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The instruction is to critique two research methods, focusing on the practical and ethical importance of these methods in child development. Then choose the one method you think is more practical and ethical and defend your position with research or your professional experience.

Respond to at least two other learners. Do you agree with each learner’s critique? Why or why not? Would you have made a different choice? Why?

KENDRIC POST

I choose to discuss naturalistic observations and clinical interviews. When it comes to naturalistic observations, it refers to collecting data without interfering with the ongoing behavior. Observation relies on information available to the senses (sight, hearing, touch, etc.) It provides information about the “what” of behavior, but does not reveal it underlying motivation (the “why”) (Jackson, 2011). It is important to observe children in a natural milieu because it is so better to see how they act without the parents or other family members are around them. Children act so much differently when they are not around their parents. I can honestly say this because I was a totally different child in certain aspects when I was with childhood friends; we attempted to be grown (disrespecting adults) because our parents were not with us. It is important to watch or observe those social interactions for practical and ethical purposes when observing a child without the parents around them as well as when the parent is present, too.

The next one I choose was clinical interviews. When it comes to clinical interviews, it is conducted one to one. It is asked or starts with a common question. The teacher in the classroom starts probing in a flexible manner to see the reaction of the child to find out what he or she might give for a response. Clinical interviews are deliberately non-standardized because the interviews unfold differently for every student (Ginsburg, 1997). I must clinical interviews are really different from observing a child. In other words, we have to “enter the child’s mind” (Ginsburg, 1997) or find the child’s “voice” or “perspective” (Confrey, 1998).

I feel that naturalistic observation. I think it gives a teacher or anyone the ability to watch a child to see what a child might be doing. I also think clinical interviews does not provide a lot of extra insight to what is behind a child’s thinking or thoughts.

ALEXANDER POST

COLLAPSE

The two research methods I have chosen for this discussion are Naturalistic Observation and Self-Report Questionnaires. These two methods are different in their approach and I have personal experience in both methods. To start with Naturalistic Observation the main benefit is that you are observing in a natural way without disrupting the world. This is especially true in early child development where it is usually easy to observe, and they will behave as they would normally. They lack as much anxiety about being observed and do not fully understand that means. However, this is in an ideal case, and since this observation relies on the natural setting the researcher cannot change the environment. So, if you happen to have a small group of students that are perturbed by a stranger being in the classroom, then the main benefit is negated.

Now with a questionnaire you are relying on the ability for a child to understand the test and accurately self-report. There are possibilities of an adult going through the questions with a child, or if the child is young enough parent reports are a common way of gathering data. This method is easy to implement and can be quite effective at getting data from many participants. The drawbacks are significant in that it does not yield as much data, and any type of questions like this can be answered untruthfully. When I have used this method with adult parents I taught I did receive some great feedback, but also had those that were just mindlessly filled out.

So, I do believe that naturalistic observation is the better way of researching, especially with children. When I have been assessing children, I have had great experiences with having them act as normal in the classroom. If the researcher is comfortable enough to briefly explain to the children what is happening they will probably have no issue. Since I have a good rapport with children I always found it easy to engage with them in a way that made them feel comfortable I was observing. Since this is less intrusive than other methods I believe it is the most practical to implement, as well as has the best chance to yield data that is worthwhile.

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) |

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sCh/soe CliniCal/soe selF assessMent 03/18/2016

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EmPLId

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Self-Assessment

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU
www.Capella.edU1/18
sCh/soe CliniCal/soe selF assessMent 03/18/2016

Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

Learner Information
Complete your information below electronically by clicking within and/or tabbing to each field.

learner last naMe First naMe Middle initial date

prograM speCialization learner id/last FoUr ssn

eMail address phone nUMber

street address City state zip

Upon entering the early Childhood education program, every learner has to assess their competencies multiple times throughout the program listed below. you will complete this assessment during ED5405, prior to and at the end of ed5450, practicum in early Childhood education. as you complete this self-assessment, be sure to review the state and national standards to which each outcome and competency are aligned. links to the appropriate state and national standards are embedded at the top of the appropriate column, indicated by underlined red text.
Submission
please indicate which submission of your three required self-assessments this document will be by clicking in the corresponding box below.
ED5405 submission q pre-Clinical practice q post-Clinical practice

Submission

Instructions*
if this is the pre-Clinical practice submission, this document must be submitted with your clinical practice application by emailing to efaxdocmgmt@capella.edu or faxing to 1.888.227.8492.

if this is your ED5405 or post-Clinical practice submission, submit this self-assessment within your courseroom as an assignment.

