2.1 DEVELOPING A STATEMENT OF YOUR PROGRAM’S CORE VALUES
The core values of a program of early care and education express the foundational, essential beliefs thatguide every aspect of its operation. They should reflect the knowledge base, history, and traditions thathave shaped the field of early childhood education as well as the philosophy of teaching and learningand beliefs about the purposes of education embraced by the program’s sponsor, leadership, and staff.They must also respond to the needs and values of the community that the program serves.Core Values of Early Childhood Education
The process of developing a statement of the program’s core values begins by considering theprofessional core values of the field of early childhood education that are part of the National Associationfor the Education of Young Children (NAEYC) Code of Ethical Conduct (NAEYC, 2011). They provide afoundation for the commitments all early childhood educators make to the children and families theyserve, to each other, and to their communities:
· Appreciate childhood as a unique and valuable stage of the human life cycle
· Base our work on knowledge of how children develop and learn
· Appreciate and support the bond between the child and family
· Recognize that children are best understood and supported in the context of family, culture,1community, and society
· Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
· Respect diversity in children, families, and colleagues
· Recognize that children and adults achieve their full potential in the context of relationships thatare based on trust and respect.
A center working to identify the particular core values upon which its programming is based shouldbegin by affirming its commitment to these core values. It may then, after careful consideration, decide ifit is appropriate to add to, expand upon, or elaborate on them to reflect their particular center’sphilosophy of teaching and learning, their views about the purposes of education, and the needs andvalues of their community.Theories of Teaching and Learning
A center’s approach to teaching and learning is based on theories of child development. This knowledgebase guides teachers’ day-to-day interactions with children, families, and colleagues; its curriculum; andeach classroom’s layout, daily schedule, materials, and equipment.
While not all early childhood educators agree about which theories are most accurate, the field is unifiedin its belief, as expressed in the core values in the NAEYC Code of Ethical Conduct that teachers of youngchildren must be familiar with theories of child development and must understand how these theoriesinform their work.A Brief Review of Developmental Theories That Have Influenced Early Childhood Education
Theories of cognitive development that describe how children learn, and theories that explore children’ssocial and emotional development, are essential components of early childhood e ...
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
The Creative Curriculum Model (Diane Trister Dodge, 1988)Christina Sookdeo
Areas covered: Background of the model, spread of the model, philosophical perspectives, theoretical foundations, domains of development, differentiation of instruction, assessment, research base, professional development, materials and space, and parent/family/community relationships.
Kimbrilee Schmitz To respond my opinion 8.1Consider the model.docxDIPESH30
Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
Forum 4Based on what you’ve learned and your own experience.docxalisoncarleen
Forum 4:
Based on what you’ve learned and your own experience, how does pretend play contribute to a child’s development?
What qualities and skills do you think are important for academic and vocational success? How many of those qualities and skill are assessed by traditional intelligence tests? What advice would you give to parents and teachers who want to nurture creativity and special talents with children?
Cognitive Development (Piaget) and Intelligence
The topic for this week is cognitive development and intelligence from the perspective of Piaget and Vygotsky. Additionally, we will learn definitions of intelligence, the predictive value of intelligence tests, variations in IQ, the role of early intervention in intellectual development, and the development of creativity.
Topics to be covered include:
· Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives
· Role of Intelligence Testing in the Development of Educational Programs
· Case Studies Related to Intelligence
Cognitive Development
We will begin to examine cognitive development, or how the intellectual capabilities of infants transform into those of the child, adolescent, and adult. First, let us define cognition. Cognition refers to the inner processes and products of the mind that lead to “knowing.” In other words, how do we acquire, comprehend, and apply knowledge? What transformations must occur for individuals to develop increasingly sophisticated mental capacities?
JEAN PIAGET
You have likely heard the name of Swiss cognitive theorist, Jean Piaget. According to Piaget, people are not cognitive beings at birth; instead, they discover, or construct, all knowledge of the world through their own experiences. As they begin to construct knowledge, they refine and organize the information in order to effectively adapt to their environments. This theory of active construction of knowledge is known as the constructivist approach to cognitive development. This approach follows children through four invariant (fixed order) and universal (assumed to characterize all children) stages: sensorimotor, preoperational, concrete operational, and formal operational. Throughout these stages, infants’ investigative behaviors gradually transform into the abstract, rational intelligence of more mature individuals.
PIAGET'S STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR
PREOPERATIONAL
CONCRETE OPERATIONAL
FORMAL OPERATIONAL
Piaget identified specific psychological structures called schemes (organized ways of making sense of experiences) that change with age. Initially, schemes are patterns of action involving the senses and motor functions. For example, a baby may simply grab and release an object. As the baby gets older, this scheme becomes more deliberate, and she may begin to throw the object down the stairs, up in the air, or against walls. In other words, she is thinking before she acts. When there evidence of this, Piaget says the child has moved ...
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
The Creative Curriculum Model (Diane Trister Dodge, 1988)Christina Sookdeo
Areas covered: Background of the model, spread of the model, philosophical perspectives, theoretical foundations, domains of development, differentiation of instruction, assessment, research base, professional development, materials and space, and parent/family/community relationships.
Kimbrilee Schmitz To respond my opinion 8.1Consider the model.docxDIPESH30
Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
Forum 4Based on what you’ve learned and your own experience.docxalisoncarleen
Forum 4:
Based on what you’ve learned and your own experience, how does pretend play contribute to a child’s development?
What qualities and skills do you think are important for academic and vocational success? How many of those qualities and skill are assessed by traditional intelligence tests? What advice would you give to parents and teachers who want to nurture creativity and special talents with children?
Cognitive Development (Piaget) and Intelligence
The topic for this week is cognitive development and intelligence from the perspective of Piaget and Vygotsky. Additionally, we will learn definitions of intelligence, the predictive value of intelligence tests, variations in IQ, the role of early intervention in intellectual development, and the development of creativity.
Topics to be covered include:
· Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives
· Role of Intelligence Testing in the Development of Educational Programs
· Case Studies Related to Intelligence
Cognitive Development
We will begin to examine cognitive development, or how the intellectual capabilities of infants transform into those of the child, adolescent, and adult. First, let us define cognition. Cognition refers to the inner processes and products of the mind that lead to “knowing.” In other words, how do we acquire, comprehend, and apply knowledge? What transformations must occur for individuals to develop increasingly sophisticated mental capacities?
JEAN PIAGET
You have likely heard the name of Swiss cognitive theorist, Jean Piaget. According to Piaget, people are not cognitive beings at birth; instead, they discover, or construct, all knowledge of the world through their own experiences. As they begin to construct knowledge, they refine and organize the information in order to effectively adapt to their environments. This theory of active construction of knowledge is known as the constructivist approach to cognitive development. This approach follows children through four invariant (fixed order) and universal (assumed to characterize all children) stages: sensorimotor, preoperational, concrete operational, and formal operational. Throughout these stages, infants’ investigative behaviors gradually transform into the abstract, rational intelligence of more mature individuals.
PIAGET'S STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR
PREOPERATIONAL
CONCRETE OPERATIONAL
FORMAL OPERATIONAL
Piaget identified specific psychological structures called schemes (organized ways of making sense of experiences) that change with age. Initially, schemes are patterns of action involving the senses and motor functions. For example, a baby may simply grab and release an object. As the baby gets older, this scheme becomes more deliberate, and she may begin to throw the object down the stairs, up in the air, or against walls. In other words, she is thinking before she acts. When there evidence of this, Piaget says the child has moved ...
3
Inventive Toddler Program
Mary Arterberry
ECE 332: Child Development
Catherine Norwood
October 26, 2016
It has been studied as well as observed that Piaget's theory has had a most important influence on the assumption along with practice of schooling. Actually this has supported us to generate an outlook where the center of attention is on the thought of developmentally suitable schooling. It gives indication towards an educational by means of environments, set of courses, equipment as well as coaching that are consistent with student's bodily and cognitive capabilities as well as their societal and emotional requirements or desires. A theme-based developmentally suitable curriculum particularly targeted to early childhood program serving toddlers ranging in age from 14 to 26 months that is based on Piaget’s theory.
Piaget’s stages of cognitive development aspect of his theory will be the most useful to us in our future career. Piaget’s sight of how children's minds work as well as develop has been very much powerful, above all in educational supposition. In addition to this, Piaget’s particular approaching was the job of maturation that is simply growing up in children rising capability to be aware of their humankind: children cannot undertake a number of tasks until they are sensitively mature sufficient to carry out so. However, his study has spawned a great deal further, much of which has destabilized the aspect of his own, however like a lot of other innovative researchers, he anticipated that children's philosophy does not build up completely easily: in its place, there are a number of points at which it "takes off" and moves into totally innovative areas along with some abilities. If we understand his theory completely than his theory would be very helpful for us in our future. After understanding his theory we can brought up our children more effectively and more successfully. In this way we can make our child philosophy. In short we can say that Piaget’s theory has contacted more the physical and psychological traits that change among each stage, despite the fact that this is obvious the growth of theoretical thinking and the acknowledgment of future results are of course a significant aspect in any ethical arbitration. I would like to at the present look at particularly how goodness develops according to Piaget’s theory, although recognizing, like Bee observes, that Piaget is better known for his job on “the early stages of moral reasoning in pre-school and elementary-school-age children”. Yes, definitely Piaget’s theory of cognitive development changed expectation for children now I can deal more effectively with my children. His theory is also very useful in our everyday work with children by understanding his theory being a parent I can make my children more successful or competent.
When generating a theme-based developmental curriculum particularly designed to early childhood programs helping toddlers that are rangin ...
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
Lecture notes Week 1 What is child developmentMcDevitt et a.docxSHIVA101531
Lecture notes
Week 1
What is child development?
McDevitt et al. (2013, p. 4) claim that the 'field of child development seeks to identify and explain persistent, cumulative and progressive changes in the development of children and adolescents'. They write that a child’s development is 'guided by three factors: Nature or Heredity – the genetic inheritance with which the child is born; Nurture or Environment – the influence of the setting in which the child lives; and Agency – the child’s choices, mental processes, emotional responses and behaviors'.
Week 2
Cognitive development
Cognitive development looks specifically at the brain development of children from birth, examining how they think and understand at various stages of their lives. You may have already heard a little about the two major cognitive development theorists: Jean Piaget and Lev Vygotsky, who each have strong views about influencing factors on cognitive development. As you are working through the readings and videos below, consider the similarities and differences between each theorist and how this applies to education.
Online resources
Websites
Theories of cognitive development: Jean Piaget (Eddy, 2010a) provides an overview of the key concepts and stages of development that are core to Piaget's theory of cognitive development.
Piaget: Implications for teaching (Webb, 1980) discusses how Piaget's views are best incorporated into the classroom environment.
Videos
Piaget’s stages of development (Misssmith891, 2011) gives practical demonstrations of children at different stages of development.
Online resources
Websites
Theories of cognitive development: Lev Vygotsky (Eddy, 2010b).
Bridging developmental theory and educational practice in Barbarin et al. (2009) discusses how the Vygotskian approach might affect your teaching practice.
Videos
An introduction to Vygotsky's theory of cognitive development (Johnson, 2010).
Summary of cognitive development: 6-12 years of age
· From Child development: A practitioner's guide (Davies, 2010, p. 382)
· Increasingly accurate perception of reality (reality testing) (6+ years).
· Reversibility: systematic ability to analyse perceptions by thinking back over them (6-7 years).
· Improving understanding of cause and effect; decline in magical thinking (6-7 years).
· Decentration: decline in egocentrism and increase in decentred thought allow child to distinguish between subjective and objective reality (6-7 years+).
· Concrete operations: processes of logic and reasoning can be applied to understand immediate reality (6-7 years+).
· Developmental spurt in cognitive functions at about age 7: spatial organisation, visual organisational ability, time orientation, distinctions between parts and wholes, serration, auditory processing (6-8 years).
