Explain at least two research findings that should be considered in supporting positive guidance and problem solving with young boys.
===PLEASE READ THE INSTRUCTIONS COMPLETELY BEFORE PLACING A BID!!===
FOR THIS Assessment, you will respond to a series of prompts related to helping children learn to solve problems in early childhood settings.
The Written Response Assessment consists of 10 items that focus on using encouragement to guide and reinforce positive behaviors as part of problem solving, when and how to intervene to help children solve problems, crisis management techniques, and conflict resolution skills.
Instructions To complete this Assessment:
- USE the TEMPLATE BELOW which includes the Rubric for this Assessment. Complete the form using the criteria presented in the Rubric.
SD3003: Problem Solving in Early Childhood Settings: Apply positive guidance strategies to solve problems in early childhood settings.
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.
Item 1
Explain at least two research findings that should be considered in supporting positive guidance and problem solving with young boys. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Guiding Young Children in Solving Problems |
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Explain at least two research findings that should be considered in supporting positive guidance and problem solving with young boys. LO1: Explain research findings that should be considered in supporting positive guidance and problem solving with boys. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 2
Sam, a kindergartner, is sitting at a table using markers to make a birthday card for his mom. Christobel, another child in the class, sits down next to Sam and scoops up all the markers saying, “It’s my turn now. I want to make something too, and I need all the markers.” Sam runs to his teacher, visually upset about Christobel taking all his markers. The teacher, knowing how important making the card is to Sam, takes his hand, leads him back to the table, and, as she leans over to take the markers from Christobel, says, “This isn’t how we do things in our room. Sam needs the markers to finish his card now.”
Explain how the teacher could guide and reinforce positive behaviors as part of problem solving with Sam and Christobel? (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Guiding Young Children in Solving Problems |
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Explain how the teacher could guide and reinforce positive behaviors as part of problem solving with Sam and Christobel? LO2: Explain how to guide and reinforce positive behaviors as a way of problem solving. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 3
It is center time in your first grade classroom, and the children have just chosen where they are going to work. Most are busy getting settled and deciding how they want to proceed. As you move around the room, you hear two children arguing at the science center about who will have control over the microscope and the new slides you made together the day before. Explain at least two factors you would use to determine whether you will intervene. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Guiding Young Children in Solving Problems |
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Explain at least two factors that you would use to determine whether you would intervene. LO3: Explain factors that determine whether an adult should intervene in a conflict between young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 4
Ramone is cozy and thoroughly immersed in a new book about wild animals that you added to the reading corner of your preschool classroom just this morning. Jeanine, Marco, and Danica are also in the reading corner looking at a collection of photographs of children from all over the world. You turn your attention to Stefano who is asking for help writing a story, when Ramone rushes over. “Danica took my book and won’t give it back! I asked her nicely and she still won’t give it to me. She walked away with it! I love that book and I want it now!”
Explain the specific steps you would take, including the intervention approach you would use, in this problem-solving situation. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Guiding Young Children in Solving Problems |
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Explain the specific steps you would take, including the intervention approach you would use, in this problem-solving situation. LO4: Explain effective steps and intervention approaches to use in problem solving with young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 5
Explain at least three crisis management techniques for teachers in early childhood settings. Include a brief scenario where each technique might be appropriate and effective. In your scenarios, be sure to specify the age level of the children in the setting. (3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Guiding Young Children in Solving Problems |
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Explain at least three crisis management techniques for teachers in early childhood settings. Include a brief scenario where each technique might be appropriate and effective. In your scenarios, be sure to specify the age level of the children in the setting. LO5: Explain appropriate crisis management techniques for specific ages of young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 6
Key terms help build understanding of the process and benefits of engaging in conflict management with young children. Explain, in your own words, these four key terms: conflict mediation, social problem solving, perspective taking, and child negotiation. (1–2 sentences each)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Conflict Resolution Strategies |
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Explain, in your own words, these four key terms: conflict mediation, social problem solving, perspective taking, and child negotiation. LO1: Explain key terms foundational to conflict management.. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 7
During outdoor play at your preschool, three of the 5-year-olds, Jeremiah, Mendel, and Monique, run up to you. They are soaking wet, arguing, and Jeremiah is crying. You look at the children and say, “Jeremiah, I can see you’re upset. Take a few deep breaths, and tell me what happened. Then, I’ll ask Mendel.”
Jeremiah explains, “They were watering the garden, and they wouldn’t let me have a turn, and then they squirted me!”
“Thanks, Jeremiah. Mendel, now you tell me what happened.”
“Jeremiah was grabbing the hose away from Monique so I helped Monique and Jeremiah got squirted.”
You pause for a minute, and say, “Sounds to me like you three weren’t communicating. Let’s come up with a plan. Jeremiah, what do you think we should do?”
“I think we should have a 2-minute limit.”
“And Monique, what do you think we should do?”
“Let’s make a sign-up sheet and have a timer.”
You say, “Sounds like we have a plan. We will make a sign-up sheet for the hose and keep a timer nearby so each person has a 2-minute limit with the hose.”
You create a sign-up sheet and get a timer. You’re surprised a week later when both the sign-up sheet and the timer have disappeared.
Explain which of the “five-finger formula” steps the teacher is using appropriately and at least two ways the teacher could improve her use of this approach to help the children solve this problem. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Conflict Resolution Strategies |
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Explain which of the “five-finger formula” steps the teacher is using appropriately and at least two ways the teacher could improve her use of this approach to help the children solve this problem. LO2: Evaluate the use of the five-finger formula for conflict management. LO3: Explain ways to improve a problem-solving strategy to help young children be problem solvers. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 8
Describe a preschool conflict that would require you to use high-level mediation; or describe a kindergarten/primary-grade conflict that would require low-level mediation. Then, explain the steps you would take to teach conflict resolution for that specific situation. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Conflict Resolution Strategies |
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Describe a preschool conflict that would require you to use high-level mediation; or describe a kindergarten/primary-grade conflict that would require low-level mediation. Then, explain the steps you would take to teach conflict resolution for that specific situation. LO4: Identify age-specific conflicts that require high-level or low-level mediation. LO5: Explain steps for teaching conflict resolution to young children in specific situations. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 9
Describe an example of how a conflict in an early childhood education setting could be used as a “teachable moment.” In other words, explain how this teachable moment can be utilized to model and teach conflict resolution or conflict management skills. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Conflict Resolution Strategies |
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Explain how a “teachable moment” can be utilized to model and teach conflict resolution or conflict management skills. LO6: Explain how conflicts in early childhood settings can be used to model and teach conflict resolution or conflict management skills. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 10
Peace props can help make the process of conflict management more tangible for young children. Explain how you would use a specific peace prop with young children, including how you would introduce it and how you would model its use. Also, state your goal for using this peace prop, related to problem solving and positive guidance. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Conflict Resolution Strategies |
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Explain how you would use a specific peace prop with young children, including how you would introduce it and how you would model its use. Also, state your goal for using this peace prop, related to problem solving and positive guidance. LO7: Explain how peace props can be used with young children for problem solving and positive guidance. |
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 :
· Gartrell, D. (2014). A guidance approach for the encouraging classroom (6th ed.). Boston, MA: 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.
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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. |
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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. |
