Category: Education

QUESTIONS TO ANSWER:
Which aspects of your own and others’ philosophies would you like to focus on in your teaching?
What action steps will you take to bring these philosophies to life in your practice?
How will enacting these chosen philosophies further your development as a reflective practitioner in relation to the CLOs?
How will you assess your growth and progress toward actualization of your personal philosophy of education?
What histories, philosophies, ideas, and theories of education that we learned about in this course are still present in schools, and which would you like to preserve in current educational practices?
How will enacting these philosophies, theories, and ideas further your development as a teacher in relation to the CLOs you discussed in Module 1? Assess your personal and professional growth since your initial philosophical reflections on these CLOs.
How does/should culturally-responsive pedagogy manifest in schools?
Who are you as a student and teacher? How have you come to know what you know about education and schooling? In what ways have your cultural identities and social experiences shaped your understanding of education and schooling?
Is American education moving in the right direction? How can you transform your ideas about education and schooling into praxis, advocacy, and action?
FORMAT:
worth 30% of your final grade.
please clearly arrange your final paper to follow the specific outline below, through which you very explicitly address each of the five CLOs, naming them and tying them to your own work and to at least three readings from this course for each CLO, with APA citations and references.
Organize your paper in this format and support your views/statements in each of the sections with evidence from the course texts to demonstrate that you’ve learned the ideas presented through the course:
I. Introduction (No text citations are required. You can write the introduction after you’ve written the main sections of the paper. There is no score for the Introduction and Conclusion sections, they just help to situate your Philosophy of Education within your own personal identity and experience and philosophical stances.
II. Reflexive Praxis (I continually and deliberately reflect on my practices in light of educational research, professional decisions, and pedagogical approaches.) [Cite ideas from at least three course texts. For example, in relation to Reflexive Praxis, go back and look at the texts from Dr. Geneva Gay and Dr. bel hooks back in Module 1, and also think about how you are aware of and reflect on your own teaching practice in light of educational research, professional ethics, and resources available for professional learning.]
III. Learner Centeredness (I create contexts for learning that are driven by evidence-based principles of diversity, difference, inclusion, and equity.) [Cite ideas from at least three course texts.]
IV. Discipline Knowledge and Skills (I apply knowledge, concepts, and strategies across domains to engage individuals and promote critical thinking and creativity.) [Cite ideas from at least three course texts.]
V. Professional Commitment to Action (I demonstrate attitudes, knowledge, skills, and professional ethics that contribute to the success and well-being of all individuals.) [Cite ideas from at least three course texts.]
VI. Data Literacy and Research (I evaluate, plan, select, and implement appropriate formative and summative assessments–including those that are technology-based–to monitor individuals’ understanding, behavior, and progress.) [Cite ideas from at least three course texts.]
VII. Conclusion
I will give you careful feedback on your draft and it will be in line with the rubric.
Please let me know your questions. Here is the rubric:
Criteria
3 Advanced
2 Proficient
1 Basic
Points
Reflexive Praxis
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Reflexive Praxis CLO is vague or ambiguous and lacks clear connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Learner Centeredness
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Learner Centeredness CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made
Discipline Knowledge and Skills
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Discipline Knowledge and Skills CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Professional Commitment to Action
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Professional Commitment to Action CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Data Literacy and Research
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Data Literacy and Research CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
APA Citations & References
All citations and references follow APA style.
Most citations and references follow APA style.Vision for the future implementation in practice is articulated with some examples.
APA style is inconsistent.
Grammar & Mechanics
Assignment contains 2 or fewer errors.
Assignment contains 3 – 5 errors.
Assignment contains 6 or more errors.
Timeliness
Paper is posted on time
Paper is not posted on time
worth 30% of your final grade.
please clearly arrange your final paper to follow the specific outline below, through which you very explicitly address each of the five CLOs, naming them and tying them to your own work and to at least three readings from this course for each CLO, with APA citations and references.
Organize your paper in this format and support your views/statements in each of the sections with evidence from the course texts to demonstrate that you’ve learned the ideas presented through the course:
I. Introduction (No text citations are required. You can write the introduction after you’ve written the main sections of the paper. There is no score for the Introduction and Conclusion sections, they just help to situate your Philosophy of Education within your own personal identity and experience and philosophical stances.
II. Reflexive Praxis (I continually and deliberately reflect on my practices in light of educational research, professional decisions, and pedagogical approaches.) [Cite ideas from at least three course texts. For example, in relation to Reflexive Praxis, go back and look at the texts from Dr. Geneva Gay and Dr. bel hooks back in Module 1, and also think about how you are aware of and reflect on your own teaching practice in light of educational research, professional ethics, and resources available for professional learning.]
III. Learner Centeredness (I create contexts for learning that are driven by evidence-based principles of diversity, difference, inclusion, and equity.) [Cite ideas from at least three course texts.]
IV. Discipline Knowledge and Skills (I apply knowledge, concepts, and strategies across domains to engage individuals and promote critical thinking and creativity.) [Cite ideas from at least three course texts.]
V. Professional Commitment to Action (I demonstrate attitudes, knowledge, skills, and professional ethics that contribute to the success and well-being of all individuals.) [Cite ideas from at least three course texts.]
VI. Data Literacy and Research (I evaluate, plan, select, and implement appropriate formative and summative assessments–including those that are technology-based–to monitor individuals’ understanding, behavior, and progress.) [Cite ideas from at least three course texts.]
VII. Conclusion
I will give you careful feedback on your draft and it will be in line with the rubric.
Please let me know your questions. Here is the rubric:
Criteria
3 Advanced
2 Proficient
1 Basic
Points
Reflexive Praxis
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Reflexive Praxis CLO is vague or ambiguous and lacks clear connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Learner Centeredness
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Learner Centeredness CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made
Discipline Knowledge and Skills
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Discipline Knowledge and Skills CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Professional Commitment to Action
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Professional Commitment to Action CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Data Literacy and Research
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Data Literacy and Research CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
APA Citations & References
All citations and references follow APA style.
Most citations and references follow APA style.Vision for the future implementation in practice is articulated with some examples.
APA style is inconsistent.
Grammar & Mechanics
Assignment contains 2 or fewer errors.
Assignment contains 3 – 5 errors.
Assignment contains 6 or more errors.
Timeliness
Paper is posted on time
Paper is not posted on time

