For this Written Response Assessment, you will respond to a series of prompts related to current issues and trends in the early childhood field that inform professional practice.
BP1004:
Issues and Trends That Inform Professional Practice:
Analyze current early childhood issues and trends to inform professional practice.
Short Answer 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.
Within each response, be sure to cite the sources used to support your thinking. At the end of the template, you will list the references you used to support your responses.
Item 1
Initiatives to expand availability of high quality public pre-K programs are emerging across the United States at both the state and federal levels. Describe research that supports the expansion of high quality public pre-K programs. (1 paragraph)
Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Changing Regulations and Requirements Impacting Early Childhood Programs
Describe research that supports the expansion of high quality public pre-K programs.
LO1: Describe research and regulations that inform policy and practice in early childhood programs.
Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
Item 2
Analyze twodiffering views on higher education requirements for preschool teachers. (2 paragraphs)
Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Changing Regulations and Requirements Impacting Early Childhood Programs
Explain two differing views on higher education requirements for preschool teachers.
LO2: Analyze multiple perspectives on higher education requirements for preschool teachers.
Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
Item 3
Explain how the changing demographics in the United States may impact the early childhood field. Focus on key skills that early childhood professionals need to effectively support diverse populations of young children and families. (23 paragraphs)
Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 2: Changing Demographics Affecting the Early Childhood Field
Explain how changing demographics in the United States may impact the early childhood field.
Focus on key skills that early childhood professionals need to effectively support diverse populations of young children and families.
LO1: Explain the impact of changing demographics on the early childhood field related to effectively supporting diverse populations of young children and families.
Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
Item 4
Brain research provides fascinating insights into how young brains grow, develop, and learn. Explain how genes interact with the environment to affect the development of young childrens brains, and why this is vital information for early childhood professionals to know. (12 paragraphs)
Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 3: Current Research on the Developing Child
Explain how genes interact with the environment to affect the development of young childrens brains and why this is vital information for early childhood professionals to know.
LO1: Explain how current brain research on how genes interact with the environment affects the brain development of young children.
Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
LO2: Explain why current brain research on the interaction between genes and environment is important for early childhood professionals.
Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
Item 5
Summarize recent research on the effects of maternal depression on young childrens development, including policy implications and recommended intervention strategies. (12 paragraphs)
Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 3: Current Research on the Developing Child
Summarize recent research on the effects of maternal depression on young childrens development, including policy implications and recommended intervention strategies.
LO3: Explain current research
on the effects of maternal depression as it relates to the development of young children.
Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
Item 6
A heightened focus on child safety in recent years has led to increasing restrictions on the ways children are allowed to playinside and outdoors. Examples include: limited or no roughhousing and big body play; elimination of some equipment, such as swings and teeter-totters; and, diminished opportunities for child-directed, unsupervised or minimally supervised play. Analyze how these restrictions may impact childrens development. (23 paragraphs)
Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 4: Debates on Childrens Safety and Effects on Development
Analyze how these restrictions may impact childrens development.
LO1: Analyze how increased safety restrictions on childrens play may affect their development.
Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
Item 7
Consider the concerns and debates related to adults touching children in early childhood settings. Explain how restrictions on teachers touching children may impact childrens development. (12 paragraphs)
Your Response
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 4: Debates on Childrens Safety and Effects on Development
Explain how restrictions on teachers touching children may impact childrens development.
LO2: Analyze the role of touch in healthy child development.
Response is missing.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
Item 8
Advances in technology bring many benefits and challenges. Early childhood professionals are often asked about the appropriate use of technology with young children and the impact of screen time on young childrens development and learning. Explain key findings from research regarding the appropriate use of technology with young children. (12 paragraphs)
Your Response
Enter your response here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 5: Technology Use in Early Childhood
Explain key findings from research regarding the appropriate use of technology with young children.
LO1: Explain research related to the appropriate use of technology with young children.
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:
Bueno, M., Darling-Hammond, L., & Gonzales, D. (2010, March 9).