· Memory: improved registration and categorisation of memory contributes to mastery of academic tasks (6 years+).
· Executive processes: new skills in thinking about problem solving, sustaining attention ...
1.1 Why a Family-Centered ApproachTraditionally, schools through.docxpaynetawnya
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
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Inventive Toddler Program
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October 26, 2016
It has been studied as well as observed that Piaget's theory has had a most important influence on the assumption along with practice of schooling. Actually this has supported us to generate an outlook where the center of attention is on the thought of developmentally suitable schooling. It gives indication towards an educational by means of environments, set of courses, equipment as well as coaching that are consistent with student's bodily and cognitive capabilities as well as their societal and emotional requirements or desires. A theme-based developmentally suitable curriculum particularly targeted to early childhood program serving toddlers ranging in age from 14 to 26 months that is based on Piaget’s theory.
Piaget’s stages of cognitive development aspect of his theory will be the most useful to us in our future career. Piaget’s sight of how children's minds work as well as develop has been very much powerful, above all in educational supposition. In addition to this, Piaget’s particular approaching was the job of maturation that is simply growing up in children rising capability to be aware of their humankind: children cannot undertake a number of tasks until they are sensitively mature sufficient to carry out so. However, his study has spawned a great deal further, much of which has destabilized the aspect of his own, however like a lot of other innovative researchers, he anticipated that children's philosophy does not build up completely easily: in its place, there are a number of points at which it "takes off" and moves into totally innovative areas along with some abilities. If we understand his theory completely than his theory would be very helpful for us in our future. After understanding his theory we can brought up our children more effectively and more successfully. In this way we can make our child philosophy. In short we can say that Piaget’s theory has contacted more the physical and psychological traits that change among each stage, despite the fact that this is obvious the growth of theoretical thinking and the acknowledgment of future results are of course a significant aspect in any ethical arbitration. I would like to at the present look at particularly how goodness develops according to Piaget’s theory, although recognizing, like Bee observes, that Piaget is better known for his job on “the early stages of moral reasoning in pre-school and elementary-school-age children”. Yes, definitely Piaget’s theory of cognitive development changed expectation for children now I can deal more effectively with my children. His theory is also very useful in our everyday work with children by understanding his theory being a parent I can make my children more successful or competent.
When generating a theme-based developmental curriculum particularly designed to early childhood programs helping toddlers that are rangin ...
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
Lecture notes Week 1 What is child developmentMcDevitt et a.docxSHIVA101531
Lecture notes
Week 1
What is child development?
McDevitt et al. (2013, p. 4) claim that the 'field of child development seeks to identify and explain persistent, cumulative and progressive changes in the development of children and adolescents'. They write that a child’s development is 'guided by three factors: Nature or Heredity – the genetic inheritance with which the child is born; Nurture or Environment – the influence of the setting in which the child lives; and Agency – the child’s choices, mental processes, emotional responses and behaviors'.
Week 2
Cognitive development
Cognitive development looks specifically at the brain development of children from birth, examining how they think and understand at various stages of their lives. You may have already heard a little about the two major cognitive development theorists: Jean Piaget and Lev Vygotsky, who each have strong views about influencing factors on cognitive development. As you are working through the readings and videos below, consider the similarities and differences between each theorist and how this applies to education.
Online resources
Websites
Theories of cognitive development: Jean Piaget (Eddy, 2010a) provides an overview of the key concepts and stages of development that are core to Piaget's theory of cognitive development.
Piaget: Implications for teaching (Webb, 1980) discusses how Piaget's views are best incorporated into the classroom environment.
Videos
Piaget’s stages of development (Misssmith891, 2011) gives practical demonstrations of children at different stages of development.
Online resources
Websites
Theories of cognitive development: Lev Vygotsky (Eddy, 2010b).
Bridging developmental theory and educational practice in Barbarin et al. (2009) discusses how the Vygotskian approach might affect your teaching practice.
Videos
An introduction to Vygotsky's theory of cognitive development (Johnson, 2010).
Summary of cognitive development: 6-12 years of age
· From Child development: A practitioner's guide (Davies, 2010, p. 382)
· Increasingly accurate perception of reality (reality testing) (6+ years).
· Reversibility: systematic ability to analyse perceptions by thinking back over them (6-7 years).
· Improving understanding of cause and effect; decline in magical thinking (6-7 years).
· Decentration: decline in egocentrism and increase in decentred thought allow child to distinguish between subjective and objective reality (6-7 years+).
· Concrete operations: processes of logic and reasoning can be applied to understand immediate reality (6-7 years+).
· Developmental spurt in cognitive functions at about age 7: spatial organisation, visual organisational ability, time orientation, distinctions between parts and wholes, serration, auditory processing (6-8 years).
· Memory: improved registration and categorisation of memory contributes to mastery of academic tasks (6 years+).
· Executive processes: new skills in thinking about problem solving, sustaining attention ...
1.1 Why a Family-Centered ApproachTraditionally, schools through.docxpaynetawnya
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
38 u December 2017 January 2018The authorities beli.docxlorainedeserre
38 u December 2017 / January 2018
T
he authorities believe he slipped across the United States-Mexico
border sometime during the summer of 2016, likely deep in the
night. He carried no papers. The crossing happened in the rugged
backcountry of southeastern Arizona, where the main deterrent to
trespassers is the challenging nature of the terrain—not the metal
walls, checkpoints, and aerial surveillance that dominate much of the border.
But the border crosser was des-
ert-hardy and something of an expert
at camouflage. No one knows for cer-
tain how long he’d been in the United
States before a motion-activated cam-
era caught him walking a trail in the
Dos Cabezas Mountains on the night
of November 16. When a government
agency retrieved the photo in late Feb-
ruary, the image was plastered across
Arizona newspapers, causing an imme-
diate sensation.
The border crosser was a jaguar.
Jaguars once roamed throughout
the southwestern United States, but
are now quite rare. A core population
resides in the mountains of northern
Mexico, and occasionally an adventur-
ous jaguar will venture north of the bor-
der. When one of these elusive, graceful
cats makes an appearance stateside,
Mrill Ingram is The Progressive’s online media editor.
‘The Border Is
a Beautiful Place’
For Many, Both Sides of the
Arizona-Mexico Border Are Home
B
O
R
D
ER
A
R
TS
C
O
R
R
ID
O
R
By Mrill Ingram
Artists Ana Teresa Fernández in Agua Prieta, Mexico, and Jenea Sanchez in Douglas, Arizona, worked with dozens of community members to paint sections
of the border fence sky blue, “erasing” it as a symbolic act of resistance against increasing violence and oppression of human rights along the border.
https://apnews.com/79c83219af724016b8cfa2c505018ac4/agency-reports-rare-jaguar-sighting-mountains-arizona
The Progressive u 39
usually via a motion-triggered camera,
it may get celebrity status.
“We’ve had positive identifications
of seven cats, alive and well, in the last
twenty years in the United States,” says
Diana Hadley of the Mexico-based
Northern Jaguar Project, which works
with people in both countries to pro-
tect the big cat. One of those cats be-
came known as El Jefe, after he took
up residence in 2011 in the Santa Rita
Mountains south of Tucson, Arizona.
His presence was proof that the United
States still had enough wild habitat to
support a jaguar.
The new cat was especially excit-
ing because, based on size and shape,
observers initially thought it might
be female. “A lot of people in Arizona
would be very happy to have jaguars
from Mexico breeding in Arizona,” re-
marks Hadley.
In September 2017, the Arizo-
na-based Center for Biological Di-
versity released new video of the cat,
apparently a male, caught on a mo-
tion-triggered camera ambling through
the oak scrub forest in the Chiricahua
Mountains. He’s been named Sombra,
or Shadow, by schoolkids in Tucson.
Such things will no longer ...
3Prototypes of Ethical ProblemsObjectivesThe reader shou.docxlorainedeserre
3
Prototypes of Ethical Problems
Objectives
The reader should be able to:
• Recognize an ethical question and distinguish it from a strictly clinical or legal one.
• Identify three component parts of any ethical problem.
• Describe what an agent is and, more importantly, what it is to be a moral agent.
• Name two prototypical ethical problems.
• Distinguish between two varieties of moral distress.
• Compare the fundamental difference between moral distress and an ethical dilemma.
• Describe the role of emotions in moral distress and ethical dilemmas.
• Describe a type of ethical dilemma that challenges a professional’s desire (and duty) to treat everyone fairly and equitably.
• Discuss the role of locus of authority considerations in ethical problem solving.
• Identify four criteria to assist in deciding who should assume authority for a specific ethical decision to achieve a caring response.
• Describe how shared agency functions in ethical problem solving.
NEW TERMS AND IDEAS YOU WILL ENCOUNTER IN THIS CHAPTER
legal question
disability benefits
ethical question
prototype
clinical question
agent
moral agent
locus of authority
shared agency
moral distress
moral residue
ethical dilemma
Topics in this chapter introduced in earlier chapters
Topic
Introduced in chapter
Ethical problem
1
Integrity
1
Interprofessional care team
1
Professional responsibility
2
A caring response
2
Accountability
2
Social determinants of care
2
Justice
2
Introduction
You have come a long way already and are prepared to take the next steps toward becoming skilled in the art of ethical decision making. The first part of this chapter guides you through an inquiry regarding how to know when you are faced with an ethical question instead of (or in addition to) a clinical or legal question. A further question is raised: How do you know whether the situation that raised the question is a problem that requires your involvement? This chapter helps you prepare to answer that question too. You will learn the basic components of an ethical problem and be introduced to two prototypes of ethical problems. We start with the story of Bill Boyd and Kate Lindy.
 The Story of Bill Boyd and Kate Lindy
Bill Boyd is a 25-year-old soldier who lives in a large city. Bill served in the U.S. Army for more than 6 years and was deployed to both Iraq and Afghanistan for multiple military missions in the past 4 years. During his final deployment, Bill suffered a blast injury in which he sustained significant shoulder and neck trauma and a mild traumatic brain injury (TBI) and posttraumatic stress. He was treated in an inpatient military hospital and transitioned back to his hometown, where he moved into his childhood home with his mother.
Kate Lindy is the outpatient psychologist who has been treating Bill for pain and posttraumatic stress. Bill is in a structured civilian reentry program. This competitive program is administered by a government subcontractor; its goal is to help in ...
4-5 Annotations and Writing Plan - Thu Jan 30 2111Claire Knaus.docxlorainedeserre
4-5 Annotations and Writing Plan - Thu Jan 30 21:11
Claire Knaus
Annotations:
Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of Social Media Use With Social Well-Being, Positive Mental Health, and Self-Rated Health: Disentangling Routine Use From Emotional Connection to Use. Health Education & Behavior, 46(2_suppl), 69S-80S. https://doi.org/10.1177/1090198119863768
It seems that this source is arguing the effect of social media on mental health. This source uses this evidence to support the argument: Provided studies focusing on why individuals use social media, types of social network platforms, and the value of social capital. A counterargument for this source is: Studies that focus more on statistical usage rather than emotion connection. Personally, I believe the source is doing a good job of supporting its arguments because it provides an abundance of study references and clearly portrays the information and intent. I think this source will be very helpful in supporting my argument because of the focus on emotional connection to social media and its effects on mental health.
Matsakis, L. (2019). How Pro-Eating Disorder Posts Evade Filters on Social Media. In Gale Opposing Viewpoints Online Collection. Farmington Hills, MI: Gale. (Reprinted from How Pro-Eating Disorder Posts Evade Filters on Social Media, Wired, 2018, June 13) Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/UAZKKH366290962/OVIC?u=nhc_main&sid=OVIC&xid=2c90b7b5
It seems that this source is arguing that social media platforms are not doing enough to eliminate harmful pro-ED posts. This source uses this evidence to support the argument: Information about specific platforms and what they have done to moderate content, links for more information, and what constitutes as harmful content. A counterargument for this source is that it is too difficult for platforms to remove the content and to even find it. In addition, it is believed there may be harmful effects on vulnerable people posting this type of content. Personally, I believe the source is doing a good job of supporting its arguments because it provides opposing viewpoints as well as raising awareness of some of the dangers of social media posts. I think this source will be very helpful in supporting my argument because it provides information on specifically what is being done to moderate this type of content on social media, and what some of the difficulties in moderating are.
