EDU 144 Infant and Toddler Resource Files Rubric.docx

EDU 144 Infant and Toddler Resource Files Rubric
D/F Unsatisfactory
C- Average
B - Good
A – Very Good
Assignment Component
NAEYC Standard or Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
1. Develop-mentally Appropriate, Title and age
Standard 1 Promoting Child Development and Learning
Standard 5
Using Content Knowledge to Build Meaningful Curriculum
1b) Knowing and understanding the multiple influences on
development and learning
No title listed, no age of children participating, activity is not

age, culturally, or individually appropriate
0 - 7 points
Title of the activity is listed, age of children participating is
given, activity is not age, culturally, or individually appropriate
8 points
given, activity more appropriate for a younger or older age
group. Activity is individually appropriate
9 points
given, activity is appropriate for the age of the individual
children participating appropriate
10 points
2. Area of Develop-ment
Standard 1:
Promoting Child Development and Learning
1c) Using developmental knowledge to create healthy,
respectful, supportive, and challenging learning environments
Area of development is not given
0 -7 points
Area of development is listed, but is not related to the activity
8 points
Area of development is listed, but is not a primary area of
development for this activity
9 points

Area of Development is listed and is appropriate for the activity
10 points
3. Developmental Indicator is identified by the activity
Standard 5:
Skills in Identifying and Using Professional Resources
5a)Understanding content knowledge and resources in academic
disciplines
A developmental indicator from a source other than the standard
course of study is listed or no standard is listed
0 -15 points
A developmental indicator is listed, but it is from the incorrect
standard course of study
16 points
A developmental indicator from the appropriate standard course
of study is listed, but it is not related to the activity
18 points
A developmental indicator and domain from the appropriate
standard course of study is listed. The indicator is related to the
area of develop-ment and the activity
20 points
4. Materials
Standard 4:
Using Developmen-tally Effective Approaches to Connect with
Children/Family
4c) Using a broad repertoire of develop-mentally appropriate

teaching/
learning approaches
No materials are listed
0 -10 points
Materials list includes materials that are not safe for use by
children of this age
11 points
Materials are listed, but the list is incomplete, all materials
listed are safe for use by children of this age
13 points
All materials needed to complete the activity are listed; all
materials are safe for use by children of this age
15 points
5. Procedures
Standard 5: Teaching and Learning
5c) Using their own knowledge, appropriate early learning
standards, and other resources to design, implement, and
evaluate meaningful, challenging curricula for each child
Activity is designed for a large group, procedures for
completing the activity are not included
0 - 10 points
Activity is designed for small group of children, procedures for
completing the activity are vague, the
activity is teacher directed, no open-ended questions are
included

11 points
Activity is designed for individual or small group of children,
procedures for completing the activity are clear, the activity is
child directed, no open-ended questions are included
13 points
Activity is designed for individual or small group of children,
procedures for completing the activity are clear, the activity is
child directed, open-ended questions are included to encourage
children’s thinking about the activity
15 points
6. How is the selected Developmental Indicator demonstrated in
the activity?
Standard 5: Using Content Knowledge to Build Meaningful
Curriculum
5b:Knowing and using the central concepts, inquiry tools, and
structures of content areas or academic disciplines
Selected Developmental indicator (s) is not applicable to the
activity, or no explanation provided
0 - 15 points
Selected developmental Indicator(s) is somewhat applicable to
the activity, relevant explanation provided
16 points
Selected Developmental Indicator(s) is mostly applicable to the
activity, relevant explanation provided
18 points
Selected Developmental Indicator (s) is applicable to the
activity, detailed, relevant explanation provided
20 points
7. Grammar and Spelling Errors.

Supportive Skills 3
Written and Verbal Communication Skills
The activities have serious and persistent errors in word choice,
mechanics, spelling and sentence structure.
0 –7 Points
The activities have an accumulation of errors in mechanics,
spelling and sentence structure.
8 Points
The activities have few errors in mechanics, spelling and
sentence structure.
9 Points
The activities are generally free from errors in mechanics, usage
and sentence structure.
10 Points
Name __ _________________ Date:___
_____________ TOTAL POINTS ______________

Week 10 Lecture 9:
Ethics of new media. Assignment feedback and
guidance
Dr Nadina Luca
[email protected]
Ethical Marketing
Today’s sessions
• Lecture:
– To understand the key challenges in new media marketing.
– To examine implications of new media for privacy, data
collection and
targeting.
– To review assignment requirements and formative feedback
lessons.
• Seminar: one-to-one meetings on Wednesday, 11th of March if
you
want to discuss the formative feedback and questions about the
assignment. (Please check the calendar invite that was emailed
to
you, if you would like to book a meeting slot). Please book one
of
the slots labelled: ‘BSc Marketing EM meetings’.
Reading
Essential:

• Eagle, L. & Dahl, S. (2015), Marketing Ethics & Society,
Sage, Chapter 5 Ethics in new media, pp.
100-112.
• Harari, Y. N. (2016) Yuval Noah Harari on big data, Google
and the end of free will, Financial
Times, 26 August 2016, retrieved 20 December 2018 from
https://www.ft.com/content/50bb4830-6a4c-11e6-ae5b-
a7cc5dd5a28c
Recommended:
• Fournier, S. and Avery, J. (2011) ‘The uninvited brand’,
Business Horizons, 54 (3), 193-207.
• Also see ‘Other Resources’ on the VLE.
https://www.ft.com/content/50bb4830-6a4c-11e6-ae5b-
a7cc5dd5a28c
Ethical issues in new media marketing
The ethics of New Media
Consider
• The impact of new (digital) media forms on marketing
communications
• Anthropomorphic marketing on new media channels
• Concepts of privacy and data collection, storage and usage in
the age of Big Data.

• Marketing-related technologies, such as behaviourally targeted
advertising.
Social media & social networks
• “Social media employ mobile and web-based technologies to
create highly interactive platforms via which individuals and
communities share, co-create, discuss, and modify user-
generated content.” (Kietzmann et al., 2011, p. 241).
• Social media: social networks; weblogs content communities;
collaborative projects; virtual game worlds; virtual social
worlds.
Social media platforms
Image source: http://www.adweek.com/socialtimes/twitter-ad-
cards/478083
Facebook
Image source: http://www.socialmediaexaminer.com/optimize-
your-
facebook-ads/
http://www.adweek.com/news/technology/why-marketers-say-
facebooks-new-emoji-reaction-buttons-are-long-overdue-167444
• Over 2.5 billion
subscribers worldwide,

on six continents.
• Sponsored stories,
targeted ads, the
Timeline format
(access to lifetime
history).
• Specific targeting
(demographics,
lifestyle, politics,
religion, preferences,
chat history etc.).
Ethical issues in social media
• The authenticity of the content:
flogging (i.e. fake blogs).
• Sponsored posts not disclosed as
such (e.g. bloggers paid to promote
products/services).
• The ‘uninvited brand’ (Fournier and
Avery, 2011) -> Anthropomorphic
marketing (brands as social actors
to make communication more
‘human-like’ and fit the social
interactions mode on social media).
Image source: https://theconversation.com/how-brands-unleash-
their-inner-mascot-to-win-over-customers-34371

Traditional uses of new media channels
• New media are less regulated
• New ways to target and
segment consumers (e.g.
children).
• Product placement – in online
games
• Advergames created by
companies to appeal to
children (e.g. Fanta Fruit Slam)
– concern about constant
children exposure to brands.
https://www.theguardian.com/lifeandstyle/wordofmouth/2013/ap
r/30/food-apps-bad-children-
health
Location based marketing
• Location-based media, such
as iBeacon clients (near-field
communication, Bluetooth
or GPS, location-based
media).
• Ethical issues related to
constant tracking.
Image source: https://www.corumgroup.com/Blog/top-10-tech-

trends-positioning-intelligence
Big data: a different way of doing marketing
analytics
• Consumer activity can, and is, tracked across many new media
platforms.
• Our online activities can be recorded and quantified;
generating data that can be
analysed to establish patterns and profiles.
• Big data - messages, updates, and images posted to social
networks; readings from
sensors; GPS signals from mobile phones etc.
• A different way of doing analytics:
➢ Volume (huge amounts of data are generated by our activities
online and
offline).
➢ Velocity (big data is fast; huge amounts of data in a very
short time)
➢ Variety (diverse, our overall digital footprint)
➢ Veracity (it enables more accurate ways of assessing patterns
and trends)
Source: https://www.ibmbigdatahub.com/infographic/four-vs-
big-data

How ‘big’ is our data?
• A journalist asked Tinder for her data (based on her use
of the app).
• 800 pages of information on her…including: her
Facebook “likes”, links to where her Instagram photos,
her education, the age-rank of men she was interested
in, how many Facebook friends she had, when and
where every online conversation with every single one
of her matches happened, occasions, interests and
jobs, to pictures, music tastes and what she liked to
eat; how often she connects and at which times; which
partners she liked; which kinds of people are interested
in her; which words she used the most; how much time
people spend on her picture and so on…
• “Consumers’ data is being traded and transacted for
the purpose of advertising…”
• What will happen if this data gets hacked, is made
public or bought by another company?
• Ethical issues: ownership of data; privacy?
Image source: http://bigdatatrainers.com/page/3/
• Should these data be available to
marketers?
• Will this result in more targeted and
relevant communication for the
individual?

