How early use of technology affects child development? method of presentation: Infographic? Objective examples:ask, color, contribute, brush collect ,comment ,complete, cut, dry, repeat, co
I have attached the directions below.
The topic is : How early use of technology affects child development
method of presentation: Infographic
Objective examples:ask, color, contribute, brush
collect ,comment ,complete, cut,
dry, repeat, count ,finish,
look at ,make, motions, mark ,jump,
mix, name, open, paint,
paste, pick, point to, pour,
print, record ,remove, replace,
return, say ,select, show,
sing, solve, sponge ,off ,sort,
scrape ,take, tell ,touch,
turn ,use, wash, classify ( Have to use 5 of these )
Family Life Education (FLE) Project – Part I
HSL 3853 Child Development Practicum
Part I of the Family Life Education project is to choose your topic, develop objectives, and prepare a
map of stakeholders related to the topic in light of early childhood programs. Make sure to read all of
the materials in Module Six when completing the paper.
Submit the topic and planned method of presentation (webinar, bulletin board, etc.) to the appropriate
Dropbox by the date specified on the syllabus.
Once the topic and method of presentation are approved, complete Part I.
Submit a paper to the Part I Dropbox with the following parts:
Topic
o Describe the topic and why it was selected in two paragraphs (about 150-250 words for each
paragraph for a total of 300-500 words)
o Consider:
What information would be helpful to families of children 2-5 years old?
Can that info be shared and accessed in the platform you choose (e.g., electronic,
bulletin board, newsletter)?
Is there research available on the topic?
How might Covid impact the topic and the dissemination of information to families?
Five Objectives in list format
o For help developing objectives use the information in Module One -> Activity Planning
o Look at the final outcome of the project like an “Activity” and develop the objectives just like
you would if you were creating an Activity Plan.
Stakeholder map (see below) as a graphic file
The final step of Part I is to make visual connections representing the impact of family life education on your topic.
Think carefully about the stakeholders (i.e., those that are impacted in some manner). Think about individuals,
families, social groups, religious/spiritual bodies, public policy (i.e., regulations, funding, laws) for example.
PLEASE make sure that you follow each of the steps below in listed order and use all of the resources (i.e., videos
and links) to gather information. If you prefer to use a program other than Bubbl.us to complete your map make sure
that you can save your work as a graphic file (jpg, gif).
• Open Bubbl.us and watch the introductory video https://bubbl.us
• Create an account if you do not already have one (there is a free option; you do not have to pay to use
Bubbl.us)
• Click on this help link to become familiar with the program https://bubbl.us/help/gettingstarted and
https://bubbl.us/help/lines (allow for about 10 minutes)
• Begin building your mind map (parent bubble) labeled with the name of your topic.
• You will add “child bubbles” and “sibling bubbles” to serve as a visual map of the connections between your
issue/topic and individuals, families, and communities.
• Be specific as this will allow you to create multiple bubbles that have relationships to one another. Thinking
about your topic and objectives will help you identify information for your bubbles. Use between 20-30 bubbles
and as many connecting lines as necessary to express the information.
• Once you have completed your mind map, export it as a .jpg and save to your computer to insert into your
paper. A google search can help you find the steps for adding a jpg to your paper
(https://support.microsoft.com/en-us/office/insert-pictures-3c51edf4-22e1-460a-b372-9329a8724344).
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Understanding Your Stakeholders
Posted on 26 January, 2012 by Paul Slater
Who Are Your Stakeholders?
Understanding your stakeholders requires that you know who they are in the first place. Anyone who has an interest in, either directly or indirectly, the successful completion of your piece of work or project is a stakeholder. Those people or groups and companies who are closely involved are obvious but others who maybe don’t have any direct contact with your work in other parts of your organization may well be a stakeholder too.
For ‘people’ you also need to read ‘group’, ‘department’ or ‘company’ as it may not be a particular individual you can identify at this stage. One group of stakeholders that can often be forgotten is customers, the whole reason why your work is being undertaken in the first place.
Where Are Your Stakeholders?
The simple answer to this question is they fall into two groups; those that are internal to your company or organization and those that are external to it. Actually where you draw the boundary is not important in identifying stakeholders, it merely helps in the thought process of ensuring you have identified them to start with. Where it becomes more important is in how you communicate with your stakeholders as there may be organizational requirements overlaid on you for interacting with external stakeholders.
Why Should You Be Interested In Stakeholders?
Put simply, if you aren’t then there is a strong possibility that one of the more influential stakeholders will cause you problems and potentially prevent you from succeeding in your piece of work or project.
So, having identified them you need to determine which ones are likely to be supportive of your work, advocates even, and which ones may block or delay you. One way of bringing this all together is in the form of a Stakeholder Mapping, a simple two-by-two matrix of Power (ability to support or de-rail your work) verses Interest (in your work) each scored Low to High. A project sponsor who controls the budget will naturally have both high power and interest whereas an individual within an unrelated department is likely to have low power and low interest.
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