PV004 - Impact of Current Issues & Trends On the Field
©2014 Walden University 1
PV004: Impact of Current Issues and Trends on the Field
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Part I: Changing Demographics and Building Blocks Learning Center Sub-Competency 1: Analyze the impact of changing demographics on the field of early childhood.
Learning Objective 1.1: Explain the impact of changing demographics on early childhood professional practice.
Explanation is missing. Article provides a vague or irrelevant explanation of how the changing demographic characteristic of children and families impact professional practice.
Article clearly explains how the changing demographic characteristics of children and families impact professional practice. Article is supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following: Article identifies one key impact related to changing demographics and a rationale for its importance.
Learning Objective 1.2: Explain the impact of changing demographics on children and families.
Explanation is missing. Article provides a superficial explanation of the impact of changing demographics on children and families, or article only provides a single example for their analysis.
Article provides two examples that clearly illustrate the impact of home language or race and culture on children and families.
Demonstrates the same level of achievement as “2,” plus the following: Article provides more than two relevant examples that allow for a detailed explanation of the impact of changing demographics on children and families.
Learning Objective 1.3: Explain how early childhood programs can effectively respond to changing demographics to ensure an equitable
Explanation is missing. Article includes a superficial explanation of how the center can create an equitable experience for all children.
Article includes an appropriate and relevant explanation of how the center can create an equitable experience for all children and a clear rationale.
Demonstrates the same level of achievement as “2,” plus the following: Article includes more than one strategy for responding to changing
©2014 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
experience for children and families.
Article is supported by logical connections to the professional knowledge base.
demographics.
Part II: Poverty and Child Development Sub-Competency 2: Analyze the impact of poverty on the field of early childhood.
Learning Objective 2.1: Describe existing research on the impact of poverty on child development.
Description is missing. Article provides limited or inaccurate information about the impact of living in poverty on child development.
Article provides accurate information about the impacts of living in poverty on child development. Response is supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following: Provides examples that clearly illustrate the impact of poverty on child development.
Learning Objective 2.2: Describe how to modify early childhood programming to meet the needs of children living in poverty.
Description is missing. Article provides a vague description of components that will be adjusted to meet the needs of the children living in poverty, or article only includes one component.
Article clearly describes two components of the early childhood program that will be adjusted or added to meet the needs of the children living in poverty and a clear rationale for the changes. Response is supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following: Article describes more than two early childhood program components that will be adjusted to meet the needs of the children living in poverty.
Learning Objective 2.3: Describe strategies
Description is missing. Article provides an inappropriate recommendation on how
Article provides at least one relevant recommendation how to
Demonstrates the same level of achievement as “2,” plus the following:
©2014 Walden University 3
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
early childhood professionals can use to promote healthy development and learning for children living in poverty.
to enhance healthy development and learning for children living in poverty.
promote healthy development and learning for children living in poverty that is supported by a clear rationale. Response is supported by logical connections to the professional knowledge base.
Article provides more than one recommendation on how to enhance healthy development and learning for children living in poverty.
Learning Objective 2.4 Analyze early childhood education policies related to equity.
Analysis is missing. Article provides a limited analysis of one relevant policy that ensures equity for all children or analyzes an irrelevant policy.
Article provides a clear analysis of one relevant policy that ensures equity for all children. Article clearly explains how the policy might impact the center.
Demonstrates the same level of achievement as “2,” plus the following: Article provides a specific or detailed analysis of more than one relevant policy that ensures equity for all children.
Part III: Brain research and Building Blocks Learning Center Sub-Competency 3: Analyze relevant findings from brain research in the early childhood field.
Learning Objective 3.1: Analyze recent findings in brain research and its relevance to child development and learning.
Analysis is missing. Analysis is vague or incomplete.
Article logically analyzes at least three developments related to brain research and child development. Article is supported by references to three research articles written in the past five years about brain research.
Demonstrates the same level of achievement as “2,” plus the following: Article provides a cohesive synthesis of the research articles.
©2014 Walden University 4
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Learning Objective 3.2: Describe how early childhood professionals can use research about the brain and child development to foster healthy development and promote learning.
Description is missing. Article vaguely describes how early childhood professionals can use research about the brain and child development to foster healthy development and promote learning.
Article clearly describes how early childhood professionals can use research about the brain and child development to foster healthy development and promote learning.
Demonstrates the same level of achievement as “2,” plus the following: Article provides examples of classroom practice that illustrate how teachers use brain research in authentic contexts with children.
Part IV: Effective Use of Technology in the Classroom Sub-Competency 4: Describe issues related to the use of technology in early childhood settings.
Learning Objective 4.1: Describe the benefits and challenges of using technology as a teaching tool for children.
Description is missing. Article provides a limited description of the benefits and challenges of using technology as a teaching tool for children.
Article provides a clear and appropriate description of the benefits and challenges of using technology as a teaching tool for children. Article is supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following: Response provides realistic examples that illustrate the benefits and challenges of using technology as a teaching tool.
Learning Objective 4.2: Describe the recommended guidelines for technology use for children at different ages of development.
Description is missing. Article provides an inappropriate recommendation regarding technology use.
Article provides an appropriate recommendation regarding technology use in two stages of development.
Demonstrates the same level of achievement as “2,” plus the following: Article provides an appropriate recommendation regarding technology use in three stages of development.
©2014 Walden University 5
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Professional Skill 001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.
Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.
Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.
Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability.
Learning Objective PS 1.2: Organize writing to enhance clarity.
Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.
Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.
Writing is generally well- organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.
Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.
Learning Objective PS 1.3: Support writing with appropriate resources.
Writing does not integrate appropriate resources and content in support of ideas and argument.
Writing loosely integrates some appropriate resources and content in support of ideas and argument.
Writing sufficiently integrates appropriate resources (which may include peer-reviewed resources) and content in support of ideas and argument.
Writing effectively integrates appropriate resources (which may include peer-reviewed resources) and content to support and expand upon ideas and arguments.
Learning Objective PS 1.4: Apply APA style to written work.
APA conventions are not applied.
APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.
APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.
APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately.
©2014 Walden University 6
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Learning Objective PS 1.5: Use appropriate vocabulary and tone for the audience and purpose.
Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.
Vocabulary and tone have limited relevance to the audience.
Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.
Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts.
Professional Skill 006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively analyze issues and make decisions.
Learning Objective PS 6.1: Identify credible sources.
Credible sources are missing.
Some sources are credible, appropriate, and relevant to the topic.
Most sources are credible, appropriate, and relevant to the topic.
All resources are credible, appropriate, and relevant to the topic.
Learning Objective PS 6.2: Analyze findings from relevant sources.
Analysis is missing. Analysis superficially reflects relevance of findings to the identified problem, issue, or purpose.
Analysis clearly reflects relevance of findings to the identified problem, issue, or purpose.
Analysis clearly reflects relevance of findings to the identified problem, issue, or purpose, and synthesizes findings to generate new insights.