Assignment Prompt & Instructions
I need help finishing this assignment. Who can help me? Everything is attached.
– 2 years ago
**files (3)**
– ## DI4005_InfantToddlerPlanningTemplate1.docx
– ## DI4005_AltAssessment_InfantToddlerReflectionTemplate2.docx
– ## DI4005_Rubric.pdf
**## DI4005_InfantToddlerPlanningTemplate1.docx**
**Infant or Toddler Experience: Planning Template**
| |
| — |
| **Age(s) of child(ren) involved:**<br>Summarize the conversation you had with your Host Teacher, and how it will inform your thinking about the child or children with whom you’ll be working and the experience you are planning. For instance, what did the teacher tell you about the child’s or children’s interests, developmental levels, abilities, and cultural contexts that you will keep in mind as you develop this experience and interact with the children? |
| **Early Learning Guideline/Standard:**<br>Identify the early learning guideline/standard that aligns with the experience you are planning. Explain why you chose it and what you are hoping the outcome of this experience will be for the child or children involved. |
| **Fostering Development and Learning**<br>Explain the focus/content/developmental areas of the experience you are planning, including the setting and materials: |
| **Interacting to Support Development and Learning**<br>Explain three goals/principles related to individualization, scaffolding, and/or developmentally appropriate practice you plan to incorporate in your interactions with the infant(s) or toddler(s) during this experience: <br>1.<br>2.<br> <br>3. |
**## DI4005_AltAssessment_InfantToddlerReflectionTemplate2.docx**
**Alternative Infant or Toddler Experience: Student Reflection**
**Note:** For this part of your Alternative Assessment, you will:
· Watch the video: Babies and Toddlers: Amazing Learners. Video 1: Learning About Me
[https://www.youtube.com/watch?v=DGls-Z4e6OI](https://www.youtube.com/watch?v=DGls-Z4e6OI)
· Reflect on and analyze how the learning experience you designed for infants or toddlers aligns with the principles articulated in this video.
· Complete and submit this Alternative Infant or Toddler Experience: Student Reflection
| |
| — |
| **Early Learning Guidelines/Standards**<br>What did you learn about early learning guidelines/standards relative to how the video clearly emphasizes the range of where children this age are developmentally as well as prominent and subtle milestone? |
| **Fostering Development and Learning**<br>· Review the experience you planned and take time to picture implementing the experience and various scenarios that might have taken place. <br>· Then consider the many ways the video articulates and illustrates principles key to young children’s healthy development and learning.<br>· Ask yourself, in what ways did the experience I planned:<br>· Give children opportunities to be active learners<br>· Seek out learning from everything around them; to be curious<br>· Learn from relationships and through interactions<br>· Learn about themselves and who they are<br>· Feel a sense of belonging as part of a community<br>· Explore and feel supported in developing a strong sense of identity<br>· Feel valued as individuals<br>· See themselves as capable and competent<br>· Develop a sense of agency through making choices, making decisions, and having some control over their daily lives<br>· Understand that they can make a positive difference and participate as valued useful contributors<br>· Take small steps toward autonomy and looking after their own health and well-being<br>· Meet challenges<br>· Communicate and express themselves in a variety of ways/demonstrate they understand language<br>· Express themselves through creative play<br>· Control and coordinate their bodies<br>· Experience various kinds of “tools”<br>· Learn about their own, and others, rights<br>· Learn to express their needs and wishes and that others will take their needs and wishes into account<br>· Learn that others have valid needs and wishes<br>· Respectfully take into consideration differences in styles, developmental levels, and temperaments |
| **Supporting Development and Learning: In Hindsight and Moving Forward**<br>· Identify at least three of the principles from the video that were listed above that played an integral role in the experience you planned and explain how:<br>· Identify at least three of the principles from the video that were listed above that would have added “value” to the experience you designed and explain how you would amend/extend your experience to incorporate them:<br>· Summarize at least two insights you gained from watching the video and analyzing the experience you developed that will help you improve<br>your development of and participation in experiences with young children focused on promoting healthy development and active learning: |
**## DI4005_Rubric.pdf**
© 2021 Walden University, LLC 1
Competency DI4005: Meaningful Experiences with Infants and Toddlers: Develop respectful, supportive, and challenging
experiences with infants and toddlers.
Assessment Rubric
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Early Learning Standards/Guidelines for Infants and Toddlers
Identify the early learning
guideline/standard that align
with the experience you are
planning.
LO1: Identify early learning
guidelines/standards that align
with specific experiences for
infants or toddlers.
Response is not
present.
Early learning
guidelines/standards are
vague, inaccurate, and/or
incomplete.
Early learning
guidelines/standards are
clear, accurate, and
complete.
