Assignment: Child Development Theories And The Classroom
Assignment: Child Development Theories And The Classroom
There are multiple influences on early development and learning. Knowing the theories is not enough for teachers; they need to have a deep understanding of how to apply them to the classroom and in the home. Assignment: Child Development Theories And The Classroom
Imagine you are an early childhood educator, and your director has asked you to give a 12-15 slide digital presentation to your students’ families on child development theories. After giving this presentation, families should have a better understanding of their child’s development and ways to support their learning throughout early childhood.
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Be sure your presentation addresses the following:
- The importance of understanding cognitive, behavioral, and social development theories for the early childhood classroom and their connections to learning. Include at least one theorist to support each theory.
- Discuss at least one strategy per theory type to implement the theory in your classroom environment in order to create a healthy, respectful, supportive, and challenging learning environment for young children. Explain how this directly connects to motivation.
- Provide at least one strategy per theory type for families to consider and implement in the home that reflects the theory.
- Include a title slide, reference slide, and presenter’s notes.
Support your presentation with 3-5 scholarly references.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Rubric_Print_Format2.xlsx
ReportPDF.pdf
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| ECE-510 | ECE-510-O500 | Child Development Theories and the Classroom | 100.0 | |||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% | |||||||
| Child Development Theories and Theorists | 30.0% | Not addressed. | The importance of understanding cognitive, behavioral, and social theories is inadequately described and poorly connected to learning. Theories are incorrectly or not supported by theorists. | The importance of understanding cognitive, behavioral, and social theories is marginally described and vaguely connected to learning. Theories are inconsistently supported by theorists. | The importance of understanding cognitive, behavioral, and social theories is concisely described and correctly connected to learning. Theories are properly supported by theorists. | The importance of understanding cognitive, behavioral, and social theories is thoroughly described and insightfully connected to learning. Theories are expertly supported by theorists. | ||
| Theory-Based Classroom Strategies | 30.0% | Not addressed. | Classroom strategies inadequately represent each theory for creating a healthy, respectful, supportive, and challenging learning environment for young children. | Classroom strategies inexplicitly represent each theory for creating a healthy, respectful, supportive, and challenging learning environment for young children. | Classroom strategies clearly represent each theory and are appropriate for creating a healthy, respectful, supportive, and challenging learning environment for young children. | Classroom strategies proficiently represent each theory, and demonstrate best practices for creating a healthy, respectful, supportive, and challenging learning environment for young children. | ||
| Theory-Based Strategies for Families | 20.0% | Not addressed. | Strategies for families inadequately represent each theory and ineffectively continue the learning in the home. | Strategies for families inexplicitly represent each theory and weakly continues the learning in the home. | Strategies for families clearly represent each theory and are appropriate for the continuation of learning in the home. | Strategies for families proficiently represent each theory and demonstrate best practices for the continuation of learning in the home. | ||
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 5.0% | Not addressed. | Inappropriate word choice is evident. Language is not reflective of the targeted audience. | Some distracting inconsistencies or repetitions in word choice are present. Language is not clearly designed for the targeted audience. | Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly. | Word choice is distinctive, creative and well-suited to purpose, discipline, scope, and audience of the presentation. | ||
| Presentation | 5.0% | Not addressed. | The work is sloppy or chaotic. Work would not be presentable for public dissemination. | The work is somewhat disheveled and includes several organizational flaws. Work would barely be presentable for public dissemination. | The overall appearance is generally neat, with a few minor organizational flaws. Work would be desirable for public dissemination. | The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. | ||
| Mechanics of Writing (includes spelling, punctuation, and grammar) | 5.0% | Not addressed. | Presentation and speaker’s notes include surface errors that are pervasive enough that they impede communication of meaning. Inappropriate sentence construction is used. | Presentation and speaker’s notes include frequent and repetitive mechanical errors that distract the reader. Sentence structure is lacking. | Presentation and speaker’s notes include some mechanical errors, but they do not hinder comprehension. Effective sentence structures are used. | Presentation and speaker’s notes are virtually free of mechanical errors. Sentence structures are engaging. | ||
| Research Citations (in-text citations, reference slide, and type of sources) | 5.0% | Not addressed. | Many citations are missing where needed. References slide includes numerous errors. Sources may not be credible. | Some citations may be missing or the citations do not support the submission. References slide may include errors. Sources may not be appropriate for the submission. | In-text citations and references slide have few errors. Sources are credible and appropriate for the submission. | In-text citations and references slide are complete and error-free. Sources are credible and appropriate for the submission. The sources strongly support the submission. | ||
| Total Weightage | 100% |
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