Early Childhood Identity and Beliefs

©2017 Walden University 1
BP1005: Identity as an Early Childhood Professional: Integrate
critical perspectives to inform a personal identity as an
early childhood professional.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Developing a Professional Digital Identity
Apply designated
Professional Digital
Identity Guidelines, as
indicated on the
Professional Website
Review Checklist, to all
required website
content.
LO1: Apply Professional
Digital Identity

Guidelines to online
content.
Response is not present.
Response is incomplete
and/or inaccurately applies
Professional Digital Identity
Guidelines specific to the
required website content.
Response demonstrates
complete, logical, and accurate
application of Professional Digital
Identity Guidelines specific to the
Topic 2: Defining Professional Beliefs, Interests, and Goals
Develop three core
professional beliefs
about the early
childhood profession,
early childhood
education, and/or
young children that are
shaping your identity
as an early childhood
professional.

Response is vague,
inaccurate, illogical, and/or
incomplete, lacking details
related to shaping the identity
of an early childhood
professional.
Core professional beliefs are
clear, logical, complete, and
related to shaping the identity of
an early childhood professional.
LO1: Develop core early
childhood professional
beliefs.
Explain the knowledge
or practice that
informs each of your
beliefs, such as key
contributors to the
early childhood field;
research about
children and families;
professional
standards;
professional ethics;
and/or professional
passion for positive

social change. In other
words, draw on the
knowledge and
commitment you have
gained thus far in your
professional journey.
LO2: Explain how
professional knowledge
or practice informs core
professional beliefs.
Response is inaccurate,
illogical, and/or incomplete.
Response lacks details that
explain the knowledge and
practice that informs each core
professional belief.
Response is an accurate, logical,
and complete explanation of
knowledge or practice that informs
each core professional belief.
Explain how each of
your core beliefs
informs, shapes,
and/or influences your
current practice and
will inform, shape,

explain how each core
professional beliefs informs,
shapes, and/or influences
and complete explanation of how
each core professional belief
informs, shapes, and/or influences
current and/or future professional
practice.
and/or influence your
future professional
practice.
LO3: Explain how core
professional beliefs
inform, shape, and/or
influence current and/or
future professional
practice.
current and/or future practice.
Relate at least one of

your core beliefs
directly to advocacy
for positive social
change for young
children and families.
LO4: Explain how core
beliefs relate to
advocacy for positive
social change for young
explain how core beliefs relate
to advocacy for positive social
change for young children and
families.
and complete explanation of how
each core professional belief
relates to advocacy for positive
social change for young children
and families.
Identify at least two
specific areas within
the early childhood
field that are of special
interest to you; and,
for each area of

interest, briefly explain
why it interests you.
LO5: Explain
professional interests
Response is not present. Response is inaccurate,
Response lacks rationale for
each one or both interests.
Response accurately, logically,
and completely identifies areas of
interest and includes rationale.
within the early
childhood field.
Provide links to at
least two online
resources, such as
articles or websites,
that have expanded
your knowledge and
that you also
recommend to others,
such as colleagues
and/or families; and,
provide a brief
description (i.e., one or
two sentences) of the

content of each
resource as a guide for
visitors to your site.
LO6: Identify resources
that inform knowledge of
the early childhood field.
Response is not present. Response is inaccurate,
Response is accurate, and logical
for the required number of
resources and links.
Formulate two goals
related to your
professional practice
and/or growth in your
work as an early
childhood
professional.
LO7: Formulate goals for
professional practice
and growth as an early
Response is vague,
inaccurate, illogical, and/or
incomplete.
Goals for professional practice
and/or growth are clear and

related to work as an early
childhood professional.
Explain why each goal
has particular meaning
for you as an early
childhood
professional.
LO8: Explain the
significance of
professional goals.
Response is vague, illogical,
and/or incomplete, and it lacks
details explaining why each
goal is personally significant.
Response clearly and logically
explains why each goal is
personally significant.
For at least one goal,
explain how you aim to
achieve it.