* reminder: all three versions of the self-assessment are required artifacts in your e-portfolio.

Self Assessment
Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU
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sCh/soe CliniCal/soe selF assessMent
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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

Directions
Complete this document electronically (click within and/or tab to each field) for each of the specialization competencies, (second column) rate yourself by typing an “x” in the appropriate box. include a brief narrative explanation in the space provided.
3 = distinguished (learner demonstrates extensive experience and expertise) 2 = proficient (learner demonstrates some experience and average expertise) 1 = basic (learner demonstrates limited experience and expertise)
0 = non-performance (learner demonstrates zero experience or expertise)

Early Childhood Education Specialization Outcomes
Early Childhood Education Specialization Competencies
Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)
NAEYC (National Association for the Education of Young Children) Standards
Learner Self- Assessment of level of competency
(Qualitative) Narrative for experience and expertise

3
1. Child development and well-being: Understand the stages of child development and
how children learn.
1.1. apply knowledge of the stages of child development and the ways in which a child’s emotional, physical, social, moral, cognitive, and language development affect each other and influence learning.
a1, a2, a4,
a7, b1, b2, C7, d1
NAEYC

Standar
d

1.
promoting Child development and learning. Candidates use
their understanding of young children’s characteristics
and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.

1.2. recognize and respond to the needs of young children (naeyC standard 1a) and vary instruction accordingly.
b2 and C2
1a.
Knowing young children’s characteristics and needs.

1.3. recognize and respond to the multiple influences on child development and learning.

1b.
Understanding multiple influences on development and learning.

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1.4. Create instructional strategies incorporating an understanding of how children create, internalize, and utilize knowledge and how this affects behavior and learning.
a3, a4 C2, C8

1.5. Foster children’s expression of their ideas, needs and desires.
d4, d5, d6, d7, d8, d9

1.6. help all students learn at the highest possible level.
C8

1.7. evaluate the internal and external motivations of
children and their relationship to growth and learning.
a3

2. learning environment: Create learning environments that support and nurture the development, learning, and
self-esteem of all children.
2.1. analyze the multiple influences of a learning environment on a young child’s development.
b5
NAEYC
Standard

1c.
Using developmental knowledge to create learning environments.

2.2. Create learning environments aligned to educational expectations and goals.
b5, d3, d4,
d5, d6, d7, d8, d9

X
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2.3. Monitor and adjust the environment, strategies and resources in response to both learner productivity and learner feedback.
C7

2.4. engage students in their own learning through participation in a variety of experiences and stimuli that allow for them to steer their own learning.
d4, d5, d6, d7, d8, d9

2.5. Create a classroom climate that promotes learning through the development of expectations for individual and group behavior.
b5, C6, d3,
d4, d5, d6, d7, d8, d9

2.6. apply the principles of effective classroom
management using a range of strategies to promote respect, collaborative play, and cooperative learning.
b5, C6, d3,
d4, d5, d6, d7, d8, d9

2.7. Communicate effectively, applying verbal, non-verbal and listening techniques.
b5, d4, d5,
d6, d7, d8, d9

2.8. encourage learner expression in a variety of forms including speaking, physical activity, and artistic presentations.
b5, C6, C7, d3

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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

3
3. Curriculum and instruction: design developmentally appropriate curriculum and instruction that encourages individual as well as group learning, skill development, reflection, critical thinking, and inquiry.
3.1. design curriculum and instruction based on
knowledge of learning styles and multiple intelligences as it pertains to young children.
d1, C1, C4,
C6, C8, d4,
d5, d6, d7, d8, d9

3.2. design both short-term and long-term curriculum and instruction based
on the individual needs, previous experiences, and developmental stages of the children.
C1, C4, C5,
C6, C7, C8,
d1, d4, d5,
d6, d7, d8, d9,

3.3. plan instructional programs that employ an understanding of instructional strategies, learning styles, and cognitive processes.
C4, C6, d1,
d4, d5, d6, d7, d8, d9

