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Essay / Research Paper Abstract
This 15 page paper provides an overview of activities and lesson plans related to the theme of vegetables used in kindergarten education. Bibliography lists 3 sources.
Page Count:
15 pages (~225 words per page)
File: MH11_MHvegelp.rtf
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Unformatted sample text from the term paper:
and engaging lesson plans based on the concept of vegetables, educators should consider some of the foundational information that can be integrated into these lesson plans and use these as
the basis for lesson plans and corresponding classroom activities. Specifically, the subject of vegetables can be broken down into elements that include: vegetable characteristics, preferences, climate, plant
parts and colors. These five concepts can be used in each of the five identified content areas, to direct instruction and develop programming that meets the needs of a
varied learner population. Children in kindergarten, children between the ages of 5 and 6, have the opportunity to explore an array of information about a specific subject, through the
development of concept-related materials and activities. The basis for the activities in lesson plans in each of the content areas is the concept of creating developmentally appropriate practices.
"Developmentally appropriate practices may be described as procedures and routines that are consistent with childrens natural course of development" (Rog, 2001, p. 7). This may mean developing programming
that takes into consideration the necessary processes that will "nurture healthy emotional, social and cognitive growth," while essentially supporting a natural learning process, but may also mean developing instructional strategies
as well (Rog, 2001, p. 7). One of the difficult elements about creating these kinds of instructional strategies is that there are distinctly different perspectives on exactly how to
apply these practices; some educators believe that students should be provided with multiple learning opportunities, and should select and explore without direction; others believe that direction is a natural component
of creating appropriate practices that meet the needs of a varied learner population. The balance between these two perspectives is the best approach to creating instructional methods that enhance
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