Explain why you chose it and
what you are hoping the outcome
of this experience will be for the
child or children involved.
LO2: Explain rationale for
choosing specific early learning
standards/guidelines for specific
infant or toddler experiences.
Response is not
present.
Explanation of rationale
for choosing specific
early learning
standards/guidelines for
specific infant or toddler
experiences is vague,
inaccurate, and/or
incomplete.
Response provides a
clear, explanation of the
rationale for choosing
specific early learning
standards/guidelines for
specific infant or toddler
experiences.
Was there an alignment between
the early learning
guideline/standard you chose and
the experience in which you and
the children participated?
What did you learn about early
learning guidelines/standards? Is
there anything you would do
Response is not
present.
Analysis alignment and
use of early learning
standards/guidelines is
vague, illogical,
unsupported, and/or
incomplete.
Response provides a
clear, logical analysis of
the alignment and use of
early learning
standards/guidelines
incorporating relevant
examples from field
experience, Host Teacher
feedback, and early
© 2021 Walden University, LLC 2
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
differently next time? If so, please
explain.
LO3: Analyze alignment and use of
early learning standards/guidelines.
childhood knowledge
base
Topic 2: Fostering Development and Learning
Explain the
focus/content/developmental
areas of the experience you are
planning, including the setting
and materials.
LO1: Explain quality early learning
experiences for infants or toddlers.
Response is not
present.
Explanation of quality
early learning
experiences is vague,
inaccurate, and/or
incomplete.
Response provides a
detailed, explanation of
quality learning
experiences for infants or
toddlers, including focus,
content, developmental
areas, setting, and
materials.
In what ways was the focus of the
experience/content/developmental
area appropriate for the
child/children involved? Please
provide examples.
Were there any ways in which the
experience was inappropriate? If
so, please explain.
LO2: Evaluate the quality of early
learning experiences for infants
and/or toddlers.
Response is not
present.
Evaluation of the quality
of early learning
experiences for infants or
toddlers is vague,
inaccurate, and/or
incomplete.
Response provides a
clear, accurate, logical,
and complete evaluation
of quality early learning
experiences for infants or
toddlers, incorporating
relevant examples from
field experience, Host
Teacher feedback, and
an early childhood
knowledge base
Topic 3: Interacting to Support Development and Learning
Explain three goals/principles
related to individualization,
Response is not
present.
Explanation of
goals/principles related to
Response provides a
clear, accurate, and
© 2021 Walden University, LLC 3
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
scaffolding, and/or
developmentally appropriate
practice you plan to incorporate in
your interactions with an
infant/infant during this
experience.
LO1: Explain goals/principles related
to individualization, scaffolding,
and/or developmentally appropriate
practice for use in quality learning
experiences with infants and/or
toddlers.
individualization,
scaffolding, and/or
developmentally
appropriate practice for
use in quality learning
experiences with infants
or toddlers is vague,
inaccurate, and/or
incomplete.
complete explanation of
goals/principles related to
individualization,
scaffolding, and/or
developmentally
appropriate practice for
use in quality learning
experiences with infants
or toddlers.
• In what ways was the
experience respectful,
supportive, and challenging?
• In what ways were you able to
use scaffolding as well as
other developmentally
appropriate strategies? Please
explain using examples.
• What were your strengths in
these areas? What would you
do differently next time?
• How effective were you at
meeting your goals of
individualization, scaffolding,
and developmentally
appropriate practice?
Response is not
present.
Evaluation of quality,
early learning
experiences for infants or
toddlers with regard to
individualization,
scaffolding, and
developmentally
appropriate practice is
vague, inaccurate,
illogical, and/or
incomplete.
Response provides a
clear, accurate, logical,
and complete evaluation
of quality, early learning
experiences for infants or
toddlers with regard to
individualization,
scaffolding, and
developmentally
appropriate practice
incorporating relevant
examples from field
experience, Host Teacher
feedback, and an early
childhood knowledge
base.
© 2021 Walden University, LLC 4
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
• Provide examples and explain
what you would do differently
next time and why
LO2: Evaluate quality early learning
experiences for infants or toddlers
with regard to individualization,
scaffolding, and developmentally
appropriate practice.
Professional Skills Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication and
Applied and Collaborative Learning. This skill counts toward achievement of the Competency and the Professional Skill.
Written Communication: Write with clarity, coherence, and purpose.
0
Not Present
1
Needs Improvement
2
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. This limits
the 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 the reader’s access to
ideas.
Main idea and/or supporting
paragraphs effectively convey
meaning to reader.
© 2021 Walden University, LLC 5
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
it uses direct quotes as
applicable.
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.
