HS1006

—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.