Investigators at University of Leeds Describe Findings in Eating Disorders (Pro-ana versus Pro-recovery: A Content Analytic Comparison of Social Media Users' Communication about Eating Disorders on Twitter and Tumblr). (2017, September 4). Mental Health Weekly Digest, 38. Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/A502914419/OVIC?u=nhc_main&sid=OVIC&xid=5e60152f
It seems that this source is arguing that there are more positive, anti-anorexia posts on social media than harmful, pro-ED content. ...
3NIMH Opinion or FactThe National Institute of Mental Healt.docxlorainedeserre
3
NIMH: Opinion or Fact
The National Institute of Mental Health (NIMH) was formed in 1946 and is one of 27 institutes that form the National Institute of Health (NIH) (NIMH, 2019). The mission of the NIMH is “To transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure.” (NIMH, 2019). There are many different mental illnesses discussed on the NIMH website to include Attention-Deficit/Hyperactivity Disorder (ADHD). The NIMH website about ADHD is effective at providing the public general information and meets the criteria of authority, objectivity, and currency.
The NIMH website about ADHD provides an overview of ADHD, discusses signs and symptoms, and risk factors. The NIMH continues with information about treatment and therapies. Information provided by the NIMH is intended for both children and adults. The NIMH concludes on the page with studies the public can join and more resources for the public such as booklets, brochures, research and clinical trials.
As described by Jim Kapoun authority can be identified by who or what institution/organization published the document and if the information in the document is cited correctly (Cornell, 2020). The information on the website is published by the NIMH which is the lead research institute related to mental health for the last 70 plus years (NIMH, 2019). On the page related to ADHD the NIMH references the program of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) and provides a hyperlink to access the resources available with the agency (NIMH,2019). This link can be found under the support groups section in the treatment and therapies. On the website to the right of the area describing inattention the NIMH has a section on research. In this block there is a link to “PubMed: Journal Articles about Attention Deficit Hyperactivity Disorder (ADHD)” which will take you to a search of the National Center for Biotechnology Information (NCBI) published by PubMed on ADHD (NIMH, 2019). Throughout the entire page the NIMH provides sources and hyperlinks to the sources as citations. Based on the reputation of the NIMH and the citations to the source material the website meets the criteria of authority.
According to Kapoun objectivity can be identified looking for areas where the author expresses his or her opinion (Cornell, 2020). Information provided on the NIMH page about ADHD does not express the opinion of the author. The author produces only factual information based on research. The NIMH makes it a point not to mention the names of medications when discussing treatments and only explains the medications fall in two categories stimulants and non-stimulants (NIMH, 2019). In this same area the NIMH provides hyperlinks to the NIMH Mental Health Medication and FDA website for information about medication. The extent at which the NIMH goes to not provide an opinion on the website meet ...
4.1
Updated April-09
Lecture Notes
Chapter 4
Enterprise Excellence
Implementation
ENTERPRISE EXCELLENCE
4.2
Updated April-09
Learning Objectives
• Management & Operations Plans
• Enterprise Excellence Projects
• Enterprise Excellence Project decision Process
• Planning the Enterprise Excellence Project
• Tollgate Reviews
• Project Notebook
4.3
Updated April-09
MANAGEMENT AND OPERATIONS PLANS
• The scope and complexity of the
implementation projects will vary from the
executive level, to the management level, to
the operational level
• Each plan, as it is developed and deployed,
will include projects to be accomplished
• Conflicts typically will occur amongst
requirements of quality, cost, and schedule
when executing a project
4.4
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• An Enterprise Excellence project will be one of three
types:
1. Technology invention or innovation
2. New product, service, or process development
3. Product, service, or process improvement
• Enterprise Excellence uses the scientific method
• The scientific method is a process of organizing
empirical facts and their interrelationships in a
manner that allows a hypothesis to be developed and
tested
4.5
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• The scientific method consists of the
following steps:
1. Observe and describe the situation
2. Formulate a hypothesis
3. Use the hypothesis to predict results
4. Perform controlled tests to confirm the hypothesis
4.6
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• Figure 4.1 shows the project decision process
4.7
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Inventing/Innovating Technology:
Technology development is accomplished using
system engineering
This system approach enables critical functional
parameters and responses to be quickly transferred
into now products, services, and processes
The process is a four-phase process (I2DOV):
Invention & Innovation – Develop – Optimize – Verify
4.8
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Development of Products, Services, and
Processes
The Enterprise Excellence approach for developing
products, services, and processes is the Design for
Lean Six Sigma strategy.
This strategy helps to incorporate customer
requirements and expectations into the product
and/or service.
Concept – Design – Optimize - Verify (CDOV) is a
specific sequential design & development process
used to execute the design strategy.
4.9
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Improving Products, Services, and Processes:
Improving products, services and processes usually
involves the effectiveness and efficiency of operations.
A product or service is said to be effective when it meets
all of its customer requirements.
Effectiveness can be simply expressed as "doing the
right things the first time ...
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
3Welcome to Writing at Work! After you have completed.docxlorainedeserre
3
Welcome to Writing at Work! After you have completed the reading for the week, write an email to introduce yourself to your peers. The name of your thread should be what you would include in the subject of the email.
As you compose your email, keep in mind the following:
· You are addressing a group you will work with in a professional capacity for at least 15 weeks. Let us know something about you, but don't share anything you wouldn't want repeated.
· You should include what you perceive to be your relative strengths with regard to writing at work. What types of tasks would you feel most comfortable taking on?
· You should also include what aspects of writing at work make you feel least comfortable. What types of tasks would you not be as suited for?
· What do you hope to learn in the next several months?
Next, in an attachment, choose one of the following two prompts and write a letter, taking into account the purpose, audience, and appropriate style for the task.
1. Your organization has been contracted to complete a project for an important client, and you were charged with managing the project. It has unfortunately become clear that your team will not meet the deadline. Your supervisor has told you to contact the client in writing to alert them to the situation and wants to be cc'd on the message. Write a letter, which you will send via email, addressing the above.
2. After a year-long working relationship, your organization will no longer be making use of a freelancer's services due to no fault of their own. Write a letter alerting them to this fact.
Name:
HRT 4760 Assignment 01
Timeliness
First, you will choose one particular organization where you will conduct each of your 15 different observational assignments. Stick with this same organization throughout your coursework. (Do not switch around assignment locations at different organizations or locations.) The reason for continuing your observational assignments at the same organization is to give you a deeper understanding of this particular organization across the 15 different assignments. As you read on, you will get a more complete understanding as to how these 15 assignments come together.
Tip: Many students choose the organization where they are currently working. This works particularly well. If you are working there, you have much opportunity to gain access to the areas that will give you a more complete understanding of the quality of entire service package (the 15 different elements) that the organization offers to its customers.
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of oth ...
3JWI 531 Finance II Assignment 1TemplateHOW TO USE THIS TEMP.docxlorainedeserre
3
JWI 531 Finance II Assignment 1Template
HOW TO USE THIS TEMPLATE:
This is a template and checklist corresponding to your Assignment 1 paper: Enterprise Risk Management and Moat Strength. See below for an explanation of the color-coding in this template:
· All green text includes instructions to support your writing. You should delete all green text before submitting your final paper.
· All blue text indicates areas where you need to replace text with your own information. Replace the blue text with your own words in black.
· Headings and subheadings are written in black, bold type. Keep these in your paper.
TIPS:
· Write in the third person, using “he” or “she” or “they”, or using specific names. Do not use the second person “you”.
· The body of this paper has one-inch margins and uses a professional font (size 10-12); we recommend Arial or Times New Roman fonts.
· The Assignment template is already formatted with all needed specifications like margins, appropriate font, and double spacing.
· Before submitting your paper, use Grammarly to check for punctuation and usage errors and make the required corrections. Then read aloud to edit for tone and flow.
· You should also run your paper through SafeAssign to ensure that it meets the required standards for originality.
FINALIZING YOUR PAPER
Your submission should be a maximum of 4 pages in length. The page count doesnotinclude the Cover Page at the beginning and the References page at the end. The final paper that you submit for grading should be in black text only with all remaining green text and blue text removed. Assignment 1: Enterprise Risk Analysis and Moat Strength
Author’s Name
Jack Welch Management Institute
Professor’s Name
JWI 531
Date
Introduction
An Introduction should be succinct and to the point. Start your Introduction with a general and brief observation about the paper’s topic. Write a thesis statement, which is the “road map” for your paper - it helps your reader to navigate your work. In your thesis statement, be specific about the major areas you plan to address in your paper.
The headings below should guide your introduction, since they identify the topics to be addressed in your paper. The introduction is not a graded part of your rubric but it helps your reader to understand what your assignment will be about. We recommend that you write this part of your Introduction after you complete the other sections of your paper. It only needs to be one paragraph in length.
Analysis and Recommendations
You must answer each of the following questions in your paper. Keep your responses focused on the topic. Straying off into additional areas, even if they are interesting, will not earn additional marks, and may actually detract from the clarity of your responses.
I. Where is each company in its corporate lifecycle (startup, growth, maturity or decline)? Explain.
Before writing your response to this question, make sure you understand what characterizes ea ...
3Big Data Analyst QuestionnaireWithin this document are fo.docxlorainedeserre
3
Big Data Analyst Questionnaire
Within this document are four different questions. Each question is structured in the following manner:
1) Premise
- Contains any needed background information
2) Request
- The actual question, what you are to solve
3) Notes
- A space if you feel like including notes of any kind for the given question
Please place your answer for each question in a separate file, following this naming convention:
Name_Qn.docx, where n = the question number (i.e., 1, 2 ...). So the file for the first question should be named ‘Name_Q1.docx’.
When complete, please package everything together and send email responses to the designated POCs.
Page | 1
Premise:
You have a table named “TRADES” with the following six columns:
Column Name
Data Type
Description
Date
DATE
The calendar date on which the trade took place.
Firm
VARCHAR(255)
A symbol representing the Broker/Dealer who conducted the trade.
Symbol
VARCHAR(10)
The security traded.
Side
VARCHAR(1)
Denotes whether the trade was a buy (purchase) or a sell (sale) of a security.
Quantity
BIGINT
The number of shares involved in the trade.
Price
DECIMAL(18,8)
The dollar price per share traded.
You write a query looking for all trades in the month of August 2019. The query returns the following:
DATE
FIRM
SYMBOL
SIDE
QUANTITY
PRICE
8/5/2019
ABC
123
B
200
41
8/5/2019
CDE
456
B
601
60
8/5/2019
ABC
789
S
600
70
8/5/2019
CDE
789
S
600
70
8/5/2019
FGH
456
B
200
62
8/6/2019
3CDE
456
X
300
61
8/8/2019
ABC
123
B
300
40
8/9/2019
ABC
123
S
300
30
8/9/2019
FGH
789
B
2100
71
8/10/2019
CDE
456
S
1100
63
Questions:
1) Conduct an analysis of the data set returned by your query. Write a paragraph describing your analysis. Please also note any questions or assumptions made about this data.
2) Your business user asks you to show them a table output that includes an additional column categorizing the TRADES data into volume based Tiers, with a column named ‘Tier’. Quantities between 0-250 will be considered ‘Small’, quantities greater than ‘Small’ but less than or equal to 500 will be considered ‘Medium’, quantities greater than ‘Medium’ but less than or equal to 500 will be considered ‘Large’, and quantities greater than ‘Tier 3’ will be considered ‘Very Large’ .
a. Please write the SQL query you would use to add the column to the table output.
b. Please show the exact results you expect based on your SQL query.
