Parenting Presentation

Families often wish that parenting came with a manual. Your summative assignment is to develop a PowerPoint presentation designed as a comprehensive summary of the course. The presentation will demonstrate an understanding of philosophies, theories, and concepts learned and how they apply to family relationships. In a 12- to 14-slide PowerPoint presentation (not including the title, purpose, and reference slides) you will create a presentation to share with your staff to help them best support the families they will be working with. The Final Project represents 20% of the overall course grade.

Focus of Final Project

Create a PowerPoint presentation for your early childhood education center. The presentation must include the following:

Title slide

Purpose (Objective) statement slide detailing the importance of positive parenting.

APA Style Reference slide with at least two scholarly sources and the course text. Format your presentation according to APA as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

In addition, include slides that address the following:

Defining Family: Explain your definition of family and how this definition will allow you to provide family-centered support. This slide was part of your Week Three assignment, so make sure to revise this slide based on your instructor’s feedback.

How Parenting Has Changed: Discuss at least two ways that parenting has changed. Refer back to your Week One Discussion One to assist with this. This slide was part of your Week Three assignment, so make sure to revise this slide based on your instructor’s feedback.

Parenting Styles: Explain the four different parenting styles. Refer back to your Week One assignment to assist with this. This slide was part of your Week Three assignment, so make sure to revise this slide based on your instructor’s feedback.

Grandparents as Parents: Explain how parents can include grandparents as influences in their child’s life. Refer back to Week Two Discussion Two to assist with this.

Collaborating with Families: Describe two strategies you will use to collaborate with families. Refer back to your Week Two assignment to assist with this.

Poverty: Explain poverty and how it impacts both parents and children. Describe to parents how you will support their child in the classroom. Offer at least two outside resources to support your families. Refer back to your Week Two assignment to assist with this.

Culture and Parenting: Describe two ways you will be sensitive to the cultural needs of the families you work with. Refer back to Week Three Discussion One to assist with this.

Diverse Family Structures: Explain at least two strategies that you will use to foster inclusion of all diverse family structures, so that all children will feel supported, regardless of their family configuration. Refer back to your Week Three Discussion Two to assist with this.

Balancing Home and Work: Describe two strategies you can share with families to help them balance work and home life. Refer back to Week Four Discussion One to assist with this.

Childcare: Explain the positive effects of a quality childcare program. Refer back to Week Five Discussion Two to assist with this.

Conclusion slide: Restate your opening thesis statement and explain to parents that your classroom is tolerant, supportive, and encouraging to all families.

The Final Project

Assignment Length: Your presentation must include 11 slides (not including title and reference slides).

Title Slide: Inclusion of a separate title slide with the following:

Title of presentation

Student’s name

Course name and number

Instructor’s name

Date submitted

Source Requirement: Reference four scholarly sources in addition to the text. All sources included in the reference list must be cited in the portfolio.

APA Formatting: Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment, the title page, and references list, as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric (Links to an external site.)Links to an external site. to ensure you have achieved the distinguished levels of performance for each criterion and submit in Waypoint for evaluation no later than Day 7.

Explains a Definition of Family and How his Definition will allow Family Centered Support

Total: 1.33

Distinguished – Comprehensively explains a definition of family and how this definition will allow family centered support. It is evident that Week 3 assignment feedback was used to revise this explanation.

Proficient – Explains a definition of family and how this definition will allow family centered support. The explanation is slightly underdeveloped or it is not entirely evident that Week 3 assignment feedback was used to revise this explanation.

Basic – Briefly explains a definition of family and how this definition will allow family centered support. The explanation is underdeveloped and/or Week 3 assignment feedback was not used to revise this explanation.

Below Expectations – Attempts to explain a definition of family and how this definition will allow family centered support; however, the explanation is significantly underdeveloped and Week 3 assignment feedback was not used to revise this explanation.

Non-Performance – The explanation of a definition of family and how this definition will allow family centered support is either nonexistent or lack the components described in the assignment instructions.

Discusses at Least Two Ways That Parenting Has Changed

Total: 1.33

Distinguished – Comprehensively discusses at least two ways that parenting has changed. The discussion is well-supported by current research about parenting and it is evident that Week 3 assignment feedback was used to revise this discussion.

Proficient – (Discusses at least two ways that parenting has changed. The discussion is supported by current research about parenting but is slightly underdeveloped and it is not entirely evident that Week 3 assignment feedback was used to revise this discussion.

Basic – Minimally discusses at least two ways that parenting has changed. The discussion is not sufficiently supported by current research about parenting or is underdeveloped and/or it is not evident that Week 3 assignment feedback was used to revise this discussion.

