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
Elmtree Early Childhood Care Center
Elmtree Early Childhood Care Center (ECCC) has been providing quality early childhood care to the community for over 15 years. The program provides care for 30 children from a range of cultural and socioeconomic backgrounds. The center cares for 30–35 children, each year, and is divided into three groups: infants (children under 2 years old), toddlers (children, ages 2–3), and preschoolers (children, ages 3–5).
The children at Elmtree learn in a supportive environment where there is ample opportunity for socialization through play, as well as guided exploring and learning activities with care providers. Frequent one-on-one attention is achieved through a low student-to-teacher ratio.
The teachers at Elmtree ECCC are a diverse group of educators with many years’ experiences in fostering a positive environment for the emotional and social growth of young children.
Sandra Marcos, 47, has been the director of the center for the past 10 years. Sandra has been popular with her staff, bringing in younger teachers while also entrusting long-term employees with a greater sense of ownership in the way the center is run. During her tenure, the demographics of the community have changed—with almost half of the children now coming from families where a language other than English is spoken at home. The religious affiliations of students have also become more diverse—with several Hindu and Muslim families bringing their children to join Elmtree, along with a number of children who are growing up in families that are not affiliated with any faith.
Ms. Marcos recently accepted a position with the State Department of Education, acting as a diversity liaison between a dozen early childhood care centers and the families they serve.
Caregivers at Elmtree
Kelly Dettmer, 28 years old, has a master’s degree in early childhood education. She completed her master’s last year and has been with Elmtree for the past 4 years. She originally worked with the preschooler’s group but has been leading the toddler’s group for the past 2 years.
Rebecca Ruiz, 24 years old, is Kelly’s assistant caregiver in the toddlers group. She has been with Elmtree for 2 years, working with Kelly for both of them. Ms. Ruiz has finished a bachelor’s degree in early childhood education in the past year.
Hannah Cho, 43 years old, began work at Elmtree 15 years ago and has been at the center since its opening. She was hired by Ms. Marcos’s predecessor and, while working at Elmtree, she completed her master’s degree in early childhood education. A mother of three children herself, Ms. Cho is currently the lead caregiver for the infants group.
Michael Sparks, 32 years old, is the assistant caregiver in infants’ group. Michael has been with Elmtree for 5 years. He began as the assistant caregiver to the toddler’s group and has recently completed a master’s in early childhood education with a certification in special education.
Diane Johnson, 33 years old, who has a bachelor’s degree in early childhood education, joined Elmtree 5 years ago and has been the lead teacher for the preschooler’s group for the past year.
Kevin Nicholson, 23 years old, began at Elmtree 3 years ago, working part time while he finished his bachelor’s degree. He is now beginning work on his master’s and is the full-time assistant teacher for the preschoolers group.
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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