LO9: Explain how
professional goals can
be achieved.
Response is vague,
inaccurate, and/or illogical.
Response clearly and logically
explains a plan to achieve a
professional goal.
Exceeds Expectations: Self-Reflection and Assessment
LO1: Describe a
professional identity
comprising a
professional profile,
core professional
beliefs, professional
Explanations of the professional profile and core professional
beliefs, interests, and goals
demonstrate awareness of and adherence to guidelines for
professionalism online. All parts of the
website contribute to establishing a professional identity that
demonstrates self-reflection and self-
assessment in a thoughtful explanation of core professional
beliefs and specific areas of
professional interest. It also demonstrates professional goal
setting that identifies areas for
practice and/or growth to increase effectiveness as an early

interests, and
professional goals to
increase
effectiveness as an
early childhood
professional.
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.
Sentences structure effectively
conveys meaning to the reader.
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

Paragraphs, or lack of
paragraphs, impede
Construction of the main idea
and/or supporting paragraphs
Main idea and/or supporting
paragraphs effectively convey
central idea. (AWE 2;
Paragraph Level Skills)
reader’s access to
ideas.
limit reader’s access to ideas. 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.
Technology: Use technology effectively.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO1: Apply the features
of technology programs
(i.e., Excel, Word,
PowerPoint) to
communicate information
effectively.
Technology program
is not applied
appropriately.
Technology program includes
multiple formatting issues
and/or is difficult to interpret.
Technology program includes
proper formatting.
Data can be easily read and
interpreted.

CL3002 Sources
TEXTBOOK: THE WELCOMING CLASSROOM: BUILDING
STRONG HOME-TO-SCHOOL CONNECTIONS FOR EARLY
LEARNING
The Welcoming Classroom: Building Strong Home-to-School
Connections for Early Learning
Ernst, J. D. (2014). The welcoming classroom: Building strong
home-to-school connections for early learning. Lewisville, NC:
Gryphon House.
Chapter 1, “Your Role In Engaging Families”
· “Adopting a Strengths-Based Approach” (pp. 11–13)
· “Understanding and Defining Families” (pp. 14–18)
POLICY BRIEF: HOW POVERTY AND DEPRESSION
IMPACT A CHILD’S SOCIAL AND EMOTIONAL
COMPETENCE
How Poverty and Depression Impact a Child’s Social and
Emotional Competence
Winer, A. C., & Thompson, R. A. (n.d.). How poverty and
depression impact a child's social and emotional
competence [Policy brief]. Retrieved from
http://poverty.ucdavis.edu/policy-brief/how-poverty-
and-depression-impact-childs-social-and-emotional-competence
ARTICLE: SAME, DIFFERENT, AND DIVERSE:

UNDERSTANDING CHILDREN WHO ARE DUAL
LANGUAGE LEARNERS (DLLS)
Same, Different, and Diverse: Understanding Children Who are
Dual Language Learners (DLLs)
Head Start. (2014). Same, different, and diverse: Understanding
children who are dual language learners (DLLs). Retrieved from
https://eclkc.ohs.acf.hhs.gov/culture-
language/article/same-different-diverse-understanding-children-
who-are-dual-language
ARTICLE: CHALLENGING MYTHS ABOUT YOUNGER
ENGLISH LANGUAGE LEARNERS
Challenging Myths About Younger English Language Learners
Espinoza, L. M. (2013). Challenging common myths about
young English language learners. An update to the Seminal
2008 Report [Policy brief FCD 8]. Retrieved from
https://www.fcd-us.org/prek-3rd-challenging-common-
myths-about-dual-language-learners-an-update-to-the-seminal-
2008-report/
Note: You will need to download this document.
VIDEO: CONNECT FOUNDATIONS OF INCLUSIONS BIRTH
TO FIVE
CONNECT Foundations of Inclusions Birth to Five
CONNECT: The Center to Mobilize Early Childhood
Knowledge. (2014, November 3). CONNECT Foundations of
Inclusion birth to five [Video file]. Retrieved from
https://connectmodules.dec-sped.org/connect-
modules/resources/videos/foundations-of-inclusion-birth-to-
five/

ARTICLE: RESEARCH SYNTHESIS POINTS ON QUALITY
INCLUSIVE PRACTICES
Research Synthesis Points on Quality Inclusive Practices
National Professional Development Center on Inclusion.
(2011). Research synthesis points on quality inclusive practices.
Retrieved from
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/
NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf
RESEARCH BRIEF: STATE PRE-KINDERGARTEN
State Pre-Kindergarten
Issacs, J. (2008b). State pre-kindergarten [Research brief 1].
Retrieved from
https://www.brookings.edu/wp-
content/uploads/2016/07/09_early_programs_brief1.pdf
RESEARCH BRIEF: HEAD START
Head Start
Issacs, J., & Roessel, E. (2008b). Head Start [Research brief 2].
Retrieved from
RESEARCH BRIEF: EARLY HEAD START
Early Head Start
Issacs, J., & Roessel, E. (2008a). Early Head Start [Research
brief 3]. Retrieved from

