3. What are two different types of play that Brown mentions? Describe the two types of play that you chose
4. Why is play important?
EARLY CHILDHOOD EDUCATION

the metamorphosis is based on an evident father-son problem. this story shows, as a result of the unthinkable transformation of the son in an insect, the deformation and destruction of the individual caused by the authoritarian and hierarchical structures of the family. the narrative begins with the transformation into an insect of enormous proportions of the traveling salesman gregor samsa, a lonely, introverted and submissive, who keeps his family with his work. when he worked, he was appreciated by everyone, but, now that he can not work, he is despised, especially by his father, but this is going to be joined, painfully for the protagonist, first his mother and, finally, his own sister, grete, with whom he had held a special relationship of complicity and affection for many years.

condemned by a deep sense of responsibility, gregor fears the reaction that his frightful aspect will incite in his family. he feels guilty for not being able to continue being useful to the beings he maintained. his own family, however, is ashamed and runs away from him, and even tyrannizes and resists him. the father, of a severe and despotic character, humiliates him and treats him with great cruelty. all his attempts to escape from the confinement to which he is subjected in his own room fail before the hostile rejection of the beings that surround him. prisoner in his lair and unable to continue playing the only function of making money he had, finally chooses, with the consent of his parents and sister, to die of starvation. with this, he is freed from a servile and unhappy existence. the family appreciates gregor while he fulfills the interests. but when he is unable to continue earning money, it becomes a problem, a shame, and family relationships begin to become tense, until coexistence becomes impossible.

this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs