Need psychology help for exploring developmental issues, grounded in child development,

Dec 4th, 2015
KateS
Category:
Psychology
Price: $20 USD

Question description

Community Center Proposal  2 PAGES
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:

  • Infant (0-1 year)
  • Toddler (1-3 years)
  • Early Childhood (3-6 years)
  • Middle/Late Childhood (7-12 years) 
  • Adolescence (13-18 years) 
In your proposal, you will identify and describe at least 2 weekly activities for each age group (for a total of 10 activities) that address their developmental domain pathways: physical, cognitive, and psychosocial.  All three domains of development must be addressed 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 addition to identifying these activities, you will demonstrate a foundational knowledge of the age group’s developmental continuum by explaining your reasoning for choosing each activity, based on your analysis of theory and current child development research.  

Additionally, 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.

SPECIAL NOTES: 
You will utilize the PSY104 Written Proposal template to create and submit your proposal.  Enter the requested information on the title page where indicated. Where you find the text “This is where you will…” within the proposal, please remove that and enter your own content. The headings in bold and the outline formatting with numbers and letters should not be altered.

In your Community Center Proposal, you must include the following:
  1. Please complete each section of the template including the information requested.
  2. Within section “iv” for each room, you will be asked to justify your activities and items by analyzing interactions of the major themes: Health and Well-Being, Family and Parenting, Education, Culture and Gender as factors influencing the developmental physical, cognitive and psychosocial pathways.  Your written proposal must address how you have accounted for each of these themes in its associated room as they relate to physical, cognitive, and psychosocial development. Each theme must be included in at least one room, and each room must address one or more themes. (Please see these samples for ways to explain how you have accounted for this.) 
  3. Cite your sources according to APA style.
The Community Center Proposal:
  1. Must be 6 to 8 double-spaced pages in length, and formatted according to APA style.
  2. Must include a title page with the following:
    1. Title of Community Center
    2. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement, in which you introduce the topic and your Community Center.
  4. Must address the topic of the paper with critical thought within each of the designated age groups.
  5. Must end with a conclusion that reaffirms your thesis and thanks the mock city council for their time and consideration of your proposal.
  6. Must use at least 2 scholarly sources.
  7. Must document all sources in APA style.
  8. Must include a separate reference page.

It has to satisfy the GRADING CRITERIA LEAST LEVEL PROFICIENT

Written Proposal: Introductory Paragraph With Succinct Thesis Statement

Total: 2.00

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 a thorough introductory paragraph with a thesis statement which introduces the community center and the goals for promoting development, though these goals may be underdeveloped.

Basic - Provides a brief introductory paragraph with a thesis statement which introduces the community center.  Goals for promoting development are vague and may be unrelated to the topic.

Below Expectations - Attempts to provide an introductory paragraph with a succinct thesis statement, but it do not introduce the community center and/or the goals for development within their center.

Non-Performance - The introductory paragraph is either nonexistent or lacks the components described in the assignment instructions.


Written Proposal: Identifies and Describes at Least 2 Weekly Activities For Each Age Group

Total: 3.00

Distinguished - Written Proposal: Identifies and Describes at Least 2 Weekly Activities For Each Age Group

Proficient - Clearly identifies and describes at least 2 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.

Basic - Briefly identifies and describes 2 weekly activities for each age group, providing a basic overview of what the activities will look like and/or how they will be performed. Overview may be underdeveloped and vague.  The activities are mostly age-appropriate, fun, and/or educational.

Below Expectations -Attempts to identify and describe activities for each age group, but there are less than 2 for each group, and/or the overview of the activities is vague and unclear.  The activities may be inappropriate for the suggested age group.

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.


Written Proposal: Addresses All Three Domains of Development Within the Weekly Activities

Total: 3.00

Distinguished - Expertly and accurately addresses all three domains of development within the weekly activities.  Information is supported with facts, research, and appropriate terminology.

Proficient - Effectively and accurately addresses all three domains of development within the weekly activities.  Information is supported with facts, research, and/or appropriate terminology, though minor details may be missing.

Basic - Accurately addresses at least two domains of development within the weekly activities.  Information is supported with facts, research, or terminology, but some details are missing.

Below Expectations - Briefly addresses at least two domains of development within the weekly activities.  The information may not be supported by facts, research, or terminology, and the connection is unclear.

