Final Project Outline For this assignment, you will be creating an outline of your final project.  The focus of this outline to is to present as clear a picture as possible of your Community Center Proposal so that you may receive feedback which will guide you as you create your final project in Week 5. Please refer to the Final Project guidelines for more information on the Final Project as you prepare the outline of your proposal.    In the Final Project Outline, you will be creating a script in which you identify and describe at least 2 weekly activities for each age group that address their physical, cognitive and psychosocial developmental needs.  All three domains of development must be addressed within your activities.  For example, you may have one activity which enhances cognitive and psychosocial development and a second activity which enhances physical development.  In addition to identifying these activities, you will demonstrate a foundational knowledge of children's developmental continuum by explaining your reasoning for choosing each activity in each age group, based on your analysis of theory and current child development research.   Additionally, you will go “shopping” for at least 1 age-appropriate game, toy, picture, or other “play” item for the activities in each age group. Keep in mind that this may include things like art, music, technology, or safety tools as you deem fit.  For each item that you propose, you will provide a link to a website from which the item can be purchased by the city, as well as an explanation for why the city should purchase the item, informed by research and theory.   You will utilize the  PSY104 Written Proposal template  to create your Final Project outline.  Enter the requested information on the title page where indicated. Where you find the text “This is where you will…” within the proposal, please remove that and enter your own content. The headings in bold and the outline formatting with numbers and letters should not be altered. In your Written Proposal, you must include the following: Please complete each section of the template including the information requested. Within section “iv” for each room, you will be asked to justify your activities and items by analyzing interactions of the major themes: Health and Well-Being, Family and Parenting, Education, Culture and Gender as factors influencing the developmental physical, cognitive and psychosocial pathways.  Your written proposal must address how you have accounted for each of these themes in its associated room as they relate to physical, cognitive, and psychosocial development. Each theme must be included in at least one room, and each room must address one or more themes. (Please see  these samples  for ways to explain how you have accounted for this.)  Cite your sources according to APA styleThe Outline: Must be 4-6 double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center. Must.

1. Final Project Outline
For this assignment, you will be creating an outline of your
final project. The focus of this outline to is to present as clear a
picture as possible of your Community Center Proposal so that
you may receive feedback which will guide you as you create
your final project in Week 5. Please refer to the Final Project
guidelines for more information on the Final Project as you
prepare the outline of your proposal.
In the Final Project Outline, you will be creating a script in
which you identify and describe at least 2 weekly activities for
each age group that address their physical, cognitive and
psychosocial developmental needs. All three domains of
development must be addressed within your activities. For
example, you may have one activity which enhances cognitive
and psychosocial development and a second activity which
enhances physical development. In addition to identifying these
activities, you will demonstrate a foundational knowledge of
children's developmental continuum by explaining your
reasoning for choosing each activity in each age group, based
on your analysis of theory and current child development
research.
Additionally, you will go “shopping” for at least 1 age-
appropriate game, toy, picture, or other “play” item for the
activities in each age group. Keep in mind that this may include
things like art, music, technology, or safety tools as you deem
fit. For each item that you propose, you will provide a link to a
website from which the item can be purchased by the city, as
well as an explanation for why the city should purchase the
item, informed by research and theory.
You will utilize the
PSY104 Written Proposal template
to create your Final Project outline. Enter the requested
information on the title page where indicated. Where you find
the text “This is where you will…” within the proposal, please
remove that and enter your own content. The headings in bold

2. and the outline formatting with numbers and letters should not
be altered.
In your Written Proposal, you must include the following:
Please complete each section of the template including the
information requested.
Within section “iv” for each room, you will be asked to justify
your activities and items by analyzing interactions of the major
themes: Health and Well-Being, Family and Parenting,
Education, Culture and Gender as factors influencing the
developmental physical, cognitive and psychosocial pathways.
Your written proposal must address how you have accounted for
each of these themes in its associated room as they relate to
physical, cognitive, and psychosocial development. Each theme
must be included in at least one room, and each room must
address one or more themes. (Please see
these samples
for ways to explain how you have accounted for this.)
Cite your sources according to APA styleThe Outline:
Must be 4-6 double-spaced pages in length, and formatted
according to APA style as outlined in the Ashford Writing
Center.
Must include a title page with the following:
Title of Community Center
Date submitted
Must address the topic of the paper with critical thought within
each of the designated age groups.
Must use at least 2 scholarly sources
Must document all sources in APA style
Must include a separate reference page, formatted according to
APA style
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your journal
entries.
Final Project ( you don't need to work on it, you will need it for