• Or will it result in intrusion into
customer privacy?
Behaviourally targeted advertising and marketing
Image source: www.newyorker.com/culture/culture-desk/new-
yorker-cartoons-for-valentines-day?
• Big data and algorithms -> implications for
more accurate ways of predicting behaviour
and responses in a wide range of activities.
• Behaviourally targeted advertising (BTA) –
targeting adverts based on tracking website
surfing behaviour, previous searches and other
personal data (e.g. demographics;
psychographics etc.)
• BTA is also used in areas such as finance,
health, politics etc.
BTA and political marketing
Source: https://www.bbc.co.uk/news/uk-politics-44966969
Fake news and BTA on social networks
Source: https://www.bbc.co.uk/news/world-us-canada-45294192
https://wellcome.ac.uk/news/why-do-we-need-vaccines

https://www.nytimes.com/2020/03/08/technology/coronavirus-
misinformation-social-media.html
Surge of coronavirus misinformation stumps Facebook and
Twitter
Big Data, data mining and BTA issues
• Issues: privacy and individuality; individuals unable
to control the unveiling and dissemination of data
about their private life.
• Big concerns regarding the use of our personal
identifiable data, usage and storage.
• People have less control over their exposure to
advertising and marketing (covert messages and
targeting; implications for political marketing).
• 53% of adults on Facebook don’t understand how
their newsfeed displays posts (Pew Research, 2018).
• Unsanctioned organisations using our data and
inferences about our interests, passions, affiliations
and associations for borderline uses about our
political, religious, sexual, preferences etc. (e.g.
political marketing).
• BTA - implications for polarisation (confirmation
bias); a general lack of trust in media and news and
changes in behaviour and attitudes.
https://www.pewresearch.org/fact-tank/2018/09/05/many-
facebook-users-

dont-understand-how-the-sites-news-feed-works/
Module assessment
Summative:
• Written assignment of 3000 words (100%)
• This is a 3000 word ethical consulting report analysing an
organisation of your choice. To be submitted in week 2 of the
summer term. Full details available on the VLE.
• Please check the course manual, and assessment documents
on the VLE for full details on the assignment.
Summative assessment
• This is a 3000 word ethical consulting report analysing an
organisation of your choice.
• This may be based on the research proposal that you
developed in your formative assignment.
• Apply theories and concepts from both the taught element and
your wider reading to critically
analyse the organisation’s current marketing approach from an
ethical marketing perspective.
• Identify a key social or environmental/ecological challenge
that the organisation needs to respond
to and collect primary data to gain additional information on the
organisation’s case.
• Based on your analysis of the secondary and primary data,

develop a new ethical marketing strategy
for your chosen organisation and provide recommendations on
how to tackle this challenge drawing
upon ethical marketing concepts.
• You are required to collect primary data for this report. You
will need to follow the University of
York ethical research guidance, provide a completed ethics form
and gain informed consent from
your participants in the research. Your ethics form must be
reviewed by your module leader
BEFORE you conduct your research. It is essential that you
submit this to the module leader
before the end of the term, otherwise your primary research will
not be meeting the research
ethics requirements of the University.
• The templates for ethics, consent forms and participant
information sheet are available on the VLE.
The completed ethics form, consent form template and
participant/project information sheet
should be included as appendices.
Summative assessment - suggested structure
• Cover sheet with the name of the organisation and subject
focus
• A full contents index (and related page numbers)
• Executive summary/abstract (a short summary of the report; 1
page max.)

• Introduction: the importance of ethics in marketing in the
global context with definitions of key
concepts.
• Background:
– Introduction to your selected organisation and context
information (e.g. stakeholders socio-
ecological problems relevant to the organisation; the consumer
context)
Analysis of their marketing
– How are they responding to the problems identified? What
issue is remaining?
– Identify the area where more information is needed (e.g. what
is the customers view on
organisation’s ethics, employees? New strategy proposed? etc. )
Summative assessment - suggested structure
(continued)
• Methods: justify the research approach to collect some
primary data
e.g. why quantitative or qualitative, which data collection
method (e.g.
interviews/survey/observations etc.) and how data was analysed.
• Findings: Analysis of the primary data collected.
• Make recommendations from your analysis regarding an
improved
ethical marketing approach/strategy for the organisation. This

part of
the answer should utilise the theories discussed above.
• Conclusions
• Appendices should include completed ethics form, consent
form and
participant information sheet (for interviews); questionnaire (in
case
you conducted a survey); interview guide; excerpts from the
interviews; excerpts from the survey data; examples of the data
that
you analysed etc.
Summative report suggested structure
(continued)
Notes:
• You can choose an organisation from any sector and any
global region but
you need to ensure you can find data on this organisation. It
does not have
to be a UK based organisation.
• The work should show evidence from a range of sources
(journals, think
tank reports, NGO reports, sustainability reports etc.) on the
ethical
marketing approaches and performance in the chosen
organisation.
• The work should illustrate application of ethical marketing
concepts. (e.g.

ethical theories, ethical/sustainable consumption, socio-
ecological
context, triple bottom line, value creation, corporate social
responsibility,
transformative relationships; social marketing; sustainability
marketing
mix, issue literacy, ethical consumption theories - concepts such
as
consumer-citizen, empowerment and resistance, vulnerability
etc. ).
Formative feedback: key points to consider for your summative
report
• Show evidence of research on the organisation (e.g.
newspaper, academic articles, books,
corporate reports, independent bodies reports and/or studies
etc.). Do not use ONLY
company sources for your evidence;
• Show use of the recommended textbooks and some of the
articles in the reading list.
• Show wider reading and use of more academic journal articles;
• To reach over mark of 60 you need to show wider academic
reading of theoretical content;
• Define, explain and reference the theories, concepts and
frameworks applied in the
report.
• Key theories/concepts: ethical/sustainable consumer
behaviour; ethical theories;
sustainability marketing elements etc.
• Recommendations for ethical marketing strategy based on

evidence and theory.
• Source evidence; Use references throughout for offline and
online sources (Harvard style).
• Clearly articulate the aims of the primary research.
• Justify methodology and specify number of participants and
recruitment technique (i.e.
sampling).
Examples of
theories/concepts/frameworks
• Ethical theories; ethical consumption frameworks and
theories; sustainable consumption; socio-ecological context;
triple bottom line; value creation; corporate social
responsibility; sustainability transformations; sustainability
innovations; corporate activism; social marketing and
sustainability approaches; sustainability marketing mix; ethical
consumption theories concepts such as consumer-citizen,
empowerment and resistance, vulnerability etc.
• Check lecture and seminar slides, reading list and reference
lists for wider reading around ethical marketing concepts.
Completing the research ethics forms
• Complete the ethics form; participant information sheet and
informed consent form
template (if conducting interviews, focus groups or
observations) and include them in the
appendices of the summative project.

• All relevant research ethics forms and templates are on the
VLE: Ethical
Marketing/Assessments/Research Ethics forms.
• For summative submission, anonymise the ethics form and the
participant information
sheet (remove your name and email address; include your
student examination number).
• Include sufficient detail in the ethics form (e.g. research
summary, methods etc.).
• Make sure to provide a justification for the methodology used
based on academic sources
(e.g. why a particular method is appropriate for your research
questions).
• Project information sheet – avoid guiding answers by making
value statements about the
organisation or their approach.
• Data confidentiality section – also should include information
about how data will be
stored.
• Section on risks: it needs detail, even if it is a low risk study;
you need to show how
potential risks will be mitigated.
Research considerations
• Summative report: it should show an overview of the
company’s
social and ecological problems and how they incorporate ethics

and
social and environmental values and goals in their marketing
(e.g.
any sustainability, ethical, CSR initiatives?).
• Research questions are the overall questions of your study
(e.g.
What are consumers’ perceptions of X; How do consumers
experience Y; What is business responsibility for employees?
Etc.)
not the exact questions that you will be asking the participants.
• Hypotheses require testing; are your testing relationships
between
variables? If not, hypotheses may not be relevant.
• In your summative project, include the questionnaire;
interview
guide; interview excerpts in the appendices.
Example of good practice (based on previous student work):
Introduction
• “During the twenty-first century, due to growing concerns
about the
challenges that the world was facing and the future prospect for
human
kind, the field of marketing became increasingly under pressure
(Eagle and
Dahl, 2015). Economic growth, rapid population increase and
the emergence
of new technologies during the previous century, have given
rise to concerns
about environmental and social issues, and businesses play a

significant role
(Belz and Peattie, 2012). The emphasis on business ethics and
sustainability
marketing in business is hence becoming more important in the
global
context. Elkington (1999, p.21) defines sustainability as “the
principle of
ensuring that our actions today do not limit the range of
economic, social
and environmental options open to future generations”, in
addition,
according to Savitz and Weber (2006) a sustainable corporation
is one that
creates profits for its shareholders while protecting the
environment and
create benefits to the society.” (Student report 5)
Example of good practice (setting the socio-ecological context
of
the organisation)
“Automobile industry has always been controversial in
sustainability development. Despite the convenience, vehicles
contribute to the climate issues, such as emissions of
greenhouse
gases and energy depletion (Mayyas et al., 2012). Critics mainly
focus on the product aspect, specifically the life cycle of a
vehicle, from sourcing, production process, energy
consumption,
to the end- of-life stage (Bridges and Wilhelm, 2008).” (Student
report 3)

