4 please see the attachment Instructions Please read all of the resources for Week 4 before attempting the assignment. If you need to review DAP in

4 please see the attachment Instructions

Please read all of the resources for Week 4 before attempting the assignment. If you need to review DAP in

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4 please see the attachment Instructions

Please read all of the resources for Week 4 before attempting the assignment. If you need to review DAP in early childhood to make sure you are identifying appropriate activities and concepts, the resources for this week include information from NAEYC about school readiness. These resources can be instrumental in helping you make decisions about what to put in your tables.
For this assignment, the emphasis is on the subject domains of Math and Science in early childhood education.
As you know from the readings this week, NAEYC has position statements and/or joint position statements for math and science. You should use these position statements to help you construct this assignment.
· Math: A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM). Adopted in 2002. Updated in 2010.
· Science: NSTA position statement: Early childhood science education
You will construct one table that includes a math component and a science component. The table involves deconstructing informal and formal DAP instructional activities. The categories that you should consider are components of the NAEYC math and science position statements.
The template for the table is included below; you should use the template to guide you. You will notice that the categories you are asked to complete are different for math and science in the final column. For math, you are asked to consider the use of technology. For science, you are asked to consider the use of inquiry.

MATH: DAP ECE Activities

Active Link

Math Concept

Prerequisite Concepts

Strategies

Development

Student

Technology

Informal Activity 1

Informa Activity 2

Formal Activity 3

SCIENCE: DAP ECE Activities

Active Link

Science Concept

Prerequisite Concepts

Strategies

Development

Student

Inquiry

Informal Activity 1

Informal Activity 2

Formal Activity 3

Table 2. DAP ECE Activities
Interpreting the components of the table is included here. All locations are given left to right.
You are asked to identify 3 DAP math activities (you see them listed vertically in the first left column).
· Two of the math activities that you locate should be informal and formative learning experiences.
· One of the math activities that you locate should be formal and summative learning experiences.
You are asked to identify 3 DAP Science activities (you see them listed vertically in the first left column).
· Two of the science activities that you locate should be informal and formative learning experiences.
· One of the science activities that you locate should be formal and summative learning experiences.
Active Link: This is Column 2 in the table and should simply be copying/pasting the active link to the activity. It can be a video or the description of a lesson activity you locate on a professional website on the Internet.
Math/Science Concept: This is Column 3. In this column, you should include the developmentally appropriate concept(s) that the activity is targeting.
Prerequisite Concepts: This is Column 4. In this column, you should include concepts that are required for the child to know and understand before the concept(s) being taught in the activity you select.
Strategies: This is Column 5. In this column, you should reflect on the specific strategies that are involved in the activity to help students learn the target concepts. Here you should also cite the supporting scholarly literature.
Development: This is Column 6. In this column, you should provide information about what developmental domains are being tapped during the activity and how the activity is addressing the developmental domain. In this column, the developmental domains that you should focus on are cognitive, social, emotional, physical, or behavioral. Here you should also cite the supporting scholarly literature.
Student: This is Column 7. In this column, you should include discussion points that reflect how the activity meets the needs of the student. For example, does it build on prior knowledge; include real-world experiences; integrate culture, family, and/or community; address a special need (ESL, learning disability, physical disability); or is it designed for learning styles (e.g., visual, auditory, tactile, smell)?
Math-Technology: This is the last column in the math table. In this column, you should identify how technology is used in the activity or how you could adapt the activity to include technology in novel and appropriate ways as it applies to math.
Science-Inquiry: This is the last column in the science table. In this column, you should identify how inquiry is used in the activity or how you could adapt the activity to include inquiry in novel and appropriate ways as it applies to science.
Length: Approximately 4 pages, this is estimating about 2 pages for math and two pages for science. The table is a template to help you visualize the assignment, and you can choose to use the table and fill in the boxes accordingly or you can incorporate each of the sections into an APA formatted paper. If you visualize it differently and it includes all of the components for math and science listed above and is organized coherently, feel free to be creative and innovative with the format. This is a tool for your toolkit.
References: Minimum 5 scholarly references, including 2 NAEYC position statements and at least 3 peer-reviewed journal articles. You are encouraged to use professional resources if you like but they are supplemental to the required scholarly references.

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