Infancy Case Study Discussion. Read and respond to the case study, Pietra at 11 months. Use the information from all informational class sources in order to respond to the case study. Follow the format (NAME-REFLECT-ACT), which is explained below, to form your response.
Case Study
Purpose: Students will synthesize their understandings of developmental theory and the current research base in order to propose solutions to problems presented in various case studies.
• Name—Identify one problem.
• Reflect—Identify all of the stakeholders and their positions relative to the problem.
• Act—Choose one solution to your proposed problem and make a case for your choice.  Be sure to incorporate theory and research, from the articles, the chapters, and the video clips, to support your identified solution to the problem.
Case Study-Pietra at 11 Months
Pietra Ramirez is the 11-month-old daughter of Paulo Ramirez and Rita Muniz. It is late September. Pietra’s older brother, Paulo Jr., a newly minted 5th grader, has just entered middle school in their neighborhood. While the move from elementary to middle school often marks a child’s transition from childhood to the teen years, this particular move has proven to be particularly difficult for Pietra’s entire family.
Pietra’s mother and father have spent the last of their financial resources making sure that Paulo Jr. has the things that all middle schoolers want and need for school. Pencils, notebooks, a backpack, shoes, uniform pants, and shirts were all purchased out of mom’s bi-monthly paycheck. Although gainfully employed, Rita is stretching every dollar of the family’s income these days. She spends much of her waking moments worrying about how to make ends meet. While she is not married to Pietra and Paulo’s father, Rita considers Paulo Sr. and their two children very much a family.
Rita and Paulo both come from large Latino families. They met while they were both students at Roman University. Like many second-generation Latinxs, Rita and Paulo were the first children in their respective families to attend college. For that reason, they bonded quickly. They attended classes together, graduated together and both found jobs in sales soon after. Ten years after graduating from college, they purchased their first home together. They realized their American dream only weeks before Rita gave birth to their son Paulo Jr.
Collectively, Rita and Paulo have earned good incomes. They have been responsible with their money. They were confident in their collective futures, so much so that they planned and successfully added to their family with the birth of Pietra nearly one year ago. Unfortunately, like many middle-class Americans, the Ramirez-Muniz family has been negatively affected by the country’s recent economic downturn. Paulo Sr. has recently lost his job of ten years. Because the company declared bankruptcy, he was left with no severance pay.
As the crisp September air moves through the tree-lined streets of Pietra’s neighborhood it carries with it the voices of Rita and Paulo, arguing yet again about money. Paulo spends what Rita tries to save. His sullen mood and impulsive behaviors have impacted the entire family.
Pietra has quickly become a child at risk. Given the family’s current circumstances, Pietra is likely to have a number of normative and non-normative developmental issues that should be of concern to Rita and Paulo. Theoretical perspectives to consider include Bronfrenbrenner, Piaget, Vygotsky, and Chomsky. 
Case study:500 words 
Classmates reply-100-200 words