3) Your business user asks you to show them a table output summarizing the TRADES data (Buy and Sell) on week-by-week basis.
a. Please write the SQL query you would use to query this table.
b. Please show the exact results you expect based on your SQL query.
Notes:
1
Premise:
You need to describe in writing how to accomplish a task. Your audience has never completed this task before.
Question:
In a few paragraphs, please describe how to complete a task of your choice. You may choose a task of your own liking or one of the sample tasks below:
1) How to make a p ...
3HR StrategiesKey concepts and termsHigh commitment .docxlorainedeserre
3
HR Strategies
Key concepts and terms
High commitment management •
High performance management •
HR strategy •
High involvement management •
Horizontal fi t •
Vertical fi t •
On completing this chapter you should be able to defi ne these key concepts.
You should also understand:
Learning outcomes
T • he purpose of HR strategy
Specifi c HR strategy areas •
How HR strategy is formulated •
How the vertical integration of •
business and HR strategies is
achieved
How HR strategies can be set out •
General HR strategy areas •
The criteria for a successful HR •
strategy
The fundamental questions on •
the development of HR strategy
How horizontal fi t (bundling) is •
achieved
How HR strategies can be •
implemented
47
48 Human Resource Management
Introduction
As described in Chapter 2, strategic HRM is a mindset that leads to strategic actions and reac-
tions, either in the form of overall or specifi c HR strategies or strategic behaviour on the part
of HR professionals. This chapter focuses on HR strategies and answers the following ques-
tions: What are HR strategies? What are the main types of overall HR strategies? What are the
main areas in which specifi c HR strategies are developed? What are the criteria for an effective
HR strategy? How should HR strategies be developed? How should HR strategies be
implemented?
What are HR strategies?
HR strategies set out what the organization intends to do about its human resource manage-
ment policies and practices and how they should be integrated with the business strategy and
each other. They are described by Dyer and Reeves (1995) as ‘internally consistent bundles of
human resource practices’. Richardson and Thompson (1999) suggest that:
A strategy, whether it is an HR strategy or any other kind of management strategy must
have two key elements: there must be strategic objectives (ie things the strategy is sup-
posed to achieve), and there must be a plan of action (ie the means by which it is pro-
posed that the objectives will be met).
The purpose of HR strategies is to articulate what an organization intends to do about its
human resource management policies and practices now and in the longer term, bearing in
mind the dictum of Fombrun et al (1984) that business and managers should perform well in
the present to succeed in the future. HR strategies aim to meet both business and human needs
in the organization.
HR strategies may set out intentions and provide a sense of purpose and direction, but they are
not just long-term plans. As Gratton (2000) commented: ‘There is no great strategy, only great
execution.’
Because all organizations are different, all HR strategies are different. There is no such thing as
a standard strategy and research into HR strategy conducted by Armstrong and Long (1994)
and Armstrong and Baron (2002) revealed many variations. Some strategies are simply very
general declarations of intent. Others go into much more detail. ...
3Implementing ChangeConstruction workers on scaffolding..docxlorainedeserre
3
Implementing Change
Construction workers on scaffolding.
hxdbzxy/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
Summarize the nine steps in Ackerman and Anderson’s road map for change.
Analyze Cummings and Worley’s five dimensions of leading and managing change.
Describe how to align an organization with its new vision and future state.
Explain how roles/relationships and interventions are used to implement change.
Examine ways to interact with and influence stakeholders.
Change is the law of life and those who look only to the past or present are certain to miss the future.
—John F. Kennedy
Alan Mulally was selected to lead Ford in 2006 after he was bypassed as CEO at Boeing, where he had worked and was expected to become CEO. Insiders and top-level managers at Ford, some of whom had expected to become CEO, were initially suspicious and then outraged when Mulally was hired. They questioned what someone from the airplane industry would know about the car business (Kiley, 2009).
Chair William (Bill) Clay Ford, Jr.—who selected Mulally as CEO—told Ford’s officers that the company needed a fresh perspective and a shake-up, especially since it had lost $14.8 billion in 2008—the most in its 105-year history—and had burned through $21.2 billion, or 61%, of its cash (Kiley, 2009). Because Ford knew that the company’s upper echelon culture was closed, bureaucratic, and rejected outsiders and new ways of thinking, he was not surprised by his officers’ reactions. However, Ford’s managers had no idea that the company was fighting for its life. To succeed, Mulally would need Chair Ford’s full endorsement and support, and he got it.
The company’s biggest cultural challenge was to break down the silos that various executives had built. As we will discuss more in Chapter 4, silos are specific processes or departments in an organization that work independently of each other without strong communication between or among them. A lack of communication can often stifle productivity and innovation, and this was exactly what was happening at Ford.
Mulally devised a turnaround strategy and developed it into the Way Forward Plan. The plan centralized and modernized plants to handle several models at once, to be sold in several markets. The plan was designed to break up the fiefdoms of isolated cultures, in which leaders independently developed and decided where to sell cars. Mulally’s plan also kept managers in positions for longer periods of time to deepen their expertise and improve consistency of operations. The manager who ran the Mazda Motor affiliate commented, “I’m going into my fourth year in the same job. I’ve never had such consistency of purpose before” (as cited in Kiley, 2009, “Meetings About Meetings,” para. 2).
Mulally’s leadership style involved evaluating and analyzing a situation using data and facts and then earning individuals’ support with his determinatio ...
3Assignment Three Purpose of the study and Research Questions.docxlorainedeserre
3
Assignment Three: Purpose of the study and Research Questions
RES 9300
Recently, Autism has become a serious health concern to parents. According to Center for Disease Control and Prevention (2018), about one in fifty nine United States children has been identified with autism spectrum disorder with one in six children developing developmental disability ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism (CDC,2018). World Health Organization (2019) estimates that 1 in 160 children globally has autism making it one of the most prevalent diseases. Despite the disease prevalence, most population has little knowledge about the disease. Many health practitioners have proposed early care as a means to control the disease effects.
Purpose Statement
The purpose of this study is to determine whether early intervention services can help improve the development of children suffering from autism. This study also aims to explore the general public awareness and perception about autism disorder.
Research Questions
(1) How should service delivery for autistic patients be improved to promote their health? (2) What impact does early intervention services have on development of children suffering from autism? (3) How can public knowledge on autism improve support and care for autistic patients? (4) What effect will early intervention have on patient’s social skills?
References
Center for Disease Control and Prevention. (2018). Autism Spectrum Disorder (ASD). Data & Statistics. Retrieved From https://www.cdc.gov/ncbddd/autism/data.html
World Health Organization. (2019). Autism Spectrum Disorders. Fact Sheet. Retrieved From https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
3
Assignment Two: Theoretical Perspective and Literature Review
RES 9300
Literature Map
Parenting an Autism Child
(Dependent Variable)
9
Mothers/Father Role
Education
Religious Beliefs
Gender/Age
Financial Resources
Maternal Relationship
Region
Public Awareness
Support
Ethnicity
Independent Variables
Secondary Source I Will Be Using In My Literature Review
Mother/Father Roles
Glynn, K. A. (2015). Predictors of parenting practices in parents of children with autism spectrum disorder.
Religious Beliefs
Huang, C. Y., Yen, H. C., Tseng, M. H., Tung, L. C., Chen, Y. D., & Chen, K. L. (2014). Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism. Journal of Autism and Developmental Disorders, 44(6), 1383-1390.
Education
Brezis, R. S., Weisner, T. S., Daley, T. C., Singhal, N., Barua, M., & Chollera, S. P. (2015). Parenting a child with autism in India: Narratives before and after a parent–child intervention program. Culture, Medicine, and Psychiatry, 39(2), 277-298.
Financial Resources
Zaidm ...
380067.docxby Jamie FeryllFILET IME SUBMIT T ED 22- .docxlorainedeserre
380067.docx
by Jamie Feryll
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380067by Jamie Feryll380067ORIGINALITY REPORT380067WRITECHECK REPORT
Interpretations of Iron Age Architecture Brochs in Society/Social Identity
Archaeology is a historical field which has advanced over the years based on more discoveries still being experienced by the archaeologists who seek them. According to Kelly and Thomas (2010; p.5), the concession that life existed in more ancient times than stipulated by biblical scholars and human culture allowed the archaeologists to dig deeper into genealogical data. Iron Age architecture and social/society identity relate to one another. For instance, the population, based on their identity and perception will construct buildings that directly reflect their beliefs. This essay will discuss these archaeological concepts of Iron Age architecture and society/social identity. Need a paragraph on brochs and how many and where they are across Scotland with patcialur focus on the atlantc region, this is not relevant for masters essay. Must define broch from its architecture and how long it would take to build and note famous ones and note the ones that will be referred to in this essay – this could be Perhaps incorpated into the next paragraph.
Iron Age architecture has over the years been dominated by differing archaeological concepts and debates. It was defined by settlements and settlement structures such as duns, brochs, wheelhouses, hillforts, stone-built round houses and timber. The social and societal identity which is identified through material remains indicates aspects of differentiation, regional patterns and segregation. According to Kelly and Thomas (2010; p.28), people who existed in Iron Age Scotland were isolated. This is demonstrated by the presence of a burial followed by an assembled chariot at Newbridge. Northern and western Scotland have been the source of the well-structured developments that have provided cultural, architectural and social data over time. Maes Howe, which is the largest Orkney burial cairn, located between Stromne ...
39Chapter 7Theories of TeachingIntroductionTheories of l.docxlorainedeserre
39
Chapter 7
Theories of Teaching
Introduction
Theories of learning are typically only useful to adult learning practitioners when they are applied to the facilitation of learning—a function assigned usually in our society to a person designated as teacher or trainer.
A distinction must be made between theories of learning and theories of teaching. Theories of learning deal with the ways in which people learn, whereas theories of teaching deal with the ways in which one person influences others to learn (Gage, 1972, p. 56).
Presumably, the learning theory subscribed to by a teacher will influence his or her teaching theory.
Early on, Hilgard resisted this fragmentation of learning theory. He identified 20 principles he believed to be universally acceptable from three different families of theories: Stimulus–Response (S–R) theory, cognitive theory, and motivation and personality theory. These principles are summarized in Table 7.1.
Hilgard’s conviction in his belief that his 20 principles would be “in large part acceptable to all parties” was grounded in his limited verification process. The “parties” with whom he checked out these principles were control-oriented theorists. In spite of their differences about the internal mechanics of learning, these theorists are fairly close in their conceptualization of the role of the teacher.
Table 7.1 Summary of Hilgard’s principles
Teaching Concepts Based on Animal and Child Learning Theories
Let’s examine the concepts of a variety of theories about the nature of teaching and the role of the teacher. First, we’ll look at the members of Hilgard’s jury. These include Thorndike, Guthrie, Skinner, Hull, Tolman, and Gagné.
Thorndike
Thorndike essentially saw teaching as the control of learning by the management of reward. The teacher and learner must know the characteristics of a good performance in order that practice may be appropriately arranged. Errors must be diagnosed so that they will not be repeated. The teacher is not primarily concerned with the internal states of the organism, but with structuring the situation so that rewards will operate to strengthen desired responses. The learner should be interested, problem-oriented, and attentive. However, the best way to obtain these conditions is to manipulate the learning situation so that the learner accepts the problem posed because of the rewards involved. Attention is maintained and appropriate S–R connections are strengthened through the precise application of rewards toward the goals set by the teacher. A teacher’s role is to cause appropriate S–R bonds to be built up in the learner’s behavior repertoire (Hilgard and Bower, 1966, pp. 22–23; Pittenger and Gooding, 1971, pp. 82–83).
