Assignment 3
APA 4 pages (double-spaced)
ASSIGNMENT 03 Assignment 03 EC440 Creating Learning Environments Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements. Developing a schedule for a classroom is not an easy task. In this assignment, you will create your own schedule for a preschool classroom. Part A Imagine you are a teacher for a preschool classroom. Create a schedule that begins at 8 a.m. and ends at 5 p.m. Your schedule should include all aspects from arrival of the student to the departure. Be specific and detailed, similar to the schedules shown in Chapter 3. When making a schedule, teachers need to consider each of the following: early childhood philosophy; the needs of the children; a balance of activities (child-initiated and adult-initiated; individual, small-group, and large-group; quiet and active; indoors and outdoors); the needs of parents; and time for routines, transitions, and extended center time for in-depth learning. Part B Explain each of the areas listed above (in italics). Give an example of how you approached each of those areas in your schedule. Grading Rubric Please refer to the rubric on the next page for the grading criteria for this assignment. CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable 35 points25 points15 points5 points Student provides a clear, logical description of a schedule of a preschool classroom, starting with the arrival of the school day and including a detailed schedule for the remainder of the day ending at the departure time. Student provides a mostly clear, logical description of a schedule of a preschool classroom, starting with the arrival of the school day and include a detailed schedule for the remainder of the day ending at the departure time. Student provides a weak or unclear description of a schedule of a preschool classroom, starting with the arrival of the school day and include a detailed schedule for the remainder of the day ending at the departure time. Student provides a poor description of a schedule of a preschool classroom, or fails to provide a schedule. 10 points8 points5 points2 points Student provides a clear, logical description of how their schedule indicates their early childhood philosophy. Student provides a mostly clear, logical description of how their schedule indicates their early childhood philosophy. Student provides a weak or unclear description of how their schedule indicates their early childhood philosophy. Student provides a schedule that poorly indicates their early childhood philosophy, or fails to provide a description. 10 points8 points5 points2 points Student provides a clear, logical description of how the schedule meets the needs of the children. Student provides a mostly clear, logical description of how the schedule meets the needs of the children. Student provides a weak or unclear description of how the schedule meets the needs of the children. Student provides a poor description of how the schedule meets the needs of the children, or fails to provide a description. 10 points8 points5 points2 points Student provides a clear, logical description of how the schedule includes a balance of activities. Student provides a mostly clear, logical description of how the schedule includes a balance of activities. Student provides a weak or unclear description of how the schedule includes a balance of activities. Student provides a poor description of how the schedule includes a balance of activities, or fails to provide a description. 10 points8 points5 points2 points Student provides a clear, logical description of how the schedule meets the needs of the parents. Student provides a mostly clear, logical description of how the schedule meets the needs of the parents. Student provides a weak or unclear description of how the schedule meets the needs of the parents. Student provides a poor description of how the schedule meets the needs of the parents, or fails to provide a description. 10 points 8 points 5 points 2 points Student does not make any errors in grammar or spelling, especially those that distract the reader from the content. Student makes 1-2 errors in grammar or spelling that distract the reader from the content. Student makes 3-4 errors in grammar or spelling that distract the reader from the content. Student makes more than 4 errors in grammar or spelling that distract the reader from the content. 15 points 12 points 8 points 5 points The paper is written in proper APA and organizational format. All sources used for quotes and facts are credible and cited correctly. Excellent organization, including a variety of thoughtful transitions. The paper is written in proper format with only 1-2 errors. All sources used for quotes and facts are credible, and most are cited correctly. Adequate organization includes a variety of appropriate transitions. The paper is written in proper format with only 3-5 errors. Most sources used for quotes and facts are credible and cited correctly. Essay is poorly organized, but may include a few effective transitions. The paper is not written in proper format. Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly. Essay is disorganized and does not include effective transitions. Part B: Needs of the Parents (10 Points) Format - APA Format, Citations, Organization, Transitions (15 Points) Part A: Schedule (35 Points) Mechanics (10 Points) Part B: Early Childhood Philosophy (10 Points) Part B: Needs of the Children (10 Points) Part B: Balance of Activities (10 Points)