Key Assessment: Guidance Powerpoint for Preschoolers
Develop a Power Point presentation for a family open house on the topic of program guidance techniques for preschool age children. The Power Point should include:
· a detailed explanation of implementing conflict resolution and problem solving with preschool children
· a minimum of five additional positive guidance strategies
· three strategies families can implement at home
· a minimum of 20 instructional slides, not including the introductory slide, the agenda slide and the reference slide
· a minimum of four references from reputable sources, include name of source and website
· writing style geared toward diverse families
This key assessment project is used in all sections of EDU 146.
This key assessment covers the following NAEYC Standards:
Standard 2: Building Family and Community Relationships
Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.
Key Element of Standard 2
2c: Involving families and communities in their children’s development and learning
Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families
Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
Key elements of Standard 4
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children
4b: Knowing and understanding effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches.
Standard 6. Becoming a Professional
Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
Key elements of Standard 6
6c: Engaging in continuous, collaborative learning to inform practice
NAEYC Supportive Skills
3) Written and Verbal Communication skills
5) Skills in Identifying and Using Professional Resources
Student Name_________________________________ Date_____________________
|
|
|
D/F |
C |
B |
A |
|
|
NAEYC Standard or Supportive Skill |
Key Elements |
Basic Knowledge |
Comprehension |
Application |
Synthesis |
Comments |
|
Standard 2. Building Family and Community Relationships |
2c: Involving families and communities in their children’s development and learning |
Presentation was not respectful of diverse families and/or provided no guidance strategies for families to implement at home
0 – 13 points |
Presentation was respectful of diverse families and provided two or less guidance strategies for families to implement at home
14 points |
Presentation was respectful of diverse families and provided two - three appropriate guidance strategies for families to implement at home
15 points
|
Presentation was respectful of diverse families and provided three developmentally appropriate guidance strategies for families to implement at home
16 points |
|
|
Standard 4: Using Develop-mentally Effective Approaches to Connect with Children and Families |
4a: Under-standing positive relationships and supportive interactions as the foundation of their work with children
|
Presentation provides less than three positive techniques to guide children, or they are missing.
0 – 13 points |
Presentation provides three – four positive techniques to guide children
14 points
|
Presentation provides four – five positive techniques to guide children in a develop-mentally appropriate manner
15 points
|
Presentation provides five detailed positive techniques to guide children in a develop-mentally appropriate manner
16 points |
|
|
|
4b: Knowing and under-standing effective strategies and tools for early education |
The presentation does not contain appropriate strategies for implementing conflict resolution and problem solving with children
0 – 13 points
|
The presentation contains strategies for implementing conflict resolution and problem solving with children
14 points |
The presentation contains appropriate strategies for implementing conflict resolution and problem solving with children 15 points |
The presentation contains detailed, appropriate strategies for implementing conflict resolution and problem solving with children
16 points |
|
|
|
4c: Using a broad repertoire of develop-mentally appropriate teaching/ learning approaches.
|
The presentation lacks guidance strategies and/or strategies are not develop-mentally appropriate
0 – 11 points |
The presentation covers several guidance strategies
12 points |
The presentation covers several guidance strategies that are mostly develop-mentally appropriate
14 points
|
The presentation covers several guidance strategies that are develop-mentally appropriate
16 points |
|
|
Standard 6: Becoming a Professional
|
6c: Engaging in continuous, collaborative learning to inform practice |
The presentation is not professional in nature and content
0 – 11 points |
The presentation is mostly professional in nature and content
12 points |
The presentation is professional in nature and content
14 points |
The presentation is professional in nature and content, in-depth details provided
16 points |
|
|
Supportive Skill: 3 Written and Verbal Commun-ication Skills
|
|
The presentation has serious and persistent errors in word choice, mechanics, spelling and sentence structure 7 points |
The presentation has an accumulation of errors in mechanics, spelling and sentence structure
8 points |
The presentation has few errors in mechanics, spelling and sentence structure
9 points
|
The presentation is free from errors in mechanics, spelling, and sentence structure
10 points |
|
|
Supportive Skill: 5 Skills in Identifying and Using Professional Resources |
|
Less than two resources are absent or not from reputable sources
7 points |
Two – three cited resources do not reflect current best practice from reputable sources, source or website missing
8 points |
Three – four cited resources reflect mostly current best practices from reputable sources, includes source and website
9 points |
Four cited resources reflect current best practices from reputable sources, includes source and website
10 points |
|
|
TOTAL POINTS |
|