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 aIDress their physical, cognitive and psychosocial developmental needs. All three domains of development must be aIDressed 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 aIDition to identifying these activities, you will demonstrate a foundational knowledge of childrens 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.
AIDitionally, 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.
Final Project ( you dont need to work on it, you will need it for completing the outline for that 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:
In your proposal, you will identify and describe at least 2 weekly activities for each age group (for a total of 10 activities) that aIDress their developmental domain pathways: physical, cognitive, and psychosocial. All three domains of development must be aIDressed 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 aIDition to identifying these activities, you will demonstrate a foundational knowledge of the age groups developmental continuum by explaining your reasoning for choosing each activity, based on your analysis of theory and current child development research.
AIDitionally, 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 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.
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 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.
AIDRESSES ALL THREE DOMAINS OF DEVELOPMENT WITHIN THE WEEKLY ACTIVITIES
Total: 1.50
Distinguished Accurately aIDresses all three domains of development within the weekly activities. Information is supported with facts, research, and fully appropriate terminology.
Proficient AIDresses 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 aIDresses 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 aIDress the domains of development within the weekly activities; however, fewer than three domains are aIDressed, 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 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 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 aIDressing 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 aIDressing 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 aIDressing 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 aIDress 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.
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 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
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
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.
