Bp1004

 

BP1004: Issues and Trends That Inform Professional Practice: Analyze current early childhood issues and trends to inform professional practice.

Short Answer Submission Form

Your Name: First and last

Your E-Mail Address: Your email here

Instructions

Write your responses where it reads, “

Enter your response here

.” Write as much as needed to satisfy the requirements indicated. Each item contains the

Rubric

, which will be used to evaluate your responses. 

Within each response, be sure to cite the sources used to support your thinking. At the end of the template, you will list the references you used to support your responses. 

Item 1

Initiatives to expand availability of high quality public pre-K programs are emerging across the United States at both the state and federal levels.

Describe research that supports the expansion of high quality public pre-K programs.

(1 paragraph)

Your Response

Enter your response here
Rubric
0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 1: Changing Regulations and Requirements Impacting Early Childhood Programs

Describe research that supports the expansion of high quality public pre-K programs.

LO1: Describe research and regulations that inform policy and practice in early childhood programs.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 2

Analyze two differing views on higher education requirements for preschool teachers. (2 paragraphs)

Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Changing Regulations and Requirements Impacting Early Childhood Programs

Explain two differing views on higher education requirements for preschool teachers. 

LO2: Analyze multiple perspectives on higher education requirements for preschool teachers. 

Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.

Item 3

Explain how the changing demographics in the United States may impact the early childhood field. Focus on key skills that early childhood professionals need to effectively support diverse populations of young children and families. (2–3 paragraphs)

Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations

Topic 2: Changing Demographics Affecting the Early Childhood Field

Explain how changing demographics in the United States may impact the early childhood field. Focus on key skills that early childhood professionals need to effectively support diverse populations of young children and families.

LO1: Explain the impact of changing demographics on the early childhood field related to effectively supporting diverse populations of young children and families.

Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.

Item 4

Brain research provides fascinating insights into how young brains grow, develop, and learn. Explain how genes interact with the environment to affect the development of young children’s brains, and why this is vital information for early childhood professionals to know. (1–2 paragraphs)

Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations

Topic 3: Current Research on the Developing Child

Explain how genes interact with the environment to affect the development of young children’s brains and why this is vital information for early childhood professionals to know.

LO1: Explain how current brain research on how genes interact with the environment affects the brain development of young children.

Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.

LO2: Explain why current brain research on the interaction between genes and environment is important for early childhood professionals.

Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.

Item 5

Summarize recent research on the effects of maternal depression on young children’s development, including policy implications and recommended intervention strategies.

(1–2 paragraphs)

Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 3: Current Research on the Developing Child
Summarize recent research on the effects of maternal depression on young children’s development, including policy implications and recommended intervention strategies.

LO3: Explain current researchon the effects of maternal depression as it relates to the development of young children.

Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.

Item 6

A heightened focus on child safety in recent years has led to increasing restrictions on the ways children are allowed to play—inside and outdoors. Examples include: limited or no roughhousing and big body play; elimination of some equipment, such as swings and teeter-totters; and, diminished opportunities for child-directed, unsupervised or minimally supervised play.

Analyze how these restrictions may impact children’s development.

(2–3 paragraphs)

Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations

Topic 4: Debates on Children’s Safety and Effects on Development

Analyze how these restrictions may impact children’s development.

LO1: Analyze how increased safety restrictions on children’s play may affect their development. 

Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.

Item 7

Consider the concerns and debates related to adults touching children in early childhood settings.

Explain how restrictions on teachers touching children may impact children’s development.

(1–2 paragraphs)

Your Response
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 4: Debates on Children’s Safety and Effects on Development
Explain how restrictions on teachers touching children may impact children’s development.

LO2: Analyze the role of touch in healthy child development.

Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.

Item 8

Advances in technology bring many benefits and challenges. Early childhood professionals are often asked about the appropriate use of technology with young children and the impact of “screen time” on young children’s development and learning.

Explain key findings from research regarding the appropriate use of technology with young children.

(1–2 paragraphs)

Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations

Topic 5: Technology Use in Early Childhood

Explain key findings from research regarding the appropriate use of technology with young children.

LO1: Explain research related to the appropriate use of technology with young children.

Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.

References

Provide a citation for each resource you used to write your response to thisAssessment. A sample citation is provided below:

• Bueno, M., Darling-Hammond, L., & Gonzales, D. (2010, March 9). A matter of degrees: Preparing teachers for the pre-K classroom. Retrievedfrom http://www.pewtrusts.org/~/media/legacy/uploadedfiles/wwwpewtrustsorg/reports/pre-k_education/pkneducationreformseriesfinalpdf

Mastery Rubric 

In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

MASTERY RUBRIC

Exceeds Expectations: Analyzes Sources to Make Informed Conclusions

LO1: Analyze multipleand relevant sources to explain current issues and trends that inform professional practice in the early childhood field.

Responses to the items use information from multiple and relevant sources to demonstrate a thorough understanding of current issues and trends that inform professional practice in the early childhood field. 

