In this Performance Task, you will participate in a field experience ?by observing and evaluating indoor and outdoor environments in an infant ?and a toddler setting. You will create a nar
Overview
In this Performance Task, you will participate in a field experience by observing and evaluating indoor and outdoor environments in an infant and a toddler setting. You will create a narrated PowerPoint presentation based on what you have learned from the resources in the Competency, your observations, and reflective conversations with your Host Teachers. The presentation evaluates the power and elements of quality indoor and outdoor infant toddler environments.
Submission Length: A narrated PowerPoint presentation on quality indoor and outdoor infant/toddler environments consisting of approximately 24 slides.
This Assessment requires submission of three files, your completed Infant Toddler Indoor Environment Observation Worksheet, Infant Toddler Outdoor Observation Worksheet, and your PowerPoint presentation.
Note: For this Performance Task Assessment, you are required to draw from not only the resources for the Topics but also your experiences, observations, and host teacher and other professionals who work in your field setting. Your conversations with these professionals and your observations in the setting are essential to the successful completion of the Assessment. For additional information regarding the field experience requirements and expectations, please review the BSECS Field Experience Handbook found on the BSECS Field Experience Website.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. Review the key topics for this assessment and discuss them with your Host Teacher to gather their insights and thoughts.
Evaluating Routines and Transitions in Infant and Toddler Care and Education Settings
Before You Observe:
- Review the Rubric, the Infant/Toddler Indoor Environment Observation Worksheet, and the Infant/Toddler Outdoor Environment Observation Worksheet
Your Observations
- Make arrangements to observe in an infant and a toddler setting.
- Share your assignment/goals with the Host Teacher in each setting. These include:
- o Use both the Infant Toddler Indoor Environment Observation Worksheet and the Infant Toddler Outdoor Environment Observation Worksheet as guides to observe indoor and outdoor environments for both infants and toddlers. Be sure to take good notes, and record any questions you may have and the information you seek about the environments.
- Engage in a reflective conversation with each Host Teacher about your observation experience, sharing questions that came up for you and areas about which you would like additional information. You may want to focus on an area of the classroom environment that was particularly effective in providing safety, a sense of security, and/or enhancing development. You may have a question about something the teacher did or said, a child’s reaction to something in the environment, and/or ways the program hopes to improve.
Creating Your PowerPoint
Create a narrated PowerPoint presentation on quality environments for infants and toddlers based on your course resources, your observations, and your conversations with the teacher. Your presentation should include:
Part 1: Quality Indoor Environments
- 1一2 introductory slides that explain how a quality indoor environment can impact the healthy development and learning of infants and toddlers
- 8一10 slides that evaluate the essential elements of indoor environments that enhance infant and toddler development and learning
- 2一3 conclusory slides that include information about the indoor environments in your field settings. Share insights, your host teacher(s) input, and offer suggestions for improvement.
Part 2: Quality Outdoor Environments
- 1一2 introductory slides that explain the impact that a quality outdoor environment can have on the healthy development and learning of infants and toddlers
- 8一10 slides that evaluate the essential elements of outdoor environments that enhance infant/toddler development and learning
- 2一3 conclusory slides that include information about the indoor environments in your field settings. Share insights, your host teacher(s) input, and offer suggestions for improvement
Note: Be sure to cite your sources and adhere to confidentiality. Do not use children’s names. (You can use just a first name, or refer to child 1, child 2, etc.) Also, refer to your host teacher by the person’s first name only. You may include a picture or graphics. If you receive permission, take pictures of your field setting(s), but do not include any photographs of children
Infant/Toddler Indoor Environment Observation Worksheet
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Environment Elements |
Description including differences between infants and toddlers |
Potential benefits and/or concerns related to fostering healthy toddler development and learning |
Ideas for improvements or enhancements |
Questions for the Host Teacher |
Information from the Host Teacher |
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Safe & Healthy · Nonslip, nontoxic flooring · Quality ventilation/Fresh air · Natural light and lamps; recessed lights with dimmers (not fluorescent) · Separate and safe diapering and toileting Area · Child-sized hand-washing areas · Separate food preparation area · Clean and safe furnishings; non-toxic cleansers · Adults can see children, and children can see the adults · Smaller convenient storage spaces |
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Aesthetically Pleasing · Soft, peaceful colors and sound absorbing furnishings · Interesting musical sounds · Variety of textures · Natural light and lamps · Children’s art, photos of children, and items from nature are arranged artfully and respectfully · Spaces are not overly bright, confusing, and/or overwhelming to the senses |
