Create a statement of commitment that embodies details from your Week 2 discussions regarding professional and ethical obligations, as well as your commitment to federal laws and programs that effect your current or future career (from your first discussion this week)

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Now that you have analyzed the role that professional standards and policy play in the lives of the children, families and staff in your care, it is important to model your commitment to these important ideals. By creating a statement of commitment, you not only hold yourself and your school or center accountable, but you also model to families and community members your understanding and commitment to these ideals.

For your initial post:

  • Create a statement of commitment that embodies details from your Week 2 discussions regarding professional and ethical obligations, as well as your commitment to federal laws and programs that effect your current or future career (from your first discussion this week). Your statement should be a minimum of five sentences in length and should touch on each of the following points: professional and ethical obligations, and your obligation to state and federal policy.
  • Modify your Week 2 Wordle to include state and federal policy.
  • Create a one-page pdf that includes your statement of commitment and your Wordle from Week 2. This commitment statement and Wordle will become your introductory slide for your summative presentation in Week 6. You may wish to create this in power point or google slides (depending on what you will be choosing for your presentation format). No matter which format you choose, you will need to attach it as a pdf to your discussion.

Guided Response: Respond to at least two of your peers’ posts. Tell your peer at least two specific things you like about their commitment statement and Wordle, and why. Do you recommend any adjustments? If so, what and why? Explain how starting out their presentation with a commitment statement can set the tone for the rest of the presentation. Be sure to review the expectations for the Week 6 presentation, and provide specific examples.

I also upload the wordle I used

please follow instruction and answer all question that are required?

What are the five most important “big ideas” related to the NAEYC Professional Standards and Code of Ethics that you learned about in this course?

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As a graduate student in the MAECEL program, you have chosen to take charge of your own professional development and have made a deep commitment to the field of early childhood education. In the MAECEL program, you will gain professional knowledge and skills aligned with the professional standards and expectations in the field. Additionally, several relevant and pertinent program themes – professional leadership, social justice, and 21st century teaching and learning – are woven throughout the program to enhance your learning experience and to support your professional development as an expert and leader in early childhood education.

In each course, you will have one leadership journal assignment that is designed to provide opportunities for you to reflect upon and self-assess your professional knowledge, skills, and leadership attributes. For all journal entries, you will build upon what you have written in previous courses to expand and extend your thinking about yourself as a professional and leader. It is appropriate to write your journal entries in first person.

The journal prompts are in the form of essential questions that have been determined to be central areas of inquiry throughout the program. Essential questions are designed to be broad, timeless, and vital to developing deep understandings of concepts in your field of study. Additionally, essential questions are designed to have many different, complex answers and responses – there is no one right answer. The intent is for the essential questions to lead you to in-depth inquiry and critical thinking about our program topics.

The journal prompts will have two parts. The first part of the prompt will focus on personal and professional leadership reflection as it relates to the specific course content of your current course. The second part of the prompt applies to general professional and program knowledge, skills, and dispositions. You will reflect upon and discuss each of the reflective questions in Part 1 and Part 2 outlined below.

Content Expectations:
The following content areas are required for this assignment:

  • Part 1: Content/Course Reflection
  • What are the five most important “big ideas” related to the NAEYC Professional Standards and Code of Ethics that you learned about in this course?
  • How can your professional practices foster social justice in Early Childhood Education?
  • How did your understanding of 21st century teaching and learning develop further in this course?
  • Based on your experience in this course, what are your strengths and areas for improvement in professional knowledge and skills? Where are your “blind spots”?
  • Part 2: Program/Personal Reflection
  • What does ‘leadership’ mean to me?
  • What type of leader do I want to be and why?
  • Why is it important to be an innovative leader in Early Childhood Education?
  • Why is it important to you to uphold social justice as an Early Childhood Education leader?
  • Integrative and Critical Thinking Expectations (demonstrated within the content of the journal):
  • Connections to Experience: Meaningfully synthesizes connections among experiences both within and outside of coursework to deepen understanding of fields of study and to broaden own points of view.
  • Reflection and Self-Assessment: Envisions a future self (and possibly makes plans that build on past experiences) that have occurred across multiple and diverse contexts.

Research and Resource Expectations:

  • Sources are not required for your journal assignments. However, if you need to cite information, you must cite in APA format and include a reference page.

Writing and Formatting Expectations:

  • Professional Reflective Voice: Journals may be written in a less formal, but still professional voice (avoids casual language). First person voice is encouraged.
  • Organization: Demonstrates logical progression of ideas.
  • Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting: Papers are formatted properly and all sources (if used) are cited and referenced in APA style as outlined in the Ashford Writing Center.
  • Suggested Assignment Length: 2-3 double-spaced pages (not including title and reference pages – if needed).

please follow instructions and answer all question.

Describe how attachment experiences affect the psychosocial development of children and adolescents.

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Prior to completing this assignment, read Chapters 1 and 13 in the textbook and the Effects of Attachment Disorder on Psychosocial Development article. Additionally, watch the video segments Patterns of Attachment and the Strange Situation: Results, and Elements of Attachment Theory, and the video Inside Out-The Growing Years: Conception to Childhood.

Research has shown that early attachment experiences can have far reaching effects on development. The work of Bowlby and Ainsworth have illustrated the importance of early bonding with caregivers to the healthy development of the child.

In this paper,

  • Describe the four types of attachment identified by Bowlby.
  • Describe the four types of attachment identified by Ainsworth.
  • Describe how attachment experiences affect the psychosocial development of children and adolescents.

The Early Attachment and Development paper

  • Must be two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013.

  • Must utilize academic voice. See the Academic Voice resource for additional guidance.
  • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
    • For assistance on writing Introductions & Conclusions as well as Writing a Thesis Statement, refer to the Ashford Writing Center resources.
  • Must use and cite at least two of the required resources provided for this assignment. Refer to Ashford Writing Center’s In-Text Citation Helper for assistance.
  • Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

identify the constructivist examples and explain why each example is or isn’t a constructivist activity in 20 words or less.”

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Go to the Internet Resources at https://www.georgiastandards.org/Georgia-Standards/Pages/default.aspx and choose three standards in your content area. Develop for each standard learning objectives in each category: cognitive, affective and psychomotor using the examples:

Examples of Well-written Objectives

Below are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Note that many objectives actually put the condition first.

Audience – Green
Behavior – Red
Condition – Blue
Degree – Pink

Psychomotor – “Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six-second time span.“

Cognitive (comprehension level) – “Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivist examples and explain why each example is or isn’t a constructivist activity in 20 words or less.”

Cognitive (application level) – “Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.).”

Cognitive (creation/synthesis level) – “Given two cartoon characters of the student’s choice, the student will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character.”

Affective – “Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members.”

When reviewing example objectives above, you may notice a few things.

As you move up the “cognitive ladder,” it can be increasingly difficult to precisely specify the degree of mastery required.

Affective objectives are difficult for many instructors to write and assess. They deal almost exclusively with internal feelings and conditions that can be difficult to observe externally.

It’s important to choose the correct key verbs to express the desired behavior you want students to produce. See the pages on cognitive objectives, affective objectives, and psychomotor objectives to see examples of keywords for each level.

https://thesecondprinciple.com/instructional-design/threedomainsoflearning/ Samples of verbs used in writing learning objectives based on Bloom’s Taxonomy.