Final papper

Due: Midnight Sunday of Unit 4.

KEY ASSESSMENT: RESEARCH PAPER Due: Midnight (EST) Sunday of Unit 7 Points: 115 *Completed paper is due within the week assigned.

Paper Requirements: 1) 5 to 7 double-spaced, APA formatted pages inclusive of in-text citations 2) Title Page and a References Page are separate 3) Use no fewer than three resources; one must be a resource you identify that is not

referenced in the course.

Objective: Apply fundamental theories and concepts by focusing on one key aspect of early childhood education. NAEYC Standards: 2a, 4a, 4b, 5b, 6d

Your “big” project for CHS111 requires you to conduct secondary research using

credible sources and write a research paper! As you will learn throughout the course, it is

extremely important that you have a working knowledge of early childhood education

upon completing this course. A working knowledge means you understand the underlying

theories and fundamental concepts and that you can put them to practice!

This research project runs Units 1 through 7. Thus, you have seven units (weeks) to

complete it. While this project is large, it is definitely manageable as the steps and

timeline have been mapped for you.

The requirements for your research paper are as follows: 1. Select one topic for research from the list of four topics provided below. 2. Conduct research on your selected topic. Identify and report on no fewer than three different resources. At least one resource that you identify is not referenced in the course. Many resources are provided throughout the different units to help guide your research. Be sure to check supplemental materials listed in both the NAEYC Library and supplemental resources provided in each Unit. Feel free to use these resources in your written paper. However, you must demonstrate that you also identified and used at least one new resource that is not referenced in the course. Along with conducting research in sources provided in the course, use the Post Library CHS/ECE general research guide provided in the course.

3. Complete all phases according to the given timeline. Unit 1: Review the choice of topics in the list below. Unit 2: Decide and submit one topic that you would like to explore in depth. (5 points) Unit 3: Begin research; submit list of three researched resources with a brief summary

(annotation) for each one. (15 points) Unit 3-6: Actively research the topic and draft the paper. Other resources, in addition to

the three resources identified in Unit 3, may need to be used in order to meet all

CHS111 – Foundations of Early Childhood Education

Research Paper

the criteria stated in the option you chose. Unit 6: Optional: Submit written draft to the Safe Assign link provided in the course to

gain feedback on whether you have appropriately quoted, paraphrased and cited your secondary research sources. The written draft will not be reviewed by the instructor.

Unit 7: Review and utilize feedback on initial draft received from Safe Assign. Finalize and submit the written research paper by Sunday, 11:59 (EST). (100 points)

4. Utilize the “Evaluation Rubric” for the Research Paper.

Throughout the seven weeks, be sure to read the rubric criteria, by which your project will be evaluated: before you research, while you research and write, while you revise your initial draft, and before you submit your research paper.

Research Topics Option 1: Historical Figure 1) From the list below, choose and research one historical figure that had great influence on early childhood education.

a) Maria Montessori e) Lev Vygotsky b) Friedrich Frobel f) Abraham Maslow c) Jean Piaget g) T. Berry Brazelton d) Erik Erikson h) Magda Gerber

2) Provide biographical information (name, time period, place of birth/death, etc.). 3) Write a detailed account of the historical figure’s significant contribution(s) and

central concepts of the theory. Identify at least two publications authored by the person. (5b)

4) Determine the historical figure’s views on the value of positive relationships and supportive interactions as the foundation for young children’s optimal development and learning. (4a)

5) Explain the historical figure’s effective strategies and tools for early education. If appropriate and/or relevant, include appropriate uses of technology. (4b)

6) Explain the theorist’s view on the role of parents, families and community in children’s development and learning. (2a)

7) Describe the scope of his/her influence on early education for today’s children. State your opinions and explain why. (6d)

(If the information required above is not found within the three resources you identified in Unit 3, then use additional resources.)

Option 2: Early Childhood Model 1) Research one early childhood model from the list below.

a) Early Intervention e) Project Approach b) Montessori f) High Scope c) Reggio Emilia g) Bank Street Approach d) Project Approach h) Head Start/Early Head Start

2) Provide background information (e.g., who started it? What was the time period? Where did it begin?)