Assessment Description
Checking for students’ understanding is a critical element of the instructional cycle. The teacher must use on-going assessments throughout the lesson, modify instruction according to the feedback (which will be explored in Topic 3), and conclude the lesson with an objective (rather than subjective) form of evidence of students’ learning.
Using the standard and learning objectives you selected and developed from Topic 1, in a 750-1,000 word narrative, identify five assessment methods to assess student progress.
For each of the five methods address the following:
Description and brief example of the method.
Explanation of how the method is implemented in your content area and grade level (K-8 elementary or K-12 special education).
Explanation of how the method assesses the standard and learning objectives from Topic 1.
Feedback provided to students and how it will engage students and motivate learning. Provide a specific example.
Support your narrative with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located on the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

compare and contrast project-based and problem-based learning and what these two approaches look like in the classroom.
Then, consider one or more of the questions below: 
How would classroom planning and instruction need to change in order to fully capitalize on the strengths of problem-based learning?
What if students could move on to the next skill or concept or dive more deeply into a topic when they were ready, instead of sitting through lessons and taking tests over material that they already know? (iNACOL)
What if students spent less time preparing for high-stakes testing and more time on problem-solving, critical thinking, meaningful projects, and collaboration? (iNACOL)
How would you encourage students to use technology effectively for collaboration to solve the problems presented by cases and case studies? Provide some specific examples.
What are the challenges of promoting new approaches to teaching and learning in an existing curriculum, especially in an online learning environment?
What core elements need to be included in the evaluation of the case-based learning approach in order to assess students’ critical thinking?

Diversity affects the culture of the classroom, the teacher’s instructional design, and the lesson planning process. A respect for diversity should be evident in the classroom through curricular materials and discussion, as well as instructional decisions that honor students’ diverse needs.
Use the “Class Profile” to complete the assignment.
Part I: Case Study Analysis
Select two students from the “Class Profile.” Write a 150-250 word case study analysis for each student focused on your specific content area.
Include the following:
Brief description of student’s specific learning needs
Learning goal for student (“Student will be able to…”), aligned to specific standard (include standard and code)
Activity and strategies to support stated learning goal
Assessment that would support student attainment of the learning goal, and the feedback it would provide the student
Part II: Rationale
In addition, write a 500-750 word rationale for your pedagogical decisions, answering the following:
How would you incorporate multiple perspectives in the discussion of content, including attention to students’ personal, family, and community experiences and cultural norms to promote the student success?
How has your planning been informed and affected by what you have learned about learning theory, human development, cultural diversity, and individual differences?
What are some of your personal biases related to these students or opportunities for growth that require examination in order for you to become an effective teacher, specifically by promoting ethical practice, building stronger relationships with students and parents, and creating more relevant learning experiences for all students?
Support your ideas with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd in Secondary Education-Humanities ITL/NITL; MEd in Secondary Education-STEM ITL/NITL
1.3: Incorporate multiple perspectives in the discussion of content, including attention to students’ personal, family, and community experiences and cultural norms. [InTASC 2(d), 2(j), 2(n); 10(m); GCU Mission Critical 1, 3, 5]
MEd in Secondary Education-Humanities (Nevada); MEd in Secondary Education-STEM (Nevada)
1.3: Incorporate multiple perspectives in the discussion of content, including attention to students’ personal, family, and community experiences and cultural norms. [InTASC 2(d), 2(j), 2(n); 10(m); GCU Mission Critical 1, 3, 5]

