Child-Initiated Development and Learning Newsletter

 

Assessment Description

As an educator, what you do to guide young children into initiating their own development and learning is crucial.

For this assignment, create a 1-2 page newsletter to give to the parents at your Birth to Pre-K center. Consider GCU’s Statement on the Integration of Faith and Work that states, “Therefore, we are assured that our work within the world matters to God and our neighbors, and that we honor God by serving others in ways that promote human flourishing, as you introduce yourself and tell the families a little about yourself in the newsletter and discuss the importance of child-initiated development and learning particular to children from Birth through Pre-K.

In addition, discuss what you, their child’s educator, will do to guide the young children into initiating their own development and learning. Be sure to include in the discussion the following:

1. The importance of individual and group guidance in the development of children ages Birth to Pre-K.
2. Problem-solving techniques that help young children develop supportive relationships.
3. Strategies to facilitate child-initiated development and learning.

Support your findings with 3-5 scholarly resources

 

rubric for assignment

Guidance

8 points

Criteria Description

Guidance

5. Target

8 points

Newsletter includes a comprehensive and in-depth explanation of how individual and group guidance is important for development and learning in children ages Birth to Pre-K.

4. Acceptable

6.96 points

Newsletter includes a clear and descriptive explanation of how individual and group guidance is important for development and learning in children ages Birth to Pre-K.

3. Approaching

5.92 points

Newsletter vaguely describes how individual and group guidance is important for development and learning in children ages Birth to Pre-K.

2. Insufficient

5.52 points

Newsletter provides incomplete or irrelevant information on individual and group guidance.

1. No Submission

0 points

Not addressed.

collapse Problem-Solving Techniques assessment

Problem-Solving Techniques

8 points

Criteria Description

Problem-Solving Techniques

5. Target

8 points

Problem-solving techniques that help young children develop supportive relationships are thoroughly and proficiently explained.

4. Acceptable

6.96 points

Problem-solving techniques that help young children develop supportive relationships are logically and appropriately explained.

3. Approaching

5.92 points

Problem-solving techniques that help young children develop supportive relationships are vague and inconsistent.

2. Insufficient

5.52 points

Problem-solving techniques that help young children develop supportive relationships are incomplete or inappropriate for the learners.

1. No Submission

0 points

Not addressed.

collapse Strategies assessment

Strategies

12 points

Criteria Description

Strategies

5. Target

12 points

Strategies to facilitate child-initiated development and learning are well-crafted and exceptionally explained.

4. Acceptable

10.44 points

Strategies to facilitate child-initiated development and learning are detailed and clearly explained.

3. Approaching

8.88 points

Strategies to facilitate child-initiated development and learning are applicable, but lacking substantive explanation.

2. Insufficient

8.28 points

Strategies to facilitate child-initiated development and learning are incomplete or unrealistic.

1. No Submission

0 points

Not addressed.

collapse Aesthetic Quality assessment

Aesthetic Quality

4 points

Criteria Description

Aesthetic Quality

5. Target

4 points

Design is professional, visually appealing and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation.

4. Acceptable

3.48 points

Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation.

3. Approaching

2.96 points

Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message.

2. Insufficient

2.76 points

Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present.

1. No Submission

0 points

Not addressed.

collapse Mechanics of Writing assessment

Mechanics of Writing

4 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Target

4 points

Writer is clearly in command of standard, written, academic English.

4. Acceptable

3.48 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

3. Approaching

2.96 points

Mechanical errors or typos are present, and can be distracting to the reader. Correct and varied sentence structure and audience-appropriate language are inconsistent.

2. Insufficient

2.76 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.

1. No Submission

0 points

Not addressed.

collapse Documentation of Sources assessment

Documentation of Sources

4 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Target

4 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

3.48 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

2.96 points

Sources are documented, as appropriate to assignment and style, although some formatting errors are present.

2. Insufficient

2.76 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. No Submission

0 points

Not addressed.