Healthy Development

 

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.

 

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.

 

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

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

Comfortable, Cozy Areas

· Places to eat together and socialize
· Reading areas

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

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

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

Adaptations and Considerations to Engage All Children

· Adaptations and modifications for individual children in the group

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?
·
Adult friendly
– Is the environment designed to also support caregivers’ well-being, ease, and engagement?

Infant/Toddler Indoor Environment Observation Worksheet

Elements

Environment

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 · 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

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

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

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

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

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

Adaptations and Considerations to Engage all Children · Adaptations and modifications for individual children in the group

General: Is the environment: · 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?

©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
when applicable, and is formatted

©2017 Walden University 6

awareness of audience
and discipline and credit
to source)

impede understanding and/or
violate standards for academic
integrity.

according to APA style. Minor
errors in APA style do not impede
understanding or violate standards
for academic integrity.

Oral Communication: Communicate with clarity, coherence, and purpose.
0

Not Present
1

Needs Improvement
2

Meets Expectations
LO1: Use clear
enunciation, correct
pronunciation,
comfortable pacing, and
appropriate volume.

Speaker mumbles or
speaks in a
monotone,
mispronounces
words, and/or
struggles to find
appropriate pacing or
volume.

Speaker inconsistently uses
clear enunciation, correct
pronunciation, comfortable
pacing, and appropriate
volume.

Speaker engages the audience
through mostly clear enunciation,
correct pronunciation, comfortable
pacing, and appropriate volume.

LO 2: Organize
information to be
presented.

Information is
disorganized to a
degree that impedes
audience
understanding.

Organization of information
minimally supports audience
understanding.

Organization of information
generally enhances audience
understanding of concepts.

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: Connections to Experience

LO1: Apply relevant
experience and

Responses include highly relevant and well-developed examples to illustrate evaluations of and
recommendations for quality infant and toddler indoor and outdoor environments.

©2017 Walden University 7

academic
knowledge to
illustrate concepts
and/or ideas.

Yes

No