assessment_1_childhood_develpoment.docx
ASSESSMENT 3
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Early Childhood Education
Overview
Context
The preschool years (ages 3–5) are an exciting time of growth and change. Perhaps one of the greatest areas of change is within the cognitive and language domains. The average 24-month-old has a vocabulary of 250 words and can put two words together in a simple sentence. A four-year-old can speak in multi-word sentences; use prepositions, adjectives, and pronouns; and will, of course, ask millions of questions.
Resources
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
Library Resources
The following e-books and articles from the Capella University Library are linked directly in this course:
Denham, S., Zinsser, K., & Brown, C. (2012). The emotional basis of learning and development in early childhood education. In O. N. Saracho and B. Spodek (Eds.), Handbook of research on the education of young children. London, UK: Routledge.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP2700 – Child Development Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
American Psychological Association. (n.d.). Individuals with Disabilities Education Act (IDEA). Retrieved from https://www.apa.org/about/gr/issues/disability/idea.aspx
New America Foundation. (2014). No Child Left Behind (NCLB) overview. Retrieved from http://febp.newamerica.net/background-analysis/no-child-left-behind-overview
U.S. Department of Health and Human Services, Administration for Children and Families. (n.d.). Office of Head Start. Retrieved from http://www.acf.hhs.gov/programs/ohs
Bookstore Resources
The resource listed below is relevant to the topics and assessments in this course and is not required. Unless noted otherwise, this resource is available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
Berk, L. E. (2012). Infants and children: Prenatal through middle childhood (7th ed.). Boston, MA: Allyn and Bacon.
Chapter 8, "Physical Development in Early Childhood."
Chapter 9, "Cognitive Development in Early Childhood."
Chapter 10, "Emotional and Social Development in Early Childhood."
Assessment Instructions
Early childhood education (birth–age 8) is at the top of the national agenda, yet many children do not have access to the educational settings that they need. For this assessment, write 3 pages about what constitutes a high quality early childhood program or policy by evaluating the success of an existing initiative.
Address the following:
Describe the characteristics of high quality early childhood programs.
Discuss and give examples of at least three benefits of early childhood education. Use scholarly research findings to support your position.
Apply psychological theories to a policy or policy initiative relating to early childhood education, such as No Child Left Behind (NCLB), Individuals with Disabilities Education Act (IDEA), Early Intervention, Head Start, or another program of your choosing. Include details about how the program is implemented and what population it aims to serve.
Explain how early childhood education and policy affect the physical, social, and cognitive aspects of child development. Use scholarly research findings to support your position.
You are urged to use Capella University's Writing Center to help you develop clear and effective writing. Through the Writing Center, you will be able to receive feedback on your writing, use writing resources, discover new writing strategies, and explore different ways to draft, revise, edit, and proofread your own work.
If you wish, you may use the APA Paper Template, linked in the Resources, to complete your assessment.
Additional Requirements
Written communication: Ensure that your writing is free of errors that detract from the overall message.
APA formatting: Format your paper according to APA style.
Length: Write 3 page typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
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Portfolio Prompt: You may choose to save this learning activity to your ePortfolio.
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