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Comfortable, Comforting, and Cozy · Comfortable place to greet and say goodbye · Places where children can “see” themselves, their families, and their communities/cultures · Places to be alone, quiet, and cozy with adult and child rocking chairs, sofas, books and pillows, resting areas, nook areas, tunnels, and canopy spaces · Places to socialize, such as child friendly snack and mealtime areas
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Child-Sized · Arrangement, furniture, and equipment scaled so children can reach, sit, play, and work without asking for assistance · Mirrors, shelves, photos, and pictures at children’s heights · Cubbies and/or accessible areas for personal storage |
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Invites Play & Exploration Age appropriate, open-ended materials, and opportunities to make choices, experiment, try out new ideas, and take safe risks in the following places: · Book area · Sensory area · Art/messy area · Blocks and building · Dramatic play area · Nature and science area · Space that encourages movement — jumping, crawling, running freely without walkers, swings, or exercisers · Climbing area · Mirror area |
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Invites Engagement: Provocation: Guide/provoke inspiration, imagination, and thought through: · Photographs that build on and extend children’s interests and/or group experiences · Books strategically placed that are relevant to children’s interests (such as a book describing construction sites near the blocks or books about taking care of babies near the dramatic play area) · Items from nature collected outside — artfully and respectfully displayed · Simple changes in displays — rearranging climbing areas; incorporating new colors and textures; and changing nature items · A few new, safe items for children to simply explore |
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Adaptations and Considerations to Engage all Children · Adaptations and modifications for individual children in the group |
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· Well-organized – i.e. orderly, planned, and safe? Can children see and easily reach materials that are for them? Can adults easily see and reach items that are for them? · Flexible – Are furnishing, materials, etc. adjustable to the different strengths, needs, growth, and challenges of every child? · Adult friendly – Is the environment designed to also support caregivers’ well-being, ease, and engagement?
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Infant/Toddler Outdoor Environment Observation Worksheet
|
Environment Elements |
Description including differences between infants and toddlers |
Potential benefits and/or concerns related to fostering healthy toddler development and learning |
Ideas for improvements or enhancements |
Questions for the Host Teacher |
Information from the Host Teacher |
|
Safe & Healthy · Nontoxic fertilizers · No irritating or poisonous plants · Proper cushioning/resilient surfaces under structures · Proper fencing · No standing water · Covered sandboxes · Well-maintained area and equipment · Children can see adults, and adults can see children · Outdoor first-aid kit · No trampolines, teeter-totters, belt swings, single-chain tire swings, and enclosed tunnels |
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Comfortable, Cozy Areas · Places to eat together and socialize · Reading areas |
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Aesthetics and Natural Elements · Tree stumps, boulders, long grass, water and pebbles, natural trees and shrubs, nonpoisonous flowering plants, and mounds/terraces/slopes · Vegetable and flower gardens · Time and places to enjoy natural sounds, smells, and light · Wind chimes, wind socks, sculptures, and unique local outdoor art |
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Child-Sized Environment/Equipment · Anchored play equipment – bucket swings, gently sloped slides, spring riders/rocking toys, balance beams, and sturdy ladders · Peek-a-boo places; pushing and riding wheel toys, including tricycles and scooters · Safe sand/water play with simple props · Benches and other furniture for relaxing and thinking · Manipulatives and loose parts, including fabric, rope, containers, PVC pipes, pine cones, wagons, plastic milk crates, and backpacks |
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Invites Play & Exploration · Covered areas for play in heat, rain, and snow · Space that encourages practicing balance and movement, jumping, crawling, running freely without walkers, swings, or exercisers · Opportunities to use senses to explore a variety of sights, sounds, smells, materials, and surfaces · Equipment that encourages up and down movement · Gardening areas · Building and constructing materials · Dramatic play structure and props · Art/messy area · Sand/digging area · Water play features – water table, sprinklers, and shallow running water/stream · Grass mazes, obstacle courses, pathways for walking with visual and textural variations, and stepping stones |
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Adaptations and Considerations to Engage All Children · Adaptations and modifications for individual children in the group |
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General: Is the environment: · Well-organized – orderly, planned, and safe? Can children see and easily reach materials that are for them? · Offering children opportunities for safe risk-taking and child-directed, independent choices and activities? |
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©2017 Walden University 1
Competency DI4004: Environments that Support Healthy Development and Learning: Evaluate infant and toddler environments that support healthy development and learning.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Quality Indoor Infant/Toddler Environments
1-2 introductory slides that explain how a quality indoor environment can impact the healthy development and learning of infants and toddlers LO1: Explain the impact quality indoor environments can have on the healthy development and learning of infants and toddlers
Response is not present.
