The Role of Families and the Community Proposal Template ( Name of Presenter: Focus of proposed presentation: Age group your proposal will focus on: ) Proposal Directions: Please complete each of the following sections of the proposal in order to demonstrate your competency in the area of the role that families and the community play in promoting optimal cognitive development. In each box, address the topic that is presented. The space for sharing your knowledge will expand with your text, so please do not feel limited by the space that is currently showing. Explain how theory can influence the choices parents make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed this far in the course. Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage parents to foster this type of environment. Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest parents use to help foster the development of executive functions. Examine the role that family plays in memory development for your chosen age group. Provide at least strategies parents can use to support memory development. Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week 3 Discussion 1 forum to provide at least two strategies families can use to support development in this area. Explain at least two community resources that would suggest families use to support the cognitive development of their children for your chosen age group. Analyze of the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group. Running Head: MINI-PROJECT: QUALITATIVE ANALYSIS 1 MINI-PROJECT: QUALITATIVE ANALYSIS 6 Mini-Project: Qualitative Analysis Student’s Name Institutional Affiliation MINI-PROJECT: QUALITATIVE ANALYSIS Introduction It is important for qualitative data to be analyzed and the themes that emerge identified so that the data can be presented in a way that is understandable. Theme identification is an essential task in qualitative research and themes could mean abstract, often fuzzy, constructs which investigators identify before, during, and after data collection. I will discuss the themes that emerge from the data collected from the interview.Analyzing and presenting qualitative data in an understandable manner is a five step procedure that I will also explain in this paper. Emergi ...

1. The Role of Families and the Community Proposal Template
(
Name of Presenter:
Focus of proposed presentation:
Age group your proposal will focus on:
)
Proposal Directions: Please complete each of the following
sections of the proposal in order to demonstrate your
competency in the area of the role that families and the
community play in promoting optimal cognitive development.
In each box, address the topic that is presented. The space for
sharing your knowledge will expand with your text, so please do
not feel limited by the space that is currently showing.
Explain how theory can influence the choices parents make
when promoting their child’s cognitive development abilities
for your chosen age group. Use specific examples from one
theory of cognitive development that has been discussed this far
in the course.

2. Explain how the environment that families create at home helps
promote optimal cognitive development for your chosen age
group. Provide at least two strategies that you would encourage
parents to foster this type of environment.
Discuss the role that family plays in developing executive
functions for your chosen age group. Provide at least two
strategies that you suggest parents use to help foster the
development of executive functions.

3. Examine the role that family plays in memory development for
your chosen age group. Provide at least strategies parents can
use to support memory development.
Examine the role that family plays in conceptual development
for your chosen age group. Use ideas from your response to the
Week 3 Discussion 1 forum to provide at least two strategies
families can use to support development in this area.
Explain at least two community resources that would suggest

4. families use to support the cognitive development of their
children for your chosen age group.
Analyze of the role that you would play in helping to support
families within your community to promote optimal cognitive
development for your chosen age group.
Running Head: MINI-PROJECT: QUALITATIVE ANALYSIS

5. 1
MINI-PROJECT: QUALITATIVE ANALYSIS
6
Mini-Project: Qualitative Analysis
Student’s Name
Institutional Affiliation
MINI-PROJECT: QUALITATIVE ANALYSIS
Introduction
It is important for qualitative data to be analyzed and the
themes that emerge identified so that the data can be presented
in a way that is understandable. Theme identification is an
essential task in qualitative research and themes could mean
abstract, often fuzzy, constructs which investigators identify
before, during, and after data collection. I will discuss the
themes that emerge from the data collected from the
interview.Analyzing and presenting qualitative data in an
understandable manner is a five step procedure that I will also
explain in this paper.
Emerging themes
From the data I collected the major emergent themes reinforced
by the interview data were;
· Confirmation of the use of case models as separate models for
necessities demonstration.
· Confirmation of mental modeling by investigation during
elicitation before any models were dedicated to paper.

6. · Proof of the use of distinct formal and informal models where
informal models were the only models shown to users by
specialists when discussing necessities.
Use case
A use case is a printed or hand written explanation of how those
collecting data will accomplish tasks on their field study. It
outlines, from the user’s perspective, a system of interviewing
behavior as it replies to aninvitation. Can also be thought of as
an explanation of anoperation within the system. In this case
they appear graphical and in word-based form. The use of use
case models both textual and graphic as necessities models
separate from the stationary and vibrant models emerged as a
category worth reconnoitering.
Even though use cases or consequences are labelled as methods
of modelling necessities and transactions for object-oriented
systems in several methodologies, they are problematic to
categorize as preciselystationary or vibrant models. Use cases
can come in textual forms, graphical forms or both. Use case
models could be categorized as static models because of their
word-basedappearances or they could be categorized as dynamic
models based on the graphical, process-oriented demonstration.
Mental Modeling
The concept of mental modelling also appeared as an emerging
theme in the interview data. A mental model is an elucidation of
an individual’s thought procedure about how something
functions in the real world. It is anillustration of the adjacent
world, the interactions between its numerous parts and
anindividual'sinstinctivediscernment about his or her own acts
and their magnitudes. Mental models can help figurebehavior
and set a methodology forresolvingdifficulties.
In the data, there are instances where the researchers in the field
studies were using quotes like, “I contemplate that I do
instantaneously start discerning of important objects during
necessities collecting, not in any prescribed way, they just pop
into one’s head. I disagree with the repercussion … that
classifying objects and ‘building mental models of the system’

