LD5 Overview For this Work Product Assessment, imagine that you are preparing to open a childcare center or preschool program serving young children -

LD5
Overview
For this Work Product Assessment, imagine that you are preparing to open a childcare center or preschool program serving young children and families in your community. To accomplish this task, consider the ages and developmental levels of the children you plan to serve; the cultural values and needs of the community in which your program is embedded; and your own philosophy of early childhood care and education. Keep in mind that there are a multitude of considerations you need to research and understand to build an effective early childhood program.
This Assessment has three parts: a handbook to provide families with essential information about your program; a portfolio that depicts indoor and outdoor learning environments in which your program is set; and a presentation to families or other stakeholders about your program. You may work on the parts in any order. However, all parts must be completed and submitted before any part can be evaluated.
Your response to this Assessment should:

Reflect the criteria provided in the Rubric.
Adhere to the required assignment length.
All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided in the narrative for Part II: Learning Environments.
Use the APA Course Template available here.
Download the Writing Checklist to review prior to submitting your Assessment.

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LD5 Overview For this Work Product Assessment, imagine that you are preparing to open a childcare center or preschool program serving young children

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Professional Skills: Technology, Oral Communication, and Written Communication are assessed in this Competency. You are strongly encouraged to use the Writing Checklist and to review the Rubric prior to submitting.
This Assessment requires submission of three files: one (1) document that includes the Family Handbook; one (1) document that includes a portfolio of your Learning Environments Portfolio and Narrative; and one (1) oral presentation with slides that explains the purpose and philosophy of your program. Save these files as:

LD005_FamilyHandbook_firstinitial_lastname (for example, LD005_FamilyHandbook_J_Smith)
LD005_LearningEnvironments_firstinitial_lastname
LD005_Presentation_first initial_lastname

When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:

NAEYC’s Principles for Effective Practice: Family Engagement

This assessment has three-parts. Click each of the items below to complete this assessment.
Part I: Family Handbook
Create a handbook that explains to families the key elements of the highly effective program you envision. The elements must include:

Vision and mission statements
Goals for the program
Policies and procedures
Practices that encourage family engagement and community connections

The handbook may not exceed 20 pages. The handbook will not necessarily be comprehensive, but must effectively represent your understanding of various types of policies, procedures, and practices for early childhood programs that 1) meet legal and ethical guidelines and 2) are appropriate for the children and families served by the program.
Part II: Learning Environments
Create a portfolio of 1020 drawings and/or photographs that depict interior and exterior learning environments for your program. Each environment must be designed to support developmentally appropriate practice. As you create these illustrations, consider the overall arrangement of space and furnishings, as well as individual elements within the environment that are especially effective at supporting developmentally appropriate practices.

Your indoor environment must include the following features: functional areas, quiet and active play areas, furnishings, and materials.
Your outdoor environment must include the following features: equipment, activity/play areas, landscape features, and other elements with which children interact.
Support your portfolio with a 4- to 5-page written narrative explaining how the elements of indoor and outdoor environments depicted in your illustrations serve to support specific developmentally appropriate practices.

Part III: Presentation

Prepare an 8- to 10-minute presentation designed to explain the philosophy and purpose of this program to a group of prospective families and interested community members or your newly formed board of directors or to the staff of this new program.
The presentation must consist of no more than 20 slides (i.e., PowerPoint or Prezi) and a voiceover narration that authentically simulates your approach to this audience.
If you are unfamiliar with how to add audio to a PowerPoint presentation, please use this tutorial

https://www.usnews.com/education/blogs/professors-guide/2010/02/24/15-strategies-for-giving-oral-presentations

9/27/2020 Overview – PS 2: Oral Communication

https://tempolearning.brightspace.com/d2l/le/content/6665/viewContent/7205/View 1/1

Oral communication is essential to your academic and professional success, particularly when
preparing a presentation. Whether formal or informal, an oral communication skill set entails the use of
verbal and nonverbal cues allowing you, the speaker, to express thoughts and ideas in a manner that
effectively conveys your message. Your oral communication skills should evidence the use of a clear
tone and enunciation, concise verbiage, incorporation of nonverbal signalsall of which convey the
message and represent your confidence in knowledge of a topic.

