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Students were asked to match the written  numbers on the plate with the proper amount of cookies. This is an example of a developmentally appropriate practice because children can count , but not do math  formally. During this math center, students received help from the teacher assistant. I saw how students were able to do informal addition and subtraction when trying to figure out how many more or less cookies they needed to reach the number on the plate.

This activity can connect to the reading that talks about cognitive development. The text states that cognitive development is a process of acquiring knowledge through language, thought, and reasoning (StudyLib, n.d). The text also states that knowing colors and understanding the difference between quantities is part of cognitive development. Similarly, the math activity represents how children use cognitive skills to see the number and understand its quantity. Through this activity, children are acquiring number sense.

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In this activity, students had to trace the letters of the alphabet with play dough. During literacy center, students were able to do a couple of letters and then play with the play dough. This is an appropriate activity for children because the worksheets have big letter and vibrant pictures.

According to the text, knowledge is processed through sensation and hands on activities for those who have bodily kinesthetic intelligence (StudyLib, n.d). This is an enriching experience for all students especially for those who may embody this type of intelligence. Children are exposed to early literacy practices through the action of playing.

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Free play is a developmentally appropriate practice because children get to chose what materials to play with and which station to play at. During free play, I saw many children playing house, pretending to mop, clean, fed the baby, and cooking food. This can be considered dramatic play because children were taking on the roles of "mom" and "dad."

During free play, I heard one of the children pretending to talk to another parent about their baby through a cup. This concept displays Piaget's theory on cognitive development. Piaget believed that cognitive development involved symbolic thinking. Symbolic thinking refers to the idea that symbols and objects represent events and materials that are not present in the environment (StudyLib, n.d).

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Students were engaging in the science center by playing "wrecking ball." The wrecking ball activity consisted of children building a wall with blocks to knock down. Aside from children having fun, they were learning about force and momentum. They had to figure out how hard and how far away they must swing the ball to knock the tower over.

Additionally, this was an activity that required a lot of team work skills. Students communicated with each other about who was going to go next, deciding who was going to build the blocks, and talking to each other about how amused they were. This demonstrates Vygotsky's developmental theory because he believed that children learn through social interactions and experiences (Davidson Films Inc, 2010).  In this activity, students are learning cause and effect concepts ny playing together.

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Children are able to play with the magna tiles during free time. Children can build and create an endless amount of things with these toys. In this case, students were playing with the magna tiles to create a "home for their animals."

This is an example of a developmentally appropriate practice because children are practicing their fine motor skills and cognitive skills. Children use their fingers to grasp, hold, and place the tiles ( StudyLib, n.d). Children also used their critical thinking skills, problem solving skills, and creativity for creating this (StudyLib, n.d).

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During music time, children get the chance to move and sing along to educational songs. Music time occurs right after recess and sometimes the teacher uses it as brain breaks in between activities. In this picture, students were singing along to the "Milkshake" song in which they had to move like a milkshake. They were also following along to the video of exercises in Go Noodle.

This activity relates to the idea of Gardner's theory of multiple intelligences because singing along to these songs can help support music intelligence in students (Practical Psychology, 2016). Aside from students developing an interest for music, they get to develop their gross motor skills. When children dance they must use and move their whole body, aiding their physical development (StudyLib,n.d).

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For this activity, students had to identify the name of the objects and then place them in the bin according to the first letter of the object. This is an appropriate activity for the students because students are engaging in phonological awareness and literacy skills without actually reading. This is an oral activity and visual activity because students see the visuals and listen to the beginning sounds.

This activity can connect to Vygotsky's concept of scaffolding because the teacher would assist if the student did not know the sound or name of the object. If the student did not know the beginning sound she would emphasize the sound and limit the options of bins by narrowing them down to two choices. Scaffolding refers to assisting children in the areas that out of their reach, or zone of proximal development (StudyLib, n.d). Likewise, the teacher would guide the child to pick the right bin.

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Davidson Films, Inc. (10, June 10). Vygotsky's Developmental Theory: An Introduction (Davidson Films, Inc.) [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=InzmZtHuZPY&t=37s

Practical Psychology. (2016, April 2). 8 Intelligences - Theory of Multiple Intelligences Explained - Dr. Howard Gardner. [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=s2EdujrM0vA

StudyLib (n.d.).  Child development principles and theories.

Retrieved from   https://studylib.net/doc/18369973/child-development-principles-and-theories---goodheart