Applied and Collaborative Learning: Apply knowledge and skills in collaboration with others to solve
authentic problems.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO2: Apply collaboration
skills to create workable
solutions to complex
problems.
Application is not
present.
Response applies inappropriate
collaboration skills or the
collaboration results in
inappropriate or unrealistic
solutions.
Response generally applies
relevant and appropriate
collaboration skills to create
workable solutions to complex
problems.
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 No Yes
Exceeds Expectations: Reflection and Self-Assessment
LO1: Evidences a developing
sense of self as an early
childhood teacher by applying
critical analysis and reflection
to strengths and challenges
Responses do not apply critical analysis
and reflection to current abilities and future
professional growth related to developing
and implementing quality learning
experiences with infants and toddlers.
Responses apply critical analysis and
reflection to current abilities and future
professional growth related to developing
and implementing quality learning
experiences with infants and toddlers.
© 2021 Walden University, LLC 6
related to developing and
implementing quality learning
experiences with young
children.
Responses also evaluate and incorporate
highly relevant examples from field
experience, Host Teacher feedback, and
an early childhood knowledge base.
Responses also evaluate and incorporate
highly relevant examples from field
experience, Host Teacher feedback, and
an early childhood knowledge base.
**## DI4005_Rubric.pdf**
© 2021 Walden University, LLC 1
Competency DI4005: Meaningful Experiences with Infants and Toddlers: Develop respectful, supportive, and challenging
experiences with infants and toddlers.
Assessment Rubric
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Early Learning Standards/Guidelines for Infants and Toddlers
Identify the early learning
guideline/standard that align
with the experience you are
planning.
LO1: Identify early learning
guidelines/standards that align
with specific experiences for
infants or toddlers.
Response is not
present.
Early learning
guidelines/standards are
vague, inaccurate, and/or
incomplete.
Early learning
guidelines/standards are
clear, accurate, and
complete.
Explain why you chose it and
what you are hoping the outcome
of this experience will be for the
child or children involved.
LO2: Explain rationale for
choosing specific early learning
standards/guidelines for specific
infant or toddler experiences.
Response is not
present.
Explanation of rationale
for choosing specific
early learning
standards/guidelines for
specific infant or toddler
experiences is vague,
inaccurate, and/or
incomplete.
Response provides a
clear, explanation of the
rationale for choosing
specific early learning
standards/guidelines for
specific infant or toddler
experiences.
Was there an alignment between
the early learning
guideline/standard you chose and
the experience in which you and
the children participated?
What did you learn about early
learning guidelines/standards? Is
there anything you would do
Response is not
present.
Analysis alignment and
use of early learning
standards/guidelines is
vague, illogical,
unsupported, and/or
incomplete.
Response provides a
clear, logical analysis of
the alignment and use of
early learning
standards/guidelines
incorporating relevant
examples from field
experience, Host Teacher
feedback, and early
© 2021 Walden University, LLC 2
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
differently next time? If so, please
explain.
LO3: Analyze alignment and use of
early learning standards/guidelines.
childhood knowledge
base
Topic 2: Fostering Development and Learning
Explain the
focus/content/developmental
areas of the experience you are
planning, including the setting
and materials.
LO1: Explain quality early learning
experiences for infants or toddlers.
Response is not
present.
Explanation of quality
early learning
experiences is vague,
inaccurate, and/or
incomplete.
Response provides a
detailed, explanation of
quality learning
experiences for infants or
toddlers, including focus,
content, developmental
areas, setting, and
materials.
In what ways was the focus of the
experience/content/developmental
area appropriate for the
child/children involved? Please
provide examples.
Were there any ways in which the
experience was inappropriate? If
so, please explain.
LO2: Evaluate the quality of early
learning experiences for infants
and/or toddlers.
Response is not
present.
Evaluation of the quality
of early learning
experiences for infants or
toddlers is vague,
inaccurate, and/or
incomplete.
Response provides a
clear, accurate, logical,
and complete evaluation
of quality early learning
experiences for infants or
toddlers, incorporating
relevant examples from
field experience, Host
Teacher feedback, and
an early childhood
knowledge base
Topic 3: Interacting to Support Development and Learning
Explain three goals/principles
related to individualization,
Response is not
present.
Explanation of
goals/principles related to
Response provides a
clear, accurate, and
© 2021 Walden University, LLC 3
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
scaffolding, and/or
developmentally appropriate
practice you plan to incorporate in
your interactions with an
infant/infant during this
experience.
LO1: Explain goals/principles related
to individualization, scaffolding,
and/or developmentally appropriate
practice for use in quality learning
experiences with infants and/or
toddlers.
individualization,
scaffolding, and/or
developmentally
appropriate practice for
use in quality learning
experiences with infants
or toddlers is vague,
inaccurate, and/or
incomplete.
complete explanation of
goals/principles related to
individualization,
scaffolding, and/or
developmentally
appropriate practice for
use in quality learning
experiences with infants
or toddlers.
