Part 1
The family is the most basic unit of culture. Most importantly, it acts as a template for learning especially for an individual in their early development stages. Part of what a person acquires from the family includes values, perceptions, and worldviews about life. Throughout my entire life from a child to a young adult, I have learned a host of values from my family that in numerous occasions coincided or conflicted with the current community setting. It remains fundamental to note that the community is also an essential aspect of a culture and involves a diverse set of principles and philosophies that individuals are required to show adherence. I learned from my parents that success only comes through hard work. They believed in going beyond the comfort zone to achieve the best that one could get. I found this value synonymous with the school culture which also required the student to show commitment and dedication to improve academically.
My mother also inculcated a sense of patience on me. She perceived that patience was a virtue that enabled an individual to succeed at the most opportune time. The church which I attend today also emphasizes patience as a critical Christian virtue. My pastor regularly teaches that good things only come to those who wait. The constant reminder I received from my father was always to remain honest irrespective of the situation. Here, he meant that I should always stay truthful and avoid any conflicting interests that would taint my moral image. During examination days in school, the overriding principle expected to guide the student base was honesty. Exam cheating was not only regarded as immoral but also a reprehensible act that warranted an immediate suspension from school. Therefore, this value was immensely significant to my educational development.
Delegate your assignment to our experts and they will do the rest.
Justice and fairness are vital values that my family has continued to center on until today. They believed in equal opportunity to every member of the family irrespective of the position one occupied. However, this is not a value that the community has shown mindfulness about. For instance, at school, only students that perform better are accorded privileges such as going out for trips and receiving recognition during parent's days. I find this in contrary to the general principle of justice and fairness. I also learned about humility from our family and the need to avoid narcissist tendencies. The school, and most importantly, my church have played a significant role in demonstrating the importance of being humble and kind to others. Lastly, I acquired the value of integrity from my family which has since had an essential place in the school today. The school holds integrity at its core citing that uprightness and truthfulness are fundamental drivers to success.
Part 2
Age-Appropriate Activities
The child will first engage in a dress-up session where the materials required will include costumes and old clothes. The objectives of the dress-up session will be for the student to acquire skills such as creativity, language, imagination, and social development. The person-in-charge will be required to avail a pile of clothes and guide the child to play while dressing up. The modifications that can be made here include encouraging group play by adding two or more children of the same age. The second activity will be a toy hide-and-seek game. The material required for this endeavor is only a toy. The aim of the session will include acquiring problem-solving, listening, memory, and social skills (Bredekamp, 2014). The process will begin by hiding a toy in somewhere in the house. The child will then be asked to locate it. Some of the modifications that could be done include introducing a search guided by flashlights or hiding several toys at one time.
The third activity will be known as body tracing. The objective of the session includes promoting a sense of self-control, self, and enabling the child to identify with their different body parts (Bredekamp, 2014). The child will be required to lie on a huge piece of paper and the outline of their body traced. However, caution should be taken not to impose anything on the child. Modifications can be made in case the child does not want to lie still. As such, the tutor can begin by tracing their hands and foot.
Dual language
Lessow-Hurley (2012) asserted that statistics show that approximately one in every three children in the United States lives in a household where English is not the spoken language. However, research has shown that dual language learners have what it takes to excel in a diverse society. Language acquisition is an essential aspect of childhood development. Therefore, as part of meeting the needs of the dual language learners, the tutor must invest in guided interaction. Here, the teacher will use both verbal and non-verbal cues in a collaborative fashion thus enabling the children to comprehend what is required of them. The use of visual learning will also be of immense help to the dual language learners. For the children who are not efficient with either of the language, visual aids will play a significant role in ensuring that they grasp concepts.
The teacher can also ensure that they create more group work to ensure that dual language students can increase their proficiency in a particular language by learning from the rest of the members (Lessow-Hurley, 2012). The teachers must also remain cognizant to allow a certain degree of scaffolding using the child's native language.
References
Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation. Upper Saddle River, NJ: Pearson.
Lessow-Hurley, J. (2012). The foundations of dual language instruction. Pearson Higher Ed.