RESEARCH BRIEF: NURSE HOME VISITING
Nurse Home Visiting
Issacs, J. (2008a). Nurse home visiting [Research brief 5].
Retrieved from
POSITION STATEMENT: EARLY CHILDHOOD INCLUSION:
A SUMMARY
Early Childhood Inclusion: A Summary
Division for Early Childhood of the Council for Exceptional
Children & National Association for the Education of Young
Children. (2009). Early childhood inclusion: A summary.
Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_
ECSummary_A.pdf
Time Estimate: 20 min
ARTICLE: INVESTING IN YOUNG CHILDREN: A FACT
SHEET ON EARLY CARE AND EDUCATION
PARTICIPATION, ACCESS, AND QUALITY
Investing in Young Children: A Fact Sheet on Early Care and
Education Participation, Access, and Quality
Schmit, S., Matthews, H., Smith, S., & Robbins, T.
(2013). Investing in young children: A fact sheet on early care
and educationparticipation, access, and quality [Fact sheet].
Retrieved from

http://www.nccp.org/publications/pub_1085.html
Time Estimate: 30 minMaking Connections
What is the role of high-quality preschools in mitigating the
effects of poverty in the lives of young children and their
families? Take time to review these resources to assist you in
completing your Competency Assessment and to help you
decide the role you want to take moving forward in your career
as an early childhood professional.
ARTICLE: REDUCING POVERTY’S EFFECTS THROUGH
EARLY CHILDHOOD INTERVENTIONS
Reducing Poverty’s Effects Through Early Childhood
Interventions
Magnuson, K. (2013). Reducing the effects of poverty through
early childhood interventions. Retrieved from
http://www.irp.wisc.edu/publications/fastfocus/pdfs/FF17-
2013.pdf
ARTICLE: HOW PRESCHOOL FIGHTS POVERTY
How Preschool Fights Poverty
Lamy, C. E. (2013). How preschool fights poverty. Retrieved
from
http://www.ascd.org/publications/educational-
leadership/may13/vol70/num08/How-Preschool-Fights-
Poverty.aspx
BLOG: CHILDREN AND POVERTY: THE ROLE OF
PRESCHOOL

Children and Poverty: The Role of Preschool
Lamy, C. (2014, April 3). Children and poverty: The role of
preschool [Blog post]. Retrieved from
http://preschoolmatters.org/2014/04/03/children-and-
poverty-the-role-of-preschool/
CL3002:
Policies that Support Culturally Responsive Early
Childhood Settings: Analyze how current policy issues and
trends impact early childhood settings and the diverse
populations of children and families they serve.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your e-mail 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.
At the end of the template, you will list the references you used
to support your responses.

Scenario
You are a director of a preschool center, where the majority of
children and families served currently live below the poverty
threshold. In a team meeting about a child named Aidan—who
has challenging behaviors, such as kicking and biting—you hear
one of the teachers, Mr. Paul, say, “I think Aidan’s behavior
stems from a lack of attention and positive interactions at
home.” Everyone on the team shares the knowledge that Aidan
lives in poverty and comes from a single-parent home. The team
is also aware the Aidan’s father not only works two jobs, but
has shared that he struggles with depression. Use this scenario
for Items 1 and 2.
Item 1
Explain to Mr. Paul how the context of Aidan’s development,
including that he is experiencing poverty and his father is under
stress, may impact Aidan’s development and learning. (1–2
paragraphs) Your Response
Enter your response here.Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Supporting Child and Family Diversity
Explain to Mr. Paul how the context of Aidan’s development,
including that he is experiencing poverty and his father is under
stress, may impact Aiden’s development and learning.
LO1: Explain possible impacts of poverty and parental stress on
children’s development and learning.
Response is missing.

Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
Item 2
Draft a response to Mr. Paul that is culturally responsive,
supports building respectful relationships with families, and
reflects viewing children and families from a strength-based
lens. (1–2 paragraphs)Your Response
0
Not Present
1
Needs Improvement
2
Meets Expectations
Draft a response to Mr. Paul’s that is culturally responsive,
supports building respectful relationships with families, and
reflects viewing children and families from a strength-based
lens.
LO2: Apply culturally-responsive, strength-based approaches
within early childhood contexts.
Scenario
You are a childcare provider and teach in an inclusive
classroom that serves children with and without
exceptionalities. One of the children, Anna, who has been
identified with an Intellectual Disability, is extremely social
and has many friends in the class. She has recently become
close with Kayla, who is a very shy child but interacts
animatedly when she is playing or working with Anna. One day

Kayla comes to school with birthday invitations for three of her
classmates. You notice that Anna does not receive an invitation.
When Kayla’s mother comes to pick her up, you inquire about
the birthday invitation, mentioning how close Kayla and Anna
have become. Kayla’s mother frowns and expresses concern that
Kayla’s emerging social skills will regress if she spends too
much time with Anna. She explains that in her home country,
children with exceptionalities are not often seen in school.
Item 3
Draft a response to Kayla’s mother that reframes her concerns
about Anna and Kayla’s relationship into one that emphasizes a
strength-based view of young children and their interactions. (1
paragraph) Your Response
0
Not Present
1
Needs Improvement
2
Meets Expectations
Draft a response to Kayla’s mother that reframes her concerns
about Anna and Kayla’s relationship into one that emphasizes a
strength-based view of young children and their interactions.
LO2: Apply culturally-responsive, strength-based approaches
within early childhood contexts.
Scenario
Your first grade class is very diverse, and many of the children

are learning English. Their families have immigrated from
Mexico, Guatemala, South Korea, and Pakistan. Your dual-
language approach has proven very successful for all of your
young learners, and the newest child, Yosung, appears to be
thriving. However, Yosung’s mother, Song Mi, has requested
that Yosung speak and learn only English at school. She has
heard that full immersion programs are more beneficial for
children learning English. Song Mi, is concerned with her
child’s assimilation into the United States, fears his speaking
Korean will be detrimental to his ability to “fit in.” This is
particularly concerning to her as she has struggled in her own
mastery of the English language, and feels that she has
experienced bias because of these challenges. You set up a
meeting to speak with Song Mi.
Item 4
Using a strengths-based approach, address Song Mi’s concerns
about her son’s language development by describing at least two
benefits of dual language development for young children. (1
paragraph)Your Response
0
Not Present
1
Needs Improvement
2
Meets Expectations
Using a strengths-based approach, address Song Mi’s concerns
about her son’s language development by describing at least two
benefits of dual language development for young children.
LO3: Apply a strengths-based approach to explain the benefits
of dual language development for young children.

Item 5
Explain at least 2 evidence-based reasons supporting high-
quality inclusion for children with and without exceptionalities.
(1–2 paragraphs) Your Response
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 2: Policies and Practices Designed to Support Diverse
Child and Family Populations
Explain at least 2 evidence-based reasons supporting high-
quality inclusion for children with and without exceptionalities.
LO1: Explain research supporting high-quality inclusion for
children with and without exceptionalities.
Item 6
Eun Yung, a first-time single mother who just graduated from
high school, is currently looking for a job in hospitality. Her

daughter, Janie, is 9 months old. Eun Yung confides to you that,
although she absolutely loves being a mother, she is
overwhelmed. The job search is discouraging, she is living far
below the poverty line, and she is concerned that she is not
providing for Janie in the ways she would like, which may
impact her daughter’s future negatively.
Explain two culturally responsive early childhood program
policies and/or practices that would support families in this type
of situation. (1–2 paragraphs for each response)
Your Response
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 2: Program Policies and Practices Designed to Support
Diverse Child and Family Populations
policies and/or practices that would support families in this type
of situation.
LO2; Explain culturally responsive early childhood program
policies and/or practices responsive to the unique needs of
Item 7
Emilia and Juan have recently emigrated to the United States
from Mexico and currently are learning English. They have two
adorable 3-year-old twins, Enrique and Carlos. They explain to
you that they are concerned about both of their boys for several
reasons. First, they cannot afford to send them to the daycare