◻ Yes◻ No 

Professional Skills Rubric

The faculty Assessor will provide feedback based on the following Professional Skills: Written Communication and Information Literacy. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency— unless the writing is too poor to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations, reach out to your Coach, so he or she can work with you to further develop each important professional skill.

It is highly recommended that you use this opportunity to practice each skill (i.e., Written Communication and Information Literacy) in the context of this Competency Assessment to receive feedback about your current level of proficiency.

Written Communication: Write with clarity, coherence, and purpose. (Questions 1–8)

0
Not Present
1
Needs Improvement
2
Meets Expectations

LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)

Sentences are incoherent and impedethe reader’s access to ideas.

Sentences are incomplete and/or include fragments and run-on sentences which limit thereader’s access to ideas.

Sentences’ structure effectively conveys meaning to the reader. 

LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)

Multiple inaccuracies in grammar and mechanics impede the reader’s access to ideas.

Some inaccuracies in grammar and mechanics limit the reader’s access to ideas.

Use of grammar and mechanics is straightforward and effectively conveys meaning to the reader.

LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)

Paragraphs, or lack of paragraphs, impede the reader’s access to ideas.

Construction of the main idea and/or supporting paragraphs limit the reader’s access to ideas.

Main idea and/or supporting paragraphs effectively convey meaning to the reader.

LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)

Supporting materials are not present.

Supporting material is used inconsistently or inappropriately.

Supporting material is used to enhance meaning.  Writing is appropriately paraphrased and uses direct quotes as applicable.

Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions. (Question 3)

0
Not Present
1
Needs Improvement
2
Meets Expectations

LO1: Identify and locate credible sources.

No sources or non-credible sources are present.

Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.

Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.

©2017 Walden University ​​13

WEB RESOURCE: CHILD TRENDS

Child Trends

High-quality preschool can support healthy development and learning

https://www.childtrends.org/wp-content/uploads/2018/05/PreschoolFadeOutFactSheet_ChildTrends_April2018

WEB RESOURCE: REPORT ON “STARTING OUT RIGHT” WITH PRE-K AND KINDERGARTEN

Report on “Starting Out Right” with Pre-K and Kindergarten

Hull, J. (2012, February). 
Starting out right: Pre-K and kindergarten: Full report. Retrieved from Center for Public Education. Retrieved from

https://www.leg.state.nv.us/Interim/77th2013/Exhibits/Education/E071514O-1

https://www.leg.state.nv.us/App/InterimCommittee/REL/Document/5412?rewrote=1

DOCUMENT: SUMMARY REPORT ON THE HIGH/SCOPE PERRY PRESCHOOL STUDY

Summary Report on The High/Scope Perry Preschool Study

Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2011). 
The High/Scope Perry Preschool Study through age 40: Summary, conclusions, and frequently asked questions. Retrieved from http://nieer.org/wp-content/uploads/2014/09/specialsummary_rev2011_02_2

https://nieer.org/wp-content/uploads/2014/09/specialsummary_rev2011_02_2

DOCUMENT: HEAD START AND THE CHANGING DEMOGRAPHICS OF TODAY’S YOUNG CHILDREN

Head Start and the Changing Demographics of Today’s Young Children

Golden, O. (2011). Head start and the changing demographics of today’s young children. 
NHSA dialog briefs: A briefing paper on immigration and diversity, 14(1).

https://www.urban.org/research/publication/head-start-and-changing-demographics-todays-young-children

REPORT: AMERICA’S HISPANIC CHILDREN

America’s Hispanic Children

Murphey, D., Guzman, L. & Torres, A. (2014, September 24). 
America’s Hispanic children: Gaining ground, looking forward. Retrieved from

http://www.childtrends.org/wp-content/uploads/2014/09/2014-38AmericaHispanicChildren

Making Connections

This resource offers an overview of the changing U.S. demographics that influence education at all levels. Browse through it for information and statistics that relate specifically to the early childhood field so you can confirm or expand your thinking on skills that benefit educators and other professionals working in more diverse settings.

WEB RESOURCE: EXPLORE YOUR SCHOOL’S CHANGING DEMOGRAPHICS

Explore Your School’s Changing Demographics

Urban Institutes. (2020). 
Explore your school’s changing demographics. Retrieved from

https://www.urban.org/features/explore-your-schools-changing-demographics

MULTIMEDIA RESOURCE: THREE CORE CONCEPTS IN EARLY DEVELOPMENT

Three Core Concepts in Early Development

Center on the Developing Child at Harvard University and National Scientific Council on the Developing Child. (2011). 
Three core concepts in early development [Multimedia file]. Retrieved from http://developingchild.harvard.edu/resources/three-core-concepts-in-early-development/

Time Estimate: 45 min

Making Connections

Research confirms the importance of a child’s early years to development and learning. These reports offer evidence of how lifelong health can get off to a great—or shaky—start depending on a child’s experiences in the womb and during early childhood. What information describing the influence of environment and pivotal relationships would be especially valuable in your work with young children and families? Be sure to note situations that can put young children at particular risk, such as having a mother who is depressed. In addition to gathering facts on the effects of maternal depression on children, look for intervention strategies and policies that advocate for improved outcomes for young children and their families.

