08 Feb For this Performance Task, you will apply key practical concepts related ?to fostering the health and safety of young children to create a ?handbook for an early childhood setting.? ?
—PLEASE READ THE INSTRUCTIONS FULLY BEFORE YOU PLACE A BID!!!!—
For this Performance Task, you will apply key practical concepts related to fostering the health and safety of young children to create a handbook for an early childhood setting.
Access the following to complete this Assessment:
- Health and Safety Handbook Template (LINK IN ATTACHMENTS)
Your response to this Performance Task should reflect the criteria provided in the Rubric and adhere to the required length. (RUBRIC IS IN THE ATTACHMENTS)
We Can Be Healthy and Safe Together!
You are the director of a small early childhood program serving infants through preschoolers throughout the work day; adding care for six school-age children, K-3, after their elementary school dismisses for the day. Your city has just announced an initiative to promote well being in every community and you’re excited to involve your program in this effort. You have met with the staff and family committee for your program and together decided to develop a handbook to share with all of the families in your program.
Your handbook will have five parts:
—PLEASE INCLUDE ALL 5 PARTS!!!!—
Part 1: What is Wellness for Young Children?
The committee has decided that offering this type of introduction will create an essential shared understanding.
For this part of the handbook:
Write a brief introduction explaining the concept of wellness and its importance in promoting healthy growth and development for young children. Support your thinking with at least one credible and relevant resource. (2-3 paragraphs)
Part 2: How Can Our Program Promote Quality Nutrition?
Your program provides snacks and the preschoolers bring their lunches from home. Members of the committee have noticed that oftentimes snacks lean heavily on sugary foods and many of the children are bringing food items that consist largely of empty calories. Understanding that families and staff might benefit from reliable information to help them make better nutritional choices, you decide to provide guidelines and suggestions in the handbook. (2-3 Paragraphs)
For this part of the handbook:
- In an opening paragraph, explain some of the benefits of appropriate nutrition for healthy brain development, preventing obesity, and advancing good health in young children. Refer to at least two current references.
- Using ChooseMyPlate.gov as a reference, suggest three practical and nutritional sample lunch menus that families of toddlers, preschoolers, or school-agers can pack for their children. Include one lunch suggestion for a child with specific dietary preferences or needs such as vegetarian or vegan.
Part 3: Healthy Early Childhood Environments: Inside and Out!
Although your center has clear policies regarding everyday practices related to promoting children’s health, the committee recommended sharing insights related to current thinking on environmental concerns that can impact everyone in the setting.
For this part of the handbook:
- Summarize current thinking on making sure the following are safe and healthy:
- Air Quality and Ventilation
- Furniture and Carpets
- Art Supplies
- Water Play
- Playdough/Clay
(1 paragraph each)
- Describe your program policy for sun safety. Include special consideration for infants, information on sunscreen protection, protective eyewear, considerations for medication, and any other relevant factors. (2-3 paragraphs)
- Describe your program policy for playing outdoors in cold weather. Include what children need to wear and any temperature considerations that would affect children going outdoors. (2-3 paragraphs)
Part 4: Let’s Be Prepared for Emergencies!
The committee acknowledged that for the safety of children and reassurance of families, it is critical that all stakeholders are well informed about emergency preparation and response expectations. Your program is committed to ongoing training on this important topic.
For this part of the handbook:
- General advance preparations for this type of emergency (supplies, staff training, drills, etc.)
- Evacuation or shelter-in-place procedures that will be followed
- Communication considerations
- Types of support that will be provided to children during the event and/or afterwards
(5-7 paragraphs)
Part 5: Fostering Mental Health through Caring and Security
Members of the committee expressed concern about outside influences that may be causing stress to children in the program. You agree that helping children cope with stress is part of promoting mental health. You are also aware that about half of the families in your program have been or are currently dealing with a separation or divorce. You recognize that this is a sensitive topic but you also want to reach out to all families with information that might be useful during this type of challenging situation—now or in the future.
For this part of the handbook:
- Explain at least three insights that reflect current thinking regarding young children and divorce that may be helpful to parents in this situation. Support your thinking with at least one credible and relevant resource. (2-3 paragraphs)
- Identify two possible behaviors for each age group (infant, toddler, preschooler, and school-age) that may indicate a child is experiencing stress outside of the early childhood environment possibly due to divorce or separation. (2-3 paragraphs)
- Recommend two strategies to use with young children, including relevant age group(s) (infant, toddler, preschooler, and school-age) to promote a sense of emotional safety and security within the early childhood environment and/or at home.(2-3 paragraphs)
Volume
1
Early Childhood Family/Staff
Let’s Get Healthy Handbook Guidelines
We Can Be Healthy and Safe Together!
1
Introduction
Design Customization
7
Part 1: What is Wellness for Young Children?
