JUST DUE THE JOURNAL FOR THIS WEEK… Ashford 6: - Week 5 –DUE JANURARY 9, 2017 Learning Outcomes This week students will: 1. Analyze the informal curriculum of the family and home environment on young children’s development and learning. 2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally. 3. Generate a list of community resources that support families with young children. 4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles. 5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement. Introduction Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning. Required Resources Required Text 1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc. · Chapter 8: Influences of the Home · Chapter 9: Community Influences on Children's Development Discussions To participate in the following discussions, go to this week's Discussion link in the left navigation. 1. The Informal Curriculum In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community.  The lessons children learn outside of school can have positive as well as negative impact.  Read Chapter 8 and Chapter 9 of the required text. Initial post (Due by day 3, Thursday) Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.   · How did these informal lessons shape you as an adult?  Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)?  Why? · Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations. Guided Response (Due by Day 7, the following Monday) Review the posts of several classmates.  Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post.  Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion.  This will further the conversation w ...

1. JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home
environment on young children’s development and learning.
2. Describe how organizations and agencies within a community
provide learning opportunities for children and their families,
both formally and informally.
3. Generate a list of community resources that support families
with young children.
4. Develop strategies to support families in accessing
community services, despite physical, economic and other
obstacles.
5. Discuss the analysis of data and the impact of findings
philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the
home and community (also known as the informal curriculum).
This week’s discussions center on the impact of the informal
curriculum on young children’s physical, cognitive, social and
emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families,
schools, and communities: Building partnerships for educating

2. children (6th ed.). Upper Saddle River, NJ: Pearson Education,
Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's
Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the
informal curriculum that occurs at home and in the community.
The lessons children learn outside of school can have positive
as well as negative impact. Read Chapter 8 and Chapter 9 of
the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two
lessons you learned at home and two lessons you learned from
your larger community/society.
· How did these informal lessons shape you as an adult?
Looking back now, do you feel you learned more from school
(formal curriculum) or from your family and community
(informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition
to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two
classmates by commenting on at least one ways that the text and
course materials support your classmates’ reflections on
informal and formal curriculum that they did not share in the
original post. Respond thoughtfully by asking questions,
comparing your own post to your classmates, or sharing new

3. ideas or resources.
Though two replies is the basic expectation, for deeper
engagement and learning, you are encouraged to provide
responses to any comments or questions others have given to
you (including the instructor) before the last day of the
discussion. This will further the conversation while also giving
you opportunities to demonstrate your content expertise, critical
thinking, and real work experiences with this topic.
2. Family and Community Resource List
Select a community that is familiar to you. If possible, you may
want to use the community where your early childhood program
is located (it will help you in your final presentation). Generate
a list of all the resources, services, and materials available for
families with young children.
Initial post (Due by Day 3, Thursday)
· Share your list of all the resources, services, and materials
available for families with young children in your selected
community. If you have web resources, please include the link
in your list along with the name.
· How accessible are the resources to different families
(physical limitations, economic obstacles, etc.)? Come up with
at least two strategies to support families to access these
resources.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two
peers by reacting to their ideas. Please respond thoughtfully by
asking questions, comparing your own post to your classmates,
or sharing new strategies that were not discussed in the post.
Though two replies is the basic expectation, for deeper
engagement and learning, you are encouraged to provide

4. responses to any comments or questions others have given to
you (including the instructor) before the last day of the
discussion. This will further the conversation while also giving
you opportunities to demonstrate your content expertise, critical
thinking, and real work experiences with this topic.
Journal
To complete the following journal entry, go to this week's
Journal link in the left navigation.
Self-Assessment Journal
Reflect on the quality and quantity of your discussion posts,
engagement with others and completing assignments for the
discussions.
This week you were asked to look beyond the surface and
discover the power of the informal curriculum on learning style
and school experiences. These self-assessment journals have
been an “informal” way for you to use the power of self-
reflection and facilitate your own learning. Describe how you
feel you have grown in terms of the level of engagement in both
discussions and assignments to this point in our course.
Use the Ashford University discussion rubric and provide a
score as well as a brief rationale for the score in your post. This
exercise is here so that you can reflect on your process and get
support and feedback from the instructor. This journal remains
private and is viewed only by instructor and the student.
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your journal entries.

5. DUE JANURARY 16, 2017
MAKE SURE THIS IS AN A ASSINGMENT LOOK OVER
EVERTHING AND MAKE SURE YOU CITE THE BOOK
ALSO.
Summative Assessment
Background Scenario:
You are working for an early childhood center in your
neighborhood. It has recently opened, and the director has
placed you in charge of giving a 30-minute presentation on the
program’s family and community engagement plan and
approach.
Your responsibility will be to develop a presentation that
reflects your center’s philosophy for family and community
engagement based on current research and best practice. Your
goal is to motivate parents and organizations in your community
to participate in the family and community engagement plan for
your school. You will need to include an overview of the plan
as well as any assistance available to families through the
organizations invited. Please use your creativity to ensure that
your presentation is encouraging, enlightening, and inviting.
Preparing the Presentation
The presentation MUST:
a. Describe your program's philosophy regarding family and