3.4. Use a variety of strategies, resources, media communication, and technology to improve instruction and facilitate learning.
C4, C6, d4,
d5, d6, d7, d8, d9

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3.5. actively promote the child’s responsibility for learning.
C5, C6, C8

3.6. effectively communicate expectations, ideas, and information to children at various developmental stages to stimulate learning, recall, expression, and inquiry.
C4, C6, d1

X
4. equity and inclusion: provide equitable, inclusive education in
which each student has the opportunity and encouragement to reach his or her potential.
4.1. Use multiple instructional models, resources, management, and pedagogical strategies to meet the needs of and engage diverse learners.
C7, d1, d4,
d5, d6, d7, d8, d9

4.2. effectively support cultural, linguistic, and ethnic diversity.
d4, d5, d6, d7, d8, d9

4.3. recognize and address biases, prejudices, and discrimination.

X
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4.4. Use varied viewpoints and multiple representations in teaching in order to link back to children’s prior learning and personal learning styles.
a3, d1

4.5. encourage students to interpret and understand ideas from various perspectives.

4.6. engage in thinking, analysis, and problem solving that reflects scholarly intellectual standards,
incorporates sound reasoning, and strives for equity and fairness

4.7. design curriculum and instruction based on the understanding and
identification of exceptionality in learning including disabilities, challenges and gifts.

X
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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

4.8. evaluate the impact of cultural, language, and learning differences on
communication in the learning environment.
d4, d5, d6, d7, d8, d9

4.9. Model and expect from children respectful treatment of others.

X
5. assessment: design assessment- driven, standards- based curriculum and instruction that is age and developmentally appropriate.
5.1. Use a variety of formal and informal assessments with knowledge of their advantages and limitations.
C6, C7, C8, F1
NAEYC

Standar
d

3.
observing, documenting, and assessing
to support young Children and Families. Candidates know about and understand the goals, benefits, and uses of assessment. they know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way,
in partnership with families and other professionals, to positively influence children’s development and learning.

3a.
Understanding assessment goals, benefits, and uses.

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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

5.2. Choose assessments through the application of a broad-based knowledge of measurement theory, validity, reliability, bias and scoring concerns.
F1

5.3. assess learner growth and performance toward achievement of any and all relevant state or national standards.
F1

5.4. Use assessments appropriate to the development of the child, goal of the assessment, and limitations and opportunities of the setting.
C1, C6, C7, C8, F1
NAEYC

Standar
d

3b.
Using appropriate assessments.

3c.
practicing responsible assessment.

5.5. partner with families and other professionals in the delivery of assessment and the responsible use of findings.
d2
3d.
Knowing about assessment partnerships with families and professionals.

5.6. observe young children in a systematic, effective, and respectful manner.
b4, d2

5.7. Know the difference between assessment and evaluation.

X
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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

5.8. assess both individual and group performance in a variety of ways to determine student learning and thinking in order to design appropriate instruction.
C6

5.9. identify exceptional learning needs and access appropriate services and/ or resources to meet these needs
e5

5.10. synthesize assessment data with other information about a child to further modify teaching strategies and enhance individual growth and learning.
F3

5.11. share assessment results with children and their families to optimize learner engagement and reflection.
e4

5.12. establish a system for evaluating the effectiveness of curriculum and teaching strategies.
F4

5.13. establish a system for maintaining and monitoring student performance and growth and a method for communicating it with parents and administrators.
e4, F4

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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

3
6. Content Knowledge: Comprehend early childhood content knowledge, its evolution, and its application
6.1. Know the historical and philosophical foundations of education.
g1
NAEYC

Standar
d

4.
teaching and learning. Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge
of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.

6.2. apply various ways of knowing and understanding to design developmentally effective approaches.
d4, d5, d6, d7, d8, d9
4b.
Using developmentally effective approaches.
X

6.3. integrate knowledge of children and subject
matter to design, implement and evaluate meaningful interdisciplinary curriculum.

4c.
Understanding content knowledge in early childhood.

4d.
building meaningful curriculum.

