SD005:Factors That Can Impact Children’s Social-Emotional Development and Behavior:Explain how factors can influence children’s social-emotional development and behavior.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your e-mail 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.
Item 1
Author Dan Gartrell makes the statement that it is “hard to overestimate the impact of societal violence on children” (2014, p. 437). Explain the concept of societal violence and possible results that could negatively affect children’s social-emotional development. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 1: Risk Factors That May Influence Social-Emotional Development and Impact Behaviors |
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Explain the concept of societal violence and possible results that could negatively affect children’s social-emotional development.
LO1: Explain the concept of societal violence and possible results that could negatively affect children’s social-emotional development. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 2
Define trauma,incorporating an example that relates to young children’s social-emotional development.
(1 paragraph)
Your Response
Enter your response here.
Rubric
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 1: Risk Factors That May Influence Social-Emotional Development and Impact Behaviors |
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Define trauma, incorporating an example that relates to young children’s social-emotional development.
LO2: Define trauma as it relates to young children’s social-emotional development.
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Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 3
Explain how trauma and toxic stress may impact an infant’s ability to form healthy attachments. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 1: Risk Factors That May Influence Social-Emotional Development and Impact Behaviors |
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Explain how trauma and toxic stress may impact an infant’s ability to form healthy attachments.
LO3: Explain how trauma and toxic stress may impact an infant’s ability to form healthy attachments.
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Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 4
Explain the feelings and/or behaviors you might expect to observein a young child who is separated from a loved one through family separation or death. (1 paragraph)
Your Response
Enter your response here.
Rubric
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 1: Risk Factors That May Influence Social-Emotional Development and Impact Behaviors |
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Explain the feelings and/or behaviors you might expect to observe in a young child who is separated from a loved one through family separation or death.
LO4: Explain the feelings and/or behaviors young children separated from a loved one through family separation or death might exhibit. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 5
Though not all children are affected in similar ways, explain some of the feelings and/or behaviors you might expect to observe when young children are exposed to violence indirectly through media, and directly within their homes or communities. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 1: Risk Factors That May Influence Social-Emotional Development and Impact Behaviors |
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Though not all children are affected in similar ways, explain some of the feelings and/or behaviors you might expect to observe when young children are exposed to violence indirectly through media, and directly within their homes or communities.
LO5: Explain feelings and/or behaviors young children may exhibit when exposed to violence indirectly through media, and directly within their homes or communities.
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Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 6
In your role as the director of an early childhood program, you attend a workshop called “Temperaments: What They Do (and Don’t) Tell Us About Children.” The session is greatand you decide to use your program website to recommend an article titled: “Tips on Temperament”. Youalso share at least three insights to help staff and families better understand their children’s social-emotional development and behavior related to temperament. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 2: Individual Differences That Impact Behaviors and Social-Emotional Development: Temperament and Resiliency |
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You also share at least three insights to help staff and families better understand their children’s social-emotional development and behavior related to temperament.
LO1: Explain the relationship between temperaments and young children’s social-emotional development and behavior. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 7
Explain the concept of resilienceand describe two strategies families and early childhood professionals can use to foster resilience in young children. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 2: Individual Differences That Impact Behaviors and Social-Emotional Development: Temperament and Resiliency |
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Explain the concept of resilience and describe two strategies families and early childhood professionals can use to foster resilience in young children.
LO2: Explain the concept of resilience |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
| LO3: Explain how to foster resilience in young children | Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 8
What is the difference between anger and aggression? Provide two examples of how a young child might exhibit anger and two reasons why a young child might be aggressive. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 3: Disruptive Behaviors That Influence Social-Emotional Development |
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What is the difference between anger and aggression? Provide two examples of how a young child might exhibit anger and two reasons why a young child might be aggressive.
LO1: Explain the difference between anger and aggression. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
| LO2: Explain how young children might exhibit anger and why young children might be aggressive. | Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 9
One of the parents in your program is concerned that his daughter will misbehave in school as she does at home. You decide it will help to explain the concept of mistaken behavior to him and why it is part of your positive guidance approach. (1-2 paragraphs)
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 3: Disruptive Behaviors That Influence Social-Emotional Development |
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You decide it will help to explain the concept of mistaken behavior to him and why it is part of your positive guidance approach.
LO3: Explain the concept of mistaken behavior and why it is part of the positive guidance approach. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 10
Define bullying and share at least two insights related specifically to bullying during early childhood. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
| Topic 3: Disruptive Behaviors That Influence the Social-Emotional Development of a Child and Group Well-Being |
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Define bullying and explaintwo insights related specifically to bullying during early childhood.
LO4: Define bullying. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
| LO5: Explain specifics that pertain to bullying during early childhood years. | Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
References
Provide a citation for eachresourceyouused to writeyourresponse to thisAssessment. A sample citation isprovidedbelow :
- Gartrell, D. (2014). A guidance approach for the encouraging classroom (6th ed.). Belmont, CA: Wadsworth, Cengage.
Professional Skill Assessment
Throughout this Area of Expertise, you practiced the Professional Skill of Written Communication. In this Competency-Assessment, this skill is being assessed and will count toward your achievement of the Competency and the Professional Skill.
| 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. | 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 applicable.
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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 non-original material and/or ideas. |
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.
| Exceeds Expectations: Connections to Experience | |
| LO1: Apply relevant experience and academic knowledge to illustrate concepts and/or ideas.
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Responses include highly relevant and well-developed examples and strategies to illustrate factors that can impact children’s social-emotional development and challenging behavior.
¨Yes ¨No
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