The purpose of the second assignment is to help you develop a critical awareness of your own teaching practices with regard to the speaking skill. To that end and with reference to the relevant criteria arising from the Module, you are required to critically describe your teaching situation regarding the teaching of speaking and develop an original speaking lesson. More specifically, this assignment is divided into two parts. In Part One you should do the following:
First, briefly describe your teaching situation (e.g., student profile, curriculum and coursebook situation, etc) – write about 300 words.
In about 1500 words, provide a critical evaluation of the speaking task(s) that appear(s) in a Unit of your textbook and on the impact of the textbook’s suggested practices on the learners’ speaking performance. Do this by reflecting on: o the criteria for the teaching of speaking presented in Week 11) o the place of speaking in the lesson (that is, is speaking the main focus of this lesson – Week 13) o the type of speaking activity(ties) exemplified (Weeks 12, 13) o the teaching framework used (Week 13). Then, in Part Two,
3. Develop a lesson plan of an ORIGINAL speaking lesson of your choice. That lesson can be related to or inspired from a Unit from a textbook that you may use/or have access to, but it should be you own original creation. Please take special care of the following: The lesson plan should be based on the specifications laid out in the Module (Week 2). If another resource (textbook, online source, etc.) is used, you are required to mention it and attach the original source in its entirety in the assignment’s appendix. The lesson plan should be placed in its entirety in the appendix of the assignment. Be sure to also include in the appendix the tasksheet that you intend to develop for this specific lesson. Refer to this tasksheet and the lesson plan by making the necessary cross references in the main body of the assignment.
4. In the main assignment, present a justification of the lesson plan and its activities, with reference to the relevant criteria raised in the Module (Weeks 11-13) – write about 1500 words.

2 PART JOURNAL – ONLY 150 words per journal 
2A.In this journal, you must reflect on how Bronfenbrenner’s Bioecological Approach can be applied in your personal or professional practices with children and families. You can do this by answering at least two questions provided below. Before answering the questions, refer to Chapter 1 in your eBook, White, S. and Berns, R. (2023). Child, family, school, community: Socialization and support. 11e. Cengage Learning and re-read pages 19-20.
1. Summarize Bronfenbrenner’s Bioecological Theory in your own words and include the key elements of the theory that can help ECE professionals understand children and families.
2. Share an example from your personal or professional experience with children that you would approach differently based on what you have learned about Bioecological Theory. Please keep the example confidential by using fictitious names and places of employment if applicable. Also, explain the connection between the theory and your example.
3. How does Bronfenbrenner’s Bioecological Theory relate to NAEYC Standard 2: Building Family and Community Relationships?
Your Journal must be written in your own words, be approximately 150 words, address all the required elements, and demonstrate high critical thinking and topic comprehension. 
http://coursematerials.net/CHS236/#/lessons/PHxZlVxRo9LlwvXpCxnKvG3h4QWhtYeu
2B.
After reviewing the Unit Readings and Resources, including the videos about diversity, equity, inclusion, and bias, for this Journal, respond to the following questions by referencing the unit videos and your own experience.
As the teacher, how would you support a new child with a physical disability in your classroom?  How could you include the child’s family to help support the child’s development? 
How would you ensure best practices for inclusion, diversity, and equity in your classroom with children and their families? Please share examples of how you would approach each: inclusion, diversity, and equity.   
Your Journal entry must be at least 150 Words – Spelling, grammar, and punctuation count!