3. completing the outline for that project)
Community Center Proposal: Final Project
Your community is opening a brand new community center.
Now that you are an expert in the field, you have been chosen to
lead a development team that will create a proposal for
interactive, fun, and educational programming activities that
will be provided for children and adolescents in this center.
Utilize problem-solving techniques in exploring developmental
issues, grounded in child development, in order to assess what
activities and items should be included in each program. Once
you have chosen these features, you will present your ideas to a
mock city council board (i.e. your instructor) with a written
proposal describing the programming in detail.
You have been asked to propose programming for five different
age groups in the community center:
Infant (0-1 year)
Toddler (1-3 years)
Early Childhood (3-6 years)
Middle/Late Childhood (7-12 years)
Adolescence (13-18 years)
In your proposal, you will identify and describe at least 2
weekly activities for each age group (for a total of 10 activities)
that address their developmental domain pathways: physical,
cognitive, and psychosocial. All three domains of development
must be addressed within your classes or activities. For
example, you may have one activity which enhances cognitive
and psychosocial development and a second activity which
enhances physical development for a particular age group. In
addition to identifying these activities, you will demonstrate a
foundational knowledge of the age group’s developmental
continuum by explaining your reasoning for choosing each
activity, based on your analysis of theory and current child
development research.
Additionally, you will search for at least 1 age-appropriate
game, toy, picture, or other “play” item to enhance the chosen
activities within each age group. Keep in mind that this may

4. include things like art, music, technology, or safety gear as you
deem fit. For each item that you recommend, your proposal will
provide a link to a website from which the item can be
purchased by the city, as well as an explanation for why the city
should purchase the item informed by research and theory.
The overall goal of the final project is much like that of a grant
proposal, in which a developer must convince the city council
that their new business or activity is both cost-effective and
beneficial to the community. You are encouraged to be creative
and persuasive in your proposal, but remember that everything
must be supported by the theories and research covered in our
class. Included is a Community Center Proposal
Template
, demonstrating what information should be included in your
written portion of the project.
SPECIAL NOTES:
You will utilize the
PSY104 Written Proposal template
to create and submit your proposal. Enter the requested
information on the title page where indicated. Where you find
the text “This is where you will…” within the proposal, please
remove that and enter your own content. The headings in bold
and the outline formatting with numbers and letters should not
be altered.
articles:
http://vizedhtmlcontent.next.ecollege.com/pub/content/9bcb20c
c-2f69-44a4-b3d5-
69e5580378af/Brown_R._E._Willis_T._A._Aspinall_N._Hunt_C
._George_J._Rudolf_Mary_C._.pdf
http://vizedhtmlcontent.next.ecollege.com/pub/content/3dbfe790
-9476-412f-8fdc-17bbd8432428/Carriere_G._2003.pdf
http://vizedhtmlcontent.next.ecollege.com/pub/content/7243ce6
c-39f1-41ec-af0b-
fa8f7de6488a/Champion_S._L._Rumbold_A._R._Steele_E._J._
Giles_L._C._Davies_M._J._Moo.pdf

5. http://www.cdc.gov/nccdphp/dnpao/index.html
.
grading guidelines
Description
:
Total Possible Score
: 10.00
INTRODUCTORY PARAGRAPH WITH SUCCINCT THESIS
STATEMENT
Total: 0.50
Distinguished - Provides a comprehensive introductory
paragraph with a succinct thesis statement which introduces the
community center and the specific goals for promoting
development within their center.
Proficient - Provides an introductory paragraph with a thesis
statement which introduces the community center and the goals
for promoting development, though these goals may be slightly
underdeveloped or unrelated to the topic.
Basic - Provides a limited introductory paragraph with a thesis
statement which introduces the community center and the goals
for promoting development, though these goals may be
underdeveloped and/or unrelated to the topic.
Below Expectations - Attempts to provide an introductory
paragraph with a thesis statement which introduces the
community center and the goals for promoting development,
though these goals are significantly underdeveloped and
unrelated to the topic.
Non-Performance - The introductory paragraph is either
nonexistent or lacks the components described in the assignment
instructions.
IDENTIFIES AND DESCRIBES AT LEAST TWO WEEKLY

