you observe each of the situations below. Fill out the chart below, identifying the most likely cause, the most appropriate preventative guidance technique you, as the teacher, could use, the most appropriate solution that promotes positive self-concept and prosocial behaviors, and the reason why you selected each technique and solution.
1. Mealtime Fight. At age 18 months, highly active Jake climbs out of his high chair long before his meal is finished. Exasperated, his teacher makes him sit at the table until he has eaten all of his food. Soon Jake’s behavior escalates into throwing his food on the floor.
2. Temper Tantrum. Three-year-old Connor falls on the floor and kicks and hits his fists on the floor while he yells. The teacher and three other children are sitting at a table nearby working on puzzles. Connor continues this behavior and looks up every minute or so to see the teacher’s reaction.
3. “Mommy, don’t go!” Four-year-old Angela screams “Mommy, don’t go!” when her mother brings her to the center each morning.
4. Bully. Jenny, a first-grader, is large for her age. When she enters the after-school program each day, she goes around the room pushing the other children and taking toys away from them. No one wants to play with her because of the way she acts.
Cause Guidance Technique Appropriate Solution Reason
Mealtime Fight
Temper Tantrum
“Mommy, don’t go!”
Bully

WordsCharactersReading time
Essay Sample Content Preview:

Assignment
Name
Institution
Course
Date
ASSIGNMENT
Scenario 1
PART A
Lincoln Logs
There are many uses of the Lincoln Logs for the preschool classroom. Under this activity, students are supposed to work on visual motor skills, thinking skills, imagination, and excellent motor skills. Under the Lincoln Logs, I am going to hold discussion groups and the discussion I focus on the individual parts staff of the school, tutors, and students. Teamwork is significant bin the classroom because, without interaction between the teachers, it is very hard to achieve or coordinate. In this case, I would recommend that students should discuss why the different parts of the school suit appropriately. The students will also work together and place the different parts of the logs to form a school. This activity will require the students to use their excellent and visual-motor skills to put the pieces together. They will also need geometry skills to illustrate how different shapes suit together. Imagination and thinking skills will be enhanced by working together and deciding the best structure each group should build. At the end of this project, students will be required to discuss why teamwork is essential in completing the project effectively.
PART B
I will use a different approach in this scenario. I will use a puzzle with knobs on the pieces parallel to what Maria Montessori developed. If these pieces are not put together, then there will be no picture. The knobs in the puzzle will be used to improve the excellent and visual motor skills of the students. Trying to put together the pieces of the problem entails the use of fine and visual-motor skills. Since there is only one place for every puzzle piece to fit, the movement of the teacher in the classroom will be limited. The central focus point of the Montessori Method is the ability of the children to work together with only one correct answer. The difference between the activities in part A and B is the interaction of the teacher and the independence of the students to work. This program was created by Maria Montessori to assist in the development of the individual child. This can be accomplished by developing projects and activities that students are willing to work on their own. Teachers also have the responsibility of arranging the choices and narrowing the decision of children to activities and games with main learning points. However, the choice of these activities is dependent on the choice of the child.
Scenario 2
The first activity will be a play that will be organized by the students in the classroom. Students will be divided into small groups, and each group will perform so that others will watch. Each student will have a role in the play, and these roles are supposed to change anytime the students will be performing the game. One child will be given the task of being a leader, and the leader will compose the theme and the plot of the play. Giving leadership roles to students will foster leadership skills among the students. Other students will also work under the directives of their leaders. Other students will be given the task of writing and illustration the simple version of the play. This will enable the students to work on their illustration...
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