13 Dec A brief overview of your observation setting. (1-2 paragraphs) Summary of information from the teacher in the infant setting. (2-4 paragraphs) Evaluati
Observation
Part 1: Infants
- Introduction: A brief overview of your observation setting. (1-2 paragraphs)
- Summary of information from the teacher in the infant setting. (2-4 paragraphs)
- Evaluation of infant routines and transitions you observed for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately. Be sure to substantiate your thinking with evidence-based resources. (2-4 paragraphs)
- Three recommendations for enhancing or improving the opportunities in routines and transitions for infants’ healthy development specific to fostering respectful and responsive relationships and appropriate attachment and autonomy. Be sure to substantiate your thinking with evidence-based resources. (2-3 paragraphs)
Part 2: Toddlers
- Introduction: A brief overview of your observation setting. (1-2 paragraphs)
- Summary of information from the teacher in the toddler setting. (2-4 paragraphs)
- Evaluation of toddler routines and transitions you observed for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately. Be sure to substantiate your thinking with evidence-based resources. (2-4 paragraphs)
- Three recommendations for enhancing or improving the opportunities in routines and transitions for toddlers’ healthy development specific to fostering respectful and responsive relationships and appropriate attachment and autonomy. Be sure to substantiate your thinking with evidence-based resources. (2-3 paragraphs)
Toddler Setting: Observing Routines and Transitions
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Routines and Transitions that Invite Participation |
Observations: · What did you see and hear? · How did the teacher observe and interact with the children? · How did the children respond? · What did you observe about safety in the setting related to this routine or transition? |
Additional Critical Insights · How did this routine or transition contribute to fostering attachment and/or autonomy appropriately?
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Added Questions for and/or Information from Host Teacher(s): |
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Greeting |
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Meals & Snacks |
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Diapering |
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Napping |
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Moving to New Activities |
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End of Day |
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Other |
Toddler Setting: Host Teacher Suggested Interview Questions
Based on your observation, you may have questions for your Host Teacher. However, be sure to include these in your reflective conversation:
As you think about your daily schedule, the children and families with whom you interact and the many routines and transitions that are a part of your daily life with the children:
1. What do you see as the role of transitions and routines in your program?
2. What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners?
3. What’s working well in your setting regarding fostering toddlers’ healthy development and contributing to respectful and responsive relationships between early childhood professionals and the children through routines and transitions?
4. What would you like to improve?
,
Infant Setting: Observing Routines and Transitions
|
Routines and Transitions that Invite Participation |
Observations: · What did you see and hear? · How did the teacher observe and interact with the children? · How did the children respond? · What did you observe about safety in the setting related to this routine or transition? |
Additional Critical Insights: · How did this routine or transition contribute to fostering respectful/responsive relationships between early childhood professionals and children? · How did this routine or transition contribute to fostering attachment and/or autonomy appropriately? |
Added Questions for and/or Information from the Host Teacher(s): |
|
Greeting |
|||
|
Meals & Snacks |
|||
|
Diapering |
|||
|
Napping |
|||
|
Moving to New Activities |
|||
|
End of Day |
|||
|
Other |
Infant Setting: Host Teacher Suggested Interview Questions
Based on your observation, you may have questions for your Host Teacher. However, be sure to include these in your reflective conversation:
As you think about your daily schedule, the children and families with whom you interact and the many routines and transitions that are a part of your daily life with the children:
1. What do you see as the role of transitions and routines in your program?
2. What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners?
3. What’s working well in your setting regarding fostering infants’ healthy development and contributing to respectful and responsive relationships between early childhood professionals and the children through routines and transitions?
4. What would you like to improve?
,
©2017 Walden University 1
Competency DI4003: Routines and Transitions that Foster Healthy Development for Infants and Toddlers: Evaluate effective routines and transitions in infant and toddler care and education settings.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Responsive and Respectful Infant Care Routines and Transitions
Introduction: A brief overview of your observation settings. LO1: Describe infant care and education settings.
Response is not present.
Description of infant care and education settings is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description of infant care and education settings.
Summary of information from the teacher in the infant setting. LO2: Explain the role of transitions and routines in the program; helpful insights about transitions and routines: what is working related to fostering infants’ healthy development and respectful and responsive relationships;
Response is not present.
Explanation of the role of transitions and routines in the program; helpful insights about transitions and routines: what is working related to fostering infants’ healthy development and respectful and responsive relationships; and desired improvements is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of the role of transitions and routines in the program; helpful insights about transitions and routines: what is working related to fostering infants’ healthy development and respectful and responsive relationships; and desired improvements.
