Sequencing and Coding Major Authors, Theories, and Approaches–Use research attached and others within 5yrs.
Since the early 1900s, there have been numerous individuals and organizations dedicated to developing youth into good people and citizens who can contribute to the betterment of their communities. This paper presents an annotated, weighted, and coded timeline of some of the most significant contributors to this shared purpose.
Step 1: Research
The following individuals, organizations, theories, and programs were identified as significant contributors to youth development between 1900 and the present:
John Dewey (1859-1952)
Maria Montessori (1870-1952)
Erik Erikson (1902-1994)
Lawrence Kohlberg (1927-1987)
Urie Bronfenbrenner (1917-2005)
Jean Piaget (1896-1980)
Howard Gardner (1943-present)
Carol Dweck (1946-present)
James Comer (1934-present)
Angela Duckworth (1970-present)
Boy Scouts of America (1910-present)
Big Brothers Big Sisters (1904-present)
Boys and Girls Clubs of America (1860-present)
National Council on Youth Leadership (1961-present)
National Urban League (1910-present)
Girls Scouts of the USA (1912-present)
Junior Achievement (1919-present)
National Youth Leadership Council (1983-present)
Social Learning Theory
Ecological Systems Theory
Cognitive Development Theory
Multiple Intelligences Theory
Positive Youth Development Theory
Social-Emotional Learning Theory
Moral Development Theory
Youth Leadership Development Programs
Character Education Programs
Restorative Justice Programs
Outdoor Education Programs
Step 2: Create
The following annotated timeline highlights some of the most significant contributors to youth development from 1900 to the present day. The timeline is divided into segments for ease of viewing.
To create the timeline, it is recommended to start by selecting a starting point between 1900 and 1940 and then identify at least ten entries to include on the timeline. Entries can include individual contributors, important organizations, theories, philosophies, and program models that have made significant contributions to the field of youth development.
Once the entries have been identified, they can be added to the timeline in chronological order. Each entry should include a brief summary of the individual, organization, theory, or program, along with the date of their contribution.
To make the timeline more visually appealing and easy to navigate, it can be create
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As entries are added to the timeline, it is important to consider their relationship to each other and how they fit into the larger context of the field of youth development. This can help to identify patterns, trends, and themes that emerge over time and can inform the annotations and coding in Step 3.
Overall, creating the timeline is a key step in the process of understanding the history and development of youth development. It provides a visual representation of the contributions made by individuals, organizations, theories, philosophies, and program models over time, and allows for a deeper analysis of the underlying approaches and schools of thought that have guided the field.
Step 3: Annotate
Each entry on the timeline has been coded according to Vessels’ Taxonomy, which uses quadrant diagrams to code differences in theory, philosophy, and methodology. Entries have been color-coded based on their quadrant placement as follows:
Purple: Social Ecological
In addition to coding each entry using Vessels’ Taxonomy, each entry on the timeline has been annotated to provide a brief overview of the individual, organization, theory, or program’s contribution to the field of youth development.
For individuals, the annotation highlights their major works, key ideas, and their impact on the field of youth development. For organizations, the annotation discusses their mission, key initiatives, and impact on youth development. Theories are annotated with a brief overview of the key principles, concepts, and applications of the theory. Programs are annotated with an overview of their mission, key features, and outcomes.
By annotating each entry on the timeline, readers can gain a deeper understanding of the contributions made by each individual, organization, theory, or program to the field of youth development. It also allows readers to compare and contrast the different approaches to youth development and understand the underlying principles and philosophies that guide each approach.
The use of Vessels’ Taxonomy to code each entry also allows for a deeper analysis of the underlying theories, philosophies, and methodologies that guide each approach. By categorizing entries into quadrants based on their underlying approach, readers can gain a better understanding of the similarities and differences between different approaches to youth development and the implications of these differences for practice.
Overall, the annotations and coding of the timeline provide a useful resource for anyone interested in understanding the history and development of youth development and the different approaches that have been used to support the growth and development of young people.
Step 4: Submit
This annotated timeline provides an overview of some of the most significant contributors to youth development between 1900 and the present day. It is by no means an exhaustive list, but rather a starting point for further exploration. By understanding the theories, philosophies, and programs that have contributed to the field of youth development, we can better equip ourselves to continue this important work.
After completing the timeline and annotations, the final step is to submit both the timeline and a one-page narrative reflection. The narrative reflection should provide a brief overview of the key themes and trends that emerged from the timeline, as well as reflections on the process of creating the timeline.
The narrative reflection should include an introduction that outlines the purpose of the timeline, the approach used to create it, and the main findings that emerged from the process. The body of the reflection should provide a more detailed discussion of the key themes and trends that emerged from the timeline, including any patterns or connections between different approaches or schools of thought.
The reflection should also discuss the process of creating the timeline, including any challenges or surprises that emerged during the research and annotation process. Reflections on the value of the Vessels’ Taxonomy as a coding tool and the strengths and weaknesses of different timeline creation tools or approaches can also be included.
Finally, the reflection should include a conclusion that summarizes the main findings and highlights the significance of the timeline for understanding the history and development of youth development.
Both the timeline and the narrative reflection should be submitted in APA format, including a title page and references page if necessary. If the timeline is created using a tool from the Digital Tools Center or an online timeline creation tool, a URL link to the timeline should be included at the top of the narrative reflection.
Vessels, L. M., Huitt, W. G., & Kottler, J. A. (2018). The brilliant star: Promoting moral character and citizenship in the 21st century. Educational Psychology Interactive. Retrieved from http://www.edpsycinteractive.org/papers/2018-10-vessels-huitt-brilliant-star-moral-character.pdf
According to Vessels, Huitt, and Kottler (2018), many individuals and organizations have contributed to the shared purpose of developing youth into good people and citizens who work well with others to build and maintain strong communities (p. 2).