Guthrie
Guthrie’s suggestions for teaching are summarized as follows:
1. If you wish to encourage a particular kind of behavior or discourage another, discover the cues leading to the behavior in question. In the one case, arrange the situation so that the desired be ...
38 Monthly Labor Review • June 2012TelecommutingThe.docxlorainedeserre
38 Monthly Labor Review • June 2012
Telecommuting
The hard truth about telecommuting
Telecommuting has not permeated the American workplace, and
where it has become commonly used, it is not helpful in reducing
work-family conflicts; telecommuting appears, instead, to have
become instrumental in the general expansion of work hours,
facilitating workers’ needs for additional worktime beyond the
standard workweek and/or the ability of employers to increase or
intensify work demands among their salaried employees
Mary C. Noonan
and
Jennifer L. Glass
Mary C. Noonan is an Associate
Professor at the Department of
Sociology, The University of Iowa;
Jennifer L. Glass is the Barbara
Bush Regents Professor of Liberal
Arts at the Department of Sociol-
ogy and Population Research
Center, University of Texas at
Austin. Email: [email protected]
uiowa.edu or [email protected]
austin.utexas.edu.
Telecommuting, defined here as work tasks regularly performed at home, has achieved enough
traction in the American workplace to
merit intensive scrutiny, with 24 percent
of employed Americans reporting in recent
surveys that they work at least some hours
at home each week.1 The definitions of
telecommuting are quite diverse. In this ar-
ticle, we define telecommuters as employ-
ees who work regularly, but not exclusively,
at home. In our definition, at-home work
activities do not need to be technologically
mediated nor do telecommuters need a
formal arrangement with their employer to
work at home.
Telecommuting is popular with policy
makers and activists, with proponents
pointing out the multiple ways in which
telecommuting can cut commuting time
and costs,2 reduce energy consumption
and traffic congestion, and contribute to
worklife balance for those with caregiving
responsibilities.3 Changes in the structure
of jobs that enable mothers to more effec-
tively compete in the workplace, such as
telecommuting, may be needed to finally
eliminate the gender gap in earnings and
direct more earned income to children,
both important public policy goals.4
Evidence also reveals that an increasing num-
ber of jobs in the American economy could be
performed at home if employers were willing
to allow employees to do so.5 Often, employees
can perform jobs at home without supervision
in the “high-tech” sector, in the financial sector,
and many in the communication sector that are
technology dependent. The obstacles or barriers
to telecommuting seem to be more organiza-
tional, stemming from the managers’ reluctance
to give up direct supervisory control of workers
and from their fears of shirking among workers
who telecommute.6
Where the impact of telecommuting has
been empirically evaluated, it seems to boost
productivity, decrease absenteeism, and increase
retention.7 But can telecommuting live up to its
promise as an effective work-family policy that
helps employees meet their nonwork responsi-
bilities? To do so, tel ...
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2.1 DEVELOPING A STATEMENT OF YOUR PROGRAM’S CORE VALUESThe co.docx
1. 2.1 DEVELOPING A STATEMENT OF YOUR PROGRAM’S C
ORE VALUES
The core values of a program of early care and education expres
s the foundational, essential beliefs thatguide every aspect of its
operation. They should reflect the knowledge base, history, and
traditions thathave shaped the field of early childhood educatio
n as well as the philosophy of teaching and learningand beliefs
about the purposes of education embraced by the program’s spo
nsor, leadership, and staff.They must also respond to the needs
and values of the community that the program serves.Core Valu
es of Early Childhood Education
The process of developing a statement of the program’s core val
ues begins by considering theprofessional core values of the fiel
d of early childhood education that are part of the National Asso
ciationfor the Education of Young Children (NAEYC) Code of
Ethical Conduct (NAEYC, 2011). They provide afoundation for
the commitments all early childhood educators make to the chil
dren and families theyserve, to each other, and to their communi
ties:
·
Appreciate childhood as a unique and valuable stage of the hum
an life cycle
·
Base our work on knowledge of how children develop and learn
· Appreciate and support the bond between the child and family
·
Recognize that children are best understood and supported in th
e context of family, culture,1community, and society
·
Respect the dignity, worth, and uniqueness of each individual (c
hild, family member, and colleague)
· Respect diversity in children, families, and colleagues
·
2. Recognize that children and adults achieve their full potential in
the context of relationships thatare based on trust and respect.
A center working to identify the particular core values upon whi
ch its programming is based shouldbegin by affirming its commi
tment to these core values. It may then, after careful considerati
on, decide ifit is appropriate to add to, expand upon, or elaborat
e on them to reflect their particular center’sphilosophy of teachi
ng and learning, their views about the purposes of education, an
d the needs andvalues of their community.Theories of Teaching
and Learning
A center’s approach to teaching and learning is based on theorie
s of child development. This knowledgebase guides teachers’ da
y-to-
day interactions with children, families, and colleagues; its curr
iculum; andeach classroom’s layout, daily schedule, materials, a
nd equipment.
While not all early childhood educators agree about which theor
ies are most accurate, the field is unifiedin its belief, as express
ed in the core values in the NAEYC Code of Ethical Conduct th
at teachers of youngchildren must be familiar with theories of c
hild development and must understand how these theoriesinform
their work.A Brief Review of Developmental Theories That Ha
ve Influenced Early Childhood Education
Theories of cognitive development that describe how children le
arn, and theories that explore children’ssocial and emotional de
velopment, are essential components of early childhood educato
rs’ professionalknowledge. They have guided the field’s thinkin
g about what we believe children ought to know and beable to d
o and how we teach. It is important to remember as you review t
hese theories that this is just asampling of the important researc
h that has helped us understand children’s learning, growth, and
development. Be mindful, as well, that scholars continue to buil
d on these theories, and to conductresearch that will guide our
work in the future.Theories of Cognitive Development:
Through the years, three major theories of cognitive developme
nt have influenced our understanding ofhow children learn. The
3. first, which dominated the literature from the 1930s through the
1950s, is the maturationist view, which applies a biological and
genetic lens to development and learning (Gesell,1931). Maturat
ionists can trace their roots to the teachings of Jean-
Jacques Rousseau, who believed thatchildren’s growth and incre
ased maturity are natural processes that unfold overtime (Peltzm
an, 1998).Arnold Gesell’s research during this period demonstra
ted how genetics and biology guide the process ofmaturation an
d influence, to a great degree, what children can do and can lear
n. This work led to thedevelopment of age-
based norms describing children’s behaviors and warned against
imposinginappropriate expectations that would pressure childre
n to perform beyond their developmentalcapacity.
A second school of thought that influenced education from the 1
950s through the 1970s is behaviorism(Skinner, 1938). B. F. Ski
nner taught that the environment, rather than genetics, has the g
reatestinfluence on learning. Behaviorists can trace their beliefs
to those of John Locke, who popularized thenotion that childre
n were “blank slates” to be shaped by their experiences (Ezell, 1
983–
84). Behaviorism,with its emphasis on children’s experiences, p
rovides a theoretical rationale for direct instruction withsequenc
ed goals and objectives. A behaviorist teacher describes or mod
els desired behaviors and usespraise to reinforce appropriate res
ponses. There are serious limitations to a behaviorist approach t
oteaching young children: learning is defined by observable beh
aviors, success depends on a system ofrewards and punishments,
and the teacher rather than the child is viewed as the source of
knowledgeand understanding.
The third theoretical approach to teaching and learning, which i
s consistent with brain research andsupported by research invest
igating how children learn, is constructivism. Constructivists, b
eginningwith the work of Jean Piaget (Piaget & Inhelder, 1969/2
000) and Lev Vygotsky, (1978), help us understandthat children
learn by interacting with the people and things in their environ
ment. Piaget’s theorydescribes four stages of children’s cognitiv
4. e development:
· During the sensorimotor stage (birth—
2 years), infants learn by exploring the world with theirsenses.
Object permanence and a beginning understanding of cause and
effect develop during thisperiod.
· The preoperational stage (2–
7 years) is marked by children’s increased ability to use languag
e. Theydevelop memory and imagination, which means they can
think about the past, present, and futureand enjoy make-believe.
· Elementary-age children (7–
11 years old) are typically in the concrete operational stage. Dur
ing thisperiod, they begin to be less egocentric, which means th
ey understand that others do not share theirperspectives, thought
s, or experiences. Concrete operational children are beginning t
o thinklogically but often rely on materials they can manipulate
to solve problems.
·
Adolescent formal operational thinkers (12 years and up) are abl
e to solve abstract problemssystematically and can engage in the
oretical and hypothetical reasoning.
Piaget applies this constructivist theory to help us understand c
hildren’s acquisition of language, thecharacteristics of their mor
al reasoning, and their understanding of geometry and time. His
contributions provide convincing evidence that demonstrates chi
ldren’s ability to direct their ownlearning.
This video describes Piaget’s theory of cognitivedevelopment
with examples illustrating young children’sincreasing abilities t
o understand the world around them.Watch this video to learn a
bout Piaget’s influential theory: https://www.youtube.com/watc
h?v=Yxo8zkgd07E
While both Piaget and Vygotsky are constructivists who emphas
ize the essential contributions hands-
onexperiences make to cognitive development, Vygotsky places
greater emphasis on learning within asocial context. For that rea
son, his theory is described as social constructivism. Vygotsky
provides insightsinto how both children and adults can benefit f
5. rom the help of a teacher or more capable peer whoguides or sca
ffolds (Wood, Bruner, & Ross, 1976) their efforts to solve probl
ems that are too difficult forthem to manage independently. Vyg
otsky labeled the difference between what learners can doindepe
ndently and what they can do with expert coaching as their zone
of proximal development (ZPD).Just as scaffolding is removed
as building project nears completion, the scaffolding provided b
y the moreskilled coach who stretches the learners’ performance
can be removed as students’ ZPD is expanded andtheir mastery
builds (Vygotsky, 1978).
Vygotsky also focused on how culture shapes development. He
described culturally developed “tools ofthe mind” (i.e., symbol
systems, such as language) that demonstrate how children’s cult
ure preparesthem to understand their world.
While it is instructive to be familiar with all three of these theor
etical perspectives of cognitivedevelopment, it is important to a
ppreciate that research-
based best practices in early childhoodeducation take a construc
tivist approach anchored in the work of Piaget, Vygotsky, and s
cholars whohave continued in this constructivist tradition.Theor
ies of Social and Emotional Development:
Teachers of young children appreciate the importance of nurturi
ng the growth and development of the whole child. They recogn
ize their responsibility to support children’s social and emotion
al developmentand the potentially life-
long influence they can have on the children in their care. Three
theories of socialand emotional development are particularly i
mportant for early childhood educators to understand.
Erik Erikson’s (1950) psychosocial theory takes a life span pers
pective. It describes how socialexperiences shape individuals’ p
ersonality and influence their mental health. Erikson identified
eightstages: each of which involves a conflict that marks a deve
lopmental turning point. The first of Erikson’sstages, trust versu
s mistrust, typically occurs between birth and about 18 months o
f age. This conflict isresolved successfully when infants experie
nce responsive and consistent caregiving that leads them totrust
6. that their needs will be met. If care is inconsistent, caregivers ar
e emotionally unavailable, orbabies feel rejected, the result is li
kely to be a fearful and mistrustful toddler. Each of the remaini
ngseven conflicts involves a similar turning point that has the p
otential to lead to either personalfulfillment or less-than-
optimal development. Erikson’s theory takes an optimistic view
by including thepossibility of revisiting conflicts that were not
well resolved, repairing the potential damage toindividuals’ hea
lthy emotional development.
Urie Bronfenbrenner also described how children’s relationships
, and the social environment in whichthey live, influence their e
motional development. His ecological systems theory puts the c
hild in thecenter of five overlapping systems of relationships an
d identifies the contributions that robust,interconnected systems
of relationships make to children’s development (Bronfenbrenn
er, 1979; Bronfenbrenner, 1989):
·
Microsystems are made up of the child’s powerful relationships
such as his family, child care setting,and peers.
