CTGE 5234: Family, Community, and All Young Children
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
CTGE 5234: Family, Community, and All Young Children
CTGE 5234 is a course that focuses on the family, community, and young children. This course is designed to provide students with an in-depth understanding of the role that family and community play in the development of young children. The course covers various topics, including the impact of family and community on children’s development, the importance of parental involvement in early childhood education, and the benefits of community-based programs for young children.
Importance of Family and Community in Children’s Development
The family and community are critical factors that influence the development of young children. In this section, we will discuss the impact of family and community on children’s development.
The Role of Family in Children’s Development
The family is the primary source of socialization for young children. Parents and family members play a crucial role in shaping a child’s cognitive, emotional, and social development. Children learn through observation and interaction with their family members. Parents who provide a nurturing and supportive environment can positively influence their child’s development.
The Importance of Community in Children’s Development
The community is also an essential factor that contributes to the development of young children. Community-based programs and services, such as preschool programs, playgroups, and after-school programs, provide children with opportunities to interact with their peers and develop social skills. These programs can also help bridge the gap between home and school, providing children with a smooth transition into formal schooling.
Parental Involvement in Early Childhood Education
Parental involvement in early childhood education is critical for children’s success in school. This section will discuss the benefits of parental involvement and strategies that parents can use to get involved in their child’s education.
Benefits of Parental Involvement
Research has shown that parental involvement in early childhood education is linked to positive outcomes for children, including better academic achievement, improved behavior, and increased social skills. Parental involvement can also improve communication between parents and teachers, leading to better outcomes for children.
Strategies for Parental Involvement
There are many ways that parents can get involved in their child’s education. Some strategies include volunteering in the classroom, attending parent-teacher conferences, and participating in parent-teacher organizations. Parents can also support their child’s learning at home by reading with them, helping with homework, and engaging in educational activities.
Community-Based Programs for Young Children
Community-based programs are an effective way to support the development of young children. This section will discuss the benefits of community-based programs and examples of programs that are available.
Benefits of Community-Based Programs
Community-based programs provide children with access to high-quality early childhood education, regardless of their family’s income or background. These programs can also provide children with opportunities to develop social skills and engage in age-appropriate activities. Community-based programs can also support parents by providing resources and information on child development and parenting.
Examples of Community-Based Programs
There are many community-based programs available for young children, including Head Start, Early Head Start, and state-funded preschool programs. These programs provide children with access to high-quality early childhood education and support their development in a variety of areas, including social-emotional development, language and literacy, and cognitive development.
Conclusion
CTGE 5234: Family, Community, and All Young Children is a course that provides students with an in-depth understanding of the role that family and community play in the development of young children. This course covers various topics, including the impact of family and community on children’s development, the importance of parental involvement in early childhood education, and the benefits of community-based programs for young children. By understanding these topics, students can develop the skills and knowledge necessary to support the development of young children in their future careers.
FAQs
- How can community-based programs help children from disadvantaged backgrounds? Community-based programs can provide children from disadvantaged backgrounds with access to high-quality early childhood education that they may not otherwise have. These programs can also provide resources and support for parents, helping to bridge the gap between home and school.
- How can parental involvement support children’s success in school? Parental involvement can help support children’s success in school by improving communication between parents and teachers, providing children with additional support and resources, and helping parents to understand their child’s educational needs.
- What are some examples of community-based programs for young children? Examples of community-based programs for young children include Head Start, Early Head Start, and state-funded preschool programs.
- How can parents support their child’s learning at home? Parents can support their child’s learning at home by reading with them, helping with homework, engaging in educational activities, and providing a supportive and nurturing environment.
- How can teachers and community-based programs work together to support children’s development? Teachers and community-based programs can work together by sharing information and resources, collaborating on programming and activities, and providing a comprehensive support system for children and families.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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