Psychology

Assignment 04

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)