REPORT: FOUNDATIONS OF LIFELONG HEALTH ARE BUILT IN EARLY CHILDHOOD

Foundations of Lifelong Health Are Built in Early Childhood

Center on the Developing Child at Harvard University. (2010, July). 
The foundations of lifelong health are built in early childhood. Retrieved from

http://developingchild.harvard.edu/wp-content/uploads/2010/05/Foundations-of-Lifelong-Health

VIDEO: THE IMPACT OF EARLY ADVERSITY ON CHILDREN’S DEVELOPMENT

The impact of early adversity on children’s development

Center on the Developing Child at Harvard University. (2007). 
InBrief: The impact of early adversity on children’s development [Video file]. Retrieved from

InBrief: The Impact of Early Adversity on Children’s Development

REPORT: MATERNAL DEPRESSION AND A YOUNG CHILD’S DEVELOPMENT

Maternal Depression and a Young Child’s Development

National Scientific Council on the Developing Child. (2009). 
Maternal depression can undermine the development of young children (Working Paper No. 8). Retrieved from

http://developingchild.harvard.edu/wp-content/uploads/2009/05/Maternal-Depression-Can-Undermine-Development

VIDEO: BENEFITS OF RISK IN CHILDREN’S PLAY

Benefits of Risk in Children’s Play

Alliance for Childhood (Producer). (n.d.). 
The benefits of risk in children’s play [Video file]. Retrieved April 28, 2021, from

https://allianceforchildhood.org/videos#:~:text=The%20Benefits%20of%20Risk%20in,and%20secure%20in%20the%20world

.

WEB RESOURCE: THE IRONY OF THE OVERPROTECTED CHILD

The Irony of the Overprotected Child

Dill, J. S. (2014, April 8). 
The irony of the overprotected child [Blog post]. Retrieved from

http://family-studies.org/the-irony-of-the-overprotected-child/

WEB RESOURCE: RECESS WITHOUT RULES

Recess Without Rules

Lahey, J. (2014, January 28). 
Recess without rules. Retrieved from

http://www.theatlantic.com/education/archive/2014/01/recess-without-rules/283382/

WEB RESOURCE: SHOULD TEACHERS BE ALLOWED TO TOUCH STUDENTS?

Should Teachers Be Allowed to Touch Students?

Lahey, J. (2015, January 23). 
Should teachers be allowed to touch students? Retrieved from

http://www.theatlantic.com/education/archive/2015/01/the-benefits-of-touch/384706/

POSITION STATEMENT: NAEYC VIEWS ON TEACHERS TOUCHING CHILDREN

NAEYC Views on Teachers Touching Children

National Association for the Education of Young Children (NAEYC). (1996). 
Prevention of child abuse in early childhood programs and the responsibilities of early childhood professionals to prevent child abuse [Position statement]. Retrieved from

http://www.naeyc.org/files/naeyc/file/positions/PSCHAB98.PDF

POSITION STATEMENT: WHERE WE STAND: SCREEN TIME

Where We Stand: Screen Time

American Academy of Pediatrics. (2016, November 1). 
Where we stand: Screen time. Retrieved from

https://www.healthychildren.org/English/family-life/Media/Pages/Where-We-Stand-TV-Viewing-Time.aspx

WEB RESOURCE: COMMON SENSE MEDIA RESEARCH DOCUMENTS MEDIA USE AMONG INFANTS, TODDLERS, AND YOUNG CHILDREN

Common Sense Media Research Documents Media Use Among Infants, Toddlers, and Young Children

Common Sense Media. (2011, October 25). 
Common Sense Media research documents media use among infants, toddlers, and young children. Retrieved from

https://www.commonsensemedia.org/press-releases/common-sense-media-research-documents-media-use-among-infants-toddlers-and-young-children

INFOGRAPHIC: KEY STATISTICS ON MEDIA USE BY CHILDREN TO AGE 8

Key Statistics on Media Use by Children to Age 8

Common Sense Media. (2013). 
Zero to eight: Children’s media use in America 2013. [Infographic]. Retrieved from

https://www.commonsensemedia.org/zero-to-eight-2013-infographic

Making Connections

Screen time has different implications for children at different ages. In a wired world, helping families understand these differences is vital. Research that specifically addresses the needs—and needed restrictions—for the youngest children can be helpful for adding details and credibility to the advice you give. Review this resource to help organize your thinking on how you would explain screen time recommendations for children from birth to age 3.

WEB RESOURCE: SCREEN TIME FOR CHILDREN UNDER AGE 3

Screen Time for Children Under Age 3

Zero to Three (n.d.). 
Screen sense: Setting the record straight: Research-based guidelines for screen use for children under 3 years old. Retrieved January 31, 2017, from

https://www.zerotothree.org/resources/series/screen-sense-setting-the-record-straight