©2017 Walden University 2
and desired improvements.
Evaluation of infant routines and transitions you observed for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately. Be sure substantiate your thinking with evidence- based resources. LO3: Evaluate infant routines and transitions.
Response is not present.
Evaluation of infant routines and transitions for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete evaluation of routines and transitions for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately.
Three recommendations for enhancing or improving the opportunities in routines and transitions for infants’ healthy development specific to fostering respectful and
Response is not present.
Recommendations for evidence-based ways to improve routines and transitions to enhance healthy development specific to fostering respectful and responsive relationships are vague, inaccurate, and/or incomplete.
Response provides clear, accurate, and complete recommendations for evidence- based ways to improve routines and transitions to enhance healthy development specific to fostering respectful and responsive relationships.
©2017 Walden University 3
responsive relationships. Be sure to substantiate your thinking with evidence- based resources. LO4: Recommend evidence-based ways to improve routines and transitions to enhance healthy development specific to fostering respectful and responsive relationships. Topic 2: Responsive and Respectful Toddler Care Routines and Transitions Introduction: A brief overview of your observation settings. LO1: Describe toddler care and education settings.
Response is not present.
Description of toddler care and education settings are vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description of toddler care and education settings.
Summary of information from the teacher in the toddler setting. LO2: Explain the role of transitions and routines in the program; helpful insights about transitions and routines: what is working related to
Response is not present.
Explanation of the role of transitions and routines in the program; helpful insights about transitions and routines: what is working related to fostering toddlers’ healthy development and respectful and responsive relationships; and desired improvements is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of the role of transitions and routines in the program; helpful insights about transitions and routines: what is working related to fostering toddlers’ healthy development and respectful and responsive relationships; and desired improvements.
©2017 Walden University 4
fostering toddlers’ healthy development and respectful and responsive relationships; and desired improvements. Evaluation of toddler routines and transitions you observed for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately. Be sure substantiate your thinking with evidence- based resources. LO3: Evaluate toddler routines and transitions.
Response is not present.
Evaluation of toddler routines and transitions for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete evaluation of toddler routines and transitions for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately.
©2017 Walden University 5
Three recommendations for enhancing or improving the opportunities in routines and transitions for toddlers’ healthy development specific to fostering respectful and responsive relationships. Be sure to substantiate your thinking with evidence- based resources. LO4: Recommend evidence-based ways to improve routines and transitions to enhance healthy toddler development specific to fostering respectful and responsive relationships.
Response is not present.
Recommendations for evidence-based ways to improve routines and transitions to enhance healthy toddler development specific to fostering respectful and responsive relationships are vague, inaccurate, and/or incomplete.
Response provides clear, accurate, and complete recommendations for evidence- based ways to improve routines and transitions to enhance healthy toddler development specific to fostering respectful and responsive relationships.
Written Communication: Write with clarity, coherence, and purpose. 0 1 2
©2017 Walden University 6
Not Present Needs Improvement Meets Expectations LO1: Construct complete and correct sentences. (AWE 2; Sentence-Level Skills)
Sentences are incoherent and impede reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.
Sentence 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 reader’s access to ideas.
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph-Level Skills)
Paragraphs, or lack of paragraphs, impede reader’s access to ideas.
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.
Main idea and/or supporting paragraphs effectively convey meaning to 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.
LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills)
Ideas are disorganized with no/poor transitions.
Ideas are loosely organized with unclear paragraphing and transitions.
Ideas are organized with cohesive transitions.
LO6: Identify sources. (AWE 2; Credit to source)
Sources are missing. Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of non-original material and/or ideas.
LO9: Use appropriate tone and vocabulary for a given audience. (Awe
Vocabulary and tone are inappropriate for the audience.
Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas.
Vocabulary and tone communicate key concepts that are appropriate for the audience.
©2017 Walden University 7
3; Awareness of audience and discipline) LO10: Apply APA formatting and style guidelines. (Awe 3 awareness of audience and discipline and credit to source)
APA formatting and style are not present.
Writing inconsistently uses in- text citations and references. Major errors in APA style impede understanding and/or violate standards for academic integrity.
Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity.
Mastery Rubric Exceeds Expectations: Connections to Experience LO1: Apply relevant experience and academic knowledge to illustrate concepts and/or ideas.
Responses include highly relevant and well-developed examples to illustrate evaluations of and recommendations for infant and toddler transitions and routines that foster healthy development specific to responsive, respectful relationships and appropriate attachment and autonomy. ¨ Yes
¨ No
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