6.4. assess curriculum and teaching materials for
relevance, thoroughness, and accuracy.
d4, d5, d6, d7, d8, d9

6.5. implement the standards- based learning that young children encounter in the K–12 system of education.
d4, d5, d6, d7, d8, d9

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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

3
7. Community: support and empower the young child’s relationships within and outside of the school setting.
7.1. determine how the complexities and diversity of family, community,
and cultural norms and characteristics (Mn standard 3j) influence learning.
a5, a6, a7, e3, F2
NAEYC

Standar
d

2.
building Family and Community relationships. Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities.
they use this understanding to create respectful, reciprocal relationships that support and
empower families, and to involve all families in their children’s development and learning.

2a.
Understanding family and community characteristics.

7.2. analyze the characteristics, lifestyles, and contributions associated with various racial, cultural, and economic groups in our society.
e2, e3

7.3. analyze the influence of family and community drug use and misuse on a child’s learning.
d2

7.4. Comprehend the cultural content, worldview, and concepts that comprise american indian trial government, history, language, and culture in the state in which they teach.
e1, e2

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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

7.5. build reciprocal relationships with the families of all children that actively engage the family and community in the children’s development.
e1, a5, a6
NAEYC

Standard

2b.
supporting and empowering families and communities through respectful,

2c.
involving families and communities in children’s development

7.6. Connect with, engage, and empower children and their families.
e1, a5, b2
4a.
Connecting with children and families.

8. ethics and professionalism: Uphold ethical and professional standards in conduct as an early childhood professional.
8.1. articulate and demonstrate in-depth knowledge of the naeyC Code of ethical Conduct and the code of ethics for
educators in the state in which they work.

5.
becoming a professional. Candidates identify and conduct themselves as members of the early childhood profession.
they know and use ethical guidelines and other professional standards related to early childhood practice. they are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from
a variety of sources. they are informed advocates for sound educational practices and policies.
X

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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

8.2. Collaborate flexibly and effectively with other adults in professional roles.

8.3. engage in advocacy for children and the profession (naeyC standard 5c) by participating in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs and to enhance professional growth.

NAEYC

Standar
d

5c.
engaging in continuous learning.

8.4. revise teaching practices and professional development opportunities as a result
of learner assessments, self-assessments, literature reviews, and reflection.

8.5. Use technology effectively to increase productivity and improve professional practice.

8.6. recognize the importance of obtaining and maintaining proper licensure.

X
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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

8.7. analyze the operations of the organization and system in which they work.

8.8. Comprehend a child’s right to equal education, appropriate education for students with disabilities, confidentiality, privacy, and safety – specifically as it relates to abuse and neglect.

8.9. Know data practices.

8.10. accept opportunities to take on leadership responsibilities.

8.11. accept the opportunity and responsibility to mentor other professionals and aspiring professionals.

8.12. build better outcomes for children by working with others to create change through influence and consensus.

X
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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

3
9. reflection and Continuous
learning: engage in continued professional growth.
9.1. self-assess personal strengths and weaknesses and how to create an effective professional development plan.

9.2. Monitor and adjust teacher and caregiver behavior to positively influence student engagement and learning.

9.3. engage in reflective practice for continuous professional growth and improvement of instructional and leadership practices.

9.4. develop collaborative relationships with other professionals that support reflection, problem-solving, and the generation of new ideas toward improving the learning environment and learner experience.

9.5. actively participate in the early childhood field.

NAEYC

Standar
d

5a.
identifying and becoming involved with the early childhood field.

X
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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

9.6. integrate knowledge, skills, reflection and critical thinking.

NAEYC

Standard

5d.
integrating knowledgeable, reflective, and critical perspectives.

9.7. pursue continuous learning and professional development.

5c.
engaging in continuous learning.

9.8. write clearly and communicate effectively with families and the community in a variety of ways appropriate to purpose, context, and professional role.

X
10. theory and research: apply critical knowledge of current research and theory to
the improvement of instructional and leadership practices.
10.1. identify and use resources necessary to perform their professional role with the most current
knowledge and best practices.

10.2. Conduct classroom and/ or school-based research to improve practice, programs and student outcomes.

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Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

10.3. engage students in inquiry sufficient to generate further questioning as well as knowledge.

10.4. inform thinking, planning, and teaching with appropriate data and data driven strategies
demonstrating an advanced ability to investigate questions relevant to their practice.

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