Peer Response 2

  • Respond to your peers’ posts. In your response, explain how your peers’ suggested activity specifically upholds any of the six NAEYC standards for early childhood professional preparation, which are summarized in the Where We Stand on Professional Preparation Standards (Links to an external site.) resource. Describe all standards your peer upheld and how, and include suggestions on how they might incorporate any that are missing.



Hello Class-

The name of the child I chose is Bradly he is 2.  The setting that we would be in would be a two-year-old daycare classroom.  It would be set up with all the fun tools of learning and helping children grow and develop.  So for Bradly, he in what I have read is a typical 2 year old and is still in need of some tools to help him develop and grow.  Reading the NAEYC article and all that it entails when looking for great tips on what may be needed to help with Bradly it looks like I would want to try some guided learning with him by setting up groups with me leading the learning and helping him with words and sounds I would even work on some hands-on activities with the whole group and I would sit next to him and if he is having some issues help him.  With using more guided he would pick up more vocabulary and hands-on experience.  I would also during the guided learning do some match games to help him recognize more items like animals his coat and maybe some pictures of others.


The activities will be done after group time where there are is time set up for guided or center-based learning where I and my co-teacher sit with a couple of the groups that are set up for either learning or fun play.  With the guided group it will be fun learning games where for Bradly he can listen to me and the other kids talk and he can work more on his speech and also by pointing at the picture for the game of either animals or outside gear or other items that we are learning about.  Also, a lot of hands-on learning where he can work on his cognitive.  But the main will be on his speech and associate items that he may know or something new that he does not know about and is something new to him.  But knowing that he needs more learning on vocabulary and recognition those are going to be the main focus of the learning for him.  Reading what NEAYC has to talk about and using all the information is helpful.  Helping Bradly is going to be the main goal and for any other child in my class that is in need of help is my main goal.

I will gather any information I can and print out and make fun activities throughout all my searching.  Matching games and speech games are going to be a must and I will print out pictures and copy items to help me with the learning games. How these activities are lined up with NEAYC is for the fact that they are going to be a guided learning activity and also having small groups and designated activities is how it will go along with it.  Working on verbal and recognition are with what NEAYC goes with and making sure literacy is involved is a NEAYC thing.  I



Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The case of brain science and guided play: A developing story (Links to an external site.) (Links to an external site.). Retrieved from (Links to an external site.)