For this Written Response Assessment, you will respond to a series of prompts related to key concepts of positive guidance and responsive relationships that promote healthy child development and learning.
SD3002: Foundations of Positive Guidance and Responsive Relationships: Explain key concepts related to positive guidance and responsive relationships that promote healthy child development and learning.
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.
At the end of the template, you will list the references you used to support your responses.
Item 1
Scenario: Your early childhood program has recently decided to move away from obedience-based discipline and rules and focus instead on a guidance approach. You want to share this thinking with families to build understanding, encourage their input, and foster continuity for children between school and home. At your first family meeting:
A parent shares that she has always liked to use simple rules with her child and asks what’s wrong with obedience and discipline as long as it is age appropriate and consistent. You share what it means to move from the practice of obedience-based discipline and rules to a guidance/guidelines approach. (1 paragraph)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 1: Concepts and Theories Related to Positive Guidance and Responsive Relationships |
|||
|
You share what it means to move from the practice of obedience-based discipline and rules to a guidance/guidelines approach. LO1: Explain the difference between the practice of obedience-based discipline and rules and a guidance/guidelines approach when working with young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 2
One staff member explains why a guidance approach encourages healthy social-emotional development and competence by offering these 3 reasons to validate this perspective: (1 paragraph)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 1: Concepts and Theories Related to Positive Guidance and Responsive Relationships |
|||
|
One staff member explains why a guidance approach encourages healthy social-emotional development and competence by offering these 3 reasons to validate this perspective LO2: Explain how the guidance approach encourages healthy social-emotional development and competence in young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 3
You share a concept that is basic to positive guidance and your program philosophy, the deep-seated belief that positive child-teacher relationships are key to children’s healthy development and learning. With that in mind, you explain what it means to treat children with “unconditional positive regard.” (1 paragraph)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 1: Concepts and Theories Related to Positive Guidance and Responsive Relationships |
|||
|
With that in mind, you explain what it means to treat children with “unconditional positive regard.” LO3: Explain what it means to treat children with unconditional positive regard. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 4
Then you summarize at least 3 ways your staff strives to build affirming, responsive relationships with children, not only to create and maintain a foundation for positive guidance but also to validate each child’s worth as an individual who contributes to your caring community. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 1: Concepts and Theories Related to Positive Guidance and Responsive Relationships |
|||
|
Then you summarize at least 3 ways your staff strives to build affirming, responsive relationships with children, not only to create and maintain a foundation for positive guidance but also to validate each child’s worth as an individual who contributes to your caring community. LO4: Explain how adults can build affirming, responsive relationships with children to create and maintain a foundation for positive guidance and validate each child’s worth. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 5
Your next family meeting focuses on how to guide and strengthen children’s’ positive behaviors. You share three positive guidance strategies teachers can use to demonstrate and model caring relationships and promote children’s prosocial behaviors. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 2: Guiding and Strengthening Positive Behaviors in Early Childhood Settings: The Basics |
|||
|
You share three positive guidance strategies teachers can use to demonstrate and model caring relationships and promote children’s prosocial behaviors. LO1: Explain positive guidance strategies that teachers can use to demonstrate and model caring relationships to promote children’s prosocial behaviors. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 6
A parent asks how you will handle conflicts using positive guidance. You explain the value of guidance talks, including an example of a situation where a guidance talk might be an effective and appropriate strategy. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 2: Guiding and Strengthening Positive Behaviors in Early Childhood Settings: The Basics |
|||
|
You explain the value of guidance talks, including an example of a situation where a guidance talk might be an effective and appropriate strategy. LO2: Explain the value and relevance of guidance talks. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 7
You also explain the value of holding whole class meetings as a positive guidance technique to foster prosocial behaviors and social-emotional growth. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 2: Guiding and Strengthening Positive Behaviors in Early Childhood Settings: The Basics |
|||
|
You also explain the value of holding whole class meetings as a positive guidance technique to foster prosocial behaviors and social-emotional growth. LO3: Explain the value of class meetings as a positive guidance technique to foster prosocial behaviors and social-emotional growth. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 8
In order to share the intent and value of teaching democratic life skills, you summarize two of the skills, their value to children’s social-emotional growth and prosocial behaviors, and what teachers can do to foster children’s competence in each of the skills you chose. (2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 2: Guiding and Strengthening Positive Behaviors in Early Childhood Settings: The Basics |
|||
|
In order to share the intent and value of teaching democratic life skills, you summarize two of the skills, their value to children’s social- emotional growth and prosocial behaviors, and what teachers can do to foster children’s competence in each of the skills you chose. LO4: Explain specific democratic life skills, including their value to children’s social-emotional growth and prosocial behaviors. LO5: Explain how teachers can foster children’s competence in specific democratic life skills. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 9
Some family members have heard the terms “self-regulation” and “executive function.” Explain the concept of self-regulation and executive function, including at least one strategy that can be used to support the development of self-regulation in toddlers, preschoolers, or kindergarten/school-age children. (2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 3: Self-Regulation and Executive Function |
|||
|
Explain the concept of self-regulation and executive function, including at least one strategy that can be used to support the development of self-regulation in toddlers, preschoolers, or kindergarten/school-age children. LO1: Explain the concept of self-regulation. LO2: Explain strategies that foster self-regulation in young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 10
In conclusion, explain at least 3 reasons why executive function and self-regulation matter to healthy development and learning. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 3: Self-Regulation and Executive Function |
|||
|
In conclusion, explain at least 3 reasons why executive function and self-regulation matter to healthy development and learning. LO3: Explain why executive function and self-regulation skills are integral to children’s healthy development and learning. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
References
Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below :
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.
|
Written Communication: Write with clarity, coherence, and purpose. |
|||
|
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
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. |
Sentences structure effectively conveys meaning to the reader. |
|
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. |
|
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. |
|
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 applic |