A matter of degrees: Preparing teachers for the pre-K classroom.Retrieved from
http://www.pewtrusts.org/~/media/legacy/uploadedfiles/wwwpewtrustsorg/reports/pre-k_education/pkneducationreformseriesfinalpdf.pdf
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.
MASTERY RUBRIC
Exceeds Expectations: Analyzes Sources to Make Informed Conclusions
LO1: Analyze multiple and relevant sources to explain current issues and trends that inform professional practice in the early childhood field.
Responses to the items use information from multiple and relevant sources to demonstrate a thorough understanding of current issues and trends that inform professional practice in the early childhood field.
Yes
No
Professional Skills Rubric
The faculty Assessor will provide feedback based on the following Professional Skills: Written Communication and Information Literacy. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency unless the writing is too poor to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations, reach out to your Coach, so he or she can work with you to further develop each important professional skill.
It is highly recommended that you use this opportunity to practice each skill (i.e., Written Communication and Information Literacy) in the context of this Competency Assessment to receive feedback about your current level of proficiency.
Written Communication: Write with clarity, coherence, and purpose. (Questions 18)
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 the readers access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences which limit the readers 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 the readers access to ideas.
Some inaccuracies in grammar and mechanics limit the readers access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to the reader.
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)
Paragraphs, or lack of paragraphs, impede the readers access to ideas.
Construction of the main idea and/or supporting paragraphs limit the readers access to ideas.
Main idea and/or supporting paragraphs effectively convey meaning to the 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 applicable.
Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions. (Question 3)
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO1: Identify and locate credible sources.
No sources or non-credible sources are present.
Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.
Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.
2017 Walden University 13
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image4.png WEB RESOURCE: CHILD TRENDS
Child Trends
High-quality preschool can support healthy development and learning
https://www.childtrends.org/wp-content/uploads/2018/05/PreschoolFadeOutFactSheet_ChildTrends_April2018.pdf
WEB RESOURCE: REPORT ON STARTING OUT RIGHT WITH PRE-K AND KINDERGARTEN
Report on Starting Out Right with Pre-K and Kindergarten
Hull, J. (2012, February).
Starting out right: Pre-K and kindergarten: Full report. Retrieved from Center for Public Education. Retrieved from
https://www.leg.state.nv.us/Interim/77th2013/Exhibits/Education/E071514O-1.pdf
https://www.leg.state.nv.us/App/InterimCommittee/REL/Document/5412?rewrote=1
DOCUMENT: SUMMARY REPORT ON THE HIGH/SCOPE PERRY PRESCHOOL STUDY
Summary Report on The High/Scope Perry Preschool Study
Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2011).
The High/Scope Perry Preschool Study through age 40: Summary, conclusions, and frequently asked questions. Retrieved from http://nieer.org/wp-content/uploads/2014/09/specialsummary_rev2011_02_2.pdf
https://nieer.org/wp-content/uploads/2014/09/specialsummary_rev2011_02_2.pdf
DOCUMENT: HEAD START AND THE CHANGING DEMOGRAPHICS OF TODAYS YOUNG CHILDREN
Head Start and the Changing Demographics of Todays Young Children
Golden, O. (2011). Head start and the changing demographics of todays young children.
NHSA dialog briefs: A briefing paper on immigration and diversity, 14(1).
https://www.urban.org/research/publication/head-start-and-changing-demographics-todays-young-children
REPORT: AMERICAS HISPANIC CHILDREN
Americas Hispanic Children
Murphey, D., Guzman, L. & Torres, A. (2014, September 24).
Americas Hispanic children: Gaining ground, looking forward. Retrieved from
http://www.childtrends.org/wp-content/uploads/2014/09/2014-38AmericaHispanicChildren.pdf
Making Connections
This resource offers an overview of the changing U.S. demographics that influence education at all levels. Browse through it for information and statistics that relate specifically to the early childhood field so you can confirm or expand your thinking on skills that benefit educators and other professionals working in more diverse settings.