·
Mesosystems are interactions between two microsystems, such a
s parent-teacher interactions oremployer-supported child care.
·
Exosystems are relationships the child is not part of but that im
pact him none-the-
less. Examples ofa child’s exosystems include his mother’s wor
kplace and his parents’ circle of friends. A child isaffected by h
is mother’s workplace when her responsibilities frequently requi
re her to travel out oftown, upsetting the child’s ordinary daily r
outines.
·
A macrosystem is the child’s cultural cultural environment. It in
cludes the values, attitudes,religious, and political beliefs he en
counters in his home and community.
· Chronosystems add a time-
related dimension to Bronfenbrenner’s theory by considering ho
7. w a childhandles life’s transitions as well as how he is affected
by historical or cultural events. Consider howthe birth of a sibli
ng affects a 3-year-old differently than a 13-year-
old. This is an example of howchildren experience life transitio
ns differently depending on their stage of development. The imp
actof cultural events also changes over time in two dimensions.
The terrorist attacks of September 11,2001, were experienced di
fferently by preschoolers than they were by students in high sch
ool. Theimpact of that tragedy also changes over time—
the anniversary marking 9/11 is likely to become lesstraumatic a
s the years pass.
Bronfenbrenner is also remembered as one of the founders of th
e federal Head Start program in the1960s. The ecological syste
ms theory remains one of Head Start’s guiding principles, illustr
ating howBronfenbrenner’s influence continues to be felt in pro
grams that keep their focus on children and theirfamilies (Natio
nal Institute for Early Education Research (NIEER), 2006).
And finally, we consider attachment theory to help us appreciat
e the importance of consistent, attentive,nurturing care, particul
arly for infants and toddlers. This work began in the 1950s with
Harry Harlow’sresearch with monkeys. He demonstrated that att
achment, the close emotional ties between infants andcaregivers
, does not depend on food, but rather on warmth and security. Jo
hn Bowlby extended this lineof inquiry in the 1960s. He identifi
ed infants’ biological predisposition to form attachments anddes
cribed infants’ preference for their primary caregivers, whom th
ey seek out for comfort whenstressed or upset. Mary Ainsworth
worked closely with Bowlby and took the next step in thedevelo
pment of attachment theory by designing an observation proced
ure, the Strange Situation, whichis used to describe the strength
of the relationship between mothers and their babies (Spielberge
r, 2004).
Insights gained from attachment theory are particularly importa
nt to early childhood educators becausethe long-
term benefits of secure attachments with consistent, reliable car
egivers include higher self-esteem and self-
8. confidence, increased social competence, and school success. In
securely attachedchildren, and children who do not have the opp
ortunity to develop secure attachments to consistentcaregivers,
are less likely to be confident and less likely to do well academi
cally (Coleman, 2003; O’Conner, McCartney, 2006; Wong, Wie
st, & Cusick, 2002).
Each of these theories of social and emotional development help
s us understand the importance ofchildren’s early experiences a
nd inspires early childhood educators to nurture responsive, res
pectfulrelationships within and beyond the classroom.Philosophi
cal Views About the Purpose of Education
Philosophers have been offering their views about the purpose o
f schooling since the time of Aristotle.Writing in the 3rd centur
y b.c., he explained that the key to fulfillment was a well-
rounded educationthat included training for the body as well as
the mind (Smith, 1997/2001). Aristotle’s pupil Platoexpanded o
n these ideas in The Republic in which he described a life-
long educational journey thatprepares citizens for full participat
ion in society (Smith, 1997). A wide range of philosophers have
weighed in on this issue since these long-
ago eras, and the debate about the purposes of schoolingcontinu
es.
American scholars of the modern age have made significant con
tributions to these discussions. One ofthe best known of these p
hilosophers is John Dewey. Dewey believed it was important to
providechildren opportunities to be active learners exploring the
ir communities as preparation for their fullparticipation in Amer
ica’s democracy (Dewey, 1938). His work is particularly applica
ble to earlychildhood educators because he specifically addresse
d those working with young children by providing afoundation f
or the child-
centered progressive movement that flourished in the early year
s of the 20thcentury (Cuffaro, 1995; Reese, 2001). NAEYC and
the National Association of Early Childhood Specialistsin State
Departments of Education (NAECS/SDE) echo Dewey’s values i
n their joint position statement oncurriculum, assessment, and p
9. rogram evaluation. It affirms early childhood educators’ “belief
in civicand democratic values … [in] supporting children as indi
viduals and members of families, cultures, andcommunities” (N
AEYC/NAECS/SDE, 2003).
Today’s educational leaders take a broad view of the purposes o
f schooling that “extend far beyond whatis measured by standar
dized tests of students’ content learning” (Sanger, Osguthorpe,
& Fenstrmacher,2013, p. 3). They stress the importance of focus
ing on students’ physical, social, emotional, and cognitivegrowt
h and development while preparing them to be life long learners
who have developed the ability tothink clearly, communicate ef
fectively, maintain positive relationships with others, and contri
bute tosociety (Sanger, Osguthorpe & Fenstrmacher, 2013; Wid
dowson, Dixon, Peterson, Rubie-
Davies, & EarlIrving, 2014). These are the skills, aptitudes, and
attitudes that many believe will be the most importantin the cur
rent technologically enhanced learning environment. The questi
on we ask remains, “What kindof citizen do we need to meet the
challenges and opportunities of the 21st century?” The core val
ues thatguide your program should help you answer that questio
n.Considering the Values of Your Community
Many members of the community you serve have a stake in how
successfully your program of early careand education meets the
ir needs. It is important to consider their needs and values as yo
u draft thestatement of your program’s core values. Obvious sta
keholders include young children and their familiesas well as pe
rsonnel in the public and private schools the children you serve
will attend. There are,however, other stakeholders that might no
t come to mind so quickly. Traffic around your center mightimp
act your neighbors; and the services you offer, and the success a
nd reputation of your program mightbe felt by companies that se
ll, rent, and manage nearby homes and apartments. The commun
ity’sbusinesses and employers, including stores, restaurants, ma
nufacturing, and construction companiesalso have a stake in the
reputation and success of your program.
Consider asking representatives from as many stakeholder group
10. s as possible the following questions toidentify the needs and va
lues of your community:
1.
What do you believe an early childhood program should contrib
ute to your community?
2.
What are the most important services our program should provid
e?
3.
Do you have any concerns about the current operation of our pr
ogram of early care and education?If so, what are they?
Other factors to take into account are the cultural, demographic,
and social—
economic characteristics ofyour community. What services will
be most important to this population? Would the families you se
rvebenefit from subsidies or other supports provided by local, st
ate, or federal programs? Investigating theanswers to the questi
ons in Figure 2.2 will help your program to be culturally compet
ent.
Figure 2.2
Becoming Culturally Competent by Identifying Your Communit
y’s Needs
These efforts, which are designed to help you understand the pe
rspectives and opinions of a wide rangeof stakeholders, will ser
ve your program as a simple needs assessment. It will help you
understand andprioritize your community’s needs and values as
you embark on your program’s comprehensive strategicplanning
process.
A Better Way
Marie met with some of the parents who had recently withdrawn
their children from her center becausethey could not pay their f
ees on time. This meeting prompted Marie to investigate progra
ms that couldassist them with the cost of child care. She contact
ed her local resource and referral agency. They gaveher informa
tion about how her center could become eligible to accept childr
11. en’s tuition subsidies anddescribed how eligible parents could a
pply for this support. Marie’s program was quickly approved toa
ccept the state-
funded subsidies, and before long, several families were using t
uition vouchers to helpthem pay their children’s fees. These eff
orts helped several neighborhood children stay at her center and
attracted a number of new families as well. Participating in the
subsidy program turned out to be abetter way to serve her comm
unity while keeping enrollment high enough to balance the cent
er’s budget.It was a win—
win decision that was also the right thing to do.Your Program’s
Core Values
Once program staff have identified the theories of teaching and
learning that best describe their corebeliefs, their views about th
e purpose of education, and how they believe they should respo
nd to thevalues of the community, it is time to develop a statem
ent of the program’s core values. It is thedirector’s responsibilit
y to lead this process, which is potentially intense and time-
consuming but also animportant investment of time and energy.
Ideally, you will need to schedule several 2- to 3-
hour meetings,over no more than a one- to two-
month period. If you spread this project over a longer period of
time,you will risk losing momentum and will have to review and
backtrack to stay on task (Hudlund, 2012).
The process begins by being certain that everyone involved—
administrators, all members of the staff,and, if appropriate, the
sponsor and board of directors—
understands what core values are, what theyare not, and why the
y are important. Core values are not instructional strategies or a
list of the skills andknowledge competent early childhood educ
ators possess. Rather, they are the qualities that the programcon
siders to be essential—
not just important or desirable, but the deeply held beliefs that a
re reflected ineverything you do. They are important because th
ey communicate to the families and the communityyou serve, as
well as all employees, what you stand for, and the principles th
12. at guide your work(Grusenmeyer, 2012; Heathfield, n.d.).
A center’s core values grow from the personal core values of its
director, who plays a large role increating the center’s culture,
as well as those of its employees. It can be difficult to identify
your personalvalues, however, because you have absorbed them
from your family, your culture, and your community.The first st
ep is to ask each individual to reflect upon and identify his or h
er personal values. This is animportant place to begin because p
ersonal values are the foundation of professional core values, an
d youcannot identify what you are trying to accomplish in your
work if you do not know what you view asimportant (Feeney, Fr
eeman, & Pizzolongo, 2012). Ask each staff member to develop
a list of no morethan 10 personal values that anchor what they d
o, think, believe, and accomplish. It is a good idea to askemploy
ees to devote some time to brainstorming their lists of personal
values privately so that you canwork on compiling a group list a
t the next meeting. These lists of staff members’ personal core v
alueswill launch the center’s work in developing a statement of
its core values. Figure 2.3 is a list of values,those qualities that
individuals believe are valuable and desirable in and of themsel
ves. It is designed tohelp staff members identify their personal
values.
Figure 2.3
Identify Your Personal Values
You can either collect individuals’ lists of personal values in ad
vance or record them during the nextmeeting. The size of your s
taff and the amount of time you have for this work will determi
ne how youwant to collect and record these responses. In either
case the next step is to list all responses foreveryone’s review.
The staff will then work together to identify related themes fro
m individuals’responses. Remember, core values are not a laund
ry list of everything that is important; rather, they area succinct
and carefully developed statement of the essential beliefs that ar
e the basis for everything youdo. You should aim for no more th
an 10 “big ideas.”
13. At this point, you will want to add the core values from the NA
EYC Code of Ethical Conduct to yourconversations because, as
indicated earlier, they should be the basis of your program’s cor
e values. Youwill also want to review the developmental theorie
s and views about the purposes of educationdiscussed earlier in
this chapter. They summarize the knowledge base, history, tradi
tions, and theoreticalfoundations of the field of early childhood
education. It is also time to consider the feedback you haverecei
ved from your program’s stakeholders. Your reason to exist and
your success will be measured byhow well you meet their needs.
Gathering and reflecting on all of this information will help you
and your staff identify how the personalvalues you bring to you
r work align with what we know about children, how they devel
op and learn,what they need to be successful, and how your pro
gram will meet your community’s needs. For example,do you be
lieve that children learn through hands-on real-
life experiences? Do you believe strong linksbetween children’s
home and child care experiences are essential? Those ideas wou
ld translate into aprogram that prioritizes authentic hands-
on learning experiences and strives to strengthen the linksbetwe
en children and families. As you discuss the core values that gui
de your staff’s work, you will beshifting the conversation from i
ndividuals’ personal values to the professional core values that
guideyour work with children and families. We recommend that
you work through this process using chartpaper so that you will
have a record of the discussion to refer to as you take the next s
teps towarddeveloping a final product.