Explanation of the impact quality indoor environments can have on the healthy development and learning of infants and toddlers is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of the impact quality indoor environments can have on the healthy development and learning of infants and toddlers. .
8 -10 slides that evaluate the essential elements of indoor environments that enhance infant and
Response is not present.
Evaluation of the essential elements of indoor environments that enhance infant/toddler development and learning is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete evaluation of the essential elements of indoor environments that enhance infant/toddler development and learning
©2017 Walden University 2
toddler development and learning LO2: Evaluate the essential elements of indoor environments that enhance infant/toddler development and learning 2-3 conclusory slides that include information about the indoor environments in your field settings. Share insights, your host teacher(s) input, and offer suggestions for improvement. LO3: Evaluate indoor infant/toddler environments for insights and improvements.
Response is not present.
Evaluation of indoor infant/toddler environments for insights and improvements is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete evaluation of indoor infant/toddler environments for insights and improvements.
Topic 2: Quality Outdoor Infant/Toddler Environments Either 1 or 2 introductory slides that explain the impact that a quality outdoor environment can have on the healthy
Response is not present.
Explanation of the impact quality outdoor environments can have on the healthy development and learning of infants and toddlers is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of the impact quality outdoor environments can have on the healthy development and learning of infants and toddlers.
©2017 Walden University 3
development and learning of infants and toddlers LO1: Explain the impact quality outdoor environments can have on the healthy development and learning of infants and toddlers
.
8-10 slides that evaluate the essential elements of outdoor environments that enhance infant/toddler development and learning LO2: Evaluate the essential elements of outdoor environments that enhance infant/toddler development and learning
Response is not present.
Evaluation of the essential elements of outdoor environments that enhance infant/toddler development and learning is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete evaluation of the essential elements of outdoor environments that enhance infant/toddler development and learning
©2017 Walden University 4
2-3 conclusory slides that include information about the outdoor environments in your field settings. Share insights, your host teacher(s) input, and offer suggestions for improvement. LO3: Evaluate outdoor infant/toddler environments for insights and improvements.
Response is not present.
Evaluation of outdoor infant/toddler environments for insights and improvements is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete evaluation of outdoor infant/toddler environments for insights and improvements.
Professional Skill Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication and Oral Communication. These skills count toward your achievement of the Competency and the Professional Skills.
Written Communication: Write with clarity, coherence, and purpose. 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.
©2017 Walden University 5
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.
LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills)
Ideas are disorganized with no/poor transitions.
Ideas are loosely organized with unclear paragraphing and transitions.
Ideas are organized with cohesive transitions.
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.
LO9: Use appropriate tone and vocabulary for a given audience. (Awe 3; Awareness of audience and discipline)
Vocabulary and tone are inappropriate for the audience.
Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas.
Vocabulary and tone communicate key concepts that are appropriate for the audience.
LO10: Apply APA formatting and style guidelines. (Awe 3
APA formatting and style are not present.
Writing inconsistently uses in- text citations and references. Major errors in APA style
Writing uses in-text citations appropriately, includes references w
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