PV002: Roles, Responsibilities, and Relationships of Early Childhood Professionals
Short-Answer Assessment Submission Form
Please provide your contact information and date of submission below.
Your Name: First and Last
Your E-mail address: Your Email Here
Date: Click here to enter a date
This Competency includes a Short-Answer Assessment. Write your response to each prompt below in the space provided. Beneath the prompts is the Rubric which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response.
When writing your response, begin typing where it reads “Enter your response here.” Write as much as needed to satisfy the requirements of the prompt (as defined in the Rubric).
Save this file as PV002_firstinitial_lastname, and upload it to this Assessment within the learning platform. For example, PV002_J_Smith.
For each sector within the early childhood field listed below, write a 2- to 3-sentence response that describes the sector and identifies at least two roles within that sector.
Head Start
Enter Your Response Here
Health and Well-Being
Enter Your Response Here
Research/Academia
Enter Your Response Here
Child Care
Enter Your Response Here
Public Early Childhood Education
Enter Your Response Here
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| Sub-Competency 1: Describe the various sectors and settings within the early childhood field. | ||||
| Learning Objective 1.1: Describe the various sectors, settings, and roles within the early childhood field. | Description is missing. | Response vaguely or incompletely describes each of the sectors, setting, and the roles. | Response clearly describes each of the sectors, settings, or roles. | Demonstrates the same level of achievement as “2,” plus the following:
Response describes one role to aspire to as an early childhood professional and why. |
Enter Your Response Here
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| Sub-Competency 2: Explain the importance of relationships between and within early childhood settings in order to promote development and learning. | ||||
| Learning Objective 2.1: Explain the importance of relationships within early childhood settings to promote child development and learning. | Explanation is missing. | Response vaguely or incompletely describes the importance of the relationship in the scenario. | Response clearly describes the importance of the importance of the relationship in the scenario. | Demonstrates the same level of achievement as “2,” plus the following:
Response cites information from the professional knowledge base regarding the importance of relationships in early childhood settings. |
Read the scenario, and then answer the question.
Scenario: Lilly is a 4-year-old in a Head Start program. She lives with her mother, who works two jobs to provide for the family, and Lilly often spends extended hours at her Head Start. Lilly has a 2-year-old cousin in the program as well and spends some nights with her aunt and uncle when her mother works an overnight shift. Lilly’s Head Start teacher, Marya, is concerned about preparing Lilly to enter kindergarten in a year and encourages her family to spend extra time reading aloud to Lilly to help build family literacy. Marya is also focusing on preventative health issues like hand washing, tooth brushing, and safety with Lilly’s class. Lilly’s Head Start is partnered with a local medical school to provide health services for children and families. Marya provides all the families in her class with information about how to utilize the medical resources to receive regular pediatric check-ups and screenings for children in the program.
In a 2- to 3-paragraph response, describe at least two important relationships among early childhood professionals in the setting. Explain how positive relationships can promote development and learning for Lilly.
Enter Your Response Here
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| Sub-Competency 2: Explain the importance of relationships between and within early childhood settings in order to promote development and learning. | ||||
| Learning Objective 2.1: Explain the importance of relationships within early childhood settings to promote child development and learning. | Explanation is missing. | Response vaguely or incompletely describes the importance of the relationship in the scenario. | Response clearly describes the importance of the importance of the relationship in the scenario. | Demonstrates the same level of achievement as “2,” plus the following:
Response cites information from the professional knowledge base regarding the importance of relationships in early childhood settings. |
Ethical Responsibilities to Children
Enter Your Response Here
Ethical Responsibilities to Families
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Ethical Responsibilities to Colleagues
Enter Your Response Here
Ethical Responsibilities to Community and Society
Enter Your Response Here
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| Sub-Competency 3: Define the NAEYC Code of Ethical Conduct and describe how it applies to early childhood professional practice. | ||||
| Learning Objective 3.1: Describe the ideas and principles within the NAEYC “Code of Ethical Conduct. | Description is missing. | Response provides a vague or incomplete description of the purpose and principles of each section of the NAEYC “Code of Ethical Conduct.” | Response provides a thorough description of the purpose and principles of each section of the NAEYC “Code of Ethical Conduct.” | Demonstrates the same level of achievement as “2,” plus the following:
Response makes a compelling case regarding the importance of the NAEYC “Code of Ethical Conduct.” |
| Learning Objective 3.2:
Explain how the NAEYC “Code of Ethical Conduct” applies to early childhood professional practice. |
Explanation is missing. | Response vaguely or incompletely explains how each of the four main sections of the NAEYC “Code of Ethical Conduct” applies to early childhood professional practice. | Response appropriately explains how each of the four main sections of the NAEYC “Code of Ethical Conduct” applies to early childhood professional practice. | Demonstrates the same level of achievement as “2,” plus the following:
Response is supported by specific examples. |
Enter Your Response Here
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| Sub-Competency 4: Describe the early childhood professionals’ responsibility regarding mandatory reporting of abuse and neglect | ||||
| Learning Objective 4.1:
Describe the early childhood professionals’ responsibility regarding mandatory reporting of abuse and neglect. |
Description of mandatory reporting responsibilities is missing. | Response vaguely or incompletely describes mandatory reporting responsibilities.
Signs of abuse that must be reported are incorrectly identified. |
Response clearly describes mandatory reporting responsibilities.
Signs of abuse that must be reported are correctly identified. |
Demonstrates the same level of achievement as “2,” plus the following:
Response makes relevant connections to personal experience and/or professional practice. |
Read the scenario, and then answer the question.
Scenario: James is a child in your kindergarten classroom. You notice that he becomes very despondent when the class is disciplined or punished. A few times you have also noticed that he flinches when an adult approaches him. You have never noticed bruises or injuries, and he has never mentioned any abuse or spoken fearfully about the adults in his life.
In 2–3 paragraphs, explain the most appropriate course of action for this situation. Provide a rationale for your response.
Enter Your Response Here
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1
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2
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3
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| Sub-Competency 4: Describe the early childhood professionals’ responsibility regarding mandatory reporting of abuse and neglect | ||||
| Learning Objective 4.1:
Describe the early childhood professionals’ responsibility regarding mandatory reporting of abuse and neglect. |
Description of appropriate course of action is missing. | Response vaguely or incompletely describes course of action.
Rationale is vague or illogical. |
Response clearly describes an appropriate course of action.
Rationale is clear and logical. |
Demonstrates the same level of achievement as “2,” plus the following:
Response makes relevant connections to personal experience and/or professional practice. |
