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Professional Preparation Self-Reflection Presentation

Lino (2016) argued “teachers need to know the developmental characteristics of children in order to select appropriate materials. . . to address children’s needs, interests and rights, and create provocative learning environments that challenge the children and promote their learning and development” (p. 9). Furthermore, the author emphasizes the importance of understanding the interrelatedness of domains of development. In addition, Akkoyunlu, Menzi Çetin, and Dağhan (2016) promoted the importance of pre-service teachers engaging in reflective thinking experiences to help transfer knowledge gained to the learning environment. Consequently, this final presentation provides you the opportunity to reflect on your learning throughout this course, demonstrate your mastery of professional standards, analyze how domains of development are interrelated, and discuss how this knowledge will serve you in achieving your professional goals.

Review the standards guide from the National Association for the Education of Young Children (NAEYC) 2010 NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs. (Links to an external site.)
Review the activities you have completed throughout this course to identify artifacts (completed work from your discussions and assignments), which show your growing mastery of the NAEYC Standards. You will choose one artifact for each of the following NAEYC Professional Preparation Standards for a total of five artifacts:
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
Two more NAEYC Professional Preparation Standards of your choice

Sample Solution

pay for war risk premiums if conflict was to break out. The heavily contested region has a rich history of maritime navigation, exploration and trade dating back to as early as 5,000 years ago. Many of the sea merchants in the region’s early history would have rarely gone on the land. In fact, as late as in the 1960s these indigenous “sea gypsies” continued to live most of their lives out at sea. The region possesses a legacy of trade has been international throughout history: the spread of Islam around the region through Arab navigators in the 8th and 9th century, Chinese navigation in the early 15th century, as well as the spice trade throughout the colonial era all reflect a complex historical background of cultural diffusion and socioethinc diversity. Inconsistent map evidence has also added to the ambiguity of who owns the islands. The earliest maps often cited the islands as a threat to ships, warning sailors of potential dangers. Even navigational maps drawn by famous navigator Zheng He showed the islands as areas to avoid. Many maps in the colonial era inherited a lot of these traits, with many depicting a chain of non-existent islands in areas which ships would often avoid (Hayton 2016). Up until the 20th century, there was very little interest in the islands, but as countries in the region gained independence, founded new governments and established their claims, new sources of tension emerged. Many of the modern claims result from each country adapting the region’s history in their favour, for example, arguing that their nationals have been fishing around the islands or parts of the sea for centuries. But due to the highly interrelated histories of the region, no sole claimant has been able to provide conclusive historical evidence of exclusive control over the sea or islands, thereby invalidating claims that supersede modern delimitations (Mirski 2015). In accordance to UNCLOS, coastal and archipelagic states are subject to territorial sea extending 12 nautical miles from their coastline, in which sovereign territorial rights are exercised. In addition to this, states are subject to an Exclusive Economic Zone (EEZ) which extends 200 nautical miles from their coastline (see Figure 1). W

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