Please provide real-life examples illustrating key concepts in the readings using a table format. The table can have two columns. The left column will have the financial concept, and the right column will have a brief definition and an illustrated real-life example about the concept. For example, for the concept ‘Tuition fees’, an example of a real example can be the direct or indirect payments the students, family or other sources (e.g. employer or lender) pays towards the cost of instruction in a university setting. If parents are affluent, they may afford to make upfront payments. In cases of students whose parents cannot afford to pay upfront, students may need to borrow or get a scholarship (i.e. a grant) to be able to cover their tuition fees. List as many economic concepts as you can spot in this article (it’s a treasure hunt! and a bit of a competition who finds more).
Make sure you have a small introduction to the table and a final one paragraph conclusion. About 3 pages single spaced.
Read chapter 7 from Toutkoushian, R., & Paulsen, M. (2016).Economics of higher education: Background, concepts, and applications. Dordrecht: Springer, p. 231 – 274. 

For this assignment, you will research methods that school districts can support families and students who come from low socio-economic backgrounds.  You will write why schools should support students and then discuss the research (article) reports on how schools and teachers can do them effectively.

The purpose of the Research and observation assignments are to assess your ability to evaluate and assess course content in relation to your personal and/or professional lives. In the Research 3 assignment, we are focusing on content from chapters 5, 6 and 7, although previously reviewed chapters and module resources may be used to more fully explain your response. You may choose ONE of the following four prompts to research OR you may choose to complete the observation assignment.
Observation:
Complete the observation assignment by following the guidelines in the Observation document
Actions
. For examples of observation methods, use this Observation MethodsLinks to an external site. website.
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 1. 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. Review chapter five, watch the video Responsive Care Links to an external site.and one other source about building attachment relationships at home. Describe how you would, as a parent, support the development of attachment in infants and toddlers.
2. Review chapter five and this article about attachment theory in early education and care Links to an external site.and one additional source about how caregivers in early learning environments can best promote secure attachment relationships with the infants in their care. Summarize your findings and then discuss how you will promote secure a attachment relationships with infants and toddlers in your care.
3.  Review chapter six and then research three sensory impairments that may be seen in infants and toddlers in an early learning setting. Briefly summarize each and then discuss adaptations in materials, equipment, room arrangement, relationship building, language and so on that can be used to best meet the child’s developmental needs.
4. Review chapter seven and then research developmentally appropriate ways in which to facilitate fine and gross motor skills in infants and toddlers (either at home or in an early learning program). Include environmental adaptations for each suggestion to meet the needs of a specific sensory impairment.
View Rubric
132SpResearch3
132SpResearch3
Criteria Ratings Pts
Information/Concepts
view longer description
45 to >39 pts
Superior
Meets all assignment requirements; submitted by due date/time
39 to >34 pts
Above Average
Meets 85% of all assignment requirements
34 to >29 pts
Average
Meets 75% of all assignment requirements
29 to >0 pts
Below Average
Meets 65% of all assignment requirements
0 pts
No Marks
Not submitted
/ 45 pts
Assessment and Evaluation of Concepts
view longer description
45 to >39 pts
Superior
Meets all assignment requirements
39 to >34 pts
Above Average
Meets 85% of all assignment requirements
34 to >29 pts
Average
Meets 75% of all assignment requirements
29 to >0 pts
Below Average
Meets 65% of all assignment requirements
0 pts
No Marks
Not submitted
/ 45 pts
Submission Date
10 pts
Submitted by 5/19/24
8 pts
Submitted by 5/23/24
7 pts
Submitted by 5/26/24
6 pts
Submitted by 5/30/24
0 pts
Not Submitted
/ 10 pts
Total Points: 0