Effect Of Environmental Systems

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Urie Bronfenbrenner’s ecological systems theory strongly supports family involvement in the development and education of early learners. His theory states that a child’s external environment has significant influence on the growth and development of young children.

Research Bronfenbrenner’s five environmental systems based on his ecological systems theory. Identify each system and familiarize yourself with the definition, examples, and the affect each system has on the growth and development of the learner. Consider your own environmental systems throughout your life.

For this assignment, choose two of the environmental systems: Microsystem, mesosystem, exosystem, macrosystem, or chronosystem. Create two visual representations of each environmental system. Your visual representations can be hand drawn and then scanned, or created with technology such as Publisher.

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For the first system, create a visual representation of your personal ecological system, which includes people, experiences, and influences in your life. For the second system, develop a visual representation of the ecological system of a child, from birth to age 8, that you know and with whose personal environmental influences you are familiar.

In addition, write a 500-750 word summary on the value of knowing more about your students’ external environment and the influence it might have on the learning and development of the children you teach.

Be sure your summary answers the following questions:

  • What are examples of family and social or community group interactions that influence early learners? Provide at least three examples.
  • Describe the languages and cultures of families within either your local community or the community in which you would like to teach. How might these affect learner development and classroom structure?
  • How can knowing family and background information of your students help you, as a teacher, design instruction and promote individual learning outcomes? What types of information would be helpful, and how would you obtain that information?

Support your visuals and summary with 3-5 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
ECE-560 ECE-560-O500 Effect of Environmental Systems 75.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Personal Visual Representation 15.0% Not addressed. The visual has an incomprehensible representation of a personal ecological system that includes people, experiences, and influences in the candidate’s life. The representation is ineffectively organized, detailed, and/or does not inform the reader of personal environmental influences. The visual representation embodies a personal ecological system that includes people, experiences, and influences in the candidate’s life, but is lacking detail. The representation is mostly organized, detailed, and informs reader of personal environmental influences. The visual has clear representation of a personal ecological system that includes people, experiences, and influences in the candidate’s life. The representation is relevant in organization, details, and informs the reader of personal environmental influences. The visual comprehensively represents a personal ecological system that includes people, experiences, and influences in the candidate’s life. The representation is exemplarily organized, detailed, and informs reader of personal environmental influences.
Child Visual Representation 15.0% Not addressed. The visual irrelevantly represents an ecological system of the selected child from birth to age 8. The representation is not organized or detailed and/or does not inform the reader of personal environmental influences. The visual representation embodies an ecological system of the selected child from birth to age 8, but it is minimal. The representation is mostly organized, detailed, and informs reader of personal environmental influences. The visual has accurate representation that appropriately represents an ecological system of the selected child from birth to age 8. The representation is logically organized, detailed, and informs the reader of personal environmental influences. The visual innovatively represents an ecological system of the selected child from birth to age 8. The representation is exemplarily organized, detailed, and informs reader of personal environmental influences.
Group Interactions 15.0% Not addressed. The summary insufficiently provides examples of community interactions that would influence the learning outcomes of students within the community. The summary marginally provides examples of community interactions that would influence the learning outcomes of students within the community. The summary is complete providing examples of community interactions that would influence the learning outcomes of students within the community. The thought-provoking summary provides detailed examples of community interactions that would influence the learning outcomes of students within the community.
Languages and Cultures of Families 15.0% Not addressed. The summary provides an erroneous explanation of how the languages and cultures of families within the community affects learner development and classroom structure. The summary provides an inconsistent explanation of how the languages and cultures of families within the community affects learner development and classroom structure. The summary effectively provides an explanation of how the languages and cultures of families within the community affects learner development and classroom structure. The summary provides a novel explanation of how the languages and cultures of families within the community affects learner development and classroom structure.
Support Learning Outcomes 20.0% Not addressed. The summary provides an incorrect explanation of justification identifying the importance of learning more about families and their environmental factors to support individual learning outcomes. The connection between family backgrounds and designing instruction is flawed. The summary provides an explanation of justification identifying the importance of learning more about families and their environmental factors to support individual learning outcomes, but is missing key details. There is some connection between family backgrounds and designing instruction. The summary provides a competent justification identifying the importance of learning more about families and their environmental factors to support individual learning outcomes. There is a sound connection between family backgrounds and designing instruction. The summary provides a specific and skillful justification identifying the importance of learning more about families and their environmental factors to support individual learning outcomes. There is an insightful connection between family backgrounds and designing instruction.
Paragraph Development and Transitions 10.0% Not addressed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Not addressed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present. Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language. Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. Writer is clearly in command of standard, written academic English.
Research Citations (In-text citations for paraphrasing and direct quotes, reference page listing, and formatting as appropriate to assignment) 5.0% Not addressed. Reference page is present. Citation is inconsistently used. Reference page is included which lists sources used in paper. Sources are appropriately documented, although some errors may be present. Reference page is present and inclusive of all cited sources. Documentation is appropriate and APA style is usually correct. In-text citations and a Reference Page are complete. The documentation of cited sources is error-free.
Total Weightage 100%