Strategic Mentoring Plan

Competency Checklist

Assignment Student Name APA citation of Article Short Description of Article

STANDARD 1 - PROMOTING CHILD DEVELOPMENT AND LEARNING

1 Oresha Christopher

Isbell,R. (n.d). An Environment the Positively Impacts Young Children. Retrieved April 13,2020, from http://www.earlychildhoodnews.com/earlychildhood/article-view.aspx? ArticleID=334.

After reviewong this article and seeing how it aligns with the standard about promoting child development and learning, I choose to select this aticle because it gives me a beteter understand on how the environment plays a major role in children development. within the article it also dealt with how the environment plays a major role in children's behavior.

2 Helen Mathews

Landry, S. H., Zucker, T. A., Taylor, H. B., Swank, P. R., Williams, J. M., Assel, M., Crawford, A., Huang, W., Clancy-Menchetti, J., Lonigan, C. J., Phillips, B. M., Eisenberg, N., Spinrad, T. L., de Villiers, J., de Villiers, P., Barnes, M., Starkey, P., & Klein, A. (2014). Enhancing early child care quality and learning for toddlers at risk: The responsive early childhood program. Developmental Psychology, 50(2), 526–541. https://doi-org.proxy-library. ashford.edu/10.1037/a0033494.supp (Supplemental)

Even in high quality childcare there are an experimental study have shown the improving low-quality center-based care for toddler-age children. In the article they talk about how behaviors of teachers and children and social emotional behaviors and their outcomes. They show a study of use of responsive teacher practices, derived from attachment and sociocultural theories and comprehensive curriculum.

3 Delia Frost

4 Shanita Gaines https://www2.ed.gov/about/inits/ed/earlylearning/index.html

This program supports early childhood professionals in their own growth and development by providing them with information that can help them to set realistic goals as well as helping them set themselves up for success. This resource gives the base of why early education is a key factor in children being more prepared for the world and why we as educators are an important part of that process as well as the families.

STANDARD 2 - BUILDING FAMILY AND COMMUNITY RELATIONSHIPS

1 Tamyra Brown

2 Annette Williams

Barnes, C., & Nolan, S. (2019). Professionals, friends, and confidants: After-school staff as social support to low-income parents. Children and Youth Services Review, 98, 238-251. Barnes,

This article supportive relationships between parents and staff members in early childhood education benefit both the children and parents. Staff members may provide social support to the disadvantaged parents who may lack adequate social capital and support. This study used social capital theory concepts to determine how social ties between staff members and parents develop. Parents interviews and in-depth staff interviews were conducted and analyzed. The study found that some of the parents may be willing to develop strong ties with staff members to obtain social support. This showed that to build a good relationship, both staff members and parents stated the social process of building rapport is essential.

3 Precious Elliott-Matthews Dikkers, A. G. (2013). Family Connections: Building Connections among Home, School, and Community. Childhood Education, 89(2), 115–116.

4 Quentina Offord STANDARD 3 - OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT CHILDREN AND FAMILIES

1 Amanda Brown Rencken, K. (1996). Observation: The Primary Tool in Assessment. Child Care Information Exchange. Retrieved form https://www.childcareexchange.com/library/5011250.pdf

Staff members and families have to spend time with families to build quality relationships. Those who have shared experiences have a higher chance of developing more quality relationships with each other. Staff members may demonstrate trustworthiness to the parents by answering their concerns efficiently.

2 Caitlyn Maiocchi

Hansel, L. (2019, July). Intentional and Supportive: Appropriate Uses of Early Assessment. Retrieved from https://www.naeyc. org/resources/pubs/yc/jul2019/appropriate-uses-early-assessments

This article provides educators and early childhood education administrators with detailed information regarding several methods that can be used to observe and record children’s development and how to use that information to plan instruction to further support their development. Some of the methods suggested in the article including observation based assessments, anecdotal records, and progression comparisons.

3 Tranisha Wakefield 4 Kendra Williams

STANDARD 4 - USING DEVELOPMENTALLY EFFECTIVE APPROACHES

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1st set of 1- 4 Erica Collier

Moore, K. (2001). Policies & Practices: Mentoring and Coaching Teachers. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/policies-practices-mentoring- and-coaching-teachers/

The focus of standard four incorporates developmentally appropriate and effective practices in the educational scope. Moore (2001) covers topics surrounding policies and practices when mentoring teachers. Subcategories incorporate details revolving around processes which are sensitive to participant needs and reflective within different roles. The content covering sensitivity and reflection account for the primary four competencies under Chu’s (2014) competency checklist. Moore expands on program planning and the importance of mentorship. Readers can attribute characteristics within a mentor-mentee scope or apply it to a teacher-student reference.

2nd set of 1- 4 Lateacha Evans

Buettner, C., Hur, E., Jeon, L., & Andrews, D. (2016). What are We Teaching the Teachers? Child Development Curricula in US Higher Education. Child & Youth Care Forum, 45(1), 155–175. https://doi-org.proxy-library.ashford.edu/10.1007/s10566-015-9323-0

This article compares and contrasts what is being taught to teachers in two and four year colleges to discover how to use the strategies and skills they have learned in the classroom to effectively support children.

3rd set of 1- 4 Dusti Whitfield

National Association of the Education of Young Children (2009) Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth to Age 8. Retrieved from: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position- statements/PSDAP.pdf

This resource is the position statement of the National Association of the Education of Young Children on developmentally appropriate practice. The information is based on research and knowledge of child development from professionals in the field. It supports Standard 4 and offers guidelines for DAP.

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