Map the Brain Power Point Presentation – Early Childhood Education Birth to 8 years

Description

Even if primarily working with a similar age group of children (for example, infants or preschoolers), educators must understand development across the entire span of early childhood. For this assignment, create an original resource using Microsoft PowerPoint, Shapes/SmartArt feature in Microsoft Word, or a free online timeline creator tool to inform others of brain development across continuum of early childhood. Your goal is to share information on how brain development is fostered or hindered through experiences and how this impacts learning at different age groups. Be sure to use outside resources as well as a reference page to validate your ideas. Your resource should include descriptions of the following: Your role and audience. (For example, you might be a family childcare provider informing families of how one activity supports brain development for each child in the program, or you may be a child development specialist providing training to early childhood educators). One or more experiences that support and hinder brain development. Include details to describe the experience(s) and explain how it impacts development. (For example, describe how an educator is responsive to an infant’s cues and why these actions build trust and a secure relationship). Connections between the experience and development at different age ranges. (For example, how will the secure relationship with the infant support this child as a toddler?). The experience(s) should be connected to each of the following age groups: Infants, Toddlers, Preschoolers, School-Age. Emerging – Limited or developing demonstration of criteria. Competence – Adequate or basic demonstration of criteria. Proficiency – Clear or effective demonstration of criteria. Mastery – Advanced or exceeds demonstration of criteria. Role and Audience 5 points Points: 2 (4.00%) Vaguely identifies the professional role and the intended audience. Points: 3 (6.00%) Some details are provided to identify the professional role and the intended audience of the resource, but may lack clarity or organization. Points: 4 (8.00%) Sufficient details are provided to clearly identify the professional role and the intended audience of the resource. Points: 5 (10.00%) Thorough details are provided to fully identify and describe the professional role and the intended audience of the resource. Influence on Brain Development 15 points Points: 9 (18.00%) Vaguely identifies an experience that hinders and an experience that supports brain development. Few connections were made to describe how each experience influences brain development. Points: 12 (24.00%) Some detail identifies an experience that hinders and an experience that supports brain development. Moderate connections were made to describe how each experience influences brain development. Points: 14 (28.00%) Sufficient and accurate detail identifies an experience that hinders and an experience that supports brain development. Sufficient and accurate connections were made to describe how each experience influences brain development. Points: 15 (30.00%) Thorough detail identifies an experience that hinders and an experience that supports brain development. In-depth and accurate connections were made to describe how each experience influences brain development. Connections to Development 15 points Points: 9 (18.00%) Vaguely describes how each experience connect to development at each of the following age groups: Infants, Toddlers, Preschoolers, School-Age. Points: 12 (24.00%) Some description of how each experience connects to development at each of the following age groups: Infants, Toddlers, Preschoolers, School-Age. Points: 14 (28.00%) Sufficient and accurate description of how each experience connects to development at each of the following age groups: Infants, Toddlers, Preschoolers, School-Age. Points: 15 (30.00%) In-depth and accurate description of how each experience connects to development at each of the following age groups: Infants, Toddlers, Preschoolers, School-Age. Supporting Research 10 points Points: 0 (0.00%) No outside research is evidenced to support ideas. Points: 6 (12.00%) Some outside research is conducted to support ideas, but may lack connections and support for ideas. In-text citations are attempted but contain numerous errors. Points: 8 (16.00%) Complete outside research is conducted to support ideas and the research is accurately connected to ideas. APA format is used but contains few errors. Points: 10 (20.00%) Extensive outside research is conducted to support ideas and the research is explicitly connected to ideas. APA format is used. General Assignment Requirements 5 points Points: 1 (2.00%) Did not create an original resource. Beginning states of the use of professional tone and vocabulary is evidenced. Assignment contained excessive spelling and grammar errors. Points: 3 (6.00%) Created an original resource. Moderate use of professional tone and vocabulary is evidenced. Assignment contained some spelling and grammar errors. Points: 4 (8.00%) Created an original resource. Consistent use of professional tone and vocabulary is evidenced. Assignment contained few spelling and grammar errors. Points: 5 (10.00%) Created an original resource. Exemplary use of professional tone and vocabulary is evidenced. Assignment contained no spelling and grammar errors. PLEASE follow the rubric! Emerging – Limited or developing demonstration of criteria. Competence – Adequate or basic demonstration of criteria. Proficiency – Clear or effective demonstration of criteria. Mastery – Advanced or exceeds demonstration of criteria. Role and Audience 5 points Points: 2 (4.00%) Vaguely identifies the professional role and the intended audience. Points: 3 (6.00%) Some details are provided to identify the professional role and the intended audience of the resource, but may lack clarity or organization. Points: 4 (8.00%) Sufficient details are provided to clearly identify the professional role and the intended audience of the resource. Points: 5 (10.00%) Thorough details are provided to fully identify and describe the professional role and the intended audience of the resource. Influence on Brain Development 15 points Points: 9 (18.00%) Vaguely identifies an experience that hinders and an experience that supports brain development. Few connections were made to describe how each experience influences brain development. Points: 12 (24.00%) Some detail identifies an experience that hinders and an experience that supports brain development. Moderate connections were made to describe how each experience influences brain development. Points: 14 (28.00%) Sufficient and accurate detail identifies an experience that hinders and an experience that supports brain development. Sufficient and accurate connections were made to describe how each experience influences brain development. Points: 15 (30.00%) Thorough detail identifies an experience that hinders and an experience that supports brain development. In-depth and accurate connections were made to describe how each experience influences brain development. Connections to Development 15 points Points: 9 (18.00%) Vaguely describes how each experience connect to development at each of the following age groups: Infants, Toddlers, Preschoolers, School-Age. Points: 12 (24.00%) Some description of how each experience connects to development at each of the following age groups: Infants, Toddlers, Preschoolers, School-Age. Points: 14 (28.00%) Sufficient and accurate description of how each experience connects to development at each of the following age groups: Infants, Toddlers, Preschoolers, School-Age. Points: 15 (30.00%) In-depth and accurate description of how each experience connects to development at each of the following age groups: Infants, Toddlers, Preschoolers, School-Age. Supporting Research 10 points Points: 0 (0.00%) No outside research is evidenced to support ideas. Points: 6 (12.00%) Some outside research is conducted to support ideas, but may lack connections and support for ideas. In-text citations are attempted but contain numerous errors. Points: 8 (16.00%) Complete outside research is conducted to support ideas and the research is accurately connected to ideas. APA format is used but contains few errors. Points: 10 (20.00%) Extensive outside research is conducted to support ideas and the research is explicitly connected to ideas. APA format is used. General Assignment Requirements 5 points Points: 1 (2.00%) Did not create an original resource. Beginning states of the use of professional tone and vocabulary is evidenced. Assignment contained excessive spelling and grammar errors. Points: 3 (6.00%) Created an original resource. Moderate use of professional tone and vocabulary is evidenced. Assignment contained some spelling and grammar errors. Points: 4 (8.00%) Created an original resource. Consistent use of professional tone and vocabulary is evidenced. Assignment contained few spelling and grammar errors. Points: 5 (10.00%) Created an original resource. Exemplary use of professional tone and vocabulary is evidenced. Assignment contained no spelling and grammar errors.