Category: Education

Many technological applications have been developed to prevent and assist people experiencing a variety of problems and crises. Technologies include (but are not limited to) the following:
Telephones and cell phones
Applications
Tablets
Websites
Interactive websites
Telephone assistance
Videoconferencing
Social media
Chat services
Internet-based discussion topic
Virtual realities
You will create an infographic (Piktochart, Infogr.am, etc.) or a presentation slide (PowerPoint, Prezi, etc.) and post it in the discussion topic. Your document should address the following:
Select a crisis scenario such as a lost child, a lost parent, a home lost in a disaster, loss of a job, and so on.
Describe what you think would be the most effective technology for that scenario, and provide your rationale.
How might you prevent that crisis from happening with technology? Provide a rationale.
In responding to your classmates, suggest a different or alternative technology tool and provide a rationale for your suggestion.

Read a scholarly journal article that addresses an issue faced by early childhood educators and/or families with young children and write a report.
Choose ONE of the articles provided BELOW to read and critique. A critique is not merely a summary of the article but looks at your reaction to the article: comparing what you read with your prior knowledge and understanding, asking questions of the author and/or discussing what is clear to you. Think about what is being read and then respond using your own thoughts. Your critique should be typed, using correct grammar, spelling, and punctuation. The critique should be approximately 1 ½ pages in length, using Times Roman or Arial font and 12 pt. size.  Guidelines for the one page:
one-third of the critique will be a summary of the content
one-third will be your reaction to/comments about the article
one-third will discuss how you might use the content of the article in your work or practice in the profession.
Include bibliographic information:  name of the professional journal, title of the article, author(s), date of the article, and issue/volume number.  You may include this at the beginning of the review or at the end. 
Article: Supporting Young Children after Crisis Events
https://www.naeyc.org/resources/pubs/yc/jul2020/supporting-young-children-after-crisis-eventsLinks to an external site.
Article: Valuing Diversity: Developing a Deeper Understanding for All Young Children’s Behavior
https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-understanding-behaviorLinks to an external site.
Article:  The Power of Playful Learning in the Early Childhood Setting
https://www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learningLinks to an external site.
Article:  Rocking and Rolling. Caring for the Mental Health of Infants and Toddlers
https://www.naeyc.org/resources/pubs/yc/spring2021/mental-health-infants-toddlersLinks to an external site.
Journal Article Critique Instructions .docx Download Journal Article Critique Instructions .docx 
Rubric
Article Critique
Article Critique
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDescription of criterion
Bibliography (APA style)
2 pts
This criterion is linked to a Learning OutcomeFormat & In text citations in APA style
2 pts
This criterion is linked to a Learning OutcomeCover Sheet
1 pts
This criterion is linked to a Learning Outcomeone-third of the critique will be a summary of the content
10 pts
This criterion is linked to a Learning Outcomeone-third will be your reaction to/comments about the article
10 pts
This criterion is linked to a Learning Outcomeone-third will discuss how you might use the content of the article in your work or practice in the profession.
10 pts
This criterion is linked to a Learning OutcomeSpelling, grammar, writing conventions
Spelling, grammar, writing conventions (0 mistakes= 5 points; 1-2 mistakes = 4 points; 3 mistakes=3 points; 4 mistakes=1 point; 5 or more mistakes = 0 points
5 pts
Total Points: 40

Alrighty! First formal assignment for this course is short and sweet and to the point. You are going to create a powerpoint presentation. The slides should be in this order: 1. Slide One = Title Slide with APA correct Student Title Page formatting 2. Slide Two = The difference between speech and language – PARAPHRASE this information, do not copy and paste it from somewhere. The slide must contain an APA in-text citation. 3. Slide Three through Slide Six = There are 8 major body parts that are involved in the production of speech (larynx is one of them also). Hint – go back to the Read and View section for this module and read what is there. Name two of these body parts on one slide for a total of 4 slides (2 per slide). Name the part and tell what it does, not where it is located, what it does. Yes, each slide must have in-text citations. 4. Slide Seven = List all your APA references for your information. Please disable the automatic button function so that you can indent your references correctly. So, seven slides, maybe eight depending on how may references you have.