WEB RESOURCE: EXPLORE YOUR SCHOOL’S CHANGING DEMOGRAPHICS
Explore Your School’s Changing Demographics
Urban Institutes. (2020).
Explore your schools changing demographics. Retrieved from
https://www.urban.org/features/explore-your-schools-changing-demographics
MULTIMEDIA RESOURCE: THREE CORE CONCEPTS IN EARLY DEVELOPMENT
Three Core Concepts in Early Development
Center on the Developing Child at Harvard University and National Scientific Council on the Developing Child. (2011).
Three core concepts in early development[Multimedia file]. Retrieved from http://developingchild.harvard.edu/resources/three-core-concepts-in-early-development/
Time Estimate: 45 min
Making Connections
Research confirms the importance of a childs early years to development and learning. These reports offer evidence of how lifelong health can get off to a greator shakystart depending on a childs experiences in the womb and during early childhood. What information describing the influence of environment and pivotal relationships would be especially valuable in your work with young children and families? Be sure to note situations that can put young children at particular risk, such as having a mother who is depressed. In addition to gathering facts on the effects of maternal depression on children, look for intervention strategies and policies that advocate for improved outcomes for young children and their families.
REPORT: FOUNDATIONS OF LIFELONG HEALTH ARE BUILT IN EARLY CHILDHOOD
Foundations of Lifelong Health Are Built in Early Childhood
Center on the Developing Child at Harvard University. (2010, July).
The foundations of lifelong health are built in early childhood. Retrieved from
http://developingchild.harvard.edu/wp-content/uploads/2010/05/Foundations-of-Lifelong-Health.pdf
VIDEO: THE IMPACT OF EARLY ADVERSITY ON CHILDRENS DEVELOPMENT
The impact of early adversity on childrens development
Center on the Developing Child at Harvard University. (2007).
InBrief: The impact of early adversity on childrens development[Video file]. Retrieved from
InBrief: The Impact of Early Adversity on Children’s Development
REPORT: MATERNAL DEPRESSION AND A YOUNG CHILDS DEVELOPMENT
Maternal Depression and a Young Childs Development
National Scientific Council on the Developing Child. (2009).
Maternal depression can undermine the development of young children(Working Paper No. 8). Retrieved from
http://developingchild.harvard.edu/wp-content/uploads/2009/05/Maternal-Depression-Can-Undermine-Development.pdf
VIDEO: BENEFITS OF RISK IN CHILDRENS PLAY
Benefits of Risk in Childrens Play
Alliance for Childhood (Producer). (n.d.).
The benefits of risk in childrens play[Video file]. Retrieved April 28, 2021, from
https://allianceforchildhood.org/videos#:~:text=The%20Benefits%20of%20Risk%20in,and%20secure%20in%20the%20world.
WEB RESOURCE: THE IRONY OF THE OVERPROTECTED CHILD
The Irony of the Overprotected Child
Dill, J. S. (2014, April 8).
The irony of the overprotected child[Blog post]. Retrieved from
http://family-studies.org/the-irony-of-the-overprotected-child/
WEB RESOURCE: RECESS WITHOUT RULES
Recess Without Rules
Lahey, J. (2014, January 28).
Recess without rules. Retrieved from
http://www.theatlantic.com/education/archive/2014/01/recess-without-rules/283382/
WEB RESOURCE: SHOULD TEACHERS BE ALLOWED TO TOUCH STUDENTS?
Should Teachers Be Allowed to Touch Students?
Lahey, J. (2015, January 23).
Should teachers be allowed to touch students?Retrieved from
http://www.theatlantic.com/education/archive/2015/01/the-benefits-of-touch/384706/
POSITION STATEMENT: NAEYC VIEWS ON TEACHERS TOUCHING CHILDREN
NAEYC Views on Teachers Touching Children
National Association for the Education of Young Children (NAEYC). (1996).
