NAEYC FAMILY AND COMMUNITY RELATIONSHIP

Item #: NAEYC Standard/Key Element

Not submitted

0

Does Not Meet Standards

1

Progressing 2

Meets Standards 3

Faculty Score

Student Score

2a. Knowing about and understanding diverse family and community characteristics

Student did not submit.

Student submitted a vague overview of an at-risk factor, Bronfenbrenner’s theory and/ or an explanation of diverse family and community characteristics. Student did not demonstrate knowledge and understanding about diverse family and community characteristics.

Student submitted a general overview of an at-risk factor, Bronfenbrenner’s theory and an explanation of diverse family and community characteristics. Student demonstrated progression of knowledge and understanding about diverse family and community characteristics.

Student submitted a detailed and thorough overview of an at-risk factor, Bronfenbrenner’s theory and an explanation of diverse family and community characteristics. Student demonstrated strong knowledge and clear understanding about diverse family and community characteristics.

1b. Knowing and understanding the multiple influences on early development and learning.

Student did not submit.

Student submitted a vague analysis of all 5 levels and/ or detailed analysis of 1-2 levels of the environment (microsystem, mesosystem, ecosystem, macrosystem and chronosystem) and/ or did not integrate an explanation of how each level influences young children’s development and learning related to their selected at-risk factor. Student did not demonstrate knowledge and understanding of the multiple influences on early development and learning.

Student submitted a general analysis of all 5 and/ or only submitted detailed analysis of 3-4 levels of the environment (microsystem, mesosystem, ecosystem, macrosystem and chronosystem) and integrated an explanation of how each level influences young children’s development and learning related to their selected at-risk factor. Student demonstrated progression of knowledge and understanding of the multiple influences on early development and learning.

Student submitted a detailed and thorough analysis of all 5 levels of the environment (microsystem, mesosystem, ecosystem, macrosystem and chronosystem) and integrated an explanation of how each level influences young children’s development and learning related to their selected at-risk factor. Student demonstrated strong knowledge and clear understanding of the multiple influences on early development and learning.

6a. Identifying the involving oneself with the early childhood field

Student did not submit.

Student provided a vague explanation of what was learned from researching and analyzing Bronfebrenner’s ecological system around his/ her selected at-risk factor. Student did not provide an interpretation of his/ her role and responsibility as a professional in regards to impacting change in the early childhood profession and did not demonstrate identifying of oneself with the early childhood field.

Student explained what was learned from researching and analyzing Bronfebrenner’s ecological system around his/ her selected at-risk factor. Student demonstrated progression with identifying of oneself with the early childhood field by interpreting the role and responsibility he/she has as a professional in regards to impacting change in the early childhood profession.

Student thoroughly explained what was learned from researching and analyzing Bronfebrenner’s ecological system around his/ her selected at-risk factor. Student strongly identified oneself with the early childhood field by interpreting the role and responsibility he/she has as a professional in regards to impacting change in the early childhood profession.

6e. Engaging in informed advocacy for young children and the early childhood profession

Student did not submit.

Student did not provide relevant examples of how, as a professional, he/she can be engaged and involved as an informed advocate for young children and the early childhood profession. Student did not demonstrate knowledge and understanding of engaging in informed advocacy for young children and the early childhood profession.

Student provided mostly relevant examples of how, as a professional, he/she can be engaged and involved as an informed advocate for young children and the early childhood profession. Student demonstrated progression of knowledge and understanding of engaging in informed advocacy for young children and the early childhood profession.

Student provided relevant examples of how, as a professional, he/she can be engaged and involved as an informed advocate for young children and the early childhood profession. Student demonstrated strong knowledge and clear understanding of engaging in informed advocacy for young children and the early childhood profession.

2b. Supporting and engaging families and communities through respectful, reciprocal relationships

Student did not submit.

Student submitted a vague analysis of the similarities and differences (slides 5, 6, 7, 8) in how his/ her 2 selected centers approach family and community involvement. Student did not demonstrate knowledge and understanding about supporting and engaging families and communities through respectful, reciprocal relationships.

Student submitted a general analysis of the similarities and differences (slides 5, 6, 7, 8) in how his/ her 2 selected centers approach family and community involvement. Student demonstrated progression of knowledge and understanding about supporting and engaging families and communities through respectful, reciprocal relationships.

Student submitted a detailed and thorough analysis of the similarities and differences (slides 5, 6, 7, 8) in how his/ her 2 selected centers approach family and community involvement. Student demonstrated strong knowledge and clear understanding about supporting and engaging families and communities through respectful, reciprocal relationships.

2c. Involving families and communities in young children’s development and learning

Student did not submit.

Student did not identify gaps and/ or did not make a clear link of suggestions to any gaps and/ or lacked support from literature of how the two selected centers could improve family and community involvement (slides 9 & 10). Student did not demonstrate knowledge and understanding about involving families and communities in young children’s development and learning.

Student made suggestions without clear link to identified gaps in how the two centers approached family and community involvement (slides 9 & 10) and/ or suggestions lacked support from literature. Student demonstrated strong knowledge and clear understanding about involving families and communities in young children’s development and learning.

Student identified gaps in how the two centers approached family and community involvement and clearly aligned suggestions to those gaps to improve family and community involvement (slides 9 & 10). Suggestions were supported from literature. Student demonstrated strong knowledge and clear understanding about involving families and communities in young children’s development and learning.

6d. Integrating knowledgeable, reflective, and critical perspectives on early education

Student did not submit.

Student submitted a vague reflection and critique paper related to s/he will respond as a professional and advocate for how s/he will use a variety of sources to make informed decisions related to family and community involvement in promoting positive learning for young children. Student did not demonstrate knowledge and reflection about perspectives on early education for young children.

Student submitted general reflection and critique paper related to s/he will respond as a professional and advocate for how s/he will use a variety of sources to make informed decisions related to family and community involvement in promoting positive learning for young children. Student demonstrated progression in knowledge and reflection about perspectives on early education for young children.

Student submitted a detailed and thorough reflection and critique paper related to s/he will respond as a professional and advocate for how s/he will use a variety of sources to make informed decisions related to family and community involvement in promoting positive learning for young children. Student demonstrated strong knowledge and reflection about perspectives on early education for young children.

TOTAL POINTS: NAEYC STANDARDS