The activities included in this Professional Skill are designed to help you plan and deliver an effective
oral presentation.

This Professional Skill includes the following learning objectives:
PS 2.1: Use clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.

PS 2.2: Organize information to be presented. 9/27/2020 Assessment Instructions – LD005: Effective Program Planning

https://tempolearning.brightspace.com/d2l/lp/navbars/6778/customlinks/external/5038 1/2

Overview
For this Work Product Assessment, imagine that you are preparing to open a childcare center or
preschool program serving young children and families in your community. To accomplish this task,
consider the ages and developmental levels of the children you plan to serve; the cultural values and
needs of the community in which your program is embedded; and your own philosophy of early
childhood care and education. Keep in mind that there are a multitude of considerations you need to
research and understand to build an effective early childhood program.

This Assessment has three parts: a handbook to provide families with essential information about your
program; a portfolio that depicts indoor and outdoor learning environments in which your program is set;
and a presentation to families or other stakeholders about your program. You may work on the parts in
any order. However, all parts must be completed and submitted before any part can be evaluated.

Your response to this Assessment should:

Reflect the criteria provided in the Rubric.

Adhere to the required assignment length.

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and
references must be provided in the narrative for Part II: Learning Environments.

Use the APA Course Template available here.

Download the Writing Checklist to review prior to submitting your Assessment.

This Assessment requires submission of three files: one (1) document that includes the Family
Handbook; one (1) document that includes a portfolio of your Learning Environments Portfolio and
Narrative; and one (1) oral presentation with slides that explains the purpose and philosophy of your
program. Save these files as:

LD005_FamilyHandbook_firstinitial_lastname (for example, LD005_FamilyHandbook_J_Smith)
LD005_LearningEnvironments_firstinitial_lastname
LD005_Presentation_first initial_lastname

When you are ready to upload your completed Assessment, use the Assessment tab on the top
navigation menu.

Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will
use to evaluate your submission and it provides detailed criteria describing how to achieve or master
the Competency. Many students find that understanding the requirements of the Assessment and the
rubric criteria help them direct their focus and use their time most productively.

Rubric

Access the following to complete this Assessment:
NAEYC’s Principles for Effective Practice: Family Engagement

http://academicguides.waldenu.edu/writingcenter/templates/general

https://tempolearning.brightspace.com/d2l/lor/viewer/viewFile.d2lfile/6722/3,-1/

https://tempolearning.brightspace.com/d2l/le/content/6666/Home

https://tempolearning.brightspace.com/d2l/le/content/6665/Home

https://tempolearning.brightspace.com/d2l/le/content/6667/Home

https://www.naeyc.org/resources/topics/family-engagement/principles

9/27/2020 Assessment Instructions – LD005: Effective Program Planning

https://tempolearning.brightspace.com/d2l/lp/navbars/6778/customlinks/external/5038 2/2

This assessment has three-parts. Click each of the items below to complete this assessment.

Create a handbook that explains to families the key elements of the highly effective program you
envision. The elements must include:

1. Vision and mission statements

2. Goals for the program

3. Policies and procedures

4. Practices that encourage family engagement and community connections

Create a portfolio of 1020 drawings and/or photographs that depict interior and exterior learning
environments for your program. Each environment must be designed to support developmentally
appropriate practice. As you create these illustrations, consider the overall arrangement of space
and furnishings, as well as individual elements within the environment that are especially effective
at supporting developmentally appropriate practices.

1. Your indoor environment must include the following features: functional areas, quiet and active
play areas, furnishings, and materials.

2. Your outdoor environment must include the following features: equipment, activity/play areas,
landscape features, and other elements with which children interact.