Prevention of child abuse in early childhood programs and the responsibilities of early childhood professionals to prevent child abuse[Position statement]. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSCHAB98.PDF
POSITION STATEMENT: WHERE WE STAND: SCREEN TIME
Where We Stand: Screen Time
American Academy of Pediatrics. (2016, November 1).
Where we stand: Screen time. Retrieved from
https://www.healthychildren.org/English/family-life/Media/Pages/Where-We-Stand-TV-Viewing-Time.aspx
WEB RESOURCE: COMMON SENSE MEDIA RESEARCH DOCUMENTS MEDIA USE AMONG INFANTS, TODDLERS, AND YOUNG CHILDREN
Common Sense Media Research Documents Media Use Among Infants, Toddlers, and Young Children
Common Sense Media. (2011, October 25).
Common Sense Media research documents media use among infants, toddlers, and young children. Retrieved from
https://www.commonsensemedia.org/press-releases/common-sense-media-research-documents-media-use-among-infants-toddlers-and-young-children
INFOGRAPHIC: KEY STATISTICS ON MEDIA USE BY CHILDREN TO AGE 8
Key Statistics on Media Use by Children to Age 8
Common Sense Media. (2013).
Zero to eight: Childrens media use in America 2013. [Infographic]. Retrieved from
https://www.commonsensemedia.org/zero-to-eight-2013-infographic
Making Connections
Screen time has different implications for children at different ages. In a wired world, helping families understand these differences is vital. Research that specifically addresses the needsand needed restrictionsfor the youngest children can be helpful for adding details and credibility to the advice you give. Review this resource to help organize your thinking on how you would explain screen time recommendations for children from birth to age 3.
WEB RESOURCE: SCREEN TIME FOR CHILDREN UNDER AGE 3
Screen Time for Children Under Age 3
Zero to Three (n.d.).
Screen sense: Setting the record straight: Research-based guidelines for screen use for children under 3 years old. Retrieved January 31, 2017, from
https://www.zerotothree.org/resources/series/screen-sense-setting-the-record-straight
SHOW MORE…
mental health nursing
please read instruction carefully watch the youtube video and answer the processing record. there is a sample attached to it
[removed] SAMPLE PAPER FOR REFERENCE USE ONLY
Clinical Interview Paper
My client is a 52-year-old African American male who was taken to the emergency department (ED) at Mount Sinai Hospital on 8/15/20 due to an overdose of aspirin. This is his second psychiatric admission. His last admission was at St. Elizabeths Hospital three years ago for major depression. Clients current diagnosis is major depressive disorder (MDD) without history of substance use. His medical problems include hypertension and asthma. He is currently taking albuterol, amlodipine, and sertraline. He works full-time as a mechanic and is presently living with his wife. He considers his 22-year-old married daughter to be his support system. The clinical interview took place in the clients bedroom. His roommate was not in the room at the time. I asked if I could turn on the light and the client agreed. He then sat down on the edge of his bed, while I positioned myself by the door and sat down on a nearby chair facing him. There were no interruptions during our conversation.
Process Recording
Student Nurse (direct quotes)
Client (direct quotes; include verbal and nonverbal ways of communication)
Communication Techniques
– Identify specific technique(s) used.
– State whether the technique is therapeutic or not, with a brief explanation.
Student’s Thoughts & Feelings
– If nontherapeutic, state the alternate response (I could have said, :.).
Good Morning, Mr. JH.
Who are you, and where the devil am I? (gazes around with a confused look on his face, quickly sits on the edge of the bed).
Therapeutic: Giving recognition.
Explain why it is therapeutic.
I was feeling nervous. He had attempted suicide, and I didnt know if I could help him. Initially, I was feeling somewhat overwhelmed.
I am Nancy. I am a student nurse from the college, and you are at Mt. Sinai Hospital. I would like to spend some time with you today.
What am I doing here? How did I get here? (spoken in a loud, demanding voice).
Therapeutic: Giving information.
Explain why it is therapeutic.
Therapeutic: Offering self.
Explain why it is therapeutic.