6. ACTIVITIES FOR EACH AGE GROUP
Total: 1.50
Distinguished - Clearly identifies and thoroughly describes at
least two weekly activities for each age group, providing a
comprehensive overview of what the activities will look like
and how they will be performed. The activities are age-
appropriate, fun, and educational.
Proficient - Identifies and describes two weekly activities for
each age group, providing an overview of what the activities
will look like and how they will be performed. The activities
are age-appropriate, fun, and educational. The overview may be
slightly underdeveloped or unclear.
Basic -Vaguely identifies and partially describes two weekly
activities for each age group, providing a basic overview of
what the activities will look like and/or how they will be
performed. The activities are somewhat age-appropriate, fun,
and/or educational. Overview is underdeveloped and/or
unclear.
Below Expectations - Identifies and attempts to describe
activities for each age group; however, there are fewer than two
for each group, the activities are not appropriate for the
suggested age group, and the overview of the activities
significantly underdeveloped and unclear.
Non-Performance - The identification and description of 2
weekly activities per age group is either nonexistent or lacks the
components described in the assignment instructions.
ADDRESSES ALL THREE DOMAINS OF DEVELOPMENT
WITHIN THE WEEKLY ACTIVITIES
Total: 1.50
Distinguished - Accurately addresses all three domains of
development within the weekly activities. Information is
supported with facts, research, and fully appropriate

7. terminology.
Proficient - Addresses all three domains of development within
the weekly activities. Information is supported with facts,
research, and/or appropriate terminology. Minor details are
missing or inaccurate.
Basic - Minimally addresses all three domains of development
within the weekly activities. Information is somewhat
supported with facts, research, and/or appropriate terminology.
Relevant details are missing and/or inaccurate.
Below Expectations - Attempts to address the domains of
development within the weekly activities; however, fewer than
three domains are addressed, the Information is not supported
with facts, research, and/or appropriate terminology, and
significant details are missing and inaccurate.
Non-Performance - The three domains of development are either
nonexistent or lacks the components described in the assignment
instructions.
EXPLAINS REASONING FOR CHOOSING EACH ACTIVITY
IN EACH AGE GROUP, BASED ON ANALYSIS OF THEORY
AND CURRENT CHILD DEVELOPMENT RESEARCH
Total: 1.00
Distinguished - Thoroughly explains reasoning for choosing
each activity, based on analysis of theory and research. Cites
several examples from theory and research, and makes clear
connections between the theory and research and the purpose of
the activity.
Proficient - Explains reasoning for choosing each activity,
based on analysis of theory and research. Cites examples from
theory and research, and makes connections between the theory
and research and the purpose of the activity. Minor details are
missing or unclear.
Basic - Partially explains reasoning for choosing each activity,
based on analysis of theory and research. Cites some examples

8. from theory and research, and makes vague connections between
the theory and research and the purpose of the activity.
Relevant details are missing and/or unclear.
Below Expectations - Attempts to explain reasoning for
choosing each activity, based on analysis of theory and
research; however, does not cite examples from theory and
research or connections between the theory and research and the
purpose of the activity, and significant details are missing and
unclear.
Non-Performance - The rationale for each activity is either
nonexistent or lacks the components described in the assignment
instructions.
PROPOSES ONE ITEM TO BE PURCHASED FOR EACH AGE
GROUP, PROVIDES LINK TO WHERE IT CAN BE
PURCHASED, AND PROVIDES RATIONALE FOR WHY THE
CITY SHOULD PURCHASE IT, INFORMED BY RESEARCH
Total: 2.00
Distinguished - Proposes at least one item to be purchased for
each age group and provides link to where it can be purchased.
Item choice is innovative, age-appropriate, and the rationale for
the item is comprehensive and supported by scholarly research
findings.
Proficient - Proposes at least one item to be purchased for each
age group and provides link to where it can be purchased. Item
choice is creative, age-appropriate, and the rationale for the
item is mostly supported by scholarly research findings, but
may be slightly underdeveloped.
Basic - Proposes one item to be purchased for each age group
and provides link to where it can be purchased. Item choice is
age-appropriate, and the rationale for the item is somewhat
supported by research, and is underdeveloped.
Below Expectations -Attempts to propose one item to be
purchased for each age group; however, does not provide link to