• In what ways was the
experience respectful,
supportive, and challenging?
• In what ways were you able to
use scaffolding as well as
other developmentally
appropriate strategies? Please
explain using examples.
• What were your strengths in
these areas? What would you
do differently next time?
• How effective were you at
meeting your goals of
individualization, scaffolding,
and developmentally
appropriate practice?
Response is not
present.
Evaluation of quality,
early learning
experiences for infants or
toddlers with regard to
individualization,
scaffolding, and
developmentally
appropriate practice is
vague, inaccurate,
illogical, and/or
incomplete.
Response provides a
clear, accurate, logical,
and complete evaluation
of quality, early learning
experiences for infants or
toddlers with regard to
individualization,
scaffolding, and
developmentally
appropriate practice
incorporating relevant
examples from field
experience, Host Teacher
feedback, and an early
childhood knowledge
base.
© 2021 Walden University, LLC 4
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
• Provide examples and explain
what you would do differently
next time and why
LO2: Evaluate quality early learning
experiences for infants or toddlers
with regard to individualization,
scaffolding, and developmentally
appropriate practice.
Professional Skills Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication and
Applied and Collaborative Learning. This skill counts toward achievement of the Competency and the Professional Skill.
Written Communication: Write with clarity, coherence, and purpose.
0
Not Present
1
Needs Improvement
2
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. This limits
the 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 the reader’s access to
ideas.
Main idea and/or supporting
paragraphs effectively convey
meaning to reader.
© 2021 Walden University, LLC 5
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
it uses direct quotes as
applicable.
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.
Applied and Collaborative Learning: Apply knowledge and skills in collaboration with others to solve
authentic problems.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO2: Apply collaboration
skills to create workable
solutions to complex
problems.
Application is not
present.
Response applies inappropriate
collaboration skills or the
collaboration results in
inappropriate or unrealistic
solutions.
Response generally applies
relevant and appropriate
collaboration skills to create
workable solutions to complex
problems.
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 No Yes
Exceeds Expectations: Reflection and Self-Assessment
LO1: Evidences a developing
sense of self as an early
childhood teacher by applying
critical analysis and reflection
to strengths and challenges
Responses do not apply critical analysis
and reflection to current abilities and future
professional growth related to developing
and implementing quality learning
experiences with infants and toddlers.
Responses apply critical analysis and
reflection to current abilities and future
professional growth related to developing
and implementing quality learning
experiences with infants and toddlers.
© 2021 Walden University, LLC 6
related to developing and
implementing quality learning
experiences with young
children.
Responses also evaluate and incorporate
highly relevant examples from field
experience, Host Teacher feedback, and
an early childhood knowledge base.
Responses also evaluate and incorporate
highly relevant examples from field
experience, Host Teacher feedback, and
an early childhood knowledge base.
**## DI4005_InfantToddlerPlanningTemplate1.docx**
**Infant or Toddler Experience: Planning Template**
| |
| — |
| **Age(s) of child(ren) involved:**<br>Summarize the conversation you had with your Host Teacher, and how it will inform your thinking about the child or children with whom you’ll be working and the experience you are planning. For instance, what did the teacher tell you about the child’s or children’s interests, developmental levels, abilities, and cultural contexts that you will keep in mind as you develop this experience and interact with the children? |
| **Early Learning Guideline/Standard:**<br>Identify the early learning guideline/standard that aligns with the experience you are planning. Explain why you chose it and what you are hoping the outcome of this experience will be for the child or children involved. |
| **Fostering Development and Learning**<br>Explain the focus/content/developmental areas of the experience you are planning, including the setting and materials: |
| **Interacting to Support Development and Learning**<br>Explain three goals/principles related to individualization, scaffolding, and/or developmentally appropriate practice you plan to incorporate in your interactions with the infant(s) or toddler(s) during this experience: <br>1.<br>2.<br> <br>3. |
**## DI4005_AltAssessment_InfantToddlerReflectionTemplate2.docx**
**Alternative Infant or Toddler Experience: Student Reflection**
**Note:** For this part of your Alternative Assessment, you will:
· Watch the video: Babies and Toddlers: Amazing Learners. Video 1: Learning About Me
[https://www.youtube.com/watch?v=DGls-Z4e6OI](https://www.youtube.com/watch?v=DGls-Z4e6OI)
· Reflect on and analyze how the learning experience you designed for infants or toddlers aligns with the principles articulated in this video.