A committee might lead the next step of the process by rephrasi
ng and wordsmithing the ideas generatedby the larger group. If
you turn the task of polishing the statement of your core values
over to acommittee, you will want to invite the review of the pr
ogram’s sponsor and board of directors, and thentake the propos
ed final draft back to the whole group to be certain all the impor
tant, agreed-
upon ideasare included. It will be useful to refer back to the cha
rt paper from the previous large group meeting tobe certain ever
14. ything is included.
Once your program’s statement of core values has been finalize
d, it is time to ensure that it is visiblewithin your center and bey
ond. You will want to post it in the center and on the center’s w
ebsite andinclude it in handbooks for staff and families. It will
become a living document when it is part of thecenter’s daily ro
utines. Refer to it often when making decisions, complimenting
staff on a job well done,or offering guidance to improve perfor
mance.
When a program’s core values are carefully thought through the
y should make the center proud—
program staff have identified what they stand for and have creat
ed a tool to help them stay on course ineverything they do.
Review the process described in Figure 2.4 as you guide your st
aff’s collaborative efforts to develop astatement of your progra
m’s core values. The core values in the NAEYC Code of Ethical
Conduct provide auseful template even if you have decided to e
xpand upon, or elaborate them further.
Figure 2.4
The Process of Developing a Statement of Your Program’s Core
Values
2.2 DEVELOPING A VISION STATEMENT: IDENTIFYING W
HERE YOUR PROGRAM ISHEADED
High-
quality early childhood programs have some characteristics in c
ommon. All adhere to appropriatelicensing regulations. All are s
ituated in facilities designed for young children, provide approp
riateequipment and supplies to support caregiving routines and
active and quiet play, plan carefully for thecurriculum they offe
r the children in their care, engage families in their children’s le
arning anddevelopment, and develop a plan for assessing their s
uccess.
Beyond these basic features, high-
quality programs vary enormously. There is little consensus as t
15. o themost appropriate goals for children’s learning and develop
ment; there are no universally acceptedstrategies to reach these
goals; there are many ways to reach out to the families of the ch
ildren youserve; and there are many approaches to program eval
uation from which to choose. Once your staff hascollaborated to
create a carefully thought-
out statement of the program’s core values, the next tasks areto
create a vision statement that identifies your program’s goals fo
r the future and a mission statementthat describes what your pro
gram is doing now, whom you serve, and why you do what you
do. Becauseyour vision and mission statements go hand-in-
hand it is important that the connections between themare clear
(Gabriel & Farmer, 2009).
We will now narrow our focus to the process of developing your
vision statement because, to paraphrasethe Mad Hatter from Ali
ce in Wonderland, “If you don’t know where you want to go, an
y road will takeyou there.” Begin by making certain that everyo
ne has a clear understanding of what a vision statementis and is
not. It is not a roadmap to program implementation; instead, it i
s a clear, concise, inspirational,easy-to-
remember view of what the program hopes to accomplish in the
future. It is rooted in reality butfocused on the future. Like the s
tatement of the program’s core values, its development should b
e acollaborative process that gives all staff the opportunity to sh
ape the program’s future. Its developmentwill require you and y
our staff to invest a significant amount of time and effort; howe
ver, a clear,accurate statement of your vision of the future has t
he potential to keep the program on track toaccomplish its goals
.
Vision statements generally have three components, which descr
ibe (a) why your program exists, (b)whom it serves, and (c) wha
t it will achieve in the future—
important ideas you should aim to express injust two or three se
ntences (Ehmke, Dobbins, Gray, Boehlje, & Miller, 2004; Van
Korlaar, 2012). Considerthe examples in Figure 2.5. Are they cl
ear and concise? Do they use simple language that is easy tound
16. erstand? Do they describe what success will look like for this ce
nter? Are they easy to remember?
Figure 2.5
Sample Vision Statements
As you begin the process of developing your program’s vision st
atement, you might begin by asking eachmember of your staff to
imagine visiting an ideal center. How would they answer these
questions:“Whom does this center serve?” “How are you greeted
when you arrive?” “What do you hear?” “What doyou see?” “W
hat do you smell?” “Who is here, and how are they interacting
with each other?” As theyimagine observing and walking around
this ideal facility, they should notice the materials andequipme
nt available in classrooms and outdoors, evidence of how teache
rs communicate with families, indications of the kinds of relatio
nships staff have with each other and with the center’s administ
ration,and the center’s emotional climate—
how they feel while in this environment. Once they have engage
d inthis visualization, ask partners to describe their vision to ea
ch other and then collaborate to developclear, concise, and easy
-to-remember two- or three-
sentence statements describing the ideal programsthey envisione
d.
The next step is to ask each staff member to identify how your p
rogram is serving the children andfamilies in your community n
ow, what you might keep the same, and what you might change
as youthink about the future. Ask them to complete Figure 2.6:
The Vision/Mission Worksheet individually sothat you can cons
ider everyone’s perspectives as you move forward.
Use individuals’ responses to this worksheet to guide a discussi
on of the following prompts. Be certain tokeep notes of their res
ponses—
this is the raw material from which you will create your progra
m’s visionstatement.
· In five years, our program will be:
· We will be recognized by our ability to:
17. · We are pursuing these goals because:
Now you are ready to develop a first draft of your vision statem
ent. It should describe
· Why your program exists
· Whom it serves
· What it will achieve in the future
Work together with this large group to compose a clear and con
cise (two or three sentences) statementthat uses simple, easy-to-
understand language and will be easy to remember. Ask everyon
e in theprogram to reflect on this first draft for a time, perhaps a
month. During this period you may want asmall committee to b
e responsible for polishing the statement before you circulate it
to the program’ssponsor, board of directors, representatives fro
m some of the families you serve, and other appropriatestakehol
ders. You can then present a proposed final version to the staff f
or their approval and adoption(Ehmke, Dobbins, Gray, Boehlje,
& Miller, 2004; Gabriel & Farmer, 2009; Mayfield, 2013b; Van
Korlaar,2012).
It may be appropriate to ask a committee to refine and polish th
e first draft of your vision statement.
Suzanne Clouzeau/Pearson Education
Figure 2.6
Vision/Mission Worksheet
You should be proud of having created an accurate, realistic, an
d well thought through vision statement.By involving the entire
staff, you will have created a shared understanding of where yo
ur program isgoing that should inspire them to contribute to the
success of that journey. It also announces to familiesand the co
mmunity in which direction you are moving and where you are
headed (Gabriel & Farmer,2009). Since your program’s vision is
now clear it is time to turn your attention to how you will achie
veyour goals.
18. 2.3 DEVELOPING A MISSION STATEMENT: YOUR PLAN F
OR REALIZING YOUR VISION
Programs’ mission statements are just as unique as their vision s
tatements. Your program’s missionstatement will serve as a gui
de as you lead your program toward the future. Just as it was im
portant tomake sure that all staff understood how your program’
s statement of its core values and its visionstatement could cont
ribute to your success, they must also understand what mission s
tatements are andappreciate how they can guide your program’s
future (Ehmke, Dobbins, Gray, Boehlje, Miller, 2004; Gabriel &
Farmer, 2009). Mission statements describe what you do, whom
you serve, and why you dowhat you do. Your mission statement
will set a tone for how your center operates, create highexpecta
tions for every staff member’s performance, and provide a clear
focus for the center’s operation.It can also simplify decision ma
king by providing you with an opportunity to ask yourself if wh
at you aredoing, or plan to do, aligns with your mission (Mayfie
ld, 2013a).
Like your vision statement, your mission statement should avoid
jargon and should be clear, concise(aim for two or three senten
ces), and easy to remember. Consider the examples in Figure 2.
7. Are theyclear and concise? Do they use simple, easy-to-
understand language? Do they describe what theseprograms do,
for whom, and why? Would they be easy to remember?
Figure 2.7
Sample Mission Statements
The process of developing your program’s mission statement ca
n mirror the one you used to create yourvision statement. It sho
uld go smoothly since your staff has successfully completed the
first two steps ofthe strategic planning process.
The Vision/Mission Worksheet (Figure 2.6) that staff completed
earlier will again provide a starting pointas you begin the proce
ss. Ask staff to refer to it as you discuss the prompts below. Ag
ain, be certain tokeep notes of participants’ responses. Your staf
f will create your program’s mission statement based onthis disc
19. ussion:
· This is what we do:
· This is whom we serve:
· This is what we do particularly well and how we are unique:
Now you are ready to develop the first draft of your mission stat
ement. It should accurately answer thesequestions:
1. Why do we exist? What is our purpose?
2. Whom do we serve?
3. What do we do to meet the needs of children and families?
4. What values guide our work?
(Patterson & Radtke, 2009; Van Korlaar, 2012).
Use the notes from this discussion as the basis for the first draft
of your mission statement. As before,you might want to task a
committee with polishing the statement before you circulate it t
o the program’ssponsor, board of directors, some of the families
you serve, and other appropriate stakeholders. You canthen pre
sent a proposed final version to the staff for approval and adopti
on.
You should be proud of creating an inspiring and motivating mi
ssion statement. It should be a dynamicdocument that clearly co
mmunicates the essence of your program to your staff, the famil
ies you serve,and your community. Take advantage of the oppor
tunity to review your mission statement frequently sothat it rem
ains relevant and speaks forcefully to your staff, the members of
your board, and thecommunity you serve (Patterson & Radtke,
2009).
We know that all too often statements of programs’ core values
as well as their vision and missionstatements are developed and
then forgotten. This is most often the case when they have been
written byone person or a small group without the participation
and buy-
in of the entire staff. These concerns willbe addressed if the pro
cesses described in this chapter are followed to solicit input, an
d when allappropriate stakeholders are involved in these docum
ents’ final adoption. Once finalized, thesefoundational documen
ts need to be made part of the program’s day-to-
20. day practices and relied uponwhen making ordinary and not-so-
ordinary decisions.
It is the director’s responsibility to keep these documents front
and center. This can be done by includingthem in regular newsle
tters; posting them prominently throughout the center; and refer
ring to themfrequently when interacting with families, making d
ecisions, complimenting staff on a job well done, oroffering gui
dance and coaching to improve performance. We know that keep
ing them in focus is noteasy and often requires changing the pro
gram’s culture to one that is constantly striving to improve.How
ever, the result has been demonstrated to be worth the effort.
Application Activity
Locate the vision and mission statements of three organizations.
Read them carefully and askyourself these questions:
1.
Are they clear and concise enough for all employees to understa
nd and remember?
2.
Are they specific enough that they would apply only to this orga
nization, or could they beapplied to any organization of this typ
e?
3.
Do you think it is likely that these vision and mission statement
s actually guide theemployees’ decision making?
4. 2.4 PLANNING FOR PROGRAM EVALUATION
5. Once your program has identified its core values, and
finalized its vision and mission statements, the next step in the
strategic planning process is the creation of a plan to assess the
program’s success. Appropriate assessments of your program’s
performance will identify current strengths and areas for
improvement. Increased demands for accountability also mean
that it is likely that if philanthropic or public funds contribute
to your program’s operation, that they will require you to
administer specific assessments to determine the impact of their
investment (Gilliam & Frede, 2012). This is why program
evaluation has become one of the most significant
21. responsibilities of an administrator, and one that she should
welcome as a strategy to contribute to the creation of a culture
that is consistently striving to improve.
6.
7. Types of Evaluations
8. Program evaluations can be formative or summative.
Formative assessments contribute to programs’ efforts to
continuously improve their quality (Paris, 2009). Summative
evaluations, on the other hand, are typically used as
accountability measures, providing information to external
funders, regulatory agencies, and children and families about
the program’s effectiveness and impact (National Center on
Child Care Quality Improvement, Office of Child Care, n.d.).
Results from summative assessments often determine a
program’s eligibility for continued funding.
9.