6. community engagement.
b. Determine how each of the following issues are addressed in
your plan:
· Developmental and learning outcomes for the child.
· Respectful engagement with diverse family groups.
· Approach to including families whose children have special
needs.
· Facilitation and support for connecting with community
organizations.
· Evidence of quality Early Care and Education programs.
c. Align the components of your plan with current research and
best practices in early care in education by making connections
to examples or research found in the textbook, required
readings, and at least five outside scholarly sources.
d. Incorporate textbook and at least five or more visuals -
(photos or links to video). You are free to use either PowerPoint
or Prezi as formats for the presentation.
e. Provide what you would say to families upon showing each
slide. (Use the notes portion at the bottom of the slide for this.)
Include a separate title and reference page, formatted according
to APA style as outlined in the Ashford Writing Center. Your
reference page must include a minimum of five outside
scholarly sources in addition to the textbook and required
readings.
JUST DUE THE JOURNAL FOR THIS
WEEK
…

7. Ashford 6:
-
Week 5
–
DUE
JANURARY 9,
2017
Learning Outcomes
This week students will:
1.
Analyze the informal curriculum of the family and home
environment on young children’s deve
lopment
and learning.
2.
Describe how organizations and agencies within a community
provide learning opportunities for children
and their families, both formally and informally.
3.
Generate a list of community resources that support families
with young child
ren.
4.

8. Develop strategies to support families in accessing community
services, despite physical, economic and
other obstacles.
5.
Discuss the analysis of data and the impact of findings
philosophy and approach to family and community
engagement.
Introduction
Students will further explore the learning that occurs in the
home and community (also known as the informal
curriculum). This week’s discussions center on the impact of
the informal curriculum on young chi
ldren’s physical,
cognitive, social and emotional development and learning.
Required Resources
Required Text
1.
Scully P., Barbour, C., & Roberts
-
King, H. (2015).
Families, schools, and communities: Building
partnerships for educating children

9. (6th ed.). Upper Saddle River, NJ: Pearson Education,
Inc.
o
Chapter 8: Influences of the Home
o
Chapter 9: Community Influences on Children's Development
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9,
2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home
environment on young children’s development
and learning.
2. Describe how organizations and agencies within a community
provide learning opportunities for children
and their families, both formally and informally.
3. Generate a list of community resources that support families
with young children.
4. Develop strategies to support families in accessing
community services, despite physical, economic and
other obstacles.
5. Discuss the analysis of data and the impact of findings
philosophy and approach to family and community
engagement.

10. Introduction
Students will further explore the learning that occurs in the
home and community (also known as the informal
curriculum). This week’s discussions center on the impact of
the informal curriculum on young children’s physical,
cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families,
schools, and communities: Building
partnerships for educating children (6th ed.). Upper Saddle
River, NJ: Pearson Education, Inc.
o Chapter 8: Influences of the Home
o Chapter 9: Community Influences on Children's Development
Week 6 Assignment Rubric
CATEGORY
EXCELLENT – above expectations
GOOD – met expectations
FAIR – below expectations
POOR – significantly below expectations or missing
SCORE
Analysis of the rationale for health insurance expansion
(30 points possible)
The analysis shows depth and breadth in critical thinking when
addressing the rationale for health insurance expansion,
including how health insurance expansion relates to the problem
of adverse selection.

11. (27–30 points)
The analysis fully addresses the key points related to the
rationale for health insurance expansion, including how health
insurance expansion relates to the problem of adverse selection.
(24–26 points)
The analysis lacks depth, breadth, or clarity in addressing the
key points related to the rationale for health insurance
expansion, including how health insurance expansion relates to
the problem of adverse selection.
(21–23 points)
The analysis does not address (zero points) or poorly addresses
key points related to the rationale for health insurance
expansion, including how health insurance expansion relates to
the problem of adverse selection.
(0–20 points)
Evaluation of economic implications of health insurance
expansion in the U.S.
(30 points possible)
The evaluation shows critical thinking, considers divergent and
competing opinions, and demonstrates creative problem solving
in its evaluation of economic implications of health insurance
expansion in the U.S., including how health insurance
expansions might impact healthcare organizations in your own
state or region.
(27–30 points)

12. The evaluation fully addresses economic implications of health
insurance expansion in the U.S., including how health insurance
expansions might impact healthcare organizations in your own
state or region.
(24–26 points)
The evaluation lacks depth or clarity in addressing the economic
implications of health insurance expansion in the U.S.,
including how health insurance expansions might impact
healthcare organizations in your own state or region.
(21–23 points)
The evaluation does not address (zero points) or poorly
addresses the economic implications of health insurance
expansion in the U.S., including how health insurance
expansions might impact healthcare organizations in your own
state or region.
(0–20 points)
Writing
(15 points possible)
The paper is well organized, uses scholarly tone, contains
original writing and proper paraphrasing, follows APA style,
contains very few or no writing and/or spelling errors, and is
fully consistent with graduate-level writing style.
(14–15 points)
The paper is mostly consistent with graduate-level writing style
and may have some spelling, APA, and writing errors.
(12–13 points)
The paper is somewhat consistent with graduate-level writing

13. style and may have some spelling, APA, and writing errors.
(10–11 points)
The paper is well below graduate-level writing style
expectations for organization, scholarly tone, APA style, and
writing, or shows heavy reliance on quoting.
(0–9 points)
Instructor comments:
Total Score (75 possible points):
points
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