· Complete and submit this Alternative Infant or Toddler Experience: Student Reflection
| |
| — |
| **Early Learning Guidelines/Standards**<br>What did you learn about early learning guidelines/standards relative to how the video clearly emphasizes the range of where children this age are developmentally as well as prominent and subtle milestone? |
| **Fostering Development and Learning**<br>· Review the experience you planned and take time to picture implementing the experience and various scenarios that might have taken place. <br>· Then consider the many ways the video articulates and illustrates principles key to young children’s healthy development and learning.<br>· Ask yourself, in what ways did the experience I planned:<br>· Give children opportunities to be active learners<br>· Seek out learning from everything around them; to be curious<br>· Learn from relationships and through interactions<br>· Learn about themselves and who they are<br>· Feel a sense of belonging as part of a community<br>· Explore and feel supported in developing a strong sense of identity<br>· Feel valued as individuals<br>· See themselves as capable and competent<br>· Develop a sense of agency through making choices, making decisions, and having some control over their daily lives<br>· Understand that they can make a positive difference and participate as valued useful contributors<br>· Take small steps toward autonomy and looking after their own health and well-being<br>· Meet challenges<br>· Communicate and express themselves in a variety of ways/demonstrate they understand language<br>· Express themselves through creative play<br>· Control and coordinate their bodies<br>· Experience various kinds of “tools”<br>· Learn about their own, and others, rights<br>· Learn to express their needs and wishes and that others will take their needs and wishes into account<br>· Learn that others have valid needs and wishes<br>· Respectfully take into consideration differences in styles, developmental levels, and temperaments |
| **Supporting Development and Learning: In Hindsight and Moving Forward**<br>· Identify at least three of the principles from the video that were listed above that played an integral role in the experience you planned and explain how:<br>· Identify at least three of the principles from the video that were listed above that would have added “value” to the experience you designed and explain how you would amend/extend your experience to incorporate them:<br>· Summarize at least two insights you gained from watching the video and analyzing the experience you developed that will help you improve<br>your development of and participation in experiences with young children focused on promoting healthy development and active learning: |
**## DI4005_Rubric.pdf**
© 2021 Walden University, LLC 1
Competency DI4005: Meaningful Experiences with Infants and Toddlers: Develop respectful, supportive, and challenging
experiences with infants and toddlers.
Assessment Rubric
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Early Learning Standards/Guidelines for Infants and Toddlers
Identify the early learning
guideline/standard that align
with the experience you are
planning.
LO1: Identify early learning
guidelines/standards that align
with specific experiences for
infants or toddlers.
Response is not
present.
Early learning
guidelines/standards are
vague, inaccurate, and/or
incomplete.
Early learning
guidelines/standards are
clear, accurate, and
complete.
Explain why you chose it and
what you are hoping the outcome
of this experience will be for the
child or children involved.
LO2: Explain rationale for
choosing specific early learning
standards/guidelines for specific
infant or toddler experiences.
Response is not
present.
Explanation of rationale
for choosing specific
early learning
standards/guidelines for
specific infant or toddler
experiences is vague,
inaccurate, and/or
incomplete.
Response provides a
clear, explanation of the
rationale for choosing
specific early learning
standards/guidelines for
specific infant or toddler
experiences.
Was there an alignment between
the early learning
guideline/standard you chose and
the experience in which you and
the children participated?
What did you learn about early
learning guidelines/standards? Is
there anything you would do
Response is not
present.
Analysis alignment and
use of early learning
standards/guidelines is
vague, illogical,
unsupported, and/or
incomplete.
Response provides a
clear, logical analysis of
the alignment and use of
early learning
standards/guidelines
incorporating relevant
examples from field
experience, Host Teacher
feedback, and early
© 2021 Walden University, LLC 2
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
differently next time? If so, please
explain.
LO3: Analyze alignment and use of
early learning standards/guidelines.
childhood knowledge
base
Topic 2: Fostering Development and Learning
Explain the
focus/content/developmental
areas of the experience you are
planning, including the setting
and materials.
LO1: Explain quality early learning
experiences for infants or toddlers.
Response is not
present.
Explanation of quality
early learning
experiences is vague,
inaccurate, and/or
incomplete.
Response provides a
detailed, explanation of
quality learning
experiences for infants or
toddlers, including focus,
content, developmental
areas, setting, and
materials.
In what ways was the focus of the
experience/content/developmental
area appropriate for the
child/children involved? Please
provide examples.
Were there any ways in which the
experience was inappropriate? If
so, please explain.
LO2: Evaluate the quality of early
learning experiences for infants
and/or toddlers.
Response is not
present.
Evaluation of the quality
of early learning
experiences for infants or
toddlers is vague,
inaccurate, and/or
incomplete.