Example of good practice (signposting)
“This report argues that Victoria’s Secret contributes to social
problems.
Through its advertising, fashion shows and magazines, the
brand promotes
unhealthy and unrealistic standards of beauty. In fact,
researchers found that
in a study where women who were exposed to idealized media
images,
including Victoria’s Secret commercials which featured very
thin models,
there was a significant and negative impact on women’s
dissatisfaction with
their bodies (Strahan et al. 2008). Low body confidence is a
critical public
health issue in our society for both teenagers and women, who
are trying to
reach standards of unrealistic thinness and beauty presented in
the media, as
well as for men that trying to find “the perfect women”
(Chrisler et all, 2013).
Today, the brand is still retaining the same marketing strategies
promoting
size zero body shapes, ignoring the change in the fashion
industry and, the
shift in consumers, as discussed below in section 4. ” (Student
report 5)
Example of good practice (definition)
“According to (Belz and Peattie, 2012), sustainability marketing
mix (4Cs) is a practical tool that sustainability marketers
usually

adopt to meet customers’ needs but also consider the
environmental and social issues, which comprises four
components, customer solution, communication, customer cost
and convenience.” (Student essay 2)
Example of good practice (analysis based on diverse
sources)
“There is evidence that contradicts Morrisons claims about their
role in
marketing unhealthy products. For example in their promotion
tactics in 2015
the year in which the mentioned CSR report was based, the
organization
Children’s Food Campaign claims that out of 200 prices cuts,
only one was for
a vegetable while the majority of cuts were on unhealthy
products or
household cleaning items (Sayid, 2015). In 2016 there was some
improvement, the Watchdog group, Which? found that out of
the four major
retailers Morrisons offers for unhealthy products was 48% while
the average
range as between 52% and 55% (Gallagher, 2016; Holland,
2016). Regarding
their advertising in 2014 their ad was banned by the Advertising
Standards
Authority as it portrayed a girl discarding vegetables and only
eating the
hamburger (Bold, 2014). This was considered to promote bad
eating habits in
children .” (Student report 1)

Example of good practices (ethical theory
application)
“The ethics of rights and justice states that human rights should
be
protected and respected in any action that is committed (Crane
&
Matten, 2016). According to this theory, to determine if the
proposed business strategy is morally right, then one should
analyse
if rights are respected and protected in their actions. Health is
considered a human right. Therefore marketing unhealthy
products
which will cause obesity and have negative effects on the health
of
consumers cannot be regarded as complying with this ethical
framework, hence according to this framework Morrisons is
acting
unethically.” (Student report 1)
Example of good practice (ethical theory application)
• 4. Ethical marketing approaches
“An ethical analysis to assess the marketing approach of
Victoria’s secret must be conducted
through the lens of various ethical frameworks. A useful
framework to analyse the main
problem of this report is Utilitarian analysis. “Utilitarianism”,
developed by Jeremy Bentham
(1789) and John Stuart Mill (1863), is an ethical theory which
states that “an action is
morally right if it results in the greatest amount of good for the
greatest amount of people

affected by the action” (Crane and Matten, 2015, p. 98). Known
as one of the
consequentialist theories, utilitarianism bases the rightness of
an action on the outcome
that it produces and, according to its basic foundations, the
“greatest happiness principle”
and the “collective welfare”, individuals should endeavour to
maximize happiness for the
greatest number of people (Crane and Matten, 2015). If we
apply this theory to Victoria’s
Secret’s main problem, as described in section 4, we must first
look at all actors involved and
all potential outcomes in terms of benefits and harm from two
different actions that the
brand can have in its adverts: action 1 (using ultra-thin models)
and action 2 (using more
diverse people), as shown in Figure 3.“ (Student report 5)
Example of good practice: explaining the
methodology
• 5. Primary data
“For this report, primary data has been collected using the
qualitative method through 21 face-
to-face interviews, combined with visual methods. As stated by
Belk (2017) and Malhotra et al.
(2017), in-depth interviews represent the ideal method of data
collection to investigate
consumers’ thoughts and for evaluating advertisements. In fact,
the data helped the project to
gain a better insight into consumers’ views and perceptions
towards the brand, which helped
to understand how the brand could improve their marketing
strategy. Participant recruitment

was conducting using the snowballing sampling technique, after
interviewing a few people, the
researcher asked them to identify and refer potential subjects.
Although X is perceived as a
female brand, women and men’s views will be both crucial for
this project. With this in mind,
respondents were 15 females and 6 males. An interview
schedule was prepared to provide a
structure and to guide the researcher; the interviews were
conducted only after the
participants completed and sign the ethics form, project
information sheet and the consent
form, as shown in Appendix 8.“ (Student report 5)
General feedback
• Analysing the marketing mix (include all elements of the
mix);
• The analysis could also refer to the marketing communications
approach of the organisation analysed (e.g. transparency or
more typical models of promotion; any stereotyping? Any
examples of PR or lobby?)
• Be selective about the tables/diagrams/figures that you include
in the report.
• Structure of the report and presentation (clear headings,
signpost, proofread before submission).
Summative report
• Presentation: written report (3000 words);

• Bibliography: Harvard referencing; attach any relevant
information (e.g. relevant tables or diagrams) in the appendices.
• You may draw upon your mid-term research information
(formative) where relevant.
• Sources & evidence: secondary desk research (including a
range of key sources) and primary research, to underpin the
contextual information, choice of strategy and
recommendations.
• Identify the areas where more information is needed and
justify the research approach to collect some primary data.
Include
a brief analysis of the primary data collected.
• Demonstrate academic knowledge and understanding in the
application of ethical marketing (e.g. theories and concepts);
The work should illustrate application of ethical marketing
concepts. (e.g. ethical theories, ethical/sustainable consumption;
socio-ecological context, triple bottom line, value creation,
corporate social responsibility, social marketing; sustainability
approaches sustainability marketing mix, ethical consumption
theories concepts such as consumer-citizen, empowerment;
vulnerability etc.). Define and cite sources for the theoretical
constructs.
• Make recommendations from your analysis regarding an
improved ethical marketing approach/strategy for the
organisation.
This part of the answer should utilise the theories discussed
above. It should show why incorporating ethics and
social/environmental values and goals is important.
• Appendices should include completed ethics form (use your

student exam number not your name), consent form template
(if using interviews, observation, focus groups etc. ) and
participant information sheet.
• References, tables, diagrams and appendices do not count
towards the 3000 word count.
Final remarks
• Before starting the assignment make sure to revise the lectures
and seminars resources. Please, check the module handbook
and material (lecture and seminar slides, summaries of seminar
discussions, podcasts, reading list, assessment guidance on the
VLE).
• Use Turnitin to check your work.
• Always include “Ethical Marketing” in the subject line of
emails.
Good luck!
References
• Eagle, L. & Dahl, S. (2015), Marketing Ethics & Society,
Sage, Chapter 4
Ethical issues in marketing relationships, pp. 75- 90 & Chapter
5 Ethics in
new media, pp. 100-112.
• Fournier, S. and Avery, J. (2011) ‘The uninvited brand’,
Business Horizons,
54 (3), 193-207.

• McAfee, A. and Brynjolfsson, E. (2012) Big Data: The
Management
revolution, Harvard Business Review, October, Retrieved
October 2017
from https://hbr.org/2012/10/big-data-the-management-
revolution
• Murphy, P. E., Laczniak, G. R., and Wood, G. (2007) "An
ethical basis for
relationship marketing: a virtue ethics perspective", European
Journal of
Marketing, 41 (1/2), 37-57.
• Murphy, P. E., Laczniak, G. R. & Prothero, A. (2012) Ethics
in Marketing:
International Cases and Perspectives. New York: Routledge
(Chapter 18:
Facebook)
TYMS Student Ethics form
(sanctioned by Chair of HSSE Committee)
To be used for:
· Undergraduate and Masters level research involving human
subjects. Reference to human subjects includes all types of
research that necessitates contact with people (be these
managers, customers, workers, the public, other students,
government officials, volunteers or key stakeholders of any
description). Methods requiring ethics approval include:

· Interviews
· Observations (participant & non-participant)
· Survey (face-to-face, postal, virtual, telephone)
· Secondary analysis of human data (e.g. transcripts, blogs)
· Where the research involves the following a full application to
HSSEC is required:
· Children
· Those with learning disabilities
· People with mental impairment due to health or lifestyle
· Those who are terminally ill
· Recently bereaved
· Those unable to consent to or understand the research
· Where research concerns sensitive topics / illegal activities
· Where deception is involved
· Any other research with vulnerable people (young, elderly,
those with
disabilities etc.)
· Proposals and ethics forms will be reviewed in the first
instance by module tutor. If happy to sign the form (symbolic
of a virtual discussion having taken place (as required by the
university) the research can proceed.
· Where concerns are raised, these will be addressed to the
Chair of HSSEC
Completed forms should be submitted with your proposal.
1 Please provide the following details about the principal
investigator.
Name

JIN LIHONG
Student number
205046652
Course
ETHICAL MARKETING
Email
[email protected]
Supervisor for research (if known)
Dr Nadina Luca
2 Project details
Title of project/Research
COCA-COLA PLASTIC POLLUTION
Project start date
20/03/2020
Hand in date
10/04/2020
3 Summary of research proposal
Aims and objectives of the research
Please outline the questions or hypotheses that will be examined
in the research.

