Communication for Media: APA Graphic Assignment on Education Methods

This assignment is an interoffice memorandum focusing on an APA graphic related to alternative education systems. The student's work includes a graphic illustrating how the letter 'D' can be drawn as a bunny, reflecting the Waldorf method of teaching. The assignment covers the topic, purpose, context, graphic, citation, and analysis of the graphic. The student's analysis includes an exploration of the Waldorf, Montessori, and Head Start methods, highlighting their approaches to early education, classroom materials, storytelling, and the pace of academic skill introduction. The assignment emphasizes the importance of visual-spatial competencies and the role of play in early childhood education, referencing key sources such as Kane (2011), Kirkham & Kidd (2017), Lillard (2013), Nolan & McBride (2014), and Roskos (2017) to support the analysis. The student also used the Montessori method of letting children develop the awareness of their own pace. Overall, the assignment demonstrates an understanding of the importance of visual aids and APA formatting in academic communication.

Running head: COMMUNICATION FOR MEDIA
COMMUNICATION FOR MEDIA
Name of the Student:
Name of the University:
Author note:

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Drawing activities permits children to develop insights to explore colours, line curvature,
extent and direction to develop the visual-spatial competencies required for understanding
alphabets and letters during the phase of early education. These pattern making can be regarded
as vital aspects of developing mathematical ideas and notions in young children (Lillard, 2013).
The images and graphics children regularly encounter sometimes embody objects, people and
things in realistic manner and further enhance the creative as well as artistic ability of children
and further develop ideas and illustrations of individuals and animals which tend to be whimsical
and creative (Kane, 2011)..
The above image demonstrates the way letter ‘D’ can be drawn as a bunny through
creative steps (Kirkham & Kidd, 2017). Bunny or other objects can be illustrated in order to
demonstrate children the proper shape of the letter and the way various creative forms can be
formed through simple, candid and childlike steps.
In the Montessori school, play is identified as a vital focus on academics which is a
distinguishing characteristic whereby children develop knowledge about their own pace and
skills (Nolan & McBride, 2014). The focus of letting children develop the awareness of their

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own pace further affects the way classrooms are organized with children ages three, four and five
all being engaged in same room. Major proportion of parents tends to exhibit a greater degree of
inclination towards Montessori as they believe that facilitates their children to attain leadership
techniques and self-determination in general (Roskos, 2017).
Waldorf, a play based approach is exemplified by a conventional structure further
providing children with a reliable routine. There is also a prominence on creative learning,
reading, singing and acting thus regarded as a vital stance against conventional grading system
and exclusion of media in the curriculum.
Furthermore, the importance of Head Start, the federally aided emphasized on early
education program specifically with the purpose of offering provisions to parents with increased
level of knowledge pertaining the child’s health condition (Lillard, 2013).
Thus including shapes and drawing in craft time is recognized as a vital approach to
include shapes in children’s leisure time by forming basic shapes and images using letters and
numbers.

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References
Kane, J. (2011). Chapter 6 Toward Living Knowledge: A Waldorf Perspective. Encounter, 24(2),
115-132.
Kirkham, J. A., & Kidd, E. (2017). The effect of Steiner, Montessori, and national curriculum
education upon children's pretence and creativity. The Journal of Creative
Behavior, 51(1), 20-34.
Lillard, A. S. (2013). Playful learning and Montessori education. NAMTA Journal, 38(2), 137-
174.
Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning
in early childhood environments. Information, Communication & Society, 17(5), 594-
608.
Roskos, K. A. (Ed.). (2017). Play and literacy in early childhood: Research from multiple
perspectives. Routledge.