Throughout your program you will encounter several relevant and pertinent program themes – Leader, Thinker, Visionary and Advocate – that are woven throughout the program to enhance your learning experience and support your development as a professional and leader in the field.
In each course, there will be one reflection in action journal assignment that is designed to provide opportunities for you to reflect upon and assess your professional knowledge and skills. It is appropriate to write your journal entries in first person (Links to an external site.)
The journal prompts will have two parts. You will reflect upon and discuss each of the reflective questions in Part 1 and Part 2 outlined below.
Part 1: Course/Program Reflection
- Discuss the three most significant things you have gained from this course.
- Try not to limit yourself to only listing knowledge you have gained. It could be a resource you have found, a strategy that you connected with, a peer as a resource in your professional learning network you will rely on going forward, or anything else related to the field and your current or future service to young children in an educational setting.
- Describe how prepared you think you are to excel on the Week Five Final Project. What have you done to complete that assignment thus far? What additional support might you need to succeed?
Part 2: Career/Personal Reflection
- Describe one accomplishment you achieved during this course that you are proud of and explain how it will positively affect your ability to work with children and their families in the future.
- Analyze the connection between intentional curriculum planning and fostering each child’s development and joy of learning.
- Written reflection journal
- Create a Voki (Links to an external site.)
- . If you need help creating your Voki, use the Voki Getting Started Guide (Links to an external site.)
Suggested Journal Length: One to two double-spaced pages (not including title and reference pages).
Integrative and Critical Thinking Expectations (demonstrated within the content of the journal):
- Connections to Experience: Meaningfully synthesizes connections among experiences both within and outside of coursework to deepen understanding of fields of study and to broaden own points of view.
- Reflection and Self-Assessment: Envisions a future self (and possibly makes plans that build on past experiences) that have occurred across multiple and diverse contexts.
Research and Resource Expectations:
- Sources are not required for your journal assignments. However, if you need to cite information, you must cite in APA format (Links to an external site.)
- and include a reference page (Links to an external site.)
Writing and Formatting Expectations:
- Professional Reflective Voice: Journals may be written in a less formal, but still professional voice (avoids casual language). First person voice is encouraged.
- Organization: Demonstrates logical progression of ideas.
- Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
- Resource: Before you submit your written assignment, you are encouraged to review the The Grammarly Guide: How to Set Up & Use Grammarly tutorial (Links to an external site.)
- , set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
- APA Formatting: Papers are formatted properly and all sources (if used) are cited and referenced in APA style as outlined in the University of Arizona Global Campus Writing Center (Links to an external site.)
Next Steps: Review and Submit the Assignment
- Review your assignment with the Grading Rubric (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.
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from https://content.ashford.edu