Response provides a
clear, accurate, logical,
and complete evaluation
of quality early learning
experiences for infants or
toddlers, incorporating
relevant examples from
field experience, Host
Teacher feedback, and
an early childhood
knowledge base
Topic 3: Interacting to Support Development and Learning
Explain three goals/principles
related to individualization,
Response is not
present.
Explanation of
goals/principles related to
Response provides a
clear, accurate, and
© 2021 Walden University, LLC 3
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
scaffolding, and/or
developmentally appropriate
practice you plan to incorporate in
your interactions with an
infant/infant during this
experience.
LO1: Explain goals/principles related
to individualization, scaffolding,
and/or developmentally appropriate
practice for use in quality learning
experiences with infants and/or
toddlers.
individualization,
scaffolding, and/or
developmentally
appropriate practice for
use in quality learning
experiences with infants
or toddlers is vague,
inaccurate, and/or
incomplete.
complete explanation of
goals/principles related to
individualization,
scaffolding, and/or
developmentally
appropriate practice for
use in quality learning
experiences with infants
or toddlers.
• In what ways was the
experience respectful,
supportive, and challenging?
• In what ways were you able to
use scaffolding as well as
other developmentally
appropriate strategies? Please
explain using examples.
• What were your strengths in
these areas? What would you
do differently next time?
• How effective were you at
meeting your goals of
individualization, scaffolding,
and developmentally
appropriate practice?
Response is not
present.
Evaluation of quality,
early learning
experiences for infants or
toddlers with regard to
individualization,
scaffolding, and
developmentally
appropriate practice is
vague, inaccurate,
illogical, and/or
incomplete.
Response provides a
clear, accurate, logical,
and complete evaluation
of quality, early learning
experiences for infants or
toddlers with regard to
individualization,
scaffolding, and
developmentally
appropriate practice
incorporating relevant
examples from field
experience, Host Teacher
feedback, and an early
childhood knowledge
base.
© 2021 Walden University, LLC 4
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
• Provide examples and explain
what you would do differently
next time and why
LO2: Evaluate quality early learning
experiences for infants or toddlers
with regard to individualization,
scaffolding, and developmentally
appropriate practice.
Professional Skills Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication and
Applied and Collaborative Learning. This skill counts toward achievement of the Competency and the Professional Skill.
Written Communication: Write with clarity, coherence, and purpose.
0
Not Present
1
Needs Improvement
2
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. This limits
the 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 the reader’s access to
ideas.
Main idea and/or supporting
paragraphs effectively convey
meaning to reader.
© 2021 Walden University, LLC 5
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
it uses direct quotes as
applicable.
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.
Applied and Collaborative Learning: Apply knowledge and skills in collaboration with others to solve
authentic problems.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO2: Apply collaboration
skills to create workable
solutions to complex
problems.
Application is not
present.
Response applies inappropriate
collaboration skills or the
collaboration results in
inappropriate or unrealistic
solutions.
Response generally applies
relevant and appropriate
collaboration skills to create
workable solutions to complex
problems.
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 No Yes
Exceeds Expectations: Reflection and Self-Assessment
LO1: Evidences a developing
sense of self as an early
childhood teacher by applying
critical analysis and reflection
to strengths and challenges
Responses do not apply critical analysis
and reflection to current abilities and future
professional growth related to developing
and implementing quality learning
experiences with infants and toddlers.
Responses apply critical analysis and
reflection to current abilities and future
professional growth related to developing
and implementing quality learning
experiences with infants and toddlers.
© 2021 Walden University, LLC 6
related to developing and
implementing quality learning
experiences with young
children.
Responses also evaluate and incorporate
highly relevant examples from field
experience, Host Teacher feedback, and
an early childhood knowledge base.
Responses also evaluate and incorporate
highly relevant examples from field
experience, Host Teacher feedback, and
an early childhood knowledge base.
**## DI4005_InfantToddlerPlanningTemplate1.docx**
**Infant or Toddler Experience: Planning Template**
| |
| — |
| **Age(s) of child(ren) involved:**<br>Summarize the conversation you had with your Host Teacher, and how it will inform your thinking about the child or children with whom you’ll be working and the experience you are planning. For instance, what did the teacher tell you about the child’s or children’s interests, developmental levels, abilities, and cultural contexts that you will keep in mind as you develop this experience and interact with the children? |
| **Early Learning Guideline/Standard:**<br>Identify the early learning guideline/standard that aligns with the experience you are planning. Explain why you chose it and what you are hoping the outcome of this experience will be for the child or children involved. |
| **Fostering Development and Learning**<br>Explain the focus/content/developmental areas of the experience you are planning, including the setting and materials: |
| **Interacting to Support Development and Learning**<br>Explain three goals/principles related to individualization, scaffolding, and/or developmentally appropriate practice you plan to incorporate in your interactions with the infant(s) or toddler(s) during this experience: <br>1.<br>2.<br> <br>3. |
**## DI4005_AltAssessment_InfantToddlerReflectionTemplate2.docx**
**Alternative Infant or Toddler Experience: Student Reflection**
**Note:** For this part of your Alternative Assessment, you will:
· Watch the video: Babies and Toddlers: Amazing Learners. Video 1: Learning About Me
[https://www.youtube.com/watch?v=DGls-Z4e6OI](https://www.youtube.com/watch?v=DGls-Z4e6OI)
· Reflect on and analyze how the learning experience you designed for infants or toddlers aligns with the principles articulated in this video.