The purpose of the Research assignment is to assess your ability to evaluate and assess course content in relation to your personal and/or professional lives. In the Research 5 assignment, we are focusing on content from chapters 12-14. You may choose ONE of the following five prompts to research. There is no observation choice for Research 5.
Research Prompts:
Copy the prompt in a new document or PowerPoint slide, respond to the prompt, including source citations at the end of your response and upload here. Label the document/PPT as such: 132, Last Name, Research 5. If using PowerPoint, remember that ‘less is more’ meaning that graphics and animation should be limited.
All research responses require one or more sources other than the textbook. If you use the textbook, use the following reference citation: Gonzalez-Mena & Eyer. (2020). page #. All other sources should include the author name(s), date of publication, and if found online, a descriptive text hyperlink. List at the end of the response. Response should be written in your own words, with no copying and pasting or quoting from your source. I’m looking for your understanding of the concept and how you’ve interpreted your findings. 
There is no specific length requirement but the response should be clear in describing key concepts of the prompt and how the information may be used in one’s personal and/or professional lives.
1. Using Chapter 12 and Module Five materials and one additional source, describe how the developmentally appropriateness of an environment relates to safety and learning.
2. Using Chapter 12 and Module Five materials and the quality standards for early learning environments in the WACs, Links to an external site.describe what is needed to provide healthy, safe and developmentally appropriate caregiving situations for infants and toddlers. Be sure to include all aspects of the environment.
3. Using Chapter 13  and Module Five materials and one additional source, discuss the importance of identify formation in an early learning environment and how best to support that development in an infant/toddler setting.
4. Using Chapter 13 and Module Five materials and one additional source, discuss positive approaches to guidance within the infant/toddler caregiving environment. Include why positive approaches to guidance are of particular importance during the infant/toddler years.
5. Using Chapter 14 and Module Five materials and one additional source, discuss ways in which caregivers can encourage parents to be partners with their child’s caregiver. Include a discussion of how these partnerships may be different in home and center-based programs.
View Rubric
132SpResearch5
132SpResearch5
Criteria Ratings Pts
Information/Concepts
view longer description
50 to >44 pts
Superior
Meets all assignment requirements
44 to >39 pts
Above Average
Meets 85% of all assignment requirements
39 to >34 pts
Average
Meets 75% of all assignment requirements
34 to >0 pts
Below Average
Meets 65% of all assignment requirements
0 pts
No Marks
Not submitted
/ 50 pts
Assessment and Evaluation of Concepts
view longer description
50 to >44 pts
Superior
Meets all assignment requirements
44 to >39 pts
Above Average
Meets 85% of all assignment requirements
39 to >34 pts
Average
Meets 75% of all assignment requirements
34 to >0 pts
Below Average
Meets 65% of all assignment requirements
0 pts
No Marks
Not submitted
/ 50 pts
Total Points: 0

It is important for children to have the freedom to make mistakes. As children learn, it is a teacher’s responsibility to guide them through their mistakes, so they are able to respond and develop their social and emotional skills appropriately.
For this assignment, review the case scenarios below to develop plans to guide the children through their mistakes, allowing them to use the mistakes as learning opportunities.
Case Scenario 1: Joey
Joey is a four-year-old child whose family recently relocated to a new town. Joey joined his new Pre-K classroom four months into the school year, after the community of the classroom was established and friendships formed. Joey is a rule-follower and seems to be adjusting well, but he usually plays alone and is shy. One day, Joey is painting at the art center and after finishing his own painting, he begins painting on another child’s work. The other child is visibly upset that her work has been painted on. She and her friend tell Joey that he is not nice and they do not want him there because he painted on her work. When confronted by the other children, he says that there was no more paper, begins crying, and runs to the corner. He has now isolated himself and refuses to speak to anyone.
Case Scenario 2: Olivia
Olivia is a kindergarten student entering school for the first time. She is an only child and has had little exposure to other children. While playing a game, Olivia takes all of the cards from another child. The other child tells Olivia, “That isn’t fair! You need to share!” as he grabs some of the cards back. Olivia gets very close to the other child’s face and yells, “I am the princess! Give me those now!” She then grabs the cards and hits him before walking away.
With occurrences like these, teachers typically arrange to meet with parents to discuss the situation and develop a unified approach to remedying it. Best practice is to follow up the discussion with written confirmation of what was agreed to.
For each of the scenarios above, write 150-250 word discussion outline and a 150-250 word follow up letter including the following:
Part 1: Discussion outline
Explain the situation you observed in your classroom.
Describe what actions you took immediately following the occurrence, and the child’s reaction.
How you will collaborate with the student to use mistakes as learning opportunities to develop healthy socioemotional skills and create a respectful, supportive, and inclusive learning environment.
Suggestions for how parents/guardians can support appropriate behavior at home through respectful, reciprocal relationships.
Part 2: Follow-up letter
Brief summary of the student’s classroom behavior.
Summary of corrective steps you took and will take to help the student to develop appropriate behavior.
At-home strategies to encourage student to develop healthy socioemotional skills.
How you will follow-up with the family about the child’s future behavior and progress.