3. Support your portfolio with a 4- to 5-page written narrative explaining how the elements of indoor
and outdoor environments depicted in your illustrations serve to support specific developmentally
appropriate practices.

Part I: Family Handbook

Part II: Learning Environments

Part III: Presentation

https://tempolearning.brightspace.com/content/enforced/6778-LD005_DEV/Assessment.html#collapse_acc_1

https://tempolearning.brightspace.com/content/enforced/6778-LD005_DEV/Assessment.html#collapse_acc_2

https://tempolearning.brightspace.com/content/enforced/6778-LD005_DEV/Assessment.html#collapse_acc_3 9/27/2020 Principles of Effective Family Engagement | NAEYC

https://www.naeyc.org/resources/topics/family-engagement/principles 1/3

How do early childhood education programs meet the challenge
of engaging families in their childs early learning and
development?

NAEYCs Engaging Diverse Families (EDF) project sought answers to this question. The project’s goals
were to develop a research-based definition of family engagement, identify exemplary family
engagement practices in early childhood programs, and share what was learned with the field of early
care and education by assembling a tool kit of materials to help programs more effectively engage
families in childrens early learning.

Principles of Effective Practice
During an extensive review of the research on family engagement, NAEYC and Pre-K Now found that
programs successful family engagement practices encompass the following six principles:

1. Programs invite families to participate in decision making and goal setting for
their child. Programs invite families to actively take part in making decisions concerning their
childrens education. Teachers and families jointly set goals for childrens education and learning
both at home and at school.

2. Teachers and programs engage families in two-way communication. Strategies allow
for both school- and family-initiated communication that is timely and continuous. Conversations
focus on a childs educational experience as well as the larger program. Communication takes
multiple forms and reflects each familys language preference.

3. Programs and teachers engage families in ways that are truly reciprocal. Programs
and families benefit from shared resources and information. Programs invite families to share their
unique knowledge and skills and encourage active participation in the life of the school. Teachers
seek information about childrens lives, families, and communities and integrate this information
into their curriculum and teaching practices.

4. Programs provide learning activities for the home and in the community. Programs
use learning activities at home and in the community to enhance each childs early learning and
encourage and support families efforts to create a learning environment beyond the program.

5. Programs invite families to participate in program-level decisions and wider
advocacy efforts. Programs invite families to actively participate in making decisions about the
program itself. Programs also invite families to advocate for early childhood education in the wider
community.

6. Programs implement a comprehensive program-level system of family
engagement. Programs institutionalize family engagement policies and practices and ensure
that teachers, administrators, and other staff receive the supports they need to fully engage
families.

Note: As weve developed the content related to this project, the six principles of family engagement
have evolved to highlight important elements, take out redundancy, and clarify meaning.

9/27/2020 Principles of Effective Family Engagement | NAEYC

https://www.naeyc.org/resources/topics/family-engagement/principles 2/3

Exemplary Programs
Using these six principles as the foundation, NAEYC set out to identify programs that effectively
engage the families they serve.

In early 2009, NAEYC invited early childhood education programs across the county to submit a
written application. To ensure a high-quality baseline, eligible programs had to be NAEYC-Accredited
and/or rated in the highest or second highest levels of a recognized statewide or pilot quality rating
and improvement system (QRIS).

Of the 24 programs that submitted complete applications, 17 were selected to participate in phone
interviews during June 2009, and 15 finalists moved on to receive a site visit by NAEYC staff. Site
visits, which took place from October 2009 to January 2010, were guided by a standard written
protocol. The site visit was intended to validate what the program had reported and to gather evidence
of its family engagement practices. Each site visit included

a tour of the facility;
a review of program documents;
interviews with program staff, including the director/administrator, teachers, and
other staff (such as family workers); and
informal meetings with families over a simple breakfast, lunch, or afternoon snack.