· Complete and submit this Alternative Infant or Toddler Experience: Student Reflection
| |
| — |
| **Early Learning Guidelines/Standards**<br>What did you learn about early learning guidelines/standards relative to how the video clearly emphasizes the range of where children this age are developmentally as well as prominent and subtle milestone? |
| **Fostering Development and Learning**<br>· Review the experience you planned and take time to picture implementing the experience and various scenarios that might have taken place. <br>· Then consider the many ways the video articulates and illustrates principles key to young children’s healthy development and learning.<br>· Ask yourself, in what ways did the experience I planned:<br>· Give children opportunities to be active learners<br>· Seek out learning from everything around them; to be curious<br>· Learn from relationships and through interactions<br>· Learn about themselves and who they are<br>· Feel a sense of belonging as part of a community<br>· Explore and feel supported in developing a strong sense of identity<br>· Feel valued as individuals<br>· See themselves as capable and competent<br>· Develop a sense of agency through making choices, making decisions, and having some control over their daily lives<br>· Understand that they can make a positive difference and participate as valued useful contributors<br>· Take small steps toward autonomy and looking after their own health and well-being<br>· Meet challenges<br>· Communicate and express themselves in a variety of ways/demonstrate they understand language<br>· Express themselves through creative play<br>· Control and coordinate their bodies<br>· Experience various kinds of “tools”<br>· Learn about their own, and others, rights<br>· Learn to express their needs and wishes and that others will take their needs and wishes into account<br>· Learn that others have valid needs and wishes<br>· Respectfully take into consideration differences in styles, developmental levels, and temperaments |
| **Supporting Development and Learning: In Hindsight and Moving Forward**<br>· Identify at least three of the principles from the video that were listed above that played an integral role in the experience you planned and explain how:<br>· Identify at least three of the principles from the video that were listed above that would have added “value” to the experience you designed and explain how you would amend/extend your experience to incorporate them:<br>· Summarize at least two insights you gained from watching the video and analyzing the experience you developed that will help you improve<br>your development of and participation in experiences with young children focused on promoting healthy development and active learning: |
**## DI4005_Rubric.pdf**
© 2021 Walden University, LLC 1
Competency DI4005: Meaningful Experiences with Infants and Toddlers: Develop respectful, supportive, and challenging
experiences with infants and toddlers.
Assessment Rubric
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Early Learning Standards/Guidelines for Infants and Toddlers
Identify the early learning
guideline/standard that align
with the experience you are
planning.
LO1: Identify early learning
guidelines/standards that align
with specific experiences for
infants or toddlers.
Response is not
present.
Early learning
guidelines/standards are
vague, inaccurate, and/or
incomplete.
Early learning
guidelines/standards are
clear, accurate, and
complete.
Explain why you chose it and
what you are hoping the outcome
of this experience will be for the
child or children involved.
LO2: Explain rationale for
choosing specific early learning
standards/guidelines for specific
infant or toddler experiences.
Response is not
present.
Explanation of rationale
for choosing specific
early learning
standards/guidelines for
specific infant or toddler
experiences is vague,
inaccurate, and/or
incomplete.
Response provides a
clear, explanation of the
rationale for choosing
specific early learning
standards/guidelines for
specific infant or toddler
experiences.
Was there an alignment between
the early learning
guideline/standard you chose and
the experience in which you and
the children participated?
What did you learn about early
learning guidelines/standards? Is
there anything you would do
Response is not
present.
Analysis alignment and
use of early learning
standards/guidelines is
vague, illogical,
unsupported, and/or
incomplete.
Response provides a
clear, logical analysis of
the alignment and use of
early learning
standards/guidelines
incorporating relevant
examples from field
experience, Host Teacher
feedback, and early
© 2021 Walden University, LLC 2
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
differently next time? If so, please
explain.
LO3: Analyze alignment and use of
early learning standards/guidelines.
childhood knowledge
base
Topic 2: Fostering Development and Learning
Explain the
focus/content/developmental
areas of the experience you are
planning, including the setting
and materials.