9. where it can be purchased, the item choice inappropriate for the
age group or is not supported by scholarly research findings,
and the rationale is significantly underdeveloped.
Non-Performance - The item to be purchased and the rationale
is either nonexistent or lacks the components described in the
assignment instructions.
ANALYZES INTERACTIONS OF THE MAJOR THEMES OF
DEVELOPMENT
Total: 1.50
Distinguished - Comprehensively analyzes the interactions of
the major themes of development by thoroughly addressing how
elements such as family, culture, gender, health and well-being,
and education may interact with these activities to either
enhance or decrease individual differences in development.
Proficient - Analyzes the interactions of the major themes of
development by addressing how elements such as family,
culture, gender, health and well-being, and education may
interact with these activities to either enhance or decrease
individual differences in development. The analysis is slightly
underdeveloped or minor details are missing.
Basic - Partially analyzes one of the interactions of the major
themes of development by minimally addressing how elements
such as family, culture, gender, health and well-being, and
education may interact with these activities to either enhance or
decrease individual differences in development. The analysis is
underdeveloped and/or relevant details are missing.
Below Expectations - Attempts to analyze the interactions of the
major themes of development; however, does not address how
each of the elements such as family, culture, gender, health and
well-being, and education may interact with these activities to
either enhance or decrease individual differences in
development The analysis is significantly underdeveloped and
significant details are missing.

10. Non-Performance - The analysis of interactions of major themes
of development is either nonexistent or lacks the components
described in the assignment instructions.
WRITTEN COMMUNICATION: APA FORMATTING
Total: 0.25
Distinguished - Accurately uses APA formatting consistently
throughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper.
However, layout contains a few minor errors.
Basic - Exhibits limited knowledge of APA formatting
throughout the paper. However, layout does not meet all APA
requirements.
Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There are frequent errors, making the layout
difficult to distinguish as APA.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
CRITICAL THINKING: EVIDENCE
Total: 0.50
Distinguished - Employs persuasive and applicable information
from credible sources to develop an ample analysis or synthesis
of the topic. Viewpoints of experts are scrutinized thoroughly.
Proficient - Employs applicable information from credible
sources to develop an analysis of the topic.
Basic - Identifies applicable information from credible sources,
but may neglect the application of such information toward the
analysis of the topic.
Below Expectations - Presents information from external
sources, but such information may lack credibility and/or
relevance. Neglects to apply such information toward the

11. analysis of the topic.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
WRITTEN COMMUNICATION: CONTEXT OF AND
PURPOSE FOR WRITING
Total: 0.50
Distinguished - Demonstrates methodical application of
organization and presentation of content. The purpose of the
writing is evident and easy to understand. Summaries, quotes,
and/or paraphrases fit naturally into the sentences and
paragraphs. Paper flows smoothly.
Proficient - Demonstrates sufficient application of organization
and presentation of content. The purpose of the writing is, for
the most part, clear and easy to understand. There are some
problems with the blending of summaries, paraphrases, and
quotes. Paper flows somewhat smoothly.
Basic - Demonstrates a limited understanding of organization
and presentation of content in written work. The purpose of the
writing is somewhat evident but may not be integrated
throughout the assignment. There are many problems with the
blending of summaries, paraphrases, and quotes. Paper does not
flow smoothly in all sections.
Below Expectations - Organization and presentation of content
are extremely limited. The purpose of the writing is unclear.
There is little or no blending of summaries, paraphrases, and
quotes. Paper does not flow smoothly when read.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
WRITTEN COMMUNICATION: CONTROL OF SYNTAX AND
MECHANICS
Total: 0.25

12. Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Written work contains no errors and is very easy to
understand.
Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to
understand.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few
errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of
syntax or mechanics, such as spelling and grammar. Written
work contains major errors which distract the reader.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
WRITTEN COMMUNICATION: PAGE REQUIREMENT
Total: 0.25
Distinguished - The length of the paper is equivalent to the
required number of correctly formatted pages.
Proficient - The length of the paper is nearly equivalent to the
required number of correctly formatted pages.
Basic - The length of the paper is equivalent to at least three
quarters of the required number of correctly formatted pages.
Below Expectations - The length of the paper is equivalent to at
least one half of the required number of correctly formatted
pages.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
WRITTEN COMMUNICATION: RESOURCE REQUIREMENT

13. Total: 0.25
Distinguished - Uses more than the required number of
scholarly sources, providing compelling evidence to support
ideas. All sources on the reference page are used and cited
correctly within the body of the assignment.
Proficient - Uses the required number of scholarly sources to
support ideas. All sources on the reference page are used and
cited correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support
ideas. Some sources may not be scholarly. Most sources on the
reference page are used within the body of the assignment.
Citations may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources
that provide little or no support for ideas. Sources used may not
be scholarly. Most sources on the reference page are not used
within the body of the assignment. Citations are not formatted
correctly.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
psy104_written_proposal_template_2.docx
psy104_written_proposal_template_2.docx
psy104_samples_of_inclusion_of_major_themes.docx