center near their home and, while Carlos is achieving many
developmental milestones, including speaking Spanish, Enrique
has yet to achieve the same. Enrique often exhibits challenging
behavior, such as screaming and running away from them. They
are not sure what to do to help Enrique and to ensure that their
boys learn English before sending them to kindergarten.
policies and/or practices that would support the family
described in this scenario. (1–2 paragraphs)
Your Response
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 2: Program Policies and Practices Designed to Support
Diverse Child and Family Populations
policies and/or practices that would support the family in this
scenario
LO2: Explain culturally responsive, early childhood program
policies and/or practices that are responsive to the unique needs
of children and families.
You are an early childhood education advocate in a rural
community in Maine, where many residents struggle with access
to resources. In recent discussions with several of the
community’s early childhood program directors, you have
learned that enrollment is very low, even though there are many

state policies and funding streams in place that support access
to quality early care and education.
You decide to hold a community meeting to share much
needed information. Use this scenario for Items 9 and 10.
Item 8
Explain at least 2 positive, long-term impacts high-quality
preschools can have on young children, families, and
communities determined by longitudinal research studies. (1–2
paragraphs). Your Response
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 3: Impact of Trends and Policies on Early Childhood
Settings
Explain at least 2 positive, long-term impacts high-quality
preschools can have on young children, families, and
communities determined by longitudinal research studies.
LO1: Explain research that evidences how early childhood
programs support healthy development and learning for young
children and benefit families and communities.
Item 9
You are a preschool director whose program includes many
families who are immigrants and speak languages other than
English in their homes. The policies and practices within your

program are culturally and linguistically responsive, and your
goal is to meaningfully engage families as partners in their
children’s education. You are hosting a family night soon and
want to highlight the importance of culturally and linguistically
responsive programming.
Explain at least 2 key points you want to communicate to the
families. (1–2 paragraphs). Your Response
0
Not Present
1
Needs Improvement
2
Meets Expectations
Settings
Explain at least 2 key points you want to communicate to the
families.
LO2: Explain benefits of culturally and linguistically responsive
programming.
Item 10
You are the director of an inclusive preschool serving children
with and without disabilities. You want to share your vision of
high-quality early childhood inclusion with your teachers,
families, and the community. Explain how the three
NAEYC/DEC defining features of high-quality early childhood

inclusion influence quality inclusive programming in early
childhood settings. (2–3 paragraphs)Your Response
0
Not Present
1
Needs Improvement
2
Meets Expectations
Settings
Explain how the three NAEYC/DEC defining features of high-
quality early childhood inclusion influence quality inclusive
programming in early childhood settings.
LO3: Explain how the NAEYC/DEC defining features of high-
quality early childhood inclusion influence quality inclusive
programming in early childhood settings.
References
Provide a citation for each resource you used to write your
response to this Assessment. A sample citation is provided
below :
· Robertson, C. (2016).
Safety, nutrition, & health in early education (6th ed.).
Boston, MA: Cengage Learning.
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.

Exceeds Expectations: In-Depth Analysis: Explores issues
through analysis of evidence that results in informed judgments.
LO1: Analyze multiple, relevant sources to identify the
importance of policy and trends on practices supporting diverse
populations of young children and their families within early
childhood settings.
Responses to the items synthesizes information from multiple,
relevant sources to demonstrate a thorough understanding of the
relationship between policies and trends and practices
supporting diverse populations of children and families within
early childhood settings.
· Yes
· No
Professional Skill Building
The faculty Assessor will provide feedback based on the
following Professional Skill: Written and Oral Communication.
Although the feedback is here to inform the development of
your skills, it is not a barrier to achieving the Competency,
unless the writing is too poor to be able to score the content of
the Assessment. Review the rubric and check your work based
on the learning objectives listed. If you are concerned that you
will not meet these expectations yet, reach out to your Coach so
he or she can work with you to further develop this important
professional skill.
It is highly recommended that you use this opportunity to
practice this important skill in the context of this Competency
Assessment in order to receive feedback about your current
level of proficiency.
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.
Sentences structure effectively conveys meaning to the reader.
LO2: Demonstrate the effective use of grammar and mechanics.
(AWE 2; Sentence Level Skills)
Multiple inaccuracies in grammar and mechanics impede
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
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.