3) Describe central concepts of the model. (5b) 4) Explain the value and role of positive relationships and supportive interactions as the

foundation of the model’s support of young children. (4a) 5) Demonstrate how the model addresses intentional teaching, curriculum, instruction,

and assessment for today’s young children. What are the effective strategies and

tools for early education? If appropriate and/or relevant, include appropriate uses of technology. (4b)

6) Explain the roles of the parent, family and community (e.g., parents as teachers, family engagement, community partners). (2a)

7) Cite and discuss research that demonstrates the effectiveness of the model. (If this information is not found within the three resources you identified in Unit 3, then use additional resources.). (6d)

Option 3: Diversity and Cultural Competence Research and explain the critical importance of being a “culturally responsive teacher”. (If the information required below is not found within the three resources you identified in Unit 3, then use additional resources.). Include the following in your paper:

1) Define central concepts underlying diversity and cultural competence. (5b) 2) Identify best practices for fostering cultural awareness and appreciation in early

childhood programs. Include the value of positive relationships and supportive interactions as the foundation for cultural competence. (4a)

3) Critique and explain how to infuse multicultural content into programs, curriculum, and daily learning experiences. (6d)

4) Describe effective strategies and tools for early education, include appropriate uses of technology. (4b)

5) Describe two strategies for effectively involving parents, families and the community. (2a)

Option 4: Inclusion Research the definition, history, benefits, and challenges of inclusion. Choose one population of children: special needs, English Language Learners, or gifted and talented. Include the following in your paper (If the information required below is not found within the three resources you identified in Unit 3, then use additional resources):

1) State your chosen population and the reasons for your selection. 2) Define central concepts underlying inclusion and IDEA. Demonstrate how IDEA

affects inclusion of your chosen population. (5b) State the federal guidelines mandated within IDEA.

3) Describe different inclusion models including advantages and disadvantages. Include the value of positive relationships and supportive interactions as the foundation of an inclusion model. (4a)

4) Describe effective strategies and tools for early education, include appropriate uses of technology. (4b) For example: For children with special needs, present different disabilities and explain how you would use an inclusion model to support their needs. What are the federal guidelines to make a facility “accessible” to those with disabilities?

5) Specify at least two concrete ways you, as an educator, would partner with families to best support children’s optimal learning, growth and success. (2a)

6) Cite and discuss research from two sources about your chosen population with regard to a critical perspective related to early education. (If this information is not found within the three resources you identified in Unit 3, then use additional resources.). (6d)

Reminder: Be sure to read the criteria by which your Research Paper will be evaluated. Review the criteria before you research, while you research and write, while you revise your initial draft using your instructor’s feedback, and before you submit your research paper.

Researched Resources List Rubric – 15 Points (Due Unit 3)

ECTC 3 2 1

4-5 points 2-3 points 0-1 points

Sources 5 points

At least 3 sources included, one of which is not from the course; Sources are relevant to the topic and credible.

Only 2 sources included; may not include one new source not from the course; May not be relevant and/or lacks credibility.

Not completed; Less than required number of sources and/or sources are irrelevant to the topic and/or not credible.

4-5 points 2-3 points 0-1 points

Annotations 5 points

Annotations concisely summarize the key relevant points of each source. It is clear from the annotations how the sources are relevant to the topic.

Annotations summarize the sources but may lack clarity or completeness. May not be clear connection to topic/sources.

None provided; Unclear; irrelevant to the source/topic; incomplete.

4-5 points 2-3 points 0-1 point

Clear and professional writing and formatting. 5 points

APA formatting and citations are compliant and error free; Very few or no spelling and grammar errors.

Spelling, grammar, APA formatting present few errors that do not impede professional presentation.

Spelling, grammar, APA formatting errors impede professional presentation.