I felt a bit intimidated when he raised his voice.
You were brought in by your wife last night after swallowing a bottle of aspirin. You had to have your stomach pumped.
Oh yeah (silence for 2 minutes, shoulders slumped while staring at the floor).
Must be filled in
I was uncomfortable with the silence, but since I did not have anything useful to say, I stayed with him in silence for the 2 minutes.
You seem upset, Mr. JH. What are you thinking about?
Yeah, I just remembered I wanted to kill myself (said in a low tone almost to himself).
Must be filled in
I began to feel sorry for him, he looked so sad and helpless.
Oh, Mr. JH, you have so much to live for. You have such a loving family.
What do you know about my life? You want to know about my family? My wife is leaving me, thats what (faces the nurse with an angry expression on his face and speaks in a loud tone).
Nontherapeutic: Minimizing feelings.
Explain why it is not a therapeutic communication strategy.
.
I felt overwhelmed. I did not know what to say. His talking about killing himself made me nervous.
I could have said, Tell me more about that (exploring).
I didnt know. You must be terribly upset by her leaving.
Yes, I am. After 25 years of marriage, she now decides to leave me. Wouldnt you feel the same if you were in my situation? (angry tone of voice).
Must be filled in
I really felt for him, and now I thought that encouraging him to talk more about this could be useful for him.
Yes, I would. Why does she want to leave?
I dont know. You have to ask her (still with an angry tone).
Nontherapeutic: Agreeing.
Explain why it is not a therapeutic strategy.
Nontherapeutic: Use of why question.
Explain why it is not therapeutic
strategy
I thought that agreeing with him would make him feel better.
I could have remained neutral, neither agreeing nor disagreeing with the client.
I shouldnt have used why in my question
. I could have said, What do you think is the reason for her decision to leave?
Can you tell me what you think might be the reason?
No I dont know (voice is softer with a sad affect).
Must be filled in
I wanted to explore his marital situation, but I should have used an open-ended question.
I could have said, What do you think might be her reason for deciding to leave?
Have you tried going to a marriage counselor?
That doesnt work
(shaking his head).
Must be filled in
I wanted to offer the client some suggestions, and although he did not simply respond with a yes or no,
I should have said, What have you and your wife done to help resolve your marital issues or problems?
What makes you say that counseling does not work?
I really feel tired and would like to rest now
(voice got softer).
Must be filled in
I could tell that Mr. JH was not ready to open up about his feelings and thoughts.
Okay, Mr. JH, you can rest now. Before I leave, I just need to ask if you are still thinking of harming yourself?
No (avoids eye contact but firm with his response).
Must be filled in
I was nervous about asking if he had suicidal ideations, but I knew that I had to ask.
Thank you for talking to me. If you need anything, let me know.
Okay, thank you (starts to stand up with a flat affect).
Must be filled in
I wished Mr. JH could have talked more about his feelings and thoughts, but I realize that he was not ready to do so, especially with a student nurse.
It was an anxiety-provoking experience for me to engage in a 1:1 conversation with a client diagnosed with mental illness. Oftentimes, I was not sure of what to say, especially since Mr. JH looked angry. I tried to apply the therapeutic strategies that I learned but it was quite difficult to do so. I feel that I was good at active listening since I was really paying attention to what the client was saying, both verbally and non-verbally. I was observing his body language to better understand how he was feeling. I also used the technique of making observations to determine if I was being accurate. I provided my client information about myself and recognized him as I started my interaction with him. At the end of our conversation, I made sure I offered my assistance to Mr. JH. I really wanted to explore Mr. JHs life situation with his wife, but instead of using open-ended questions, I ended up using closed-ended type of questioning. I also should avoid putting my client on a defense by asking the why questions. As a healthcare provider, I should remain unbiased when my client asks for my personal opinions. I have learned so much based on my clinical interview with Mr. JH. I hope that I can be more effective and confident in my future interactions with my clients.
References
(Must be in APA format, 7th edition)