LO6: Identify sources (AWE 2; Credit to source)
Sources are missing.
Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of nonoriginal material
and/or ideas.
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GUIDELINES AND RESOURCES FOR
BUILDING YOUR PROFESSIONAL WEBSITE
Follow these guidelines for building your professional website
using the New
Google Sites tools.
Getting Ready: Technology Requirements
You will need the following to access the New Google Sites:
• Chrome Browser
Download at
https://www.google.com/chrome/browser/desktop/index.html
• Gmail Account Address
Sign up for new account (if needed):
https://accounts.google.com/SignUpWithoutGmail?hl=en

Accessing New Google Sites
• From your Chrome web browser, go to
http://sites.google.com/new for the
Sites home screen.
• On the Sites home screen, locate the red circle with a white
plus sign “+”
in the bottom right corner.
• Click the circle +, and a new website page will automatically
open.
Creating Your Professional Website
• Use the New Google Sites tools and options to edit the web
page for your
professional site in order to include the required content for this
Assessment.
• Watch the video resource, How to Use the New Google Sites,
as needed,
for help with specific New Google Sites features and tools.
• Use the My Professional Website model
(https://sites.google.com/view/myprofessionalwebsitemodel/ho
me) for
guidance in providing the required website content for this
Performance
Task and, if you choose, optional items on your website.
Resources
• Teacher’s Tech. (2016, June 24). How to use the new Google

sites [Video
file]. Retrieved from
https://www.youtube.com/watch?v=Dm8nEq4jVJg
• Walden University. (n.d.). My professional website. Retrieved
February 16,
2017, from
https://sites.google.com/view/myprofessionalwebsitemodel/hom
e
https://www.google.com/chrome/browser/desktop/index.html
https://accounts.google.com/SignUpWithoutGmail?hl=en
http://sites.google.com/new
e
https://www.youtube.com/watch?v=Dm8nEq4jVJg
e
Professional Website Review Checklist
1.
DEVELOPING A PROFESSIONAL DIGITAL
IDENTITY
Check to make sure you have applied the following
Professional Digital Identity Guidelines to:
My Professional Profile:
____The type of information I’ve shared is appropriate for an
early childhood professional and does not violate my privacy or

that of others.
____ I am comfortable with anyone reading and sharing the
information I’ve provided.
____ All of the images I’ve included on my website are
respectful and present everyone, including me, in a professional
manner.
____ I have written permission to post all photos of children
and adults.
All Areas of My Website
____ I have followed the moral and ethical practices of early
childhood professionals based on the
NAEYC Code of Ethical Conduct and Statement of
Commitment.
____ I have checked for proper grammar, spelling, and
punctuation.
____ I have made sure that information I’ve shared about the
early childhood field and myself is accurate.
____ I am comfortable with and proud of what I have posted
and the knowledge that my website may “live” online for years
to come.
2.
DEFINING PROFESSIONAL BELIEFS, INTERESTS,
AND GOALS
Check to make sure you have completed the required content for
your website professionally in these sections:
My Core Professional Beliefs
____My beliefs represent established principles and practices of
the early childhood field.
____Explanations of my core beliefs represent my own writing
and are referenced and cited properly.

My Professional Areas of Interest and Recommended Resources
____ My areas of interest represent established and respected
areas of the early childhood field.
____ Resources that I have recommended for each area of
interest come from respected professional organizations,
journals, etc., and they can be trusted for accuracy.
____ I have cited each resource and checked that each URL
I’ve included links to the appropriate resource.
My Professional Goals for Practice and Growth
____My goals illustrate professionalism and dedication to the
early childhood field.
____My goals are expressed clearly, and I have tried to make
sure they will not be misunderstood or inferred as biased in any
way. (For example, specific references to challenges working
with children, families, or other peers are clearly respectful.)
BP1005 Sources
WEBSITES: GUIDELINES FOR ONLINE PROFESSIONALISM
Guidelines for Online Professionalism
Kimmons, R. (n.d.). Online professionalism, K-12 Technology
Integration. Retrieved February 17, 2020, from
https://k12techintegration.pressbooks.com/app/uploads/sites/472
96/2016/09/K-12-Technology-Integration-1474477952.pdf
Note: Chapter reading begins on page 44.
11 Tips for protecting your privacy
Webwise.ie. (n.d.). 11 Tips for protecting your privacy.
Retrieved February 16, 2017, from