Write a brief introduction explaining the concept of wellness and its importance in promoting healthy development for young children. Support your thinking with at least one credible and relevant resource.
(1-2 paragraphs)
Part 2: How Can Our Program Promote Quality Nutrition?
In an opening paragraph, explain some of the benefits of appropriate nutrition for healthy brain development, preventing obesity, and advancing good health in young children. Refer to at least two current references. (1-2 paragraphs)
Using ChooseMyPlate.gov as a reference, suggest three practical and nutritional sample lunch menus that families of toddlers, preschoolers, or school-age children can pack for their children. Include one lunch suggestion for a child with specific dietary preferences or needs such as vegetarian or vegan.
1.
2
3.
Part 3: Healthy Early Childhood Environments: Inside and Out!
Summarize current thinking on making sure the following are safe and healthy:
· Air Quality and Ventilation
· Furniture and Carpets
· Art Supplies
· Water Play
· Playdough/Clay
(1 paragraph each)
Describe your program policy for sun safety. Include special consideration for infants, information on sunscreen protection, protective eyewear, considerations for medication, and any other relevant factors.
(1-2 paragraphs)
Describe your program policy for playing outdoors in cold weather. Include what children need to wear and any temperature considerations that would affect children going outdoors.
(1-2 paragraphs)
Part 4: Let’s Be Prepared for Emergencies!
Considering the event of a natural disaster common in your area such as an earthquake or tornado, create an emergency action plan that includes:
· General advance preparations for this type of emergency (supplies, staff training, drills, etc.)
· Evacuation or shelter-in-place procedures that will be followed
· Communication considerations
· Types of support that will be provided to children during the event and/or afterwards
(5-7 paragraphs)
Part 5: Fostering Mental Health through Caring and Security
· Explain at least three insights that reflect current thinking regarding young children and divorce that may be helpful to parents in this situation. Support your thinking with at least one credible and relevant resource.
(1-2 paragraphs)
· Identify two possible behaviors for each age group (infant, toddler, preschooler, and school-age) that may indicate a child is experiencing stress outside of the early childhood environment possibly due to divorce or separation.
· Recommend two strategies to use with young children, including relevant age group(s) (infant, toddler, preschooler, and school-age) to promote a sense of emotional safety and security within the early childhood environment and/or at home.
Insights about young children and divorce to share with parents:
1.
2.
3.
Source:
Possible Infant Behaviors:
1.
2.
Possible Toddler Behaviors:
1.
2.
Possible Preschool Behaviors:
1.
2.
Possible School-Age Behaviors:
1.
2.
Strategy to promote emotional safety and security:
Age group(s):
Strategy to promote emotional safety and security:
Age group(s):
,
©2017 Walden University 1
HS1006: Promoting Wellness: Apply concepts related to the health and safety of young children to promote wellness in children and families.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Wellness for Young Children
Part 1: Explain the concept of wellness and its importance in promoting healthy development for young children. Support your thinking with at least one credible and relevant resource LO1: Explain the concept of wellness and why it is important in promoting young children’s healthy growth and development.
Response is missing.
Explanation of wellness and
its importance in promoting
healthy development for
young children is vague,
inaccurate, and/or
incomplete. Supporting
resource is missing or not
appropriate.
Explanation of wellness and its
importance in promoting healthy
development is clear, accurate,
persuasive, and supported by at
least one credible and relevant
resource.
Topic 2: Promoting Nutrition
©2017 Walden University 2
Part 2: Explain some of the benefits of appropriate nutrition for healthy brain development, preventing obesity, and advancing good health in young children. Refer to at least two current references.
LO1: Explain benefits of nutrition for healthy brain development, preventing obesity, and advancing good health in young children.
Response is missing. Explanation of benefits of appropriate nutrition for healthy brain development, preventing obesity, and advancing good health in young children is vague, inaccurate, and/or incomplete. Supporting resources are missing or not appropriate.
Response accurately explains
benefits of nutrition for healthy
brain development, preventing
obesity, and advancing good
health in young children. Links to
at least two credible and relevant
sources are included.
Part 2: Using ChooseMyPlate.gov as a reference, suggest three practical and nutritional sample lunch menus that families of toddlers, preschoolers, or school- agers can pack for their children. Include one lunch suggestion for a child with special dietary preferences or needs, such as vegetarian or vegan. LO2: Recommend nutritional lunch menus for
Response is missing. Lunch menus do not clearly
and accurately reflect
nutritional guidelines, are not
targeted to a specific age
group, and/or do not reflect a
special dietary preference or
need.
Lunch menus clearly and
accurately reflect nutritional
guidelines for a specific age
group of young children. At least
one menu reflects consideration
of special dietary preferences or
needs.
©2017 Walden University 3
young children, including those with special dietary preferences or needs.