LO1: Explain quality early learning
experiences for infants or toddlers.
Response is not
present.
Explanation of quality
early learning
experiences is vague,
inaccurate, and/or
incomplete.
Response provides a
detailed, explanation of
quality learning
experiences for infants or
toddlers, including focus,
content, developmental
areas, setting, and
materials.
In what ways was the focus of the
experience/content/developmental
area appropriate for the
child/children involved? Please
provide examples.
Were there any ways in which the
experience was inappropriate? If
so, please explain.
LO2: Evaluate the quality of early
learning experiences for infants
and/or toddlers.
Response is not
present.
Evaluation of the quality
of early learning
experiences for infants or
toddlers is vague,
inaccurate, and/or
incomplete.
Response provides a
clear, accurate, logical,
and complete evaluation
of quality early learning
experiences for infants or
toddlers, incorporating
relevant examples from
field experience, Host
Teacher feedback, and
an early childhood
knowledge base
Topic 3: Interacting to Support Development and Learning
Explain three goals/principles
related to individualization,
Response is not
present.
Explanation of
goals/principles related to
Response provides a
clear, accurate, and
© 2021 Walden University, LLC 3
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
scaffolding, and/or
developmentally appropriate
practice you plan to incorporate in
your interactions with an
infant/infant during this
experience.
LO1: Explain goals/principles related
to individualization, scaffolding,
and/or developmentally appropriate
practice for use in quality learning
experiences with infants and/or
toddlers.
individualization,
scaffolding, and/or
developmentally
appropriate practice for
use in quality learning
experiences with infants
or toddlers is vague,
inaccurate, and/or
incomplete.
complete explanation of
goals/principles related to
individualization,
scaffolding, and/or
developmentally
appropriate practice for
use in quality learning
experiences with infants
or toddlers.
• In what ways was the
experience respectful,
supportive, and challenging?
• In what ways were you able to
use scaffolding as well as
other developmentally
appropriate strategies? Please
explain using examples.
• What were your strengths in
these areas? What would you
do differently next time?
• How effective were you at
meeting your goals of
individualization, scaffolding,
and developmentally
appropriate practice?
Response is not
present.
Evaluation of quality,
early learning
experiences for infants or
toddlers with regard to
individualization,
scaffolding, and
developmentally
appropriate practice is
vague, inaccurate,
illogical, and/or
incomplete.
Response provides a
clear, accurate, logical,
and complete evaluation
of quality, early learning
experiences for infants or
toddlers with regard to
individualization,
scaffolding, and
developmentally
appropriate practice
incorporating relevant
examples from field
experience, Host Teacher
feedback, and an early
childhood knowledge
base.
© 2021 Walden University, LLC 4
Rubric Criteria 0
Not Present
1
Needs Improvement
2
Meets Expectations
• Provide examples and explain
what you would do differently
next time and why
LO2: Evaluate quality early learning
experiences for infants or toddlers
with regard to individualization,
scaffolding, and developmentally
appropriate practice.
Professional Skills Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication and
Applied and Collaborative Learning. This skill counts toward achievement of the Competency and the Professional Skill.
Written Communication: Write with clarity, coherence, and purpose.
0
Not Present
1
Needs Improvement
2
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. This limits
the 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 the reader’s access to
ideas.
Main idea and/or supporting
paragraphs effectively convey
meaning to reader.
© 2021 Walden University, LLC 5
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
it uses direct quotes as
applicable.
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.
Applied and Collaborative Learning: Apply knowledge and skills in collaboration with others to solve
authentic problems.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO2: Apply collaboration
skills to create workable
solutions to complex
problems.
Application is not
present.
Response applies inappropriate
collaboration skills or the
collaboration results in
inappropriate or unrealistic
solutions.
Response generally applies
relevant and appropriate
collaboration skills to create
workable solutions to complex
problems.
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 No Yes
Exceeds Expectations: Reflection and Self-Assessment
LO1: Evidences a developing
sense of self as an early
childhood teacher by applying
critical analysis and reflection
to strengths and challenges
Responses do not apply critical analysis
and reflection to current abilities and future
professional growth related to developing
and implementing quality learning
experiences with infants and toddlers.
Responses apply critical analysis and
reflection to current abilities and future
professional growth related to developing
and implementing quality learning
experiences with infants and toddlers.
© 2021 Walden University, LLC 6
related to developing and
implementing quality learning
experiences with young
children.
Responses also evaluate and incorporate
highly relevant examples from field
experience, Host Teacher feedback, and
an early childhood knowledge base.
Responses also evaluate and incorporate
highly relevant examples from field
experience, Host Teacher feedback, and
an early childhood knowledge base.