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Overview

For this Written Response Assessment, you will respond to a series of  prompts related to the social-emotional developmental continuum for  young children.

Professional Skills:

Written Communication

is assessed in this Competency.

The Written Response Assessment consists of 9 items and includes  questions about social-emotional milestones during stages of early  childhood, strategies that support healthy social-emotional development,  and the developmental theories of Erikson, Piaget, Vygotsky, and  Goleman.

Instructions

To complete this Assessment:

  • USE the SD3001 Written Response Template,(ATTACHED BELOW) which includes the Rubric for this Assessment. Complete the form using the criteria presented in the Rubric.

SD3001:
The Social-Emotional Developmental Continuum:
Explain the social-emotional developmental continuum for young children.

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

Describe two key social-emotional developmental milestones in a typically developing child at each of the following stages: infancy, toddlerhood, preschool, and school age. (1-2 sentences per description)

Your Response

Infancy Toddlerhood Preschool School Age
Milestone Description
Milestone Description

Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 1: The Continuum of Social-Emotional Development, Ages 0–8

Describe two key social-emotional developmental milestones in a typically developing child at each of the following stages: infancy, toddlerhood, preschool, and school age.

LO1: Describe social-emotional developmental milestones during early childhood.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Item 2

Choose the age group with whom you would like to work—infants, toddlers, or preschoolers. Explain two strategies that would support healthy social-emotional development in children this age. (2 paragraphs)

Your Response

Enter your response here
.

Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 1: The Continuum of Social-Emotional Development, Ages 0–8

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Explain two strategies that would support healthy social-emotional development in children this age.

LO2: Explain how to support healthy social-emotional development for infants, toddlers, or preschoolers.

Item 3
Explain how relationships can promote healthy social-emotional development during children’s earliest years. (1-2 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 1: The Continuum of Social-Emotional Development, Ages 0–8

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Explain how relationships can promote healthy social-emotional development during children’s earliest years.

LO3: Explain how relationships can promote healthy social-emotional development during the early childhood years.

Item 4

Explain Erikson’s four childhood stages. Include at least one example of how caring adults can support social-emotional development of children during each stage. (4 paragraphs)

· Infancy: Trust vs mistrust (birth – 18 months)

· Toddlerhood: Autonomy vs shame and doubt (18 – 42 months)

· Preprimary: Initiative vs guilt (42 months – 6 years)

· Primary: Industry vs inferiority (6 – 12 years)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Topic 2: Theories and Concepts Related to the Social-Emotional Developmental Continuum

Explain Erikson’s four childhood stages. Include at least one example of how caring adults can support social-emotional development of children during each stage.

LO1: Explain Erikson’s four childhood stages.

LO2: Explain how caring adults can support children’s social-emotional development during each of Erikson’s four stages.

Item 5

Explain at least two aspects of Piaget’s theoretical views related to social-emotional development. (1–2 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 2: Theories and Concepts Related to the Social-Emotional Developmental Continuum

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Explain at least two aspects of Piaget’s theoretical views related to social-emotional development.

LO3: Explain Piaget’s theoretical views as they relate to social-emotional development.

Item 6

Explain at least two aspects of Vygotsky’s theoretical views related to social-emotional development. (1–2 paragraphs)

Your Response
Enter your response here.

Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 2: Theories and Concepts Related to the Social-Emotional Developmental Continuum

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Explain at least two aspects of Vygotsky’s theoretical views related to social-emotional development.

LO4: Explain Vygotsky’s theoretical views as they relate to social-emotional development.

Item 7

Explain at least two aspects of Goleman’s theory of emotional intelligence related to social-emotional development. (1–2 paragraphs)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 2: Theories and Concepts Related to the Social-Emotional Developmental Continuum

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Explain at least two aspects of Goleman’s theory of emotional intelligence related to social-emotional development.

LO5: Explain Goleman’s theory of emotional intelligence as it relates to social-emotional development.

Item 8

Children who are socially competent are more likely to interact with prosocial behaviors. As well, prosocial behaviors can foster children’s social competency. Define “social competence” and include one example. (1 paragraph)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 2: Theories and Concepts Related to the Social-Emotional Developmental Continuum

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Define “social competence” and include one example.

LO6: Define social competence.

Item 9

Define executive function and provide at least three examples of how executive function skills promote social-emotional development. (1-2 paragraph)

Your Response
Enter your response here.
Rubric

0

Not Present

1

Needs Improvement

2

Meets Expectations

Topic 2: Theories and Concepts Related to the Social-Emotional Developmental Continuum

Response is missing.

Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete.

Explain the concept of executive function including examples that illustrate how executive function skills promote social-emotional development.

LO7: Explain executive function and using examples, explain the relationship between executive function and social-emotional development.

References

Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below :
· Gartrell, D. (2014).
A guidance approach for the encouraging classroom (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

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. 

 

Not Present 

Needs Improvement 

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 applicable.

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.

Examples, where called for, are well-developed, specifically aligned to relevant age levels, and effectively illustrate concepts related to the social-emotional developmental continuum by adding depth and/or clarity to the response.
· Yes
· No

©2017 Walden University 1

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