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Summary ECE624 Wk3 PlayRubric.docx ECE624 Play Rubric ECE624 Advanced Topics in Child Development Learning (ETB2104A) Play, Transitions, and Disruptions Rubric Play is beneficial for learning and appeals to the multiple intelligences of children. Accordin$7.49
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Summary ECE624 Wk3 PlayRubric.docx ECE624 Play Rubric ECE624 Advanced Topics in Child Development Learning (ETB2104A) Play, Transitions, and Disruptions Rubric Play is beneficial for learning and appeals to the multiple intelligences of children. Accordin
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Course
UAGC
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Ashford University
ECE624 Wk3 PlayR ECE624 Play Rubric ECE624 Advanced Topics in Child Development Learning (ETB2104A) Play, Transitions, and Disruptions Rubric Play is beneficial for learning and appeals to the multiple intelligences of children. According to Weissman & Hendrick (2014), €œPlay is essentia...
ece624 wk3 playrubricdocx ece624 play rubric ece624 advanced topics in child development learning etb2104a play
and disruptions rubric play is beneficial for learning and appeal
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ECE624
Play Rubric
ECE624 Advanced Topics in Child Development Learning (ETB2104A)
Play, Transitions, and Disruptions Rubric
Play is beneficial for learning and appeals to the multiple intelligences of children.
According to Weissman & Hendrick (2014), “Play is essential to the social, emotional, cognitive,
and physical well-being of children beginning in early childhood” (Sec. 3.1). Play promotes
physical development through movement, hand-eye coordination, fitness, and health. Fostering
physical play strengthens motor skills, enables children to connect with nature, and is important
for promoting overall health and minimizing child obesity. Creative play engages imagination
and is imperative for fostering divergent thinking. Play also promotes positive social
development and interaction with others. Bronfenbrenner’s Ecological Theory views children at
the center of various learning levels as active participants in their own learning.
Bronfenbrenner’s ecological system solidifies, “the interconnectedness of children’s learning
influenced by different types of environmental systems” (Keung & Cheung, 2019, p. 628). Peers
and early childhood educational interaction are also present in the microsystem and affect social
development. “Through group playing, children can build relationships with others and learn
how to resolve conflicts with peers. Play also links to affective development, such as empathy
and emotional expression (e.g. Galyer and Evans 2001)” (Keung & Cheung, 2019, p. 628). Peer
interaction experienced during play facilitates the social skills needed for interaction and shapes
the way children will view and treat others. Including these areas of play within the rubric ensure
that the classroom appeals to the development of the whole child and fulfil multiple
intelligences.
21st century education is built on the foundation of key subjects paired with
interdisciplinary themes like global awareness, finance, as well as, civic, health, and
, environmental literacy. 21st century education provides these aspects of learning and
fosters equity and social justice by providing students with greater awareness. In addition,
innovative skills such as communication, collaboration, critical thinking, problem solving,
and creativity are also encouraged with 21st century education. Collaboration is key for
creating an environment that fosters social justice. “The goal is to create a climate of
respect for diversity through students learning to listen with kindness and empathy to the
experiences of their peers” (Picower, 2012, para. 2). Educators must teach and model
respect for others by facilitating an environment of inclusion, acceptance, empathy, and
understanding for experiences. Acknowledging and valuing students is an important step in
creating a classroom for social justice (Dell’Angelo, 2016). This rubric provides a guidance
to ensure the whole child is being engaged by play within the environment, and that the
environment fosters social development and collaboration.
Play, Transitions, and Disruptions Rubric
CATEGORY Highly Effective Improvement Not Evident
Effective Needed
Play promotes Physical activity, Some physical Little physical activity, No physical activity,
physical movement, and hand- activity, movement, movement, and hand- movement, and
development eye coordination are and hand-eye eye coordination hand-eye
incorporated on the coordination activities are offered coordination
lesson plan several activities are offered on the lesson plan activities are present
times a day, both on the lesson plan once a week. Group on the lesson plan.
indoor and outdoors, in several days a week, times lack movement The group times
an array of activities both indoors and and do not provide an lack movement and
that promote fitness outdoors. Some outlet for physical do not provide
and health. Movement group times include expression. Outdoor physical expression.
is incorporated in movement and play is the man means
group times, and the provide physical of physical play.
classroom has a expression.
designated area for
physical expression.
Play promotes Creativity and critical Creativity and Creativity and critical Creativity and
creative thinking is promoted critical thinking is thinking is promoted critical thinking is
development on the lesson plan each promoted on the once a week. Some not promoted. Art,
day. Art, block, lesson plan several art, block, science, and block, science, and
science, and dramatic times a week. Art, dramatic play dramatic play areas
play areas are clearly block, science, and materials are available are not defined.
defined and are dramatic play areas but areas are not well There are no
inviting. Each center are defined and defined. Centers are materials in center
area is fully stocked stocked with lacking materials for areas to support
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