In this module, we discussed collaborating with the families of young children in your early childhood special education
In this module, we discussed collaborating with the families of young children in your early childhood special education
Creating an Activity Calendar
Submit the assignment by 11:59 PM PT Sunday of Module 4.
As much as possible, assessments should be a part of the child’s natural environment. When assessment is integrated into standard routines, it avoids placing an additional burden on teachers or detracting from children’s instructional time.
In this module, we discussed collaborating with the families of young children in your early childhood special education program. One way to communicate with families is to send home developmentally appropriate activities for families to do with their young children.
In the Module 4 application, you will design a calendar of activities for families to do together to encourage developmentally appropriate play at home using concepts and content on which they will be assessed.
- Create a Word document for your response.
- Use APA format for the paper, title page, references page, and in-text citations.
- Develop an introduction and conclusion for the paper.
Step 1. View
Go to the Zero to Three websiteLinks to an external site., https://www.zerotothree.org/resources/ and view a couple of videos demonstrating how mathematics activities can be integrated into everyday interactions with young children.
Step 2. Create
Using concepts and content over which the children will be assessed, either create a calendar of your own design, or access a calendar template online.
Fill in the template by creating a two-week calendar of activities for the families of children in an early childhood program. For each day of the calendar, write a short activity that parents/caregivers can do to expose their children to concepts and content on which they will be assessed, such as patterns, measurements, shapes, letters, gross motor and fine motor movements, and other developmentally appropriate areas.
Compose a letter introducing the parents-caregivers to the calendar. Provide directions, and explain its importance to their children’s growth and development.
Please read the Assignment GuidelinesLinks to an external site. https://aceedu.s3.amazonaws.com/production-files/pages/assignment-guidelines.html before you begin working.
Rubric
Master’s Assignment Rubric v.3
| Master’s Assignment Rubric v.3 | ||
| Criteria | Ratings | Pts |
| This criterion is linked to a Learning OutcomeDemonstrates a Conceptual Understanding | 20 to >16.9 pts Mastery A. Clearly addressed all elements of the assignment. B. Demonstrated real-world application. 16.9 to >13.0 pts Marginal A. Addressed most of the elements of the assignment. B. Demonstrated marginal real-world application. 13 to >0.0 pts Needs Improvement A. Somewhat addressed the elements of the assignment. B. Demonstrated little to no real-world application. 0 pts No submission | 20 pts |
| This criterion is linked to a Learning OutcomeAnalysis and Evaluation of Issues/Problems | 30 to >25.4 pts Mastery A. Clearly addressed the issue/problem. B. Exhibited scholarly analysis and evaluation. C. Established a solid connection to theory and/or research. D. Demonstrated critical thinking surrounding the issue/problem with depth and breadth. E. Formulated deep conclusion and/or implications. 25.4 to >20.9 pts Marginal A. Addressed most of the issue/problem. B. Somewhat exhibited scholarly analysis and evaluation. C. Established some connection to theory and/or research. D. Demonstrated a superficial understanding of the issue/problem. E. Formulated surface-level conclusion and/or implications. 20.9 to >0.0 pts Needs Improvement A. Many issues/problems not addressed. B. Exhibited little to no scholarly analysis and evaluation. C. Established little to no connection to theory and/or research. D. Demonstrated limited evidence of understanding the problem/issue. E. Formulated limited evidence of conclusion and/or implications. 0 pts No submission | 30 pts |
| This criterion is linked to a Learning OutcomeUse of Evidence | 30 to >25.4 pts Mastery A. Displayed a variety of scholarly references as evidence. B. Demonstrated use of scholarly literature and research beyond sources provided in the course. 25.4 to >20.9 pts Marginal A. Displayed a marginal use of references. B. Demonstrated a marginal use of literature and research provided in the course. 20.9 to >0.0 pts Needs Improvement A. Displayed little to no use of references. B. Demonstrated little to no use of literature and research provided in the course. 0 pts No submission | 30 pts |
| This criterion is linked to a Learning OutcomeScholarly Writing | 10 to >8.4 pts Mastery A. Exceeded or met formal writing standards. B. Demonstrated correct grammar, usage, mechanics, and spelling. 8.4 to >6.9 pts Marginal A. Met or marginally met a basic level of formal writing. B. Demonstrated inconsistent use of grammar, usage, mechanics, and spelling. 6.9 to >0.0 pts Needs Improvement A. Basic formal writing skills limited or not present. B. Demonstrated difficulty with grammar, usage, mechanics, and spelling. 0 pts No submission | 10 pts |
| This criterion is linked to a Learning OutcomeAPA Format | 10 to >8.4 pts Mastery A. Demonstrated near- perfect APA formatting. 8.4 to >6.9 pts Marginal A. Demonstrated marginally correct APA formatting. 6.9 to >0.0 pts Needs Improvement A. Demonstrated limited correct APA formatting. 0 pts No submission | 10 pts |
| Total Points: 100 | ||
Requirements: as needed | .doc file
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