Below Expectations – Attempts to

discuss at least two ways that parenting has changed; however, the discussion is not supported by current research about parenting and/or is significantly underdeveloped and/or it is not evident that the Week 3 assignment feedback was used to revise this discussion.

Non-Performance – The discussion of at least two ways that parenting has changed is either nonexistent or lacks the components described in the assignment instructions.

Explains the Four Different Parenting Styles

Total: 1.34

Distinguished – Provides an explicit, comprehensive explanation of the four different parenting styles, including several relevant details to support the explanation. It is evident that Week 3 assignment feedback was used to revise this explanation.

Proficient – Provides an explanation of the four different parenting styles, including some relevant details to support the explanation. It is not entirely evident that Week 3 assignment feedback was used to revise this explanation.

Basic – Provides an explanation of the four different parenting styles, including some relevant details to support the explanation. It is not entirely evident that Week 3 assignment feedback was used to revise this explanation.

Below Expectations – Provides a minimal explanation of the four different parenting styles. No relevant details to support the explanation are included Week 3 assignment feedback was not used to revise this explanation.

Non-Performance – The explanation of the four different parenting styles is either nonexistent or lacks the components described in the assignment instructions.

Explains How Parents Can Include Grandparents as Influences in Their Child’s Life

Total: 1.50

Distinguished – Thoroughly explains how parents can include grandparents as influences in their child’s life.

Proficient – Mostly explains how parents can include grandparents as influences in their child’s life. Minor details are missing.

Basic – Somewhat explains how parents can include grandparents as influences in their child’s life. Relevant details are missing.

Below Expectations – Minimally explains how parents can include grandparents as influences in their child’s life. Significant details are missing.

Non-Performance – The explanation of how parents can include grandparents as influences in their child’s life is either nonexistent or lacks the components described in the assignment instructions.

Describes Two Strategies That Will Be Used to Collaborate With Families

Total: 1.50

Distinguished – Thoroughly describes two strategies that will be used to collaborate with families. The description is well-supported by scholarly sources.

Proficient – Describes two strategies that will be used to collaborate with families. The description is supported by scholarly sources but is slightly underdeveloped.

Basic – Vaguely describes two strategies that will be used to collaborate with families. The description is not sufficiently supported by scholarly sources and/or is underdeveloped.

Below Expectations – Attempts to describe two strategies that will be used to collaborate with families; however, the description is not supported by scholarly sources and is significantly underdeveloped

Non-Performance – The description of two strategies that will be used to collaborate with families is either nonexistent or lacks the components described in the assignment instructions.

Explains Poverty and How it Impacts Both Parents and Children and Describes to Parents How Their Child Will Be Supported in the Classroom

Total: 1.50

Distinguished – Comprehensively explains poverty and how it impacts both parents and children and provides a thorough description to parents how their child will be supported in the classroom. Offers at least two outside resources to support the families.

Proficient – Sufficiently explains poverty and how it impacts both parents and children and provides a description to parents how their child will be supported in the classroom. Offers two outside resources to support the families.

Basic – Somewhat explains poverty and how it impacts both parents and children and provides a limited description to parents how their child will be supported in the classroom. Offers at least one outside resource to support the families.

Below Expectations – Minimally explains poverty and how it impacts both parents and children and provides an insufficient description to parents how their child will be supported. May not offer outside resources to support the families.

Non-Performance – The explanation of poverty and how it impacts both parents and children and the description to parents of how their child will be supported in the classroom are either nonexistent or lack the components described in the assignment instructions.

Describes Two Ways To Be Sensitive to the Cultural Needs of the Families You Work With.

Total: 1.50

Distinguished – Thoroughly describes two ways to be sensitive to the cultural needs of the families you work with. The description is well-supported by scholarly sources.

Proficient – Describes two ways to be sensitive to the cultural needs of the families you work with. The description is supported by scholarly sources but is slightly underdeveloped.

Basic – Vaguely describes two ways to be sensitive to the cultural needs of the families you work with. The description is not sufficiently supported by scholarly sources and/or is underdeveloped.

Below Expectations – Attempts to describe two ways to be sensitive to the cultural needs of the families you work with; however, the description is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance – The description of two ways to be sensitive to the cultural needs of the families you work with is either nonexistent or lack the components described in the assignment instructions.

Explains at Least Two Strategies That Foster Inclusion of All Diverse Family Structures, So That All Children Will Feel Supported, Regardless of Their Family Configuration

Total: 1.50

Distinguished – Thoroughly explains at least two strategies that foster inclusion of all diverse family structures, so that all children will feel supported, regardless of their family configuration. The explanation is well-supported by scholarly sources.