This research will explore whether consumers are aware of
Coca-Cola's plastic pollution issues and whether consumers
understand that Coca-Cola needs to take social responsibility.
And find out the proportion of consumers who have these
awareness. Meanwhile, the research will explore how these
awareness of consumers will affect their purchase of Coca-Cola
products.
4 Methods of data collection
Outline how the data will be collected from or about human
subjects.
The research will collect data using questionnaires.
5 Recruitment of participants

How many participants will take part in the research, how will
they be identified and invited to take part in the study, and how
will informed consent be obtained?
Please attach (1) the project information sheet to be given to all
participants and (2) the informed consent form.
The research will use the simple random sampling method to
publish 100 questionnaires online. We will select consumers
form the consumer review area of the Coca-Cola online retail
store.We will use a simple random sampling method to select
100 comments, reply to them under these comments and attach a
link to the questionnaire. Informed consent will be attached to a
questionnaire to be completed by each participant.
6 Perceived risks or ethical problems Comment by Nadina
Luca: Even if this is a low risk study, you still need to show
that you considered any potential risks and ways to mitigate
them. Explain why there are now risks.
Need to complete this section. Please check seminar (week 6)
and lecture slides (week 10) on the ethics of research and how
to answer this. You can also check the info from the RAM
module on research ethics.
Please outline any anticipated risks or ethical problems that may
adversely affect either the participants, researchers or
university, and the steps that will be taken to address them.

1. Risks to participants (e.g. damage to reputation):
Participants may need to answer some sensitive personal
questions when answering the questionnaire, which violates the
privacy right Comment by Nadina Luca: You need to explain
how this will be mitigated (e.g. explaining to participants that
they can choose to not answer questions that they don’t wish to;
that their answers will be confidential and anonymous etc.)
1. Risks to researchers (e.g. personal safety):
Researchers may be biased in the process of survey, and tend to
get more favorable results in the process of questionnaire
design, data analysis, and interpretation.
1. University / institutional risks (e.g. adverse publicity)
The survey, conducted in the name of York University, may
damage the image of the university if there are problems in its
implementation. Comment by Nadina Luca: OK, so what
measures will you take to minimise this risk? (e.g. follow
research ethics guidelines to ensure the process of research is
rigorous and does not harm anyone.
1. Financial conflicts of interest (e.g. inappropriate use of
commercial information for personal benefit):
Use the data from the survey for personal benefit in exchange
for money. Comment by Nadina Luca: This is not clear. You
need to explain how you will prevent this from happening.

7 Data confidentiality
Please outline the arrangements that will be made to ensure (1)
the confidentiality of the data, both during and after the study
and (2) that the identity of the respondents will not be revealed.
The data collected will not be shared with any third parties and
only the researchers will access to the questionnaires. The data
will only be used for the research of coca cola plastic pollution.
All questionnaires will be anonymous to protect participants'
proprietary. In this research, we are going to use Wenjuanxing,
a platform providing functions equivalent to Amazon
Mechanical Turk, to carry out the qiestionaire. Wenjuanxing
server is hosted in Alibaba cloud BGP machine room, the data is
stored in RAID (disk array), protected by enterprise firewall,
and the daily backup mechanism is used to ensure the data
security of participants. Meanwhile, wenjhanxing supports
multiple open level settings and password protection of
questionnaires and results, and internal staff have strict
regulations when contacting user data to ensure the data
security of participants Important data will not be leaked.
Comment by Nadina Luca: Here you also need to write
about how the data will be stored to ensure it’s protected and
secured. Please check the relevant lecture and seminar slides
mentioned above. Comment by Nadina Luca: You are
supposed to collect the data yourself and not ask others to do it
for you. This needs to be changed here.
8 Ethics checklist

Please confirm that all of the steps indicated below have been
taken, or will be taken, with regards to the above named project
submitted for ethical approval. If there are any items that you
cannot confirm, or are not relevant to your project, please use
the space provided to explain. Please also use the space
indicated to draw the committee’s attention to any specific
ethical issues this study raises. Finally, please sign the form and
ensure that all of the indicated documents are attached before
submitting your application.
Please tick if true:
√
Informed consent will be sought from all research participants
where appropriate
v
All data will be treated confidentially and stored in a secure
place
All quotes and other material obtained from participants will be
anonymised in all reports/publications arising from the study
where appropriate
√
All reasonable steps have been taken to minimise risk of
physical/ psychological harm to study participants
√
All reasonable steps have been taken to minimise risk of

physical/mental harm to researchers
√
Participants have been made aware of and consent to all
potential futures uses of the research and data
√
There are no known conflicts of interest with respect to finance
/ funding
√
Explanation for any checklist items not confirmed.
9 Other comments
Are there any issues that you wish to draw attention to?
10 Signed undertaking
I hereby undertake to ensure that the above named research
project will meet the ticked commitments in the checklist
above. In conducting the project, the research team will be
guided by the Social Research Association’s ethical guidelines
for research.

JIN LIHONG
……………………………………….. (Signed Student)
……………………………………….. (Signed module tutor)
……………………………………….. (Date)
Project Information Sheet
Date
Project title: COCA COLA PLASTIC POLLUTION
My name is JIN LIHONG and I am conducting this research as
part of the Ethical Marketing module, for the BSc Marketing
programme at the University of York.
What is the purpose of the study?
The purpose of this research is finding out if the consumers
notice the coca cola plastic pollution and if they realize the
social responsibility coca cola needs to take. Comment by
Nadina Luca: This should be changed to:
What consumers think of Coca Cola’s social responsibility.
Note: you need to avoid using leading sentences in your project
information sheet (if you say that the study is about Coca-
Cola’s plastic pollution you will already influence the
participants to think about pollution. You want to see whether
they think of this by themselves when you ask them about
problems caused by Coca Cola.)

Why have I been invited?
You have been invited because we think your experience of
purchasing products from coca cola could help us understand
better the customer’s awareness of coca cola’s environmental
pollution and responsibility.
Do I have to take part?
This is not a mandatory questionnaire. If you are interested in
our research and want to participate, you will see this
information sheet and you need to sign a consent form to
confirm that you have volunteered to participate in this survey
and fully understand your rights.
What will happen to me if I take part?
You will need to fill out a questionnaire, this process will not
take more than fifteen minutes
What are the possible disadvantages and risks of taking part?
The risk of this survey is low so small that it can be
underestimated, and you can choose not to answer if you feel
uncomfortable with the question
What are the possible benefits of taking part?
Although we do not provide material returns, the information
you provide will give us a deeper understanding of the study of
Coca-Cola’s social responsibility. plastic pollution.This will be
very helpful for us to find solutions to enhance environmental
sustainability。
Will my taking part in the study be kept confidential?
Your data will not be shared with any third parties and only the
research team will have access to the questionnaires. And the
questionnaire is anonymous.

What will happen if I don’t want to carry on with the study?
Your participation is voluntary and you are free to withdraw at
any time before April 20
Who do I contact for more information?
If you have any questions or are unclear about any of the
information provided above, please contact JIN LIHONG, email
address: [email protected]
6
This report will study the plastic waste pollution problem
generated by The Coca-Cola Company and find a solution
Plastic pollution has become one of the most pressing issues of
the 21st century, and plastic waste is almost everywhere. The
situation has been very critical, and action needs to be taken as
soon as possible. Marine plastic pollution has become a primary
environmental concern for governments, scientists, NGOs, and
the global public (Seltenrich, 2015). The culprit is plastic
waste, including disposable plastic bottles. Plastic bottles are
always the most common beach plastic waste in international
beach cleanup activities.
The global event organization Break Free From Plastics
launched a plastic waste statistics campaign in 2019. The
organization employs more than 72,000 volunteers to search for
plastic products, including bottles, cups, packaging, bags, and
waste, on beaches, waterways, and streets around the world.
During the period, volunteers discovered 50 different types of
plastic from nearly 8,000 different brands. A total of 475,000
pieces of garbage were collected, of which 11,732 belonged to
The Coca-Cola Company(Nace, 2019). Coca-Cola set a global
goal of achieving 25% of plastic bottle raw materials from

recycled and renewable materials in 2012, but ultimately only
completed 12.4%, of which the use of recycled plastic only
achieved 7%, and even directly abandoned after that This goal.
On the one hand, the global plastic burden is already extremely
heavy, on the other hand, Coca-Cola is blindly increasing the
production and use of disposable plastic packaging, which is
undoubtedly contrary to the global efforts to respond to the
plastic crisis. The Coca-Cola is also making new attempts, such
as coming up with a novel and effective solution, using a new
cardboard technology keelclip to replace its plastic packaging in
Europe. The company believes this will save 3,000 tons of
plastic annually. However, it is expected that the Coca-Cola
Company should make more efforts based on existing
resources。
The Coca-Cola Company should attaches importance to the
problem of plastic waste pollution, which is a manifestation of
fulfilling corporate social responsibility. "CSR is a concept
whereby companies integrate social and environmental concerns
in their business operations and in their interaction with
stakeholders voluntarily." (European Commission, 2002) In
1970, Milton Friedman proposed that as long as a company
complies with the rules of the game, there is only one kind of
social responsibility to use its resources and plan activities that
increase its profits, thus forcing openness and free competition
without deception or fraud. On the other hand, Kirk Russell
insists that every right should be married to an obligation and
that every freedom has a corresponding responsibility.
Therefore, unless there is real order in the moral and social
realms, there will be no real freedom.
The fulfillment of corporate social responsibility is in line with
the company's interests, can enhance the company's
competitiveness, drive the development of new markets, and
create growth opportunities. On the other hand, corporate social

