Walden University Competency Description CD002 1/2/2017 Page 1 Master’s in Early Childhood Studies Competency-Based Learning CD002: Knowledge of the Child Development Continuum Apply knowledge of the child development continuum to support child development and learning. Prerequisites: There is no prerequisite for this Competency. Assessment Type: Short-Answer Response Competency Description: A child’s development during early years sets the foundation for his or her success through adulthood. For early childhood professionals, a deep understanding of the child development continuum is the foundation of the profession. Once you have a strong foundational knowledge of the child development continuum, you can use this knowledge to support children’s development and learning. This short-answer response Assessment will evaluate your knowledge of the child development continuum. Knowledge of this continuum will help you make informed decisions that can positively impact young children’s development and learning. You will answer questions about developmental and learning expectations for children from prenatal to those in primary grades. You will also answer questions about how the domains of child development are integrated. Assessment submission length: 8 short-answer items; 3-4 pages Sub-Competencies: o Explain developmental expectations and relevant influences within the domains of child development for children prenatal to birth. o Explain developmental and learning expectations and relevant influences within the domains of child development for infants and toddlers. o Explain developmental and learning expectations and relevant influences within the domains of child development for preschoolers. o Explain developmental and learning expectations and relevant influences within the domains of child development for children in primary grades. o Describe how the domains of child development are integrated. Walden University Competency Description CD002 1/2/2017 Page 2 CD002 Knowledge of the Child Development Continuum Short-Answer Response Assessment Submission FormContact Information Please provide your contact information and date of submission below. Your Name: First and Last Your Email address: Your e-mail here Date: Click here to enter a dateInstructions This Competency includes aShort-AnswerResponse Assessment. Writeyour 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 writingyour 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). Be sure to support your response ...

1. Walden University Competency Description CD002
1/2/2017 Page 1
Master’s in Early Childhood Studies Competency-Based
Learning
CD002: Knowledge of the Child Development Continuum
Apply knowledge of the child development continuum to
support child development
and learning.
Prerequisites: There is no prerequisite for this Competency.
Assessment Type: Short-Answer Response
Competency Description:
A child’s development during early years sets the foundation for
his or her success through
adulthood. For early childhood professionals, a deep
understanding of the child development
continuum is the foundation of the profession. Once you have a
strong foundational knowledge of the
child development continuum, you can use this knowledge to
support children’s development and
learning.

2. This short-answer response Assessment will evaluate your
knowledge of the child development
continuum. Knowledge of this continuum will help you make
informed decisions that can positively impact
young children’s development and learning. You will answer
questions about developmental and learning
expectations for children from prenatal to those in primary
grades. You will also answer questions about
how the domains of child development are integrated.
Assessment submission length: 8 short-answer items; 3-4 pages
Sub-Competencies:
o Explain developmental expectations and relevant influences
within the domains of child
development for children prenatal to birth.
o Explain developmental and learning expectations and relevant
influences within the domains
of child development for infants and toddlers.
o Explain developmental and learning expectations and relevant
influences within the domains
of child development for preschoolers.
o Explain developmental and learning expectations and relevant
influences within the domains
of child development for children in primary grades.
o Describe how the domains of child development are
integrated.

3. Walden University Competency Description CD002
1/2/2017 Page 2
CD002 Knowledge of the Child Development Continuum
Short-Answer Response Assessment Submission FormContact
Information
Please provide your contact information and date of submission
below.
Your Name: First and Last
Your Email address: Your e-mail here
Date: Click here to enter a dateInstructions
This Competency includes aShort-AnswerResponse Assessment.
Writeyour 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 writingyour 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). Be sure
to support your responses with connections to professional
sources. Each response requires a reference (in APA style) to
support your response. If you need additional information about
how to correctly paraphrase, cite, and/or reference sources,
please visit the Walden Writing Center:
http://academicguides.waldenu.edu/writingcenter/apa/citations
Note:Save this file as CD002_firstinitial_lastname, and upload