Prompt: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
500-650 word range, experience: flying alone for the first time, lessons; resilience, independence

1. Read the article 
2. Write a 1-2 page paper on your chosen article. The body of your article review should contain content supporting the following sections:
Article Summary
Relation to Text (see below)
Contribution to the Field of Family Science
Personal/Professional Application. 
3.  Review the paper paying special attention to APA formatting (title page, section headings, citation) and grammatical errors. Please consult the Purdue Writing Lab to make sure your paper aligns with APA 7 format.
Relation to text-book stated: “Children identify with the victim, feeling fearful, withdrawn, and depressed. Children from families fraught with domestic violence grow up to exhibit low self-esteem, depression, developmental delays, acute anxiety, rage, and they are more prone to be violent toward others.” 
Video on ACE- When the children have gone through a traumatic event, their bodies are in a constant fight or flight mode. 

Paste answers into the template provided. Paraphrase or use your own words.  Answers to use have been provided.

Complete the template for the assignment.  I have provided an example with appropriate responses.  Paraphrase or restate the answers in your own words.

Using
the Data_Interview Transcription attachment, develop five different interview
transcriptions with the following instructions 140/150 words per question. 
Overview
The purpose of this study is to provide
recommendations for solving the problem of low parental involvement in the
British School of Dhahran, International Schools Group. The problem is that 65%
of the parents of students at the British School of Dhahran International
School groups failed to meet the required parental involvement standards (ISG,
2023). This chapter presents the Interview Procedures, Survey Procedures, and
Questionnaire Procedures.
Interview Procedures
The first data collection method is
semi-structured interviews. The interviews will be conducted
in-depth to provide valuable insights about the research problem and some of
the reasons why it exists. This
thoughtful arrangement guarantees a systematic and thorough inquiry that aligns
with the research goals and purposes.
Data Collection and Analysis
The five parents from various grade
levels will be the participants to which their children are attending BSD. One parent with a child from grade 6 to 10 will be used
for the interview process. The
rationale behind the fundamental methodology of semi-structured interviews is
to attain a balance between structure and flexibility. This strategy aims to
preserve the degree of system required for insightful analysis while capturing
the depth of participant insights (Silinskas & Kikas 2019). The interviews will mostly be conducted
through face-to-face interactions, with the provision of phone or online
interviews as choices to meet the preferences and availability of the
participants. Face-to-face interviews are commonly favored due to their
propensity to foster enhanced levels of open and comprehensive communication,
enabling more effective monitoring of non-verbal signs. Nevertheless, in situations where
geographical or scheduling limitations hinder the feasibility of conducting
face-to-face interviews, alternative methods such as phone or videoconferencing interviews will be employed to guarantee the inclusion of all
significant viewpoints. The ability to conduct interviews in various modes is
essential for optimizing participant inclusion and facilitating comprehensive
data collecting. Following the completion of the interviews, the data will be
systematically analyzed using thematic analysis.
This method involves transcribing the interviews, carefully
reading the transcripts to identify patterns, and coding the data to categorize
these patterns into themes. Thematic analysis is chosen for its effectiveness
in organizing and interpreting rich, detailed qualitative data, making it
possible to draw meaningful conclusions about the factors influencing parental
involvement. The analysis will focus on identifying common themes across
different interviews and unique insights provided by individual participants to
develop a nuanced understanding of the problem and inform the development of
targeted recommendations. This approach supports building rapport and promoting
candid conversation, both essential for exploring the intricacies of parental
engagement (Huguley et al., 2019).
Using this strategy, researchers can be confident that their information is
useful and accurate, laying a firm groundwork for their conclusions and suggestions.