A child’s oral language development in infancy is related to his or her literacy development later in life. Through oral language, children learn the structure of language, which transfers to their reading and writing capabilities. Understanding this development is essential to early childhood teachers and families alike. Early childhood educators (ECE) must be able to communicate important information about developmental stages to families, as well as typical and atypical developmental milestones. For this assignment, create a workshop for new ECE teachers. Workshops can look different for each educator, population, and culture. The workshop should facilitate collaboration with parents to promote learner growth and development. Some workshops are conducted through digital presentations or hands-on applications. The workshop should develop to meet your comfort level and school needs it should include the following (750-1000 words): Identify stages of typical and atypical oral language development including crying, cooing, babbling, one-word, two-words, and complete sentences. Describe three environmental influences that affect oral language development with an explanation for each. Explain how early oral language development affects reading fluency and comprehension in later years. Describe 3-5 at-home strategies for addressing atypical language development in young children. Support your workshop with 3-5 scholarly resources. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Time Travel Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the nineteenth and twentieth centuries. The purpose of your trip is to visit artists in their studios and view firsthand the creation of some of their paintings and sculpture. In your time travels, you will collect information on five different styles of nineteenth- and twentieth-century art, as represented by one artist from each style. Before you set out, decide which specific styles you would like to explore. Select one style from each of the five categories listed below: Late Nineteenth Century: Impressionism or Post Impressionism Early Twentieth Century: Fauvism, Expressionism, or Futurism Cubism: Analytic or Synthetic Post-World War I Art: Dada or Surrealism Post-World War II Art: Abstract Expressionism, Minimalism, or Pop Art For each of your five selected styles, identify one artist who represents that style whose studio you will explore in your time travels. In your visits to each artist’s studio, plan to identify one work of art that best exemplifies the artist’s style. When you return from your time travels, prepare a report that includes the following information for each of your five representative works of art: A photograph of the object Identifying information: Name of the artist Title of the work Date of the work Medium/materials used to create the work Identify the style of the work of art. Then, write a paragraph of 4-6 sentences that: Describes the visual characteristics that makes the object representative of its style Places the work within its social and historical context and explains why it is culturally significant Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your “time travels,” highlighting key similarities and distinctions between the artists you visited and their representative works of art. Your report should conclude with an explanation about which style you find most interesting and why. Offer a citation of your sources for each image and the information provided as appropriate

A Sex Offender and AdvocacySex offenders are generally stigmatized and frequently excluded from different programs in prison.Should advocacy strategies be used for sex offenders?If yes, what advocacy strategies could be used to support sex offenders’ access to programs?Human services practitioners strive to improve the lives of thousands of individuals every day. The support can be in the creation of programs, improving access to programs, and advocating for changes or support for an individual or groups of individuals. In this assignment, you serve as a human services practitioner at a community reentry center. You will write an advocacy letter to request a change in a program in your state in an effort to improve the diversity and equity of your state’s programs and services. You are writing the letter to a congressperson in your state. B Specifically, you should do the following in your 700- to 1,050-word writings: Describe 2 to 3 advocacy strategies that they will apply in your letter.Justify your selection of advocacy strategies.Create an advocacy letter that supports changing some aspect of a program in your state to make it more diverse or equitable.Explain the current concern or issue related to diversity or equity of the program (for example, assess if there were exclusions from programs in the past).Discuss and justify the change you would like to see.Apply the identified 2 to 3 advocacy strategies.Cite at least 2 resources using APA format. The most valuable support is frequently a client’s family.Criminal justice staff need to be very familiar with organizations and agencies that will support clients after release.It’s very unlikely that a single agency will have the resources to fully address all the needs of a client after release.A continuum of care with multiple agencies is frequently the best approach.There are organizations that provide mentoring programs for clients after they are released from prison.These organizations support clients with appointments and making referrals to other community resources.Even with these organizations, for most clients, their family will represent the most valuable resource in the community.Staff will need to do an assessment regarding the client’s family and the support the family may be able to provide after release.During this process, criminal justice staff will need to listen without judgment.Staff should have a non-reactive stance and be able to observe and evaluate while making accurate assessments and developing a connection with the client.Better communication leads to a more productive process, which in turn increases the opportunity that the client will be successful in the community.As you dive deeper into support services in week five, think about how you can listen without judgment and better meet the needs of your clients.(upbeat music)