|
Criterion |
1. Unsatisfactory |
2. Insufficient |
3. Approaching |
4. Acceptable |
5. Target |
|
Summary of each theory |
0 points Summary of each theory is inaccurate and fails to include the timeline in which the theory was developed. |
25.87 points Summary of each theory is confusing and partially includes the timeline in which the theory was developed. |
27.75 points Summary of each theory is vague and the timeline in which the theory was developed is lacking detail. |
32.63 points Summary of each theory is concise and includes a detailed timeline in which the theory was developed. |
37.5 points Summary of each theory is comprehensive and includes an in-depth timeline in which the theory was developed. |
|
Influence on Early Childhood Education |
0 points Discussion of how each theory has influenced early childhood education is inaccurate. |
25.87 points Discussion of how each theory has influenced early childhood education is unclear. |
27.75 points Discussion of how each theory has influenced early childhood education is lacking details. |
32.63 points Discussion of how each theory has influenced early childhood education is clear. |
37.5 points Discussion of how each theory has influenced early childhood education is insightful. |
|
Decisions for Curriculum and Instruction (B) (C1.1) |
0 points Description of how each theory can be applied to make developmentally appropriate decisions in curriculum and instruction is incoherent. |
31.05 points Description of how each theory can be applied to make developmentally appropriate decisions in curriculum and instruction has several errors. |
33.3 points Description of how each theory can be applied to make developmentally appropriate decisions in curriculum and instruction is somewhat inaccurate. |
39.15 points Description of how each theory can be applied to make developmentally appropriate decisions in curriculum and instruction is logical. |
45 points Description of how each theory can be applied to make developmentally appropriate decisions in curriculum and instruction provides new insight. |
|
Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives. |
0 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer. |
5.18 points Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect. |
5.55 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present. |
6.53 points Specific and appropriate evidence is included. Other perspectives are integrated. |
7.5 points Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively. |
|
Format/Documentation Uses appropriate designated style and formatting to document sources in citations and references. |
0 points Appropriate format is not used. No documentation of sources is provided. |
5.18 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident. |
5.55 points Appropriate format and documentation are used, although there are some obvious errors. |
6.53 points Appropriate format and documentation are used with only minor errors. |
7.5 points No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated. |
|
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. |
0 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout. |
10.35 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent. |
11.1 points Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted. |
13.05 points Few mechanical errors are present. Suitable language choice and sentence structure are used. |
15 points No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout. |
Rubric Criteria
Total150 points
Assignment
Read Chapters 1 and 4
Theories of education are important for teachers to understand because they will guide a teacher’s educational beliefs, practices, and decisions. Models provide a framework for the systems and processes within early childhood education and inform education standards, both at the state and national levels.
For this assignment, utilize resources found in the GCU Library and the course textbook to research theories that have influenced early childhood education. Select four theories from the list below:
· Bronfenbrenner’s ecological systems theory
· Piaget’s cognitive development theory
· Vygotsky’s sociocultural constructivism theory
· Bowlby’s attachment theory
· Bandura’s social learning theory
· Erikson’s psychosocial theory
· Maslow’s hierarchy of needs theory
For each theory, write 200-300 words about the following:
· Summary of each theory, including the timeframe in which the theory was developed.
· How the theory has influenced early childhood education.
· How each theory can be applied to make developmentally appropriate decisions in curriculum and instruction.
Support your work with 2-3 scholarly references.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
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. Refer to the LopesWrite technical support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd Early Childhood Education [ITL/NITL]
1.1: Explore theories and philosophies of early learning and development to make developmentally appropriate decisions to respond to each child through curriculum and instruction. [MC2] [AAQEP 1b; InTASC 1(d), 1(e), 1(h), 1(j), 2(j), 4(j), 4(n), 5(i), 7(i); NAEYC 1b]
