Justification Statement for the Idaho Teaching Standards This is a discussion on child poverty that I created in my FCS 210,

Introduction to Early Childhood Education class. This discussion post provides information on how poverty can affect a childs ability to learn. For example, their parents may not have the time to read to their children or help them with their homework, causing these children in particular to score lower on their tests. After I researched an organization that can help these children, World Vision is a program aimed to combat children living under poverty, their goal being, to build a better world for children, providing all needs and wants for living; health, clean water, education, food and agriculture, child protection, and economic development, the even respond to major disasters and emergency responses. This demonstrates how I meet Idaho Standards for Blended Early Childhood/Early Childhood Special Education Teachers: Standard 1: Learner Development Knowledge 1: The teacher understands how learning occurshow learners construct knowledge, acquire skills, and develop disciplined thinking processesand knows how to use instructional strategies that promote student learning.

According to the article Child Poverty in America, more than thirteen million children in American live in poverty. This number is astonishing. These numbers also take a toll on the childs development. As a prospective teacher the fact that I found extremely interesting was when it came to Early Development of a child and how "young poor children are 3 times as likely not to have a parent read to them as non-poor children and are considerable less likely to recognize all the letters, count to 20 or higher or be able to write their first name. These children would approximately be about the age of kindergarten, where they struggle in with math and reading scores compared to the other children of the socioeconomic status. This statistic comes to show that those who are suffering from poverty, the parents are forced to both work to support basic needs for the family, and while the parents are given the stress to take on financial problems, the children are unable to meet the proper development standards. World Vision is a program aimed to combat children living under poverty, their goal being, to build a better world for children, providing all needs and wants for living; health, clean water, education, food and agriculture, child protection, and economic development, the even respond to major disasters and emergency responses. World Vision sponsors 4.2 million children around the world, but 1.1 million of these children are from the U.S. and serve over 1,600 communities in the U.S. alone.

Justification Statement for the Idaho Teaching Standards This is a group activity on infant development that my team members and I created in my FCS 210, Introduction to Early Childhood Education class. In this group activity my group and I observed a video of two infants babbling back and fourth to one another. Our goal was to observe the developmental behaviors, social-emotional, cognitive, motor, communication, and adaptive development. By observing the infants development behaviors we listed the appropriate behavior under the proper developmental behavior. This demonstrates how I meet Idaho Standards for Blended Early Childhood/Early Childhood Special Education Teachers: Standard 1: Learner Development Knowledge 1: The teacher understands how learning occurshow learners construct knowledge, acquire skills, and develop disciplined thinking processesand knows how to use instructional strategies that promote student learning.

Abi Quinnett Kate Claypool Danica Case Rae Garret Social-emotional: Imitation One child talks and then the other child The babies show the social behavior of mimicking each other one will lift a foot the other lifts a foot ones yells the other yells etc. After one says dadadada repeatedly then the other starts repeating him Cognitive: One is speaking one child lifts foot/leg in air, and pats it down to the floor Cause and effect, they take turns They use their hands when they are talking to each other like they are explaining something Motor: Little steps Toddler 2 holds onto the refrigerator door for balance (stands and walks while holding onto something)--- they are holding the rail of the fridge but occasionally will let go of the rail then go back to it for balance Stomps (Large) Waving arms extended (Large) Wave arms and shake head (Large) Twisting of the wrist from left to right when wave arm left to right (fine) Proximodistal development Communication: Da-da-da-da-da-da-da used (holophrases) Repetition of sounds The two babies giggle back and fourth One child talks and then the other Sign to one another by waving their right arms at one another Adaptive Development: Cause and effect Toileting: still in diapers

Justification Statement for the Idaho Teaching Standards This is a discussion on a way to practice moral development as a primary grade teacher that I created in my FCS 210, Introduction to Early Childhood Education class. The discussion post ideas came from the theorists, Piaget, Vygotsky, and Kahlberg, who established that moral thinking and actions have been thoroughly explained where developmentally the child may be in their on moral growth. Piaget in particular discusses the two moral thinking stages, heteronomy (relying on others to tell you right from wrong) and autonomy (relying on oneself to tell you right from wrong). To reach this golden stage of autonomy I discuss that it is important as a teacher to have a conversation with the student about why they made an inappropriate moral decision and how to handle a similar situation for times to follow. This demonstrates how I meet Idaho Standards for Blended Early Childhood/Early Childhood Special Education Teachers: Standard 1: Learner Development Knowledge 2: The teacher understands that each learners cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners strengths and needs.

As a primary grade teacher working on the moral development of the children in my classroom and witnessing a student looking at another students paper during a test, this would be a prime time to discuss and develop the students moral development. Theorist, Piaget, Vygotsky, and Kahlberg, have established moral thinking, have analyzed moral development and have taken actions where they have thoroughly explained where the child may be developmentally in their own moral growth. According to Piaget there are two stages of moral thinking, heteronomy, the stage of moral thinking in which children are governed by others regarding matters of right and wrong (Morrison, p. 339) within heteronomy relations of constraint is characterized because it is the reliance a child has on others to determine what is right and wrong (Morrison, 339). In the case of a child looking at another childs paper during a test, this child is looking for others for answers and to determine what is right and wrong, thus this is a relation of constraint and heteronomy. The development we will eventually want to see is Piagets second stage, which is autonomy, being governed by oneself regarding right and wrong (Morrison, p. 339). Autonomy will be developed by social experiences where children can discuss ideas and moral situations. This behavior means that the children can exchange opinions and try to negotiate solutions with other peers and adults (Morrison, p. 339). To reach this stage of autonomy as a teacher witnessing a student looking on another students test I would confront the student and ask them to please explain what their moral actions were by looking on the other test. It is important as teachers to discuss the moral decision made and explain the consequence of this course of actions. It is also important to discuss with the student the other ways to handle the situation, may be in an autonomous way, thus creating character education to instill the moral characters, such as, honesty, kindness, respect, responsibility, tolerance for diversity, racial harmony, and good citizenship (Morrison, p. 340).