What are the developmental characteristics of the target population (learners) that would have an impact on how they learn and how you plan to teach them? Provide sufficient evidence to illustrate your knowledge of this population and use complete sentences in constructing your response. Support your response with evidence and citations (references).
Social-emotional development refers to the capacity of an individual for mature interaction with another person or a group. Parents have a well developed social-emotional development that will make it easier for them to interact with the instruction (Morrongiello, 2013). Therefore, they will be able to learn more about child safety. The social-emotional character enables the parents to have a smooth conversation with the instructors and ask them the question that can help build more understanding of child safety at home. For example, the parent can ask the instructor on various types of suffocation, their causes and they can be prevented.
Moral development refers to the learners ability to make principle decision and how to treat the instructor during the learning process (Morrongiello, 2014). Therefore, they will be able to learn quickly and make appropriate decision concerning children safe at home
2 What questions would you like to ask the program director to learn more about the target population? The questions you ask are expected to provide responses that will assist you in planning instruction for the target population (learners).
I would like to ask the program manager the characteristic of the target population. What are the compositions of the target population is it made up of women, men or combination of both. I would like to know from the program manager if the target population as got their get injured or dead due to the topic of discussion. Finally, I would like to know from the program manager the duration of time required to educate the target population on the selected topic.
3 What three essential points or themes do you think should be included in the content that will be taught? List by priority, (#1 = highest priority, #3 = lowest priority) and justify your prioritization.
The causes of suffocation among the children
Importance of safety belt among the kids
Physical barriers as a safety concern for children under the age of 3 at home.
Poisoning of the young children under the age of 3 years
4 Since the information you have about the learners is limited, in preparation for developing your teaching plan, what assumptions did you're you make about the learners and the learning environment? For example, you assumed that ten students would attend the class. Note: Your assumptions need to be realistic.
First assumed that the there will be a combination of both genders with women outnumbering men since they are more attached to the kids. I assumed that young parents would be more in attendance since they are not well conversant with the topic of discussion, therefore, the desire to learn about it. Finally, I assumed that the target population would be a combination of educated and unlearned group thereby there will be a need of slow and effective elaboration on the topic of discussion.
5 Teaching-Learning Principles
Cite three teaching/learning principles and explain how each principle guided your planning decisions.
Teaching-Learning Principles includes:
The learning environment must be supportive and productive-it help to easily understand the demand of the target group thereby making necessary adjustment.
The learning environment must promote interdependence, independence and self-motivation- it helps me in understand the capability of each learners hence promoting effective interaction
There is a need for background; perspectives as well as interest reflected on the learning program by the target group, the learning principle helps in ensuring that the topic of discussion is relevant to the need of the learning group.
6 Write a health teaching plan based on the three concepts identified. The teaching plan must include:
a.Learning outcomes (Objectives)
Develop objectives to meet the concepts you plan to include in your teaching plan.
This should be a topical outline that identifies the topics and subtopics in your plan.
Specify how much time will be allotted for topics and subtopics of the content outline
Identify the different methods that will be used and indicate where in the plan the technique will be used.
Specify resources, materials, and supplies that will be needed; indicate when and where they will be required.
Include your method for evaluating whether or not your objectives were met. Include the tool, such as the quiz, exam, questions, that you plan to use.
Topic/concept Learning outcomes Content outline Timeframe Teaching Strategies/ methods Resources/material needed Evaluation method
Suffocation -To reduce injuries and death among kids below three years by 80%
-To identify main causes of suffocation among the children
-to come up with measures of keeping the kid from preventing the kids from suffocating Suffocation
Types of suffocation
Causes of suffocation
8-11 am -open discussion
Demonstration using pictures
Food and small kids will be required during class session to demonstrate how they can easily suffocate kids The qualitative method of evaluation will be used to determine whether learning has taken place. Question will be asked, and learners will provide answers on the topic of discussion
Safety Seat To find out -the major reason for child injuries in a car crash
-To identify ways of preventing kids from injuries and death during accidents Safety seat
Role of parents in ensuring safety of the kid inside the car
Precaution measure for kids on safety seat
1-3 am -Braining Storming
-Lecturing methods A car with a safety seat will be required outside the discussion room to show how kids can be safely tied in the seat with a seatbelt. Both qualitative and quantitative methods of evaluation will be used. A short test of 5 question will be given to the learners to engage the level of understanding.
Physical barrier -To find out the appropriate location of the physical obstacles like pond within the homestead
-To find out measures that should be put in place to help in securing the barriers Physical barrier
Suitable site for construction of physical barrier
Measure of protecting physical obstacles like pond 3-5 am -Buzz group method
-Role play methods
-tutorial method A trough full of water to act as a physical barrier like ponds.
A wire mesh for use in fencing around the trough to demonstrate measures that can be used to protect the pods out of reach of the child. A quantitative method to evaluate the learners understanding of the protection of the physical barriers like a dam in the homestead.
Morrongiello, B. A., McArthur, B. A., & Bell, M. (2014). Managing children's risk of injury in the home: does parental teaching about home safety reduce young children's hazard interactions?. Accident Analysis & Prevention, 71, 194-200.
Morrongiello, B. A., Sandomierski, M., Schwebel, D. C., & Hagel, B. (2013). Are parents just treading water? The impact of participation in swim lessons on parents judgments of children's drowning risk, swimming ability, and supervision needs. Accident Analysis & Prevention, 50, 1169-1175.
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