DI4001
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DI4001_WR1.docx
DI4001: Responsive Relationships With Infants, Toddlers, and Their Families: Explain approaches and strategies that foster healthy infant and toddler development through responsive and respectful relationships with infants, toddlers, and their families.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Instructions
Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses. Please be sure to reference insights you gained from the conversations with your host teacher. You must attach the BSECS Field Site Information Form along with this assessment.
Item 1
Explain considerations and specifics related to responsive and respectful relationships, using examples involving infants and toddlers. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Why Responsive and Respectful Relationships Are Vital for Infant/Toddler Healthy Development |
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LO1: Explain responsive and respectful relationships with infants and toddlers.
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Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 2
Explain the influence that relationships may have on early brain development in infants and toddlers. Provide at least one positive effect and at least one negative effect. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Why Responsive and Respectful Relationships Are Vital for Infant/Toddler Healthy Development |
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Explain the influence that relationships may have on early brain development in infants and toddlers. Provide at least one positive effect, and at least one negative effect.
LO2: Explain positive and negative effects of relationships on early brain development in infants and toddlers.
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Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 3
Explain how positive interactions and responsive relationships form the foundation of healthy infant and toddler development. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Why Responsive and Respectful Relationships Are Vital for Infant/Toddler Healthy Development |
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Explain how positive interactions and responsive relationships form the foundation of healthy infant and toddler development.
LO3: Explain how positive interactions form the foundation of healthy infant and toddler development. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 4
As the director of an infant/toddler program, you understand it can be very difficult for family members to leave their young children in out-of-home care. So, when Mrs. Carollo asks what your program will do to make sure her grandson feels safe, happy, and secure, you respond by explaining how your policy of primary care, continuity of care, and small-group size fosters responsive, respectful relationships and healthy infant/toddler development. (2-3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Relationship-Based Practices in Early Care and Education Environments
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When Mrs. Carollo asks what your program will do to make sure her grandson feels safe, happy, and secure, you respond by explaining how your policy of primary care, continuity of care, and small-group size fosters responsive, respectful relationships and healthy infant/toddler development.
LO1: Explain how primary care, continuity of care, and small-group size fosters responsive, respectful relationships and healthy infant/toddler development.
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Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 5
Explain the importance of attachment between caregivers and infants and toddlers and at least two strategies for developing healthy attachment with very young children. (2-3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Relationship-Based Practices in Early Care and Education Environments
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Explain the importance of attachment between caregivers and infants and toddlers and at least two strategies for developing healthy attachment with very young children.
LO2: Explain the importance of attachment between caregivers and very young children.
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Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 6
Explain at least three caregiver/child interactions that promote healthy infant/toddler development. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Relationship-Based Practices in Early Care and Education Environments |
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Explain at least three caregiver/child interactions that promote healthy infant/toddler development.
LO3: Explain caregiver/child interactions that promote healthy development.
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Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 7
Lucy is a 9-month-old infant. She and her primary caregiver Martha are outside at her infant program. Martha points to and comments on a red flower. Lucy watches Martha’s face and then turns to look at the flower. Later, while Martha is holding Lucy, Lucy points at a tree and continues pointing until Martha also looks and comments on the tree. This is the first time Lucy has pointed to an object! Rewrite and enhance this scenario by adding at least 3 examples of what you might see and hear that would let you know that Martha is interacting with Lucy with relationship-based practices that will foster a responsive and respectful relationship. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Relationship-Based Practices in Early Care and Education Environments |
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Rewrite and enhance this scenario by adding at least 3 examples of what you might see and hear that would let you know that Martha is interacting with Lucy with relationship-based practices that will foster a responsive and respectful relationship.
LO4: Explain relationship-based practices that foster responsive, respectful relationships with very young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 8
Explain at least three key characteristics of responsive and respectful relationships with families of infants and toddlers, including examples to substantiate your thinking. (1-2 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 3: Responsive and Respectful Relationships with Families |
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Explain at least three key characteristics of responsive and respectful relationships with families of infants and toddlers, including examples to substantiate your thinking.
LO1: Explain the characteristics of responsive and respectful relationships with families of infants and toddlers.
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Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 9
Explain the importance of establishing responsive and respectful relationships with families, including how such relationships contribute to the healthy development of infants and toddlers. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 3: Responsive and Respectful Relationships with Families |
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Explain the importance of establishing responsive and respectful relationships with families, including how such relationships contribute to the healthy development of infants and toddlers.
LO2: Explain the importance of establishing responsive and respectful relationships with families. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 10
You are an experienced director of an infant/toddler program, which has families who represent many varied cultures. In an effort to serve as a mentor to staff, you decide to hold a workshop on getting to know and working with individual families in your program. As part of the workshop, you decide to respond to the following: Explain the importance of cultural sensitivity, respect, and responsiveness when working with families of infants and toddlers. What 3 key guidelines should caregivers keep in mind as they interact with family members and strive to establish and sustain responsive and respectful relationships with families? (2-3 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 3: Responsive and Respectful Relationships with Families |
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Explain the importance of cultural sensitivity, respect, and responsiveness when working with families of infants and toddlers. What 3 key guidelines should caregivers keep in mind as they interact with family members and strive to establish and sustain responsive and respectful relationships with families?
LO3: Explain the importance of cultural sensitivity, respect, and responsiveness when building and sustaining respectful, responsive relationships with families of infants and toddlers. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below:
· Maguire-Fong, M. J. (2015). Teaching and learning with infants and toddlers: Where meaning-making begins. New York, NY: Teachers College Press.
Professional Skill Assessment
In this Competency Assessment, you will be assessed on the following Professional Skill: Written Communication. This skill counts toward your achievement of the Competency and the Professional Skill.
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Written Communication: Write with clarity, coherence, and purpose. |
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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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 reader. |
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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. |
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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. |
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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. |
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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. |
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LO6: Identify sources. (AWE 2; Credit to source) |
Sources are missing. |
Writing inconsistently identifies or misrepresents sources. |
Writing clearly identifies the source of nonoriginal material and/or ideas.
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LO9: Use appropriate tone and vocabulary for a given audience. (Awe 3; Awareness of audience and discipline) |
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. |
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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
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.
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Exceeds Expectations: In-Depth Analysis |
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LO1: Synthesize information from multiple, relevant sources to explain approaches and strategies related to responsive and respectful relationships with infants, toddlers and their families |
Responses to the items use information from multiple, relevant sources to explain approaches and strategies that foster healthy infant and toddler development through responsive and respectful relationships with infants, toddlers and their families.
· Yes · No |
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