responsibility is in the interest of the whole society. European
commission mentioned in 2011 that to maximize shared value,
companies are encouraged to adopt a long-term corporate social
responsibility strategy。 This contributes to the well-being of
society and higher-achieving products, services, and business
models of higher quality and greater productivity.
The Coca-Cola Company's emphasis on plastic waste helps to
implement sustainable development。 The Brundtland Report
(1987) defined it as meeting the needs of the present without
compromising the ability of future generations to meet their
needs.”
Only by incorporating sustainable development into the core
strategy of enterprise development can it be beneficial to the
growth of the enterprise. Sustainable Development is the
process to reach the goal of sustainability, which can be
characterized by four sustainability conditions (Robèrt et al.,
2002). In terms of solving environmental problems, enterprises
should bear more and more responsibilities and obligations.
This is the requirement of the whole society for enterprises, and
it is also an inevitable trend for enterprises to seek sustainable
development.
The Coca-Cola needs to consider both social and environmental
benefits in the development process so that economic and
environmental benefits can be developed in harmony. The
environmental pollution problems caused by plastic waste need
the Coca-Cola Company to reflect on and summarize its socio-
economic behaviors and explore new development strategies.
With the increasing demand and choice of consumers for green
products, in order to enhance the competitiveness of enterprises
themselves, enterprises need to choose a sustainable and long-
term development path.
In the next survey, we plan to conduct 20 focus groups with 10
participants to study and discuss the problem of plastic waste
pollution. We will also conduct 3,000 online
questionnaires。We will also collect relevant data using the

method of netnography. We will mainly target consumers,
understand their attitudes and opinions on the problem of plastic
waste pollution, and collect feasible suggestions.
Reference
COMMUNICATION FROM THE COMMISSION TO THE
EUROPEAN PARLIAMENT, THE COUNCIL, THE
EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND
THE COMMITTEE OF THE REGIONS. (2011). .
Friedman, M. (1970). The Social Responsibility of Business is
to Increase its Profits. The New York Times Magazine.
Robèrt, K., Schmidt-Bleek, B., Aloisi de Larderel, J., Basile,
G., Jansen, J., Kuehr, R., Price Thomas, P., Suzuki, M.,
Hawken, P. and Wackernagel, M. (2002). Strategic sustainable
development — selection, design and synergies of applied
tools. Journal of Cleaner Production, 10(3), pp.197-214.
WCED (1987): Our Common Future (The Brundtland Report),
World Commission on Environment and Development, Oxford:
Oxford University Press
Nace, T. (2019). Coca-Cola Named The World’s Most Polluting
Brand in Plastic Waste Audit. [online] Forbes.com. Available
at: https://www.forbes.com/sites/trevornace/2019/10/29/coca-
cola-named-the-worlds-most-polluting-brand-in-plastic-waste-
audit/#439a0d7174e0 [Accessed 12 Feb. 2020].
SeltenrichNew link in the food chain? Marine plastic pollution
and seafood safety
Environ. Health Perspect., 123 (2015), pp. 34-41
Module Code
MAN00020I
Module
Ethical Marketing

Module Leader
Dr Nadina Luca
Assessment
Open Summative
Maximum Word Count
3000 (excluding appendices, tables,
diagrams, ethics forms and references)
Release Date
Spring term 2019-20
Submission Date
11am, Tuesday 28 April 2020
Weighting
100%
Important information.
A penalty of five marks will be deducted for late submissions
that are made within the first hour after the deadline.
Submissions that are more than one hour late but within the first
24 hours of the deadline will incur a penalty of ten marks. After
the first 24 hours have passed, ten marks will be deducted for
every 24 hours (or part thereof) that the submission is late for a
total of 5 days. After 5 days it is treated as a non-submission
and given a mark of zero. The consequences of non-submission
are serious and can include de-registration from the University.
If you are unable to complete your open assessment by the
submission date indicated above because of Exceptional
Circumstances you can apply for an extension. If unforeseeable
and exceptional circumstances do occur, you must seek support
and provide evidence as soon as possible at the time of the
occurrence. Applications must be made before the deadline to
be considered.
Full details of the Exceptional Circumstances Policy and claim
form can be found

here:https://www.york.ac.uk/students/studying/progress/excepti
onal-circumstances
If you submit your open assessment on time but feel that your
performance has been affected by Exceptional Circumstances
you may submit an Exceptional Circumstances Affecting
Assessment claim form by 7 days from the published assessment
submission deadline. If you do not submit by the deadline
indicated without good reason your claim will not be
considered.
Please take proper precautions to safeguard your work and
remember to make backup copies of your data. The University
provides all its students with storage space on the University
server and you should save and back up any work in progress on
this server on a regular basis. Computer failure and theft of
your equipment or storage media are not considered exceptional
circumstances and extensions cannot be granted for work lost
for these reasons.
Word count requirements
The word count for this assignment is 3000 words.
You must state on the front of your assignment the number of
words used and this will be checked.
The main text for this assignment must be word-processed in
Arial, font 12, double spacing, minimum 2cm margins all
around.
You must observe the word count specified in this assignment
brief. The School has a policy of accepting variations to the
recommended word count of plus or minus 10%.
What does this mean for you?

Markers will mark your work up to the word count maximum
plus 10% and then will stop marking; therefore all words which
are in excess of the word count plus 10% will not be marked.
Where your word count is more than 10% below that specified,
it is likely that this will result in a lack of analytical depth or
relevant content, which will be reflected in the mark assigned.
What is in the word count?
The word count includes:
- the main text, including in-text reference citations and
quotations.
The word count doesnotinclude:
- Appendices.
These may be used to include supporting data, which may be too
detailed or complex to include as a Table. They are not a device
to incorporate material, which would otherwise cause you to
exceed the word limit.
- Title page
- Contents page
- Abstract/executive summary
- Tables, figures, legends
- Reference lists
- Acknowledgements
Summative Assessment
Introduction and Learning Objectives

Please read this entire document before starting the assignment.
If there is anything you do not understand then please contact
the module leader. The purpose of the assignment is to assess
your knowledge and understanding of the materials covered in
the module and your ability to apply the theories and concepts
to a highly complex and dynamic area of marketing.
Summative assessment outline
Choose an existing organisation involved in or related to one of
the following areas: the corporate sector, or the public sector
(e.g. a governmental agency, a public service, a local authority
etc.), or the non-governmental/non-profit sector (e.g. an
organisation such as WWF, Oxfam, World Vision UK, UNICEF,
Age UK, etc.).
This is a 3000 word ethical consulting report analysing the
ethical challenges facing one of the organisations you have
chosen from the list above. This report may build upon the
research proposal that you developed in your formative
assignment.
· Using theories and concepts from both the taught element and
your wider reading analyse the organisation’s current marketing
approach from an ethical marketing perspective.
· Identify a key social or environmental/ecological challenge
that the organisation needs to respond to and collect primary
data to gain additional information on the organisation’s case
(e.g. explore customers/employees/managers/other stakeholders’
views; analyse the consumers’ views regarding the
organisation’s ethical efforts; analyse the organisation’s
responses to consumers/other stakeholders’ views). Examples of
challenges that organisations may be facing are included in the
formative assignment brief.
· Based on your analysis of the secondary and primary data,

develop a new ethical marketing strategy for your chosen
organisation and provide recommendations on how to tackle this
challenge drawing upon ethical marketing concepts.
· You are required to collect primary data for this report. You
will need to follow the University of York ethical research
guidance, provide a complete ethics form and gain informed
consent from your participants in the research. Your ethics form
must be reviewed by your module leader before you conduct
your research. It is essential that you submit this with your
formative assignment. The templates for ethics, consent forms
and participant information sheet are available on the VLE. The
complete ethics form, consent form and participant/project
information sheet should be included as appendices.
Please note your references, tables, diagrams and appendices do
not count towards the 3000 word count.
The task above is to critically examine the marketing approach
of one organisation of your choice from an ethical marketing
perspective and provide a new ethical marketing strategy.
Ethical marketing concepts and theories that you may use
include but are not limited to: ethical theory, socio-ecological
context, triple bottom line, value creation, corporate social
responsibility, social marketing and sustainability approaches;
ethical consumption theories concepts such as consumer-citizen,
empowerment and resistance, vulnerability etc.
· Collect evidence from a range of sources (including academic,
market reports, respected newspapers etc.) on the ethical
marketing approach of your chosen organisation.
· Analyse this evidence using the academic theories, concepts
and models covered in the taught programme and from your
wider academic reading including resources from the reading
list.
· From this critical analysis consider what questions arise and
what type of primary data you need to help you answer those
questions.

· Collect primary data to gain additional information on the
issue that your report is aiming to address.
· Based on the analysis of the data from primary and secondary
sources, reflect on the implications for the development of
ethical marketing approaches in the organisation.
· Make recommendations based on your analysis.
Recommendations for changes in marketing practice and
strategy should be made from a perspective of improved levels
of ethical marketing performance. These recommendations
should stem from the analysis.
You may incorporate your mid-term (formative) research
information where relevant.
An answer should include the following:
· Cover sheet with the name of the organisation and subject
focus.
· A full contents index (and related page numbers).
· Executive summary/abstract (a short summary of the report;
one page max.).
· Introduction: the importance of ethics in marketing in a global
context with definitions of key concepts (e.g. sustainability,
ethics, etc.) and some reflection on the factors that influenced
the development of ethical marketing.
· Background:
· Introduction to your selected organisation and context
information (e.g. socio-ecological problems relevant to the
organisation, stakeholders).
· The work should provide an overview of the ethical
considerations relevant to the organisation analysed including
discussion of the social, environmental aspects and the
consumer context. It should then focus on one challenge (e.g.
social or environmental/ecological).
· Research aims: Identify the area where more information is