Topic 3: Healthy Environments
Part 3: Summarize current thinking on making sure the following are safe and healthy:
• Air Quality and Ventilation
• Furniture and Carpets
• Art Supplies
• Water Play
• Playdough/Clay Describe your program policy for sun safety. Include special consideration for infants, information on sunscreen protection, protective eyewear, considerations for medication, and any other relevant factors. Describe your program policy for playing outdoors in cold weather. Include what
Response is missing. Response does not clearly
and accurately address
environmental concerns and
policies related to air quality
and ventilation; furniture and
carpets; art supplies; water
play; playdough/clay, sun
safety, and cold weather
safety in early childhood
settings.
Response clearly and accurately
addresses environmental
concerns and policies related to
air quality and ventilation;
furniture and carpets; art
supplies; water play;
playdough/clay, sun safety, and
cold weather safety in early
childhood settings.
©2017 Walden University 4
children need to wear and any temperature considerations. LO1: Explain current thinking on healthy indoor and outdoor environments for early childhood settings.
Topic 4: Emergency Preparedness
Part 4: Considering the event of a natural disaster common in your area such as an earthquake or tornado, create an emergency action plan that includes at least five:
• General advance preparations for this type of emergency (supplies, staff training, drills, etc.)
• Evacuation or shelter-in-place procedures that will be followed
• Communication considerations
• Types of support
Response is missing. Emergency action plan is
vague, inaccurate, and/or
incomplete.
Emergency action plan clearly
and accurately addresses all
required elements.
©2017 Walden University 5
that will be provided to children during the event and/or afterwards
LO1: Create an emergency action plan for a natural disaster.
Topic 5: Fostering Mental Health
Part 5: Explain at least three insights that reflect current thinking regarding young children and divorce that may be helpful to parents in this situation. Support your thinking with at least one credible and relevant resource. LO1: Explain current thinking related to young children and divorce.
Response is missing.
Insights about young children
and divorce are vague,
inaccurate, and/or do not
reflect substantiated current
thinking.
Insights about young children and
divorce are clear, accurate, and
reflect substantiated current
thinking.
Part 5: Identify possible behaviors for each age group (infant, toddler, preschooler, and school- age) that may indicate a child is experiencing stress outside of the early childhood
Response is missing.
Age-specific behaviors that
indicate a child experiencing
stress outside of the early
childhood environment
possibly due to divorce or
separation are vague,
inaccurate, or incomplete.
Response accurately identifies
infant, toddler, and preschool
behaviors that might suggest a
child is experiencing stress
outside of the early childhood
environment possibly due to
divorce or separation.
©2017 Walden University 6
environment possibly due to divorce or separation. LO2: Identify infant, toddler, preschool, and school age behaviors that might suggest a child is experiencing stress outside of the early childhood environment possibly due to divorce or separation.
Part 5: Recommend a strategy that can be implemented with each age group (infant, toddler, preschooler, and school-age) to promote a sense of emotional safety and security within the early childhood environment and/or at home. LO3: Recommend strategies for promoting a sense of security in infants, toddlers, preschoolers, and school- age children.
Response is missing. Recommendations for
promoting a sense of security
in young children are vague,
incomplete, and/or not
developmentally accurate.
Recommendations for promoting
a sense of security in young
children are clear, complete, and
developmentally accurate.
©2017 Walden University 7
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: Analyzing Sources to Make Informed Conclusions
LO1: Apply multiple,
appropriate, credible
resources to
communicate critical
information to
stakeholders.
The handbook reflects analysis and application of professional knowledge and multiple,
appropriate credible resources to present relevant information and practical recommendations for
promoting health and safety for young children and families.
Yes
No
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 be able 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
yet, reach out to your Coach so he or she can work with you to further develop these important professional skills.
It is highly recommended that you use this opportunity to practice these important skills in the context of this Competency
Assessment in order to receive feedback about your current level of proficiency.
Written Communication: Write with clarity, coherence, and purpose.
©2017 Walden University 8
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.
Sentence 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.
LO6: Identify sources. Sources are missing. Writing inconsistently identifies
or misrepresents sources.
Writing clearly identifies the source
of nonoriginal material and/or
ideas.
Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make
decisions.
©2017 Walden University 9
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.
LO2: Analyze
information sources.
Analysis is not
present.
Analysis superficially applies
aspects of sources that are
most relevant to the topic
and/or assessment and/or
analysis is unclear.
Analysis thoroughly and clearly
applies aspects of sources that are
most relevant to the topic and/or
assessment.
LO3: Synthesize
information from
multiple, credible
sources.
Synthesis is not
present.
Synthesis demonstrates a
vague connection between
multiple sources and/or the
topic.
Synthesis demonstrates a clear
and cohesive connection between
multiple sources and/or ideas to
support a given topic.
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