PANGASINAN STATE UNIVERSITY

SCHOOL OF ADVANCE STUDIES

Bayambang, Campus
Bayambang, Pangasinan

JEARESSE ARA D. RAMOS

FINAL EXAM IN ECED 212

A. As a preschool teacher choose and discuss which curriculum is most appropriate to

be used in your KD Class considering their age, developmental domain, resources and
materials in the school/ community?

Simply put, developmentally appropriate practice takes into account those aspects of
teaching and learning that change with the age and experience of the learner. We
know, for example, that children aged 4–6 learn better through direct, interactive
experiences than through traditional teaching, where the learner is passive and
receptive. Developmentally appropriate practice has two dimensions. First, it is age-
appropriate: it reflects what we know about how children develop and learn. Second, it
is appropriate to the individual child: it takes into account each child's own
development, interests, and cultural background. Teachers need to consider both
dimensions. Knowing the child's age gives one a general idea of what kind of toy would
be suitable, but without knowing the individual child—her interests, whether she's
“young” or advanced for her age—one can't choose with confidence.

B. What approach, strategies will suit the learning needs of children whose age range
from 4-5? Why?

Modeling

Most kids don’t learn simply by being told what to do. Teachers use a strategy called “I
Do, We Do, You Do” to model a skill. The teacher will show how to do something (“I
do”), such as how to do a math problem. Next, she will invite kids to do a problem with
her (“we do”). Then, kids will try a math problem on their own (“you do”).

This strategy can help with these issues:

All learning and attention issues: When used correctly, I Do, We Do, You Do can
benefit all learners. That’s because a teacher can provide support during each phase.
However, teachers must know what support to provide. They also need to know when
students understand a concept well enough to work on their own. Think of it like
riding a bike: The teacher needs to know when to take off the training wheels.

Multisensory instruction
-is a way of teaching that engages more than one sense at a time. A teacher might help
kids learn information using touch, movement, sight and hearing.

This way of teaching can help with these issues:

 Dyslexia: Many programs for struggling readers use multisensory strategies.

Teachers might have students use their fingers to tap out each sound in a word,
for example. Or students might draw a word in the air using their arm.
 Dyscalculia: Multisensory instruction is helpful in math, too. Teachers often
use hands-on tools like blocks and drawings. These tools help kids to “see”
math concepts. Adding 2 + 2 is more concrete when you combine four blocks in
front of you. You may hear teachers refer to these tools as manipulatives.
 Dysgraphia: Teachers also use multisensory instruction for handwriting
struggles. For instance, students use the sense of touch when they write on
“bumpy” paper.
 ADHD: Multisensory instruction can help with different ADHD symptoms.
That’s especially true if the technique involves movement. Being able to move
can help kids burn excess energy. Movement can also help kids focus and
retain new information.

C. Pretend that you are the coordinator of the preschool in your district and you were
invited to give a message in a program, your audience are parents, school
administrators and teachers. Write your speech/message that will focus on educating
young learners in not more than 500 words.

From: Jearesse Ara D. Ramos

Woodside Preschool Director

Greetings and welcome to Woodside Preschool’s home . Thanks for your interest.
Woodside Preschool, founded in the fall of 1991, has a long and rich history of
providing children and their families with thoughtful support and care. Part of what
makes this school special is the amazing resources on campus that our children get to
enjoy. The Pre-K enjoys visits to the library, the garden, the science lab, and the
design lab every year. Of course, our classrooms are mini libraries, gardens, science
labs, and design labs each and every day.

Another aspect of our school worthy of highlighting is our philosophy. We are proud to
offer children and their families a play-based program. My favorite characteristic of
play-based early childhood programs is that they fundamentally treat young children
with respect. We are essentially inviting children to play, explore and create–to do
what comes naturally to them. We understand the value of play and our teachers are
careful observers and students of our children’s play–always looking for ways to
extend and scaffold learning opportunities.

We know that young children need warm support and guidance. We balance our
attention to their social-emotional needs as well as their questions, interests and
ideas. While we understand the value of play and focus daily on social-emotional
development, we also know where our children are headed. We monitor and support
their development cognitively and academically and make sure they are getting
opportunities to develop skills that will help make their next educational transition
smoother. In this way, we support the development of the whole child and lay the
foundation for confidence in future academic endeavors.

Our teachers genuinely enjoy their work and are constantly supported and encouraged
in their efforts to develop professionally. They and the children are the heart and soul
of the program but the families and caregivers also help make this community special.
Everyone here is truly interested and invested in the children. We support one another
in our efforts to give our children the warmth and support they need to develop a
lifelong love of learning. We all see it as a great partnership and when the children
benefit and thrive, we all do. Thanks again for your interest in our school.