needed (e.g. potential questions here may include: what is the
consumers’ view of the organisation’s practices? What type of
pro-environmental measures would be supported by consumers?
What are the barriers to ethical/sustainable consumption? How
are ethical marketing policies implemented in the organisation?
etc.). These are only a few examples; the question(s) will
depend on the focus of your analysis and the organisation’s
context).
· Methods: justify the research approach to collect primary data
e.g. why quantitative or qualitative, which data collection
method (e.g. interviews/survey/observations etc.) and how data
was analysed.
· Findings: Analysis of the primary data collected.
· As mentioned above, the work should illustrate application of
ethical marketing concepts. These could include but not be
limited to: ethical theories; ethical consumerism frameworks;
socio-ecological context; triple bottom line; value creation;
corporate social responsibility; social marketing and
sustainability approaches; sustainability marketing mix; issue
literacy; ethical consumption theories concepts such as
consumer-citizen, empowerment and resistance, vulnerability
etc.
· Make recommendations from your analysis regarding an
improved ethical marketing approach/strategy for the
organisation. Recommendations should be realistic and
informed by evidence. This part of the answer should also
utilise the theories discussed above.
· Conclusions
· The work should show evidence from a range of sources
(journals, think tank reports, NGO reports, sustainability reports
etc.) on the ethical marketing approaches and performance in
the chosen organisation.
· Appendices should include completed ethics form, consent
form and participant information sheet (for
interviews/observation); questionnaire (in case you conducted a

survey); interview guide; excerpts from the interviews; excerpts
from the survey data; examples of the data that you analysed
etc.
You can choose an organisation from any sector and any global
region, but you need to ensure you can find data on this
organisation.
Assessment Marking Criteria
The work should be a rigorous, researched critical discussion of
the issues (e.g. it does not suffice to reproduce content from the
corporate social responsibility reports of the organisation; you
are expected to critique their existing approach using relevant
theory and literature). Marks will be based, in part, on the
evidence of research (both primary and secondary), the use of
references and the application of ethical marketing theory to
problem solving for an organisation operating in a highly
complex and dynamic world. It is crucial that all sources and
information used in your text should be referenced. The
reference list should be at the end of the report. It is also
essential that any material directly quoted from published works
is placed in quotation marks and that the page number is
included in the in-text reference where the quoted material
appears, e.g. (Krugman, 2008:46).
Please also note 3000 words is the recommendation plus or
minus 10%.
Your report should follow the conventions of academic writing,
must be fully referenced using the Harvard system and will be
assessed according to the criteria set out in the School’s
Assessment Policy, available on Yorkshare.
Warning: Scripts which show poor referencing will lose a
substantial amount of marks.

You must not collude in the writing of your report.
The report will be marked according to the following criteria:

THE YORK MANAGEMENT SCHOOL
Student number:
Module title: Ethical Marketing
Generic criteria
Module specific learning outcomes relevant to this assessment
G1
Argument
S1
Critically apply ethical marketing concepts to a range of
organisational types to enhance marketing decision making.
G2
Structure
S2
Produce logical, coherent and structured arguments supported
by relevant evidence.
G3
Use of sources
S3
Ability to synthesise a range of ethical marketing theories and
concepts and data from various sources.
G4
Referencing
S4
Ability to write a concise fully referenced academic report
using relevant library and company resources.
G5
Presentation
S5
Demonstrate ability to conduct research into business,
marketing and management issues and present ideas in an
academic report.

Comments on assessment criteria
Suggestions for improvement
Date:
Signature 1st marker
Initials 2nd marker
Page 7 of 12
Generic Assessment Criteria
ARGUMENT inc CRITICALITY
STRUCTURE
USE OF SOURCES inc. QUOTATIONS
REFERENCING
PRESENTATION
1st
70-100
· Answers the question set fully and thoughtfully linking their
answer to broader discussions in the discipline and/or
developing new perspectives on the question
· Articulates a clear position on the issue
· Presents a strong, focused argument, well supported by

impressive analysis and evidence
· The points being made are clear and convincing for the reader
throughout the work
· Has an engaging introduction that contextualizes the issue,
states the subject and the focus of the work and line of
argument that will be taken
· Has well-structured paragraphs, that have one main idea and
strong supporting material
· Has good links between paragraphs that result in work that
flows well
· Has a powerfully convincing conclusion
· Understood and integrated complex and/or theoretically
sophisticated material into their own work.
· Demonstrated excellent independent research skills by
sourcing additional scholarly material relevant to topic
· Has used direct quotations only when absolutely necessary
· Paraphrased sources well and integrated points into their own
argument to good critical effect rather than describing position
of others
· The reference format (in-text citation and Reference List) is
used accurately throughout
· Formatting of Reference List correct
· No spelling or grammatical errors
· Appropriate tone and use of language
· Correct punctuation

2:1
60– 69
· Answers the question set clearly and in sufficient detail
· Articulates a clear position on the issue
· Presents an argument with relevant analysis and supporting
evidence
· The points being made are clear to the reader
· Other perspectives on the issue are acknowledged even if
criticality is not fully present
· Has a clear introduction that states the subject and purpose of
the work and line of argument that will be taken
· Has well-structured paragraphs that have one main idea and
supporting material
· Links between paragraphs are there but could be stronger
· Has a clear conclusion which brings together the main points
and answers the question
· Demonstrates understanding of arguments and esp. critiques
found in source material & integrated them well into own
argument.
· Has included additional material into their paper to strengthen
analysis or broaden understanding
· Good use of paraphrasing
· Direct quotations used, but linked well to points being made
used accurately - except for a few minor errors of formatting

· One or two minor spelling and grammatical errors
· Appropriate tone and use of language
· Correct punctuation
2:2
50- 59
· Mostly answers the question set– some irrelevance
· Presents a basic argument with some analysis but
predominantly contains description / summary and little or no
criticality
· The points being made can be followed with some effort
· Has an introduction that states the subject and argument of the
work, but is not totally clear
· Has separate paragraphs that have one main idea and some
supporting material
· Some links between paragraphs work
· Has a conclusion which repeats the main points
· Demonstrates understanding of the arguments used in source
material
· Has used and integrated the recommended reading well.
· Tendency to be over-reliant on direct quotations rather than
paraphrasing, breaking the flow of their writing and argument
· The reference format (in-text citation and/or Reference List)
has consistent and/or frequent errors
· Mostly accurate spelling and grammar usage but needs careful
proofreading – a few careless errors
· Shows a reasonable grasp of academic style and vocabulary
3rd
40-49
· Addresses the question but in a roundabout way and/or goes
off on a tangent

· The argument is not clear with more summary and “telling the
story” than analysis
· The point of the work becomes lost in places
· It is difficult to discern the focus of the work in the
introduction
· Has poor paragraph development – main ideas are left
undeveloped or there is more than one main idea in paragraphs
· Links between paragraphs are absent or not clearly stated
· Has a conclusion with little detail / unclear
· Basic understanding of source material
· Insufficient sources used, with the effect of being over-reliant
on a few or poor-quality sources.
· Frequent use of direct quotations to the point of distraction for
the reader
not Harvard and/or is used inaccurately
· Marker not confident that secondary citations are accurately
presented
· Uses language which occasionally gets in the way of meaning
or is not appropriate to the audience
· Frequent spelling and grammatical errors
CF
30-39
· Fails to answer the question set
· No evidence of an argument or any use of evidence
· The point of the entire work is confused
· Fragments of disconnected material, no one perspective
established
· Has an introduction which is confused or serves little purpose

for the reader
· Has little sense of paragraphing – paragraphs are too long or
too short – main ideas and supporting material are confused
· Has a conclusion that does not round the work off but raises
more issues
· Has not demonstrated sufficient grasp of source material
· Poor judgment in selecting sources – poor quality and/or non-
scholarly
· Work is dominated by direct quotations with short passages of
commentary in between
presented
· Missing items from the Reference List
· Uses language which often gets in the way of meaning and/or
is entirely inappropriate for an academic piece of work
· Frequent spelling and grammatical errors
F
0-29
· Does not address the topic or answer the question
· No argument or evidence provided
· There does seem to be any real point to the work or it answers
an entirely unrelated question
· No introduction in the accepted sense

· Little attempt to organise into paragraphs – very confused
· No conclusion
· Little evidence of understanding source material
· Poor judgment in selecting sources – poor quality and/or non-
scholarly
· Reliant on Wikipedia or lecture notes for construction of work
· Work is almost entirely made up by direct quotations or bullet
points
presented
· Missing items from the Reference List
· Sentences that cannot be understood
· Student should be counseled re use of academic English and
referred for specialist help.
END OF ASSESSMENT TASK
Page 12 of 12
North Carolina
Foundations for
Early Learning
and Development
North Carolina Foundations Task Force

North Carolina
Foundations for
Early Learning
and Development
North Carolina Foundations Task Force
ii
North Carolina Foundations for Early Learning and
Development
North Carolina Foundations for
Early Learning and Development
© 2013. North Carolina Foundations
Task Force.
Writers
Catherine Scott-Little
Human Development and Family Studies Department
UNC-Greensboro
Glyn Brown
SERVE Center
UNC-Greensboro
Edna Collins
Division of Child Development and Early Education
NC Department of Health and Human Services
Editors
Lindsey Alexander
Lindsey Alexander Editorial