https://www.webwise.ie/teachers/facebook-for-teachers/
VIDEO: YOUR ONLINE LIFE: PERMANENT AS A TATTOO
Your Online Life: Permanent as a Tattoo
TED. (2013, February). Juan Enriquez: Your online life:
Permanent as a tattoo [Video file]. Retrieved from
https://www.ted.com/talks/juan_enriquez_how_to_think_about_
digital_tattoos
Knowing the rules about using material on your website that is
not your own is another aspect of professionalism. For example,
you might find a great photo of young children or an
inspirational passage about early childhood that you want to
post. This resource offers guidelines for sharing other people’s
work in ways that protect their rights and demonstrate your
commitment to professionalism.
WEBSITE: COPYRIGHT DO’S AND DON’TS
Copyright Do’s and Don’ts
Library of Congress. (n.d.). Copyright and primary sources.
http://www.loc.gov/teachers/usingprimarysources/copyright.htm
l
The National Association for the Education of Young Children
(NAEYC) Code of Ethical Conduct and Statement of
Commitment guides ethical practice with children, families,
colleagues, and others in the early childhood field. Review this
inspiring document for guidance to ensure all parts of your
website reflect moral and ethical practice in the field.
DOCUMENT: NAEYC CODE OF ETHICAL CONDUCT AND
STATEMENT OF COMMITMENT

NAEYC Code of Ethical Conduct and Statement of Commitment
National Association for the Education of Young Children
(NAEYC). (2011). Code of ethical conduct and statement of
commitment (Position statement). Retrieved from
http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%2
0Position%20Statement2011_09202013update.pdf
AUDIO: ADVOCACY AND LEADERSHIP FOR POSITIVE
SOCIAL CHANGE
Advocacy and Leadership for Positive Social Change
Walden University, LLC. (Producer). (2013). Advocacy and
leadership for positive change [Audio file]. Baltimore, MD:
Author.
· “Using Passion to Create Productive Change”
· “Advocacy in Early Childhood”
· “Courage and Social Change”
FEATURED PROFESSIONAL WEBSITES
Center on the Developing Child at Harvard University
Center on the Developing Child at Harvard University. (n.d.).
http://developingchild.harvard.edu
(NAEYC)
(NAEYC). (n.d.). Retrieved February 16, 2017, from
http://www.naeyc.org
Zero to Three
Zero to Three. (n.d.). Retrieved February 16, 2017, from

http://www.zerotothree.org
Here are other professional organizations that you may know or
choose to investigate for areas of interest and recommended
resources for your website. Consider how these sites might
connect with your core beliefs; for instance, the many ways
Head Start models the importance of collaborating with families
to benefit young children.
PROFESSIONAL WEBSITES OF ORGANIZATIONS IN THE
EARLY CHILDHOOD FIELD
American Academy of Pediatrics
American Academy of Pediatrics. (n.d.). Retrieved February 16,
2017, from https://www.aap.org/en-us/Pages/Default.aspx
Annie E. Casey Foundation (AECF)
Annie E. Casey Foundation (AECF). (n.d.). Retrieved February
16, 2017, from http://www.aecf.org/
Division for Early Childhood (DEC)
Division for Early Childhood (DEC). (n.d.). Retrieved February
16, 2017, from http://www.dec-sped.org
National Child Care Association (NCCA)
National Child Care Association (NCCA). (n.d.). Retrieved
February 16, 2017, from http://www.nccanet.org
National Head Start Association (NHSA)
National Head Start Association (NHSA). (n.d.). Retrieved
February 16, 2017, from http://www.nhsa.org
National Institute for Early Education Research (NIEER)
National Institute for Early Education Research (NIEER). (n.d.).
Retrieved February 16, 2017, from http://nieer.org

WestEd
WestEd. (n.d.). Retrieved February 16, 2017, from
http://www.wested.org
TEXTBOOK: PROFESSIONALISM IN EARLY CHILDHOOD
EDUCATION
Professionalism in Early Childhood Education
Feeney, S. (2012). Chapter 6: Doing Your Best for Children.
Professionalism in early childhood education (pp. 86–96) Upper
Saddle River, NJ: Pearson.
BP1005: Assessment Instructions
Review the details of your assessment including the rubric. You
will have the ability to submit the assessment once you earn a
score of 80% or better on all of the related sub-competency
quizzes and engage with your Faculty Subject Matter Expert
(SME) in a substantive way about the competency.OverviewFor
this Performance Task, you will create a website that expresses
your current identity as an early childhood
professional.Professional Skills:
Written Communication and
Technology are assessed in this Competency.
Access the following to complete this Assessment:
·
Guidelines and Resources for Building Your
Professional Website
·
Professional Website Review ChecklistYour response to
this Performance Task should reflect the criteria provided in the
Rubric and adhere to the required website components. This
Assessment requires submission of one (1) file. Save your file
as follows, BP1005_ firstinitial_lastname (for example,