The 15 programs NAEYC visited represent a range of program and funding types. Among these were
Head Start programs, a lab school, two parent co-ops, a faith-based program, subsidized and private
pay programs, one very large program (with 368 children), and a one-room schoolhouse (with 22
children). Each program serves families representing a variety of races, ethnicities and national
origins, languages, religions, socioeconomic statuses, and family constellations (for example, single-
parent, same-sex parent, blended, adoptive, grandparent-headed, and others). All 15 are NAEYC-
Accredited; several also participate in their states QRIS.

Not surprisingly, the rubric NAEYC developed to evaluate these programs revealed that all 15
programs are of very high quality with a strong commitment to supporting and honoring family
engagement. Overall, NAEYC found that these programs have a vision shared by staff and families.

In April 2010, after a careful review of the wealth of materials from each program, NAEYC
identified the following 10 programs as exemplary in their family engagement practices:

Childrens Village Child Care Center in Philadelphia, Pennsylvania
Community Renewal Teams (CRT) Locust Street Early Care and Education
Program in Hartford, Connecticut
Iowa State University Child Development Laboratory School in Ames, Iowa

9/27/2020 Principles of Effective Family Engagement | NAEYC

https://www.naeyc.org/resources/topics/family-engagement/principles 3/3

Montgomery County Community College Childrens Center in Blue Bell,
Pennsylvania
Rainbow School in Stanford, California
School for Friends in Washington, DC
Sheltering Arms Early Education and Family CenterInternational Village in
Atlanta, Georgia
Sunnyside Child Care Center at Smith in Northampton, Massachusetts
The Family Schools, Inc. in Brewster, Massachusetts
YWCA of Minneapolis Downtown Childrens Center in Minneapolis, Minnesota

In addition, five programs were recognized for noteworthy family engagement
accomplishments:

BlueSkies for Children in Oakland, California
Egenolf Early Childhood Center in Elizabeth, New Jersey
Kidango Little Washington Township in Fremont, California
Pocono Services for Families and Children in East Stroudsburg, Pennsylvania
Temple Beth Sholom Foundation School in Miami Beach, Florida

NAEYCs 200810 efforts were supported by a generous grant from the Picower Foundation. Pre-K
Now engaged in a sister project that explored state-level policies to encourage and enhance family
engagement as a critical component of high-quality pre-K. An advisory committee jointly convened
with Pre-K Now in February 2009 provided initial guidance for the project.

Developed for NAEYC’s Engaging Diverse Families Project through a generous grant from the
Picower Foundation.
National Association for the Education of Young Children.

http://www.pewstates.org/ Academic Writing Expectations Checklist

The faculty Assessor will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access Writing Center resources:

Sentence-Level Skills

|_| Constructing complete and correct sentences
Note: See an explanation of sentence components and how to avoid sentence fragments and run-ons.

|_| Using and spelling words correctly
Note: See a list of commonly misused words and information on MS Words spell check.

|_| Using punctuation appropriately
Note: See the different types of punctuation and their uses.

|_| Using grammar appropriately
Note: See a Grammarly tutorial to catch further errors.

Paragraph-Level Skills

|_| Using paragraph breaks
Note: See a description of paragraph basics.

|_| Focusing each paragraph on one central idea (rather than multiple ideas)
Note: See an explanation of how topic sentences work.

Use of Evidence

|_| Using resources appropriately
Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately
Note: See examples of citing and referencing resources in a paper.

|_| Paraphrasing (explaining in ones own words) to avoid plagiarizing the source
Note: See paraphrasing strategies.

Formatting Written Assignments

|_| Using appropriate APA formatting, including title page, margins, and font
Note: See APA overview and APA template from the Writing Center.

