Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Across Cultures, Social and Emotional Learning
The video can be found on YouTube or Google.
Directions: Watch the video parts listed on the “Preschool in Three Cultures” lecture page in this module to prepare for this discussion. Answer the discussion question below once you’ve watched the segments.
In each of the three cultures, how was children’s social and emotional development encouraged (via play and/or the environment)? Give one example from each culture to illustrate your point.
Please remember to use courteous language.
Revisiting Preschool in Three Cultures
Review the following video segments from the film “The Preschool in Three Cultures Revisited” to prepare for this week’s discussion topic. You will have the opportunity to see three distinct early learning programs in three different cultures during these sessions. There are many variances amongst the programs, but the importance of social and emotional development as well as environmental stewardship are consistent themes.
Review of China video segment: 4:10 – 20:00
22:25 – 38:12 Japan
40:40 – 58:48 in the United States
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Across Cultures, Social and Emotional Learning |