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Jump! by Scott M. Fischer

Kayla Harrison
Dr. Perkins
March 31, 2015

Through completing the Early Childhood Cultural Competence Scan, I was able to
focus more on cultural details of the school, and classroom that I am involved in. The school and
classroom create respectful, encouraging, and supportive environments for the children to learn

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and develop. The students are encouraged, guided, and respected by the staff and teachers. The
classroom I am in is one of the most supportive, fun, and engaging classroom environments I
have ever been a part of. My cooperating teacher is encouraging, diverse in her instruction, and
supportive of the childrens decisions and interests.
My lesson on rhyming and concepts about print was influenced by what the teacher had
been working on with the students for the month of March. The children have been exposed to
most of Dr. Seuss books that rhyme, and have been working with rhyming words in additional
activities. One day, a staff member came in to read a story with the children. The story was
about the different shades of skin color. The children learned that every skin color is different,
and that skin color does not determine someones personality and abilities. Through my lesson, I
want all the children to feel accepted, and feel free to share their ideas and thoughts. I think that
the book they heard, The Colors of Us by Karen Kutz, has helped them become aware of their
thoughts of others, and has helped them become more accepting towards others. The reason why
I chose to do a small group lesson is so the children could learn whats behind everyones skin
color, and get to know one another on a deeper, more personal level. This also gives the children
more one-on-one time with me, the teacher, and helps us to form a bond.
Each child, coming from a different background and culture than the others, will have
knowledge of different animals. I wanted to discuss with the group what animals they know of,
and what they know about them. This discussion promotes acceptance of different cultures. It
also allows a chance to get to know information from and about a different culture. By the end
of the lesson, students will be able to put on a roleplaying production for families of all different
cultures. In this roleplaying production, the students will act out different animal roles, and retell

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the story of Jump!. This engages students in a fun and unique experience that will help them
learn to speak in front of others, feel confident about their abilities, and to retell a familiar story.
The NAEYC Standard 2c (Brinks, 2009),Involving families and communities in their
childrens development and learning, is one of the purposes of my lesson. Another purpose is to
further knowledge of rhyming words. My goal is to have students review familiar rhyming
words and sounds, then learn a few new ones with my guidance to add to their knowledge. This
would be an example of scaffolding, which comes from Vygotskys Zone of Proximal
Development (Morrison, 2014, p.74). The purpose of scaffolding is to help the children move
from the current point of development, with guidance, to the next highest point where they will
need less guidance. They will, eventually, reach a point where they will be able to perform the
task individually with no guidance.
Children in preschool need guidance from adults in most areas of development. It is my
job as an educator to guide children, to encourage them, and to further their knowledge of the
world. I believe that through my lesson, I will be able to achieve these things. I will guide the
children through discussions about the text, and I will guide them through the sorting activity. I
will encourage them when they are performing in front of the class, and their families. I will
further their knowledge of rhymes when we are discussing new rhymes, animals through
discussion about the story, and cultures through connecting and collaborating with other students
for the performance. My goal is to form connections between families and the school. Also, to
involved families in their childrens educational experiences.

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Brinks, B., Bullard, J., Cruz, J., Fredericks, S., Johnston, J., Rust, F., & Thomas-Fair, U. (2009,
January 1). NAEYC Standards for Early Childhood Professional Preparation Programs.
Retrieved March 30, 2015, from
Morrison, G. (2014). Fundamentals of Early Childhood Education (7th ed., p. 74). Upper Saddle
River, N.J.: Merrill.