Proficient – Explains at least two strategies that foster inclusion of all diverse family structures, so that all children will feel supported, regardless of their family configuration. The explanation is supported by scholarly sources but is slightly underdeveloped.

Basic – Incompletely explains at least two strategies that foster inclusion of all diverse family structures, so that all children will feel supported, regardless of their family configuration. The explanation is not sufficiently supported by scholarly sources and/or is underdeveloped.

Below Expectations – Attempts to explain at least two strategies that inclusion of all diverse family structures, so that all children will feel supported, regardless of their family configuration; however, the explanation is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance – (The explanation of at least two strategies that foster inclusion of all diverse family structures, so that all children will feel supported, regardless of their family configuration is either nonexistent or lacks the components described in the assignment instructions.

Describes Two Strategies Families Can Use to Help Them Balance Work and Home Life

Total: 1.50

Distinguished – Clearly describes two strategies families can use to help them have a balance between work and home life, which will enhance the lives of children

Proficient – Sufficiently describes two strategies families can use to help them have a balance between work and home life, that will enhance the lives of children. The description is slightly underdeveloped.

Basic – Describes two strategies families can use to help them have a balance between work and home life, which will enhance the lives of children. The description is underdeveloped.

Below Expectations – Attempts to describe two strategies families can use to help them have a balance between work and home life, which will enhance the lives of children; however, the description is significantly underdeveloped.

Non-Performance – The description of two strategies families can use to help them have a balance between work and home life, that will enhance the lives of children is either nonexistent or lacks the components described in the assignment instructions.

Explains the Positive Effects of a Quality Childcare Program

Total: 1.50

Distinguished – Comprehensively explains the positive effects of a quality childcare program. Includes several examples from the course text or other scholarly resources to support the explanation.

Proficient – Explains the positive effects of a quality childcare program. Includes some examples from the course text or other scholarly resources to support the explanation.

Basic – Briefly explains the positive effects of a quality childcare program. Includes few examples from the course text or other scholarly resources to support the explanation.

Below Expectations – Minimally explains the positive effects of a quality childcare program. May not include examples from the course text or other scholarly resources to support the explanation.

Non-Performance – The explanation of the positive effects of a quality childcare program is either nonexistent or lacks the components described in the assignment instructions.

Includes a Conclusion Slide with a Restatement of the Thesis and an Explanation of How Children Will be Supported and How the Classroom is Tolerant, Supportive, and Encouraging

Total: 1.50

Distinguished – Includes a conclusion slide with a clear and concise restatement of the thesis and a highly detailed explanation of how children will be supported while they are members of the classroom. Thoroughly explains how the classroom is tolerant, supportive, and encouraging to all families.

Proficient – Includes a conclusion slide with a concise restatement of the thesis and an explanation of how children will be supported while they are members of the classroom Explains how the classroom is tolerant, supportive, and encouraging to all families.

Basic – Includes a conclusion slide with a restatement of the thesis and a limited explanation of how children will be supported while they are members of the classroom Briefly explains how the classroom is tolerant, supportive, and encouraging to all families.

Below Expectations – Includes a conclusion slide with an unclear restatement of the thesis and a minimal explanation of how children will be supported while they are members of the classroom. Marginally explains how the classroom is tolerant, supportive, and encouraging to all families.

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

Creatively Addresses the Material

Total: 1.00

Distinguished – Creatively addresses the material, including graphics, visuals, charts, graphs and/or sound that add value to the presentation. The notes section of the PowerPoint is utilized to expand on the presented points.

Proficient – Creatively addresses the material, including graphics, visuals, charts, graphs, and/or sound. The notes section of the PowerPoint is mostly utilized to expand on the presented points.

Basic – Addresses the material, including graphics, visuals, charts, graphs, or sound. The notes section of the PowerPoint is somewhat utilized to expand on the presented points.

Below Expectations – Addresses some of the material, including graphics, visuals, charts, graphs, or sounds. The notes section of the PowerPoint is not sufficiently utilized to expand on the presented points.

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

Written Communication: Content Development

Total: 0.50

Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient – Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic – Uses appropriate and pertinent content but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations – Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work and may distract the reader from its purpose.

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

Written Communication: Context of and Purpose for Writing

Total: 0.50

Distinguished – Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Proficient – Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Basic – Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Below Expectations – Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

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

Written Communication: Control of Syntax and Mechanics

Total: 0.50

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.