Evaluation Rubric for CHS111 Research Paper – 100 Points

Standard 2a. Knowing about and understanding diverse family and community characteristics. Standard 4a. Understanding positive relationships and supportive interactions as the foundation of their work with young children. Standard 4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. Standard 5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines. Standard 6d. Integrating knowledgeable, reflective, and critical perspectives on early education.

Criteria 4 3 2 1

13-16 points 9-12 points 5-8 points 0-4 points

2a. Knowing about and

understanding diverse family and

community characteristics.

16 points

Explicit evidence of understanding diverse characteristics and/or needs of population served within selected topic.

Substantive evidence of understanding diverse characteristics and/or needs of population served within selected topic.

Vague evidence of understanding diverse characteristics and/or needs of population served within selected topic.

Minimal to no evidence of understanding diverse characteristics and/or needs of population served within selected topic.

13-16 points 9-12 points 5-8 points 0-4 points

4a. Demonstrate the essential

dispositions and skills to develop

positive, respectful, supportive

relationships with all children

including those whose cultures and languages may differ from

their own, as well as with children who may have special needs.

16 points

Demonstrates multiple and specific ways a theory, early childhood model, fundamental philosophy or law informs building positive relationships and supportive interactions for working with young children.

Briefly highlights multiple ways a theory, early childhood model, fundamental philosophy or law informs building positive relationships and supportive interactions for working with young children.

Describes vaguely several ways a theory, early childhood model, fundamental philosophy or law informs building positive relationships and supportive interactions for working with young children.

Barely describes the impact of a theory, early childhood model, fundamental philosophy or law on building positive relationships and supportive interactions for working with young children.

13-16 points 9-12 points 5-8 points 0-4 points

4b. Knowing and understanding

effective strategies and tools for early

education, including

appropriate uses of technology.

Excels in responding to the research presented. Interesting and demonstrates sophistication of thought. Understands and

A solid paper, responding appropriately to the research presented. Generally clear but has minor lapses in development.

Adequate but less effective. Presents research in general terms. Usually does not acknowledge other views. Shows basic

Does not have a clear central theme. Resources are not clearly projected.

16 points critically evaluates sources. Appropriately limits and defines terms.

Shows careful reading of sources but may not evaluate them critically. Terms not always discussed successfully.

comprehension of sources with some lapse in understanding. Uses dictionary definitions when discussing new terms.

16-20 points 11-15 points 6-10 points 0-5 points

5b. Knowing and using the central concepts, inquiry

tools, and structures of

content areas or academic

disciplines. 20 points

Writing demonstrates a sophisticated understanding of concepts, principles, theories and research related to the selected topic.

Writing demonstrates a thorough understanding of concepts, principles, theories and research related to the selected topic.

Writing demonstrates an adequate understanding of concepts, principles, theories and research related to selected topic.

Writing demonstrates a limited understanding of concepts, principles, theories and research related to selected topic.

16-20 points 11-15 points 6-10 points 0-5 points

6d. Integrating knowledgeable, reflective, and

critical perspectives on early education.

20 points

Comprehensive, detailed description of critical perspectives and/or advocacy strategies for early education and family support concerns. Well- demonstrated reflection on key issues.

Thorough details in description of critical perspectives and/or advocacy strategies for early education and family support concerns Some reflection on key issues.

Minimal description of critical perspectives and/or advocacy strategies for early education and family support concerns Minimal reflection on key issues.

Poor description of critical perspectives and/or advocacy strategies for early education and family support concerns Reflection on key issues is not presented.

10-12 points 7-9 points 4-6 points 0-3 points

SS3 Grammar, Spelling, and

Sentence Structure Teacher is

proficient in reading, writing

and mathematics. Proper APA

format is utilized including in text citations and a

reference. 12 points

Paper is highly polished; no grammar or spelling errors. APA formatting is evident with in- text and ending citations evident.

Paper is adequate; maximum of two grammar and/or spelling errors. One APA error.

Inadequate paper; three or more grammar and/or spelling errors. Two APA errors.

Poorly written paper. Four or more grammar and/or spelling errors. APA formatting is not evident.