Comments:

2014 Walden University 1 1

Title of the Paper in Full

Student Name

Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University
COURSE XX: Title of Course

Instructor Name
Month XX, 202X

Title of the Paper in Full

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Level 1 Heading

Level 2 Heading

Another Level 2 Heading

Level 3 Heading

Level 4 Heading.
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Level 3 Heading

Level 1 Heading

References

(Note that the following references are intended as examples only.)
American Counseling Association. (n.d.). About us.
https://www.counseling.org/about-us/about-aca

Anderson, M. (2018). Getting consistent with consequences. Educational Leadership, 76(1), 26-33.
Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management. California Management Review, 58(3), 66-87.
https://doi.org/10.1525/cmr.2016.58.3.66

Burgess, R. (2019). Rethinking global health: Frameworks of Power. Routledge.

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24(2), 225229.
https://doi.org/10.1037/0278-6133.24.2.225

Johnson, P. (2003). Art: A new history. HarperCollins.
https://doi.org/10.1037.0000136-000

Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015. Journal of Pain and Symptom Management, 56(3), 309317.
https://doi.org/10.1016/j.jpainsymman.2018.06.001

Osman, M. A. (2016, December 15). 5 dos and donts for staying motivated. Mayo Clinic.
https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Wiley.
Walden University Library. (n.d.). Anatomy of a research article [Video].
https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524

Walden University Writing Center. (n.d.). Writing literature reviews in your graduate coursework [Webinar].
https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417

World Health Organization. (2018, March). Questions and answers on immunization and vaccine safety.
https://www.who.int/features/qa/84/en/ Chivers, B., & Shoolbred, M. (2007). A student’s guide to presentations : Making your presentation count. ProQuest Ebook Central http://ebookcentral.proquest.com
Created from waldenu on 2020-09-27 19:28:18.

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A Students Guide to
Presentations

Chivers, B., & Shoolbred, M. (2007). A student’s guide to presentations : Making your presentation count. ProQuest Ebook Central http://ebookcentral.proquest.com
Created from waldenu on 2020-09-27 19:28:18.

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SAGE Essential Study Skills

Essential Study Skills is a series of books designed to help students and newly qualified professionals to develop their skills,
capabilities, attitudes and qualities so that they can apply them intelligently and in ways which will benefit them on their courses
and careers. The series includes accessible and user-friendly guides to improving a range of essential life-long skills and abilities
in a variety of areas, including:

writing essays and reports
numeracy
presenting information
and communicating your ideas.

Essential Study Skills will be an invaluable aid to all students on a range of higher education courses and to professionals who
need to make presentations, write effective reports or search for relevant information.

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A Students Guide to
Presentations
Making your
Presentation Count
Barbara Chivers and Michael Shoolbred

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Barbara Chivers and Michael Shoolbred 2007

First published 2007

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the
Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any
means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with
the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should
be sent to the publishers.

SAGE Publications Ltd
1 Olivers Yard
55 City Road
London EC1Y 1SP

SAGE Publications Inc.
2455 Teller Road
Thousand Oaks, California 91320

SAGE Publications India Pvt Ltd
B I/I 1 Mohan Cooperative Industrial Area
Mathura Road
New Delhi 110 044

SAGE Publications Asia-Pacific Pte Ltd
33 Pekin Street #02-01
Far East Square
Singapore 048763

Library of Congress Control Number 2006940400

British Library Cataloguing in Publication data

A catalogue record for this book is available
from the British Library

ISBN 978-0-7619-4368-6
ISBN 978-0-7619-4369-3 (pbk)

Typeset by C&M Digitals (P) Ltd., Chennai, India
Printed in Great Britain by Athenaeum Press, Gateshead
Printed on paper from sustainable resources

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Contents

List of Figures

List of Tables

Acknowledgements

Introduction

1 Why do a Presentation?

2 What Makes an Effective Presentation?

3 Improving Individual Performance

4 Presenting as Part of a Group

5 Ten Steps for Preparing your Presentation

6 Understanding your Audience

7 Developing Content and Structure

8 Creating Audiovisual Aids and Handouts

9 Using PowerPoint Effectively

10 Learning from Presentations

11 Deliveri

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