Katie Hume
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
Designer
Gina Harrison
UNC-Chapel Hill
Photography
Pages:
60 and 143 courtesy of
UNC-Greensboro, Child Care Education Program.
36, 54, 135, 136, front cover (group shot), and
back cover (infant) courtesy of
NC Department of Health and Human Services,
Division of Child Development and Early Education.
All others:
Don Trull, John Cotter
UNC-Chapel Hill
The North Carolina Foundations for Early
Learning and Development may be freely
reproduced without permission for non-profit,
educational purposes.
Electronic versions of this report are available
from the following websites:
http://ncchildcare.dhhs.state.nc.us

http://www.ncpublicschools.org/earlylearning
Suggested citation: North Carolina
Foundations Task Force. (2013). North
Carolina foundations for early learning and
development. Raleigh: Author.
Funding for this document was provided by
the North Carolina Early Childhood Advisory
Council using funds received from a federal
State Advisory Council grant from the
Administration for Children and Families, U.S.
Department of Health and Human Services.
http://www.ncpublicschools.ort/earlylearning
http://www.ncpublicschools.ort/earlylearning
iii
Development
Table of Contents
Acknowledgements . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . v
Introduction . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 1
Purpose of Foundations . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 2
Organization of This Document . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 3
How to Use Foundations . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 6
Domains, Subdomains, and Goals Overview . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 8
Guiding Principles . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 13
Effective Use of Foundations with All Children . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 15
Foundations and Children’s Success in School . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 17
Helping Children Make Progress on Foundations Goals:
It Takes Everyone Working Together . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . .20
Frequently Asked Questions . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 22
Approaches to Play and Learning (APL) . . . . . . . . . . . .
. . . . . . 26
Curiosity, Information-Seeking, and Eagerness . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .30
Play and Imagination . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 34
Risk-Taking, Problem-Solving, and Flexibility . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 38
Attentiveness, Effort, and Persistence . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 42

Emotional and Social Development (ESD) . . . . . . . . . . .
. . . . . 48
Developing a Sense of Self . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 52
Developing a Sense of Self With Others . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 56
Learning About Feelings . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 61
iv
Development
Health and Physical Development (HPD) . . . . . . . . . . .
. . . . . 66
Physical Health and Growth . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . .70
Motor Development . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 75
Self-Care . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .80
Safety Awareness . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . .84
Language Development and Communication (LDC) . . . . . .
88

Learning to Communicate . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 93
Foundations for Reading . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .104
Foundations for Writing . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 111
Cognitive Development (CD) . . . . . . . . . . . . . . . . .
. . . . . . . . . . 116
Construction of Knowledge: Thinking and Reasoning . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 121
Creative Expression . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 127
Social Connections . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 131
Mathematical Thinking and Expression . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 137
Scientific Exploration and Knowledge . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . .144
Supporting Dual Language Learners (DLL) . . . . . . . . . .
. . . . 149
Defining Dual Language Learners . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 149
The Dual Language Learning Process . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 149

DLL and Culture . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . .150
The Importance of Families . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 152
DLL and Standards . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 153
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 154
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 155
Selected Sources . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 163
v
Development
Acknowledgments
I
n 2011, the North Carolina Early Childhood
Advisory Council (ECAC) launched and
funded the important project of revising
the Infant-Toddler Foundations and
Preschool Foundations to create the North
Carolina Foundations for Early Learning and
Development—a single document that describes

children’s development and learning from birth
to age five. Leaders from the Division of Child
Development and Early Education as well as
the Office of Early Learning in the Department
of Public Instruction provided critical advice,
oversight, and vision on the Foundations and its
implementation. As listed below, many individuals
from across the state devoted their time and
expertise to this task force. We are grateful to
everyone’s work on this important resource for
our state.
This publication is dedicated to North Carolina’s
early childhood professionals, teachers, and
caregivers who nurture and support the
development of many young children while their
families work or are in school.
Expert Reviewers
Laura Berk
Professor Emeritus, Psychology Department
Illinois State University
Sharon Glover
Cultural Competence Consultant
Glover and Associates
Melissa Johnson
Pediatric Psychologist
WakeMed Health and Hospitals
Patsy Pierce
Speech Language Pathologist
Legislative Analyst
NC General Assembly Research Division

NC Foundations Task Force
Inter-Agency Leadership Team
Deb Cassidy
Anna Carter
Edna Collins
Jani Kozlowski
Lorie Pugh
Office of Early Learning
NC Department of Public Instruction
John Pruette
Jody Koon
Human Development and Family Studies Department
UNC-Greensboro
Catherine Scott-Little, Co-Facilitator
Sheresa Boone Blanchard
UNC-Chapel Hill
Kelly Maxwell, Co-Facilitator
vi
Development

NC Foundations Task Force (cont .)
Foundations Revisions Expert
Workgroup
Norm Allard
Pre-K Exceptional Children Consultant
Joe Appleton
Kindergarten Teacher
Sandy Ridge Elementary School
Cindy Bagwell
Co-Chair of Cognitive Development Workgroup
Early Childhood Education Consultant
Harriette Bailey
Assistant Professor
Birth-Kindergarten Program Coordinator
Department of Education, Shaw University
Sheila Bazemore
Education Consultant
Bonnie Beam
Director
Office of School Readiness, Cleveland County Schools
Gwen Brown
Regulatory Supervisor

Paula Cancro
Preschool Director
Our Lady of Mercy Catholic School
Deborah Carroll
Branch Head
Early Intervention, Division of Public Health
Kathryn Clark
Professor, Child Development Program Coordinator
Child Development, Meredith College
Renee Cockrell
Pediatrician
Rocky Mount Children’s Developmental Services Agency
Lanier DeGrella
Infant Toddler Enhancement Project Manager
Child Care Services Association
Sherry Franklin
Quality Improvement Unit Manager
Division of Public Health
Kate Gallagher
Child Care Program Director
UNC-Chapel Hill
Khari Garvin
Director, Head Start State Collaboration Office

Cristina Gillanders
Scientist
UNC-Chapel Hill
Pamela Hauser
Child Care Licensing Consultant
Ronda Hawkins
Chair of Emotional and Social Development Workgroup
Early Childhood Program Coordinator
Sandhills Community College
Patricia Hearron
Chair of Approaches to Learning Workgroup
Professor, Family and Consumer Sciences
Appalachian State University
Staci Herman-Drauss
Infant Toddler Education Specialist
Vivian James
619 Coordinator
Pre-K Exceptional Children, Office of Early Learning
North Carolina Department of Public Instruction
LaTonya Kennedy
Teacher
Mountain Area Child and Family Center

Doré LaForett
Investigator
UNC-Chapel Hill
Beth Leiro
Physical Therapist
Beth Leiro Pediatric Physical Therapy
Gerri Mattson
Pediatric Medical Consultant
Division of Public Health
Janet McGinnis
vii
Development
Margaret Mobley
Manager, Promoting Healthy Social Behavior in
Child Care Settings
Child Care Resources, Inc.
Judy Neimeyer
Professor Emerita
Specialized Education Services
UNC-Greensboro

Eva Phillips
Instructor, Birth-Kindergarten Education
Winston-Salem State University
Jackie Quirk
Chair of Health and Physical Development Workgroup
Project Coordinator
NC Child Care Health and Safety Resource Center
UNC Gillings School of Global Public Health
Amy Scrinzi
Co-Chair of Cognitive Development Workgroup
Early Mathematics Consultant
Curriculum and Instruction Division
Janet Singerman
President
Child Care Resources, Inc.
Diane Strangis
Assistant Professor
Child Development, Meredith College
Dan Tetreault
Chair of Language and Communication Workgroup
K–2 English Language Arts Consultant
Curriculum and Instruction Division
Brenda Williamson
Assistant Professor, Birth-Kindergarten Teacher Education
Program Coordinator
NC Central University

Gale Wilson
Regional Specialist
NC Partnership for Children
Catherine Woodall
Doyle Woodall
Preschool Teacher
Johnston County Schools
Dual Language Learners Advisory
Team
Catherine Scott-Little, Chair
Associate Professor, Human Development and Family Studies
UNC-Greensboro
Tanya Dennis
Telamon Corporation
Shari Funkhouser
Pre-K Lead Teacher
Asheboro City Schools
Cristina Gillanders
Scientist
UNC-Chapel Hill
Belinda J. Hardin
Associate Professor, Specialized Education Services
UNC-Greensboro

Norma A. Hinderliter
Special Education Expert
Adriana Martinez
Director
Spanish for Fun Academy
Tasha Owens-Green
Child Care and Development Fund Coordinator
Gexenia E. Pardilla
Latino Outreach Specialist
Child Care Resources Inc.
Jeanne Wakefield
Executive Director
The University Child Care Center
Strategies Workgroup
Sheresa Boone Blanchard, Chair
Child Development and Family Studies
UNC-Greensboro
Patsy Brown
Exceptional Children Preschool Coordinator
Yadkin County Schools
Kristine Earl
Assistant Director
Exceptional Children’s Department
Iredell-Statesville Schools
Cristina Gillanders

Scientist
UNC-Chapel Hill
Wendy H-G Gray
Pitt County School System
viii
Development
Patricia Hearron
Professor, Family and Consumer Sciences
Appalachian State University
Staci Herman-Drauss
Infant Toddler Education Specialist
Tami Holtzmann
Preschool Coordinator
Thomasville City Schools
Renee Johnson
Edgecombe County Public School
Jenny Kurzer
Burke County Public Schools

Brenda Little
Stokes County Schools
Karen J. Long
Infant Toddler Specialist
Child Care Resources, Inc
Jackie Quirk
Project Coordinator
NC Child Care Health and Safety Resource Center
UNC Gillings School of Global Public Health
Brenda Sigmon
Catawba County/Newton Conover Preschool Program
Teresa Smith
Beaufort County Schools
Susan Travers
Exceptional Children Curriculum Manager and
Buncombe County Schools
Rhonda Wiggins
Wayne County Public Schools
1
Development

