Policy and decision makers do not always understand the development and educational needs of young children. It is the job of the early childhood educator to advocate for the resources required to meet the needs of all students. Early childhood educators should be ready to provide the information policy and decision makers need to determine the value of differentiated early childhood education programs.
For this benchmark assignment, research a current statute in which the state legislature has made a decision that affects the differentiation needs of early childhood students. Then, write a letter to your legislative representative either for or against the statute, advocating for the differentiated needs of early childhood students.
Two or more of the theoretical concepts studied in this course to support your position.
How you identify the studentsâ readiness for learning in at least two developmental domains (cognitive, linguistic, social, emotional, and/or physical development).
How educational professionals, such as key researchers, speech pathologists, reading specialists, etc. collaborate to evaluate the outcomes of teaching and learning and to adapt and differentiate planning and practice for all students.
How differentiating instruction for young children can positively influence the developmental domains.
Sample Solution
can remember I have always been intrigued and captivated by motion. Whether I was playing with toy cars or riding my bike, I was always interested in why and how things moved and also why they stopped. Even after many years, this interest and intrigue has stuck with me to this day. Last year in my physics class we learned that the two forces of friction and gravity affect all motion on earth, so when we began learning about friction I was very excited. Fast forward to this year, when it became time to start work on our Internal Assessments for physics, I saw the perfect opportunity to delve a little deeper and to expand my understanding on the relationship between friction and moving objects. Background: The coefficient of friction is defined as the ratio between the force required to move one surface horizontally over another and the force holding the two together. This relationship can be represented mathematically by the formula μ=FkNwhere μ represents the coefficient of friction. Throughout history, the work of many famous names including Leonardo Da Vinci, Guillaume Amontons and Charles-Augustin de Coulomb have told us that many factors such as roughness, hardness and elasticity all affect the amount of friction between two surfaces. Just like the coefficient of friction itself, the relationship between temperature and the coefficient of friction is a complicated one that interestingly enough depends on the two materials that come into contact. Many factors that contribute to the physical makeup of a material such as molecular structure, molecular density and characteristics such as thermal expansion, contribute to how easily an object slides across a surface, and many of these properties change along with temperature. A real world example of this is how race car drivers warm up their rubber tires in order get a better grip on the race track. This example, along with all of my research led me the hypothesize that I would see very much the same outcome in my own experiment and that I would find that the coefficient of friction increases as temperature increases.>
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can remember I have always been intrigued and captivated by motion. Whether I was playing with toy cars or riding my bike, I was always interested in why and how things moved and also why they stopped. Even after many years, this interest and intrigue has stuck with me to this day. Last year in my physics class we learned that the two forces of friction and gravity affect all motion on earth, so when we began learning about friction I was very excited. Fast forward to this year, when it became time to start work on our Internal Assessments for physics, I saw the perfect opportunity to delve a little deeper and to expand my understanding on the relationship between friction and moving objects. Background: The coefficient of friction is defined as the ratio between the force required to move one surface horizontally over another and the force holding the two together. This relationship can be represented mathematically by the formula μ=FkNwhere μ represents the coefficient of friction. Throughout history, the work of many famous names including Leonardo Da Vinci, Guillaume Amontons and Charles-Augustin de Coulomb have told us that many factors such as roughness, hardness and elasticity all affect the amount of friction between two surfaces. Just like the coefficient of friction itself, the relationship between temperature and the coefficient of friction is a complicated one that interestingly enough depends on the two materials that come into contact. Many factors that contribute to the physical makeup of a material such as molecular structure, molecular density and characteristics such as thermal expansion, contribute to how easily an object slides across a surface, and many of these properties change along with temperature. A real world example of this is how race car drivers warm up their rubber tires in order get a better grip on the race track. This example, along with all of my research led me the hypothesize that I would see very much the same outcome in my own experiment and that I would find that the coefficient of friction increases as temperature increases.>