Non-Performance - The three domains of development are either nonexistent or lacks the components described in the assignment instructions.


Written Proposal: Explains Reasoning for Choosing Each Activity in Each Age Group, Based on Analysis of Theory and Current Child Development Research

Total: 3.00

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 - Thoroughly explains reasoning for choosing each activity, based on analysis of theory and research. Cites at least 2 examples from theory and research, and makes connections between the theory and research and the purpose of the activity.  Minor details may be missing or underdeveloped.

Basic - riefly explains reasoning for choosing each activity, based on analysis of theory or research.  May overlook either theory or research in the explanation, and/or connections between theory and research and the purpose of the activity is underdeveloped.

Below Expectations - Attempts to explain reasoning for choosing each activity, based on analysis of theory or research, but the connections are unclear and/or irrelevant, and the reasoning is poorly explained.

Non-Performance - The rationale for each activity is either nonexistent or lacks the components described in the assignment instructions.


Written Proposal: Proposes 1 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: 3.00

Distinguished - Proposes at least 1 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 1 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. 

Basic - Proposes 1 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 supported by research, though it may be underdeveloped. 

Below Expectations - Attempts to propose 1 item to be purchased for each age group and may provide link to where it can be purchased.  Item choice is either inappropriate for the age group or is not supported by scholarly research findings. 

Non-Performance - The item to be purchased and the rationale is either nonexistent or lacks the components described in the assignment instructions.


Written Proposal: Analyzes Interactions of the Major Themes of Development

Total: 3.00

Distinguished - Clearly and effectively analyzes the interactions of the major themes of development by addressing 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 -Effectively analyzes the interactions of the major themes of development by addressing 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. Analysis may be weak or minor details missing.

Basic - Briefly analyzes one of the interactions of the major themes of development by addressing how one element, such as family, culture, gender, health and well-being, and education may influence development either positively or negatively.  However, the analysis is straightforward and lacks meaningful connections to the specific activities.

Below Expectations - Briefly analyzes one of the interactions of the major themes of development by addressing how one element, such as family, culture, gender, health and well-being, and education may influence development either positively or negatively.  However, the analysis is straightforward and lacks meaningful connections to the specific activities.

Non-Performance - The analysis of interactions of major themes of development is either nonexistent or lacks the components described in the assignment instructions.


Written Proposal: Provides Conclusion That Reaffirms Thesis and Thanks the Mock City Council for Their Time and Consideration of the Proposal

Total: 2.50

Distinguished - Provides a detailed conclusion which reaffirms the thesis and thanks the mock city council for their time and consideration of the proposal.  The conclusion is clear and persuasive.

Proficient - Provides a detailed conclusion which reaffirms the thesis and thanks the mock city council for their time and consideration of the proposal.  The conclusion is mostly clear and persuasive.

Basic - Provides a conclusion which reaffirms the thesis and thanks the mock city council for their time and consideration of the proposal.  The conclusion is imprecise and/or unconvincing.

Below Expectations - Attempts to provide a conclusion, but doesn’t reaffirms the thesis and/or thank the mock city council for their time and consideration of the proposal.  The conclusion is unclear and/or underdeveloped.

Non-Performance - The conclusion is either nonexistent or lacks the components described in the assignment instructions.


Critical Thinking: Explanation of Issues

Total: 2.00

Distinguished - Clearly and comprehensively explains the issue to be considered, delivering all relevant information necessary for a full understanding.

Proficient - Clearly explains the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic - Briefly explains the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations - Briefly explains the issue to be considered, but may not deliver additional information necessary for a basic understanding.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. 


Creative Thinking: Innovative Thinking

Total: 2.00

Distinguished - Creates new knowledge derived from a novel or unique idea, question, format, or product.

Proficient - Constructs an original idea, question, format, or product.

Basic - Attempts to construct an original or unique idea, question, format, or product.

Below Expectations - Reinvents available ideas.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Control of Syntax and Mechanics

Total: 1.00

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: APA Formatting

Total: 0.50

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.


Written Communication: Page Requirement

Total: 0.50

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: 0.50

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.



psy104_written_proposal_template_2.docx
psy104_samples_of_inclusion_of_major_themes.docx

Tutor Answer

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School: UT Austin
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