Introduction
North Carolina’s young children. This document,
North Carolina Foundations for Early Learning
and Development (referred to as Foundations),
serves as a shared vision for what we want for our
state’s children and answers the question “What
should we be helping children learn before
kindergarten?” By providing a common set of
Goals and Developmental Indicators for children
from birth through kindergarten entry, our
hope is that parents, educators, administrators,
and policy makers can together do the best job
possible to provide experiences that help children
be well prepared for success in school and life.
This Introduction provides important
information that adults need in order to
use Foundations effectively. We discuss the
purpose of the document, how it should be
used, and what’s included. We’ve also tried
to answer questions that you might have, all
in an effort to help readers understand and
use Foundations as a guide for what we want
children to learn during their earliest years.
Foundations
can be used to:
• Improve teachers’ knowledge of child
development;
• Guide teachers’ plans for implementing
curricula;
• Establish goals for children’s

development and learning that are
shared across programs and services;
and
• Inform parents and other family
members on age-appropriate
expectations for children’s development
and learning.
C
hildren’s experiences before they
enter school matter—research
shows that children who experience
high-quality care and education,
and who enter school well prepared,
are more successful in school and later in
their lives. Recognizing the importance of the
early childhood period, North Carolina has
been a national leader in the effort to provide
high-quality care and education for young
children. Programs and services such as Smart
Start, NC Pre-K, early literacy initiatives, Nurse
Family Partnerships and other home visiting
programs, and numerous other initiatives
promote children’s learning and development.
Quality improvement initiatives such as our
Star Rated License, Child Care Resource and
Referral (CCR&R) agencies, T.E.A.C.H. Early
Childhood® Scholarship Project, and the Child
Care W.A.G.E.S.® Project are designed to improve
the quality of programs and services and, in turn,
benefit children. Although the approaches are
different, these programs and initiatives share a
similar goal—to promote better outcomes for

2
Development
Purpose of
Foundations
North Carolina’s Early Childhood Advisory
Committee, Division of Child Development and
Early Education, and Department of Public
Instruction Office of Early Learning worked
together to develop Foundations to provide
a resource for all programs in the state.
Foundations describes Goals for all children’s
development and learning, no matter what
program they may be served in, what language
they speak, what disabilities they may have,
or what family circumstances they are
growing up in. Teachers and caregivers can
turn to Foundations to learn about child
development because the document provides
age-appropriate Goals and Developmental
Indicators for each age level—infant, toddler,
and preschooler. Foundations is also intended
to be a guide for teaching–not a curriculum
or checklist that is used to assess children’s
development and learning, but a resource
to define the skills and abilities we want
to support in the learning experiences we
provide for children. The Goals for children
can be used by teachers, caregivers, early
interventionists, home visitors, and other
professionals who support and promote
children’s development and learning. It is,

A Note About Terminology
Foundations is designed to be useful
to a broad range of professionals who
work with children. In this document we
refer to “teachers and caregivers.” This
terminology includes anyone who works
with children—teachers, caregivers, early
educators, early interventionists, home
visitors, etc. The document also refers to
“children” generically, which is intended
to include infants, toddlers, and preschool
children.
however, important to remember that while
Foundations can help you determine what
is “typical” for children in an age group, the
Developmental Indicators may not always
describe a particular child’s development.
When a child’s development and learning
does not seem to fit what is included in the
continuum under his/her age level, look at the
Developmental Indicators for younger or older
age groups to see if they are a better fit for the
child. Your goal is to learn what developmental
steps the child is taking now, and to meet the
individual needs of that child on a daily basis.
Foundations can also be used as a resource
for parents and other family members. All
parents wonder if their child is learning what’s
needed in order to be successful in school.
Parents will find it helpful to review the Goals
and Developmental Indicators to learn what
most early educators in North Carolina feel are

appropriate goals for young children.
Finally, Foundations is a useful document
for individuals who do not work directly
with children, but who support teachers
and caregivers in their work. It is important
to take stock to see if a program’s learning
environment, teaching materials, learning
activities, and interactions are supporting
children’s development in the areas described
3
Development
in Foundations. Administrators can use
Foundations as a guide to evaluate the types
of learning experiences provided in their
program. Foundations can also be a resource
to identify areas where teachers and caregivers
need to improve their practices and as a
basis for professional development. Training
and technical assistance providers should
evaluate the support they provide to teachers
and caregivers to ensure that the professional
development is consistent with the Goals and
Developmental Indicators. Furthermore,
Foundations can be used as a textbook in
higher education courses and a training manual
for in-service professional development. In
summary, Foundations is designed to be a
resource for teachers, caregivers, parents,
administrators, and professional development
providers as we work together to support the

learning and development of North Carolina’s
youngest children.
Organization of
This Document
This document begins with this Introduction,
which provides background information
on the use of Foundations. Following the
Introduction, you will find the Goals and
Developmental Indicators, which describe
expectations for what children will learn prior
to kindergarten, starting with infancy and
covering all ages through kindergarten entry.
A glossary with definitions of key terms that
are used throughout Foundations is included
at the end of the document.
The Goals and Developmental Indicators are
divided into five domains:
• Approaches to Play and Learning (APL)
• Emotional and Social Development (ESD)
• Health and Physical Development (HPD)
• Language Development and
Communication (LDC)
• Cognitive Development (CD)
Because infants’, toddlers’, and preschool
children’s bodies, feelings, thinking skills,
language, social skills, love of learning, and
knowledge all develop together, it is essential
that we include all five of these domains in
Foundations. None of the domains is more
or less important than others, and there is
some overlap between what is covered in one

domain and what’s covered in other domains.
This is because children’s development
and learning is integrated or interrelated.
The progress that a child makes in one
domain is related to the progress he or she
makes in other domains. For example, as
a child interacts with adults (i.e., Social
Development), she/he learns new words
(i.e., Language Development) that help her/
him understand new concepts (i.e., Cognitive
Development). Therefore, it is essential that
Foundations address all five domains, and
that teachers and caregivers who are using
Foundations pay attention to all five domains.
At the beginning of each domain section,
you will find a domain introduction that
describes some of the most important ideas
related to the domain. This introductory
information helps you understand what
aspects of children’s learning and development
are included in the domain. The introduction
is followed by the Goal and Developmental
Indicator Continuum (sometimes called a
“Continuum” for short in this document) for
each domain. The Continuum for each domain
is a chart that shows the Goals for the domain,
and the Developmental Indicators related to
each Goal for each age level. As the sample
chart on the next page shows, North Carolina
has elected to arrange our Developmental
Indicators along a continuum so that all of
the Developmental Indicators for the age
levels between birth and kindergarten entry
are included on the same row. This format

allows teachers and caregivers to easily look
across the age levels to see the progression
that a child might make toward the Goal.
4
Development
The Goals are organized in subdomains
or subtopics that fall within the domain.
Goals are statements that describe a general
area or aspect of development that children
make progress on through birth through
age five. The Developmental Indicators
are more specific statements of expectations
for children’s learning and development
that are tied to particular age levels. A Goal
and Developmental Indicator Continuum is
provided for each Goal.
28
Development
Approaches to Play and Learning (APL)
Curiosity, Information-Seeking, and Eagerness
Goal APL-1: Children show curiosity and express interest in the
world around them.
Developmental Indicators

Infants Younger Toddlers Older Toddlers Younger Preschoolers
Older Preschoolers
• Show interest in
others (smile or gaze at
caregiver, make sounds
or move body when other
person is near). APL-1a
themselves (watch own
hands, play with own
feet). APL-1b
• React to new sights,
sounds, tastes, smells,
and touches (stick out
tongue at first solid food,
turn head quickly when
door slams).
APL-1c
• Imitate what others are
doing. APL-1d
• Show curiosity about
their surroundings
(with pointing, facial
expressions, words).
APL-1e
• Show pleasure when
exploring and making
things happen (clap, smile,
repeat action again and
again). APL-1f

• Discover things that
interest and amaze
them, and seek to
share them with
others. APL-1g
• Show pleasure in new
skills and in what they
have done. APL-1h
• Watch what others are
doing and often try to
participate. APL-1i
interest and amaze
them, and seek to share
them with others. APL-1j
• Communicate interest
to others through verbal
and nonverbal means
(take teacher to the
science center to see a
new animal). APL-1k
• Show interest in a growing
range of topics, ideas,
and tasks. APL-1l
interest and amaze them,
and seek to share them
with others. APL-1m

• Communicate interest to
others through verbal and
nonverbal means (take
teacher to the science
center to see a new
animal). APL-1n
a growing range of
topics, ideas, and tasks.
APL-1o
• Demonstrate interest in
mastering new skills (e.g.,
writing name, riding a bike,
dance moves, building
skills). APL-1p
➡➡
➡
➡
Domain
refers to the broad area of learning or
development that is being addressed
Subdomain
defines areas
within each domain
more specifically
Goal
provides a broad statement of

what children should know or
be able to do
Developmental Indicator
provides more specific information
about what children should know or be
able to do at
Goal and Developmental
Indicator Continuum
is the chart that shows the Goal
and corresponding Developmental
Indicators for each age level
5
Development
The Developmental Indicators are grouped
into five age groups or levels: Infants,
Younger Toddlers, Older Toddlers, Younger
Preschoolers, and Older Preschoolers. The
age levels or groups are intended as a
guide to help the reader know where
to start when using each Goal and
Developmental Indicator Continuum.
Generally, the Developmental Indicators
describe expectations that many
children will reach toward the end of
their respective age level. They are not,

EDU 144 Infant and Toddler Resource Files Rubric.docx

EDU 144 Infant and Toddler Resource Files Rubric.docx

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