10. Program assessments evaluate quality by focusing on
program inputs that describe children’s experiences while in
care; or program outcomes that measure the impact the program
has had on children, families, or other stakeholders (Paris,
2009). Program inputs include both structural and process
features. Measures of structural quality address group size;
child—adult ratio; the specialized education and training of the
staff; and indoor and outdoor spaces, materials, and equipment.
Measures of process quality focus on characteristics of
teacher—child interactions and their relationships. Program
outcomes include measures of children’s cognitive, social, or
emotional development as well as measures of the program’s
impact on families—such as the level of parental involvement
or parents’ increased knowledge of child development (Early
Childhood Technical Assistance Center, 2013).
11.
12. Assessing Program Inputs
13. There are a number of widely used instruments that focus on
classroom environments and are designed to measure the
program’s structural and process quality. Many can be used for
22. either formative or summative purposes. When these
instruments are used to guide a center’s efforts to improve its
program, they can be administered by a classroom teacher or
program administrator. In fact, teachers are likely to benefit
from professional development familiarizing them with
assessments that measure the program’s structural and process
quality. When they use these tools to evaluate their own
classrooms, they can identify what they are doing well and how
they might improve. This formative assessment can be a
valuable tool for programs striving to always improve their
quality (Cecconi, Stegelin, Pintus & Allegri, 2014; Evans,
2012).
14.
15. When used as part of summative evaluations, these
instruments are administered by highly trained and skilled
evaluators. Refer to Table 2.1 for a short description of
assessments that are widely used by programs for self-
evaluation as well as by local, state, and national groups to
evaluate the programs of early care and education they support.
16.
17. Table 2.1
18.
19. Assessments of Program Inputs Frequently Used for
Formative and Summative Evaluation
20.
21. Assessment
22.
23. Ages/Settings
24.
25. Areas of Focus
26.
27. For More Information
28.
29. Arnett Caregiver Interaction Scale (CCIS)
30.
31. Center and home-based settings
23. 32.
33. Interactions and behavior of child care providers
34.
35. Visit fpg.unc.edu Search “Arnett Caregiver Interaction
Scale.” It is referred to as the “Smart Start Caregiver
Interaction Scale”
36.
37. Assessment Profile for Early Childhood Programs (APECP)
38.
39. Infant, toddler, preschool, school age, and family child care
versions are available
40.
41. Health and safety, learning environment, scheduling,
curriculum approaches, interactions, and individualization
42.
43. Visit qassist.com Search “Assessment Profile” Click “The
Assessment Profile.”
44.
45. Classroom Assessment Scoring System (CLASS)
46.
47. Infant, toddler, preschool and K–3rd grade versions are
available
48.
49. Classroom organization, instructional, and emotional
support
50.
51. Visit brookespublishing.com Search “Classroom Assessment
Scoring System.” Click on each guide for specific descriptions.
You will find a link to “the whole CLASS system” with an
overview of these assessments on the page for each individual
assessment.
52.
53. Environment Rating Scales (ERS)
54.
55. Infant/toddler (birth–2½ years), preschool (2½–5 years),
school-age (5–12 years), and family child care versions are
24. available
56.
57. Space and furnishings, personal care routines, language-
reasoning activities, interactions, program structure, and
relationships with families and staff
58.
59. Visit ers.fpg.unc.edu Click on links for descriptions of
specific versions.
60.
61. Environment Rating Scale Extension (ECERS-E)
62.
63. Classrooms serving children 2½–5 years old
64.
65. Designed to be used with ECERS, it focuses on literacy,
mathematics, science, and the environment
66.
67. Visit tcpress.com Search “ECERS-E.” Click on link for a
full description.
68.
69. Preschool Program Quality Assessment Instrument (PQA)
70.
71. Center–based preschool programs
72.
73. Learning environment, daily routines, adult—child
interactions, curriculum planning and assessment, parent
involvement and family services, staff qualifications and staff
development, and program management
74.
75. Visit highscope.org Search “PQA.” Click on the link for a
full description.
76.
77. Program Administration Scale (PAS), 2nd Ed.
78.
79. Center-or school-based early care and education programs
80.
81. Personnel costs, staffing patterns, center operations, child
25. assessment, fiscal management, family partnerships, program
planning and evaluation, marketing and public relations, use of
technology, staff qualifications, and professional development
82.
83. Visit mccormickcenter.nl.edu Search “program
administration scale.” Click on link for a full description.
84.
85. Assessing Program Outcomes
86. Evaluations of program outcomes are designed to assess
how children and families have benefited from their
experiences. There are two approaches to assessing program
outcomes. Informal assessments rely heavily on teachers’
observations of ordinary classroom behavior and often include
samples of children’s work. Formal assessments are usually
standardized tests that must be administered in a particular way.
They are typically administered by trained assessors whom the
children do not know (Southern Early Childhood Association
(SECA), 2010).
87.
88. Informal assessments of child outcomes are recognized as
being the most appropriate ways to evaluate what children have
learned and how they are developing. Many teachers benefit
from professional development designed to help them become
more effective in using observations and anecdotal notes,
portfolios that include samples of children’s work illustrating
their growth and development across multiple developmental
domains over time, and teacher-created checklists to assess
children’s development and learning (Banerjee & Lockner,
2013; Susman-Stillman, Bailey, & Webb, 2014). This approach
to assessment is a natural part of good teaching. Teachers find
that identifying what children have learned and are now able to
do contributes to their understanding of the impact they have
had on children’s learning, which can be very rewarding. These
assessments are also very useful at the classroom and center
level to determine the program’s success in terms of the
program’s core values, vision, and mission. Informal measures
26. can also be useful to learn about the impact the program has had
on the families of participating children. They might include
program-developed surveys distributed to all families or focus
groups designed to investigate families’ opinions about how
well they were oriented to the program when their children first
enrolled.
89.
90. image
91.
92. Informal assessments, including checklists, are the most
appropiate way to evaluate what children know and are able to
do.
93.
94. David Kostelnik/Pearson Education
95.
96. Programs that accept funding from outside sources are often
required, however, to administer formal assessments to
demonstrate how children have benefited from these
investments (Allen, 2007). These tests are either norm-
referenced, which means an individual child’s performance is
compared with the performance of other children who have
taken the test in the past, or criterion-referenced, which
describes a child’s performance in terms of specific learning
goals. Formal assessments have been standardized by being
administered to large groups of individuals to demonstrate their
reliability, that is, the likelihood that an individual’s
performance will remain the same from one day to the next; and
their validity, the degree to which the instrument measures what
it says it measures (Washington State Office of Superintendent
of Public Instruction (OSPI), 2008).
97.
98. Many philanthropic, federal, and state-funded organizations
require assessments of children’s development and learning.
Some of these programs require developmental screenings.
These short, easy-to-administer assessments are designed to
identify children who may have developmental delays. Their
27. results may point to the need for more focused evaluations to
determine if a referral to special services or remediation is
appropriate (Allen, 2007).
99.
100. image This video describes the DIAL-4, an easy-to-
administer and frequently used developmental screening
assessment. Watch this video to learn about the usefulness of
this assessment and how it is
administered:https://www.youtube.com/watch?v=HOVqhYMxK
6Q
101.
102. Funding agencies may also require formal assessments of
children’s learning. These tests can be either criterion and
norm-referenced, can measure single or multiple developmental
domains, and are designed to be administered by trained
personnel. This kind of assessment is ideally linked to the
program’s curriculum; however, researchers have found that is
seldom the case (Allen, 2007).
103.
104. It is important to be informed about formal assessment
strategies that your program might be required to have
administered to the children in your care. While you cannot
change the mandates of an outside funder, you can prepare
children for the testing experience and help reduce the stress
this testing might cause children and families alike.
105.
106. You can also join early childhood advocates who
recommend the use of multiple measures, not just formal
assessments of children’s performance, to measure programs’
effectiveness. They also recommend matrix sampling, which
limits the amount of time individual children are tested by
administering a portion of a test to several children, and that
well-qualified professionals administer these assessments to
ensure the usefulness of the data they report (NAEYC &
NAECS/SDE, 2003). No Child Left Behind (NCLB) and, more
recently, Race to the Top Early Learning Challenge Grant
28. (RTT-ELC) requirements have caused grave concerns about
inappropriate assessment practices in early childhood. Many
young children are being required to take more tests than ever
before. Early childhood advocates raise questions about the
appropriateness of the instruments being used as well as the
equitable treatment of all children, particularly children who are
learning English as a second language, have disabilities, or live
in poverty. Additionally, critics of some current testing
practices question if assessments are being used for their
intended purpose or are concerned that a single assessment may
be used to evaluate a child or a program of early care and
education (NAEYC, 2013).
107.
108. While it is true that program administrators may have little
or no choice about how their program will be required to
measure child outcomes, it is important to be informed about
common approaches to child assessment, commonly used
instruments, and best assessment practices. Refer to Table 2.2
for a short description of assessments that are widely used by
local, state, and national groups to evaluate children’s
development and learning in the programs of early care and
education they support.
109.
110. Table 2.2
111.
112. Assessments of Children’s Development and Learning
Frequently Used to Measure Program Outcomes
113.
114. Developmental Screenings
115.
116. Ages
117.
118. Areas of Focus
119.
120. For More Information
121.
29. 122. Ages & Stages Questionnaire 3rd Edition (ASQ-3)
123.
124. 4 months–5 years
125.
126. Motor skills, communication, personal–social, and problem
solving
127.
128. Visit agesandstages.com
129.
130. Ages & Stages Questionnaire: Social Emotional (ASQ-SE-
2)
131.
132. 6 months–5 years
133.
134. Language, social/emotional development
135.
136. Visit agesandstages.com Select ASQ:SE-2 from the
Products and Services pull-down menu.
137.
138. Battelle Developmental Inventory, 2nd Ed. (BDI-2)
139.
140. Birth–7 years
141.
142. Cognitive development, language, motor skills, and
social/emotional development
143.
144. Visit riversidepublishing.com Click on Products A–Z;
scroll down to “Battelle Developmental Inventory, 2nd
Edition.” Click on “Product Details.”
145.
146. Bayley Scales of Infant and Toddler Development, 3rd Ed.
(Bayley-III)
147.
148. 1 month–3½ years
149.
150. Cognitive development, language, and motor skills
30. 151.
152. Visit pearsonclinical.com Search “Bayley-iii” Click on
“Product Details.”
153.
154. Brigance Screens—versions for children from birth-1st
grade
155.
156. Birth–1st grade
157.
158. Cognitive development, language, motor skills,
social/emotional, and literacy for K–1st grade children
159.
160. Visit curriculumassociates.com Search “Brigance Early
Childhood Screens.”
161.
162. Developmental Indicators for the Assessment of Learning,
4th Ed. (DIAL-4)
163.
164. 2½–6 years
165.
166. Cognitive development, language, motor skills, and
social/emotional development
167.
168. Visit pearsonclinical.com Search “DIAL-4” Click on
“Product Details.”
169.
170. Assessments of What Children Know and are Able to Do
171.
172. Learning Accomplishment Profile-D, 3rd Edition (LAP-D)
173.
174. 2½–5 years
175.
176. Cognitive, language, fine motor, and gross motor
development
177.
178. Visit chtop.org Click on “Products.” Click on “The LAP
31. System.” Click on “LAP-D.”
179.
180. Peabody Picture Vocabulary Test, 4th Ed. (PPVT-4)
181.
182. 2½ years and up
183.
184. Receptive vocabulary
185.
186. Visit pearsonclinical.com Search “PPVT-4.” Click on
“Product Details.”
187.
188. Test of Early Reading Ability, 3rd Ed. (TERA-3)
189.
190. 3½–8½ years
191.
192. Reading, early literacy, and readiness
193.
194. Visit proedinc.com Search “TERA.” Click on link to
TERA-3: Test of Early Reading Ability