BP1005_ J_Smith).You may submit a draft of your assignment
to the Turnitin Draft Check area to check for authenticity. When
you are ready to upload your completed Assessment, use
the Assessment tab on the top navigation
menu.InstructionsBefore 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.My Professional
WebsiteTo complete this Assessment:
· Build Your Website Using New Google Sites
· Follow the Guidelines and Resources for Building Your
Professional Website document for tips and reminders.
· Access the resource links provided in the document for
specific guidance.
· Write the Required Content for Your Professional Website
· Be sure to:
· Apply designated Professional Digital Identity Guidelines, as
indicated, on the Professional Website Review Checklist to all
· Complete the following sections of your website:RubricThis
assessment has four-parts.Part 1: My Professional Profile
Introduce yourself to your website’s visitors.
Describe your background and the experiences that prompted
your interest in the early childhood field.
Explain why you have enrolled in the BS in Early Childhood
Studies, including who and/or what inspired you to do
so.Note: You may choose to post a digital photo of yourself
with your profile. Remember, if children who are not your own
children appear in the photo, you must provide a signed photo
release form for each child. Your coach can provide copies of
the required form.Part 2: My Core Professional Beliefs
Develop three core professional beliefs about the early
childhood profession, early childhood education, and/or young

children that are shaping your identity as an early childhood
professional. Make sure you:
Explain the knowledge or practice that informs each of your
beliefs, such as key contributors to the early childhood field;
research about children and families; professional standards;
professional ethics; and/or professional passion for positive
social change. In other words, draw on the knowledge and
commitment you have gained thus far in your professional
journey.
Explain how each of your core beliefs informs, shapes, and/or
influences your current practice and will inform, shape, and/or
influence your future professional practice.
Relate at least one of your core beliefs directly to advocacy for
positive social change for young children and
families.Note: You may choose to use any or all of the
following prompts to guide you in writing your core beliefs:
I believe...
I believe this because...
This belief influences (will influence) my professional work
by...
This belief is helping to shape my professional identity by...Part
3: My Professional Interests and Recommended Resources
Share your interests and knowledge. Your website is an ideal
place for demonstrating this aspect of professionalism. For this
part of your website:
Identify at least two specific areas within the early childhood
field that are of special interest to you. (Note: You may include
as many areas of interest as you choose, but you are required to
provide two.) These may be whole areas, such as infant and
toddler development, or particular topics, issues, or trends
within the field.
For each area of interest:
Briefly explain why it interests you. Aim to provide information
that can interest others (e.g., if it’s controversial, briefly
explain the differing views).
Provide links to at least two online resources, such as articles or

websites, that have expanded your knowledge and that you also
recommend to others, such as colleagues and/or families. (Note:
You may provide more than two, but you are required to provide
two resources and links per area of interest.)
Also, provide a brief description (i.e., one or two sentences) of
the content of each resource, as a guide for visitors to your
site.Part 4: My Professional Goals for Practice and Growth
Formulate two goals related to your professional practice and/or
growth in your work as an early childhood professional.
Explain why each goal has particular meaning for you as an
early childhood professional.
For at least one goal, explain how you aim to achieve
it.Note: Your goals can be as general or as specific or as short
term or as long term, as you choose. For example, you may have
a goal of becoming a certified kindergarten teacher in your
state. You may be setting your sights on a position in the field
that will require moving on to a master’s degree when you
complete this program. Or, your goals may be very immediate,
such as finding and working with a mentor to guide and
strengthen your professional development, or applying your
current knowledge to advocate on an issue that affects young
children and families in your community or beyond. Think
about setting goals that can help you be proactive in guiding
your own professional journey today and throughout your
career.
Complete the Professional Website Review Checklist
Use the Professional Website Review Checklist to ensure the
following:
You have applied designated Professional Digital Identity
Guidelines to all required website content.
All four of the required parts of your website effectively
promote your identity as an early childhood professional.
Submit 1 file (BP1005_ firstinitial_lastname) that contains:
The URL for your website, and
The text as it appears on your website in a Microsoft Word
document. Make sure to include:

Part 1: My Professional Profile
Part 2: My Core Professional Beliefs
Part 3: My Professional Interests and Recommended Resources
Part 4: My Professional Goals for Practice and Growth
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