7. are reciprocally exclusive. One can help the other.”
Formal and informal models
Both formal and informal models have been used to
communicate to the users and the readers and firstly there were
the informal models then secondly the formal models were
developed which were not revealed to the users and readers
since it was supposed that the users and the readers would not
comprehend them. The formal models were established
principally for design determinations and were isolated to the
analyst or team of analysts. In consequence, these formal
models were the analysts’ interior description of informal
models (Burnard, & Gill, 2009).
How the findings will presented to the reader
As mentioned earlier for a presentation that will be understood
by all the readers will ease, five steps must be followed to
ensure quality evidence. The five steps are;
· Transcribing the interview
· Preliminary exploratory analysis
· Making connections to the research questions
· Inter-rater reliability
· Interpret Findings
Transcribing the interview
Many interviews are tape recorded to give the investigator
correct recordings of the interview data. Transcribing may be
time wasting but it assists in two purposes in the data analysis
procedure. Foremost, it permits the interview data to be
structured into an operational form. Second, the procedure of
transcribing lets the investigator hear the data frequently as it is
being transcribed. In this procedure the investigator becomes
more conversant with the data and common themes may start
emerging at this phase.
Preliminary Exploratory Analysis.
In the second step of presentation and analysis of data the
investigator will be reconnoitering or exploring the data in
order to become conversant with the interview evidence. This

8. involves reading, interpreting and understanding the transcript
several times. From this preliminary evaluation of the
transcript, the action investigator starts to see themes emerging
from the data. Segments of the transcripts that mirror a theme
are acknowledged. Symbolizations are made to record concepts
that the action investigatorrecognizes while understanding the
data (Gery, 2000).
Making Connections to the research questions.
This phase encompasses labelling and supplementary
developing the themes from the data to give answers to the
major research questions. The themes acknowledged in the
previous phase are reexamined with the foremost research
questions as the lens for investigation. An example of a chief
research question could be, "What are the main perceptual
barricades to multilingual programs in public schools?" The
themes become more distinguished so that they can address this
question. The original theme can be broken into subsections that
better address the question of perceptual barricades to multi-
lingual programs. The following table will illustrate the
subdivisions created from a major theme.
Theme
Subcategories
1. Fear
1. Job Security
2. Change Ethnocentric
3.Lack of knowledge of bilingual programs
Inter-rater Reliability
To ensure reliability of the previous procedure, it is appreciated
to have another's viewpoint. The investigators may want to ask
others involved in the field study to offer assistance to them or
if they are working as a research team they will have members
of their team examine and review the data. Each individual will
review the transcript and use the available coding scheme to
code the data. Results are then shared and any inconsistencies

9. are deliberated and solved. Changes in the coding scheme may
include accompaniments, omissions, and clarifications.
Interpret findings
This is the final step in the presentation and analysis of the
qualitative data. After all the interview information have been
coded the data is then alienated into themes. This can be done
by categorization them into each of the codes provided.
Drubbing the data onto index cards may contribute the
categorization process. The researchers will have to create
several copies of the transcripts as data may be located into
more than one classification. The data is reviewed and the
understanding of every category is made and from the
understandings, certain conclusions can be made that interpret
the findings (Gery, 2000).
It is important to note that this process of qualitative analysis
will be repetitive with each category of qualitative data that is
being gathered. For instance, field notes of a particular
observations and institution documents may be scrutinized and
organized using the same process. Contrast among the various
data bases will assist to authenticate the data understanding
through triangulation (Caroline, & Geert, 2008).
References

10. Gery, W. R., (2000). Techniques to Identify Themes in
Qualitative Data. Retrieved from,
http://www.analytictech.com/mb870/readings/ryanbernard_tech
niques_to_identify_themes_in.htm on February 5, 2015.
Qualitative Data Analysis. Retrieved from,
http://wps.prenhall.com/chet_mills_actionres_3/49/12584/32216
27.cw/content/index.html on February 5, 2015.
Burnard, P., & Gill, P., (2009). Analysing and presenting
qualitative data. British Dental Journal 204, 429 – 432. Wiley
and Sons publishers. Retrieved from,
http://www.nature.com/bdj/journal/v204/n8/full/sj.bdj.2008.292
.html on February 5, 2015.
Caroline, B., & Geert, V., (2008). Formal and Informal Model
Selection with Incomplete Data. Cornell University Press.
Retrieved from,
http://arxiv.org/abs/0808.3587 on February 5, 2015.