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.
Be sure your presentation addresses the following:
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.
|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|
|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.|
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