Early Childhood Education-Cognitive Development

85.0 %Content

15.0 %Description of Piaget’s Assumptions

Description of Piaget’s assumptions is not given.

Description of Piaget’s assumptions is vague and key terms are missing.

Description of Piaget’s assumptions is clearly given and key terms are described.

Description of Piaget’s assumptions is detailed and key terms are described in detail.

Description of Piaget’s assumptions is comprehensive and insightful and key terms are described in detail.

15.0 %Description Vygotsky’s Assumptions

Description of Vygotsky’s assumptions is not given.

Description of Vygotsky’s assumptions is vague and key terms are missing.

Description of Vygotsky’s assumptions is clearly given and key terms are described.

Description of Vygotsky’s assumptions is detailed and key terms are described in detail.

Description of Vygotsky’s assumptions is comprehensive and insightful and key terms are described in detail.

15.0 %Comparison of the Assumptions

Comparison of the assumptions is not given.

Comparison of the assumptions is vague.

Comparison of the assumptions is clearly given.

Comparison of the assumptions is detailed.

Comparison of the assumptions is comprehensive and insightful.

20.0 %Example from Piaget

Example from Piaget is not given.

Example from Piaget is not relevant to how cognitive development affects learning and ability in the early childhood classroom.

Example from Piaget is relevant to how cognitive development affects learning and ability in the early childhood classroom.

Example from Piaget is relevant and detailed as to how cognitive development affects learning and ability in the early childhood classroom.

Example from Piaget is comprehensive and insightful as to how cognitive development affects learning and ability in the early childhood classroom.

20.0 %Example from Vygotsky

Example from Vygotsky is not given.

Example from Vygotsky is not relevant to how cognitive development affects learning and ability in the early childhood classroom.

Example from Vygotsky is relevant to how cognitive development affects learning and ability in the early childhood classroom.

Example from Vygotsky is relevant and detailed as to how cognitive development affects learning and ability in the early childhood classroom.

Example from Vygotsky is comprehensive and insightful as to how cognitive development affects learning and ability in the early childhood classroom.

10.0 %Organization and Effectiveness

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

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.

10.0 %Organization and Effectiveness

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct, but not varied.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 %Paper Format (use of appropriate style for the major and assignment)

GCU template is not used appropriately or documentation format is rarely followed correctly.

GCU template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

GCU template is used, and formatting is correct, although some minor errors may be present.

GCU template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

3.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 %Total Weightage