4. it to this Assessment within the learning platform. For example,
CD002_B_Smith.
Review the following sample item and response for a sample
that meets expectations.Exemplar In 2-3 paragraphs, describe at
least three characteristics of cognitive development in a
typically-developing child at the infant/toddler stage (ages 0–
2).Your Response
There are many important characteristics of cognitive
development that occur during infancy and toddlerhood.
According to Piaget, infants think with their eyes, ears, hands,
nose, and mouth (Berger, 2012), and therefore are in the
sensorimotor stage of development. Initially, infants are in a
state of reflexes which lasts from approximately birth one
month (Berger, 2012). Infants process the world through
sacking, grasping, steering, and listening during this time
period (Berger, 2012). This stage is followed by the stage of
first habits, which continues until about four months of age
(Berger, 2012). During this stage, the infant becomes more
intentional as they process what each actions feels like and how
the body has created particular responses within the
environment.
From about four to eight months of age, infants are in what
Piaget described at secondary circular reactions (Berger, 2012).
During this stage, the infant responds to objects and people
(Berger, 2012). Infants begin to engage in imitation between
four and eight months of age, with goal directed behavior
representing a new development (Berger, 2012). Infants have
progressed from understanding how they can impact their
environment to having specific goals with in their environment.,
The next stage Piaget describes is tertiary circular reactions,
which lasts from approximately 12 to 18 months (Berger,

5. 2012). One of the most significant things that happens during
this time period is that children engage in problem solving, and
can seem like little scientists (Berger 2012).
In addition to these important characteristics, language is also
an important cognitive characteristic to mention. During
infancy and toddlerhood, language development is expansive.
Babbling emerges at approximately 6 months of age, and by one
year of age toddlers begin to speak their first word (Berger,
2012). Language production is rapid – children can add, on
average, one new word a week (Berger, 2012). By the time
toddlers are two years of age, they are often speaking in short
sentences (Berger, 2012). Reference
Berger, K. S. (2012). The developing person through childhood
(6th ed.). New York, NY: Worth Publishers.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2: Explain developmental and learning
expectations and relevant influences within the domains of child
development for infants and toddlers.
Learning Objective 2.1:
Describe key characteristics of cognitive development in
typically-developing children at the infant/toddler stage.
Description is not present.
Description is vague or inaccurate.
Description is clear and accurate and includes key
characteristics of cognitive development at this stage.
Demonstrates the same level of achievement as “2,” plus the

6. following:
Description includes clear examples of how characteristics are
exhibited by children at this stage of development.
Short Answer 1
Describe the physical growth and development that occurs in
each stage of prenatal development.(Note: Write 1 paragraph for
each stage.)
Prenatal Stages:
· 0–2 weeks (Germinal period)
· 3–8 weeks (Embryonic period)
· 9 weeks to birth (Fetal period)
Your Response
References (follow APA style)
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain developmental expectations and

7. relevant influences within the domains of child development for
children prenatal to birth.
Learning Objective 1.1:
Describe key characteristics of prenatal physical development.
Description is not present.
Descriptions of prenatal development in each stage are vague,
incomplete, or inaccurate.
Descriptions of prenatal development in each stage are clear,
accurate, and provide an overview of major physical
developmental changes associated with each stage.
Demonstrates the same level of achievement as “2,” plus the
following:
Provides detailed information about physical developmental
changes associated with each stage.
Short Answer 2
Describe at least three characteristics of social-emotional
development in a typically-developing child at the
infant/toddler stage (ages0–2).Your Response
Enter Your Response HereReferences (follow APA style)Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2: Explain developmental and learning
expectations and relevant influences within the domains of child
development for infants and toddlers.
Learning Objective 2.1:
Describe key characteristics of social-emotional development in

8. typically-developing children at the infant/toddler stage.
Description is not present.
Description is vague or inaccurate.
Description is clear and accurate and includes key
characteristics of social-emotional development at this stage.
Demonstrates the same level of achievement as “2,” plus the
following:
Description includes clear examples of how characteristics are
exhibited by children at this stage of development.
Short Answer 3Ms. Rogan is a new paraprofessional in a pre-
school classroom, ages 3 and 4. Imagine you are the teacher in
this classroom and, in 1–2 paragraphs, explain the
characteristics of language development for this age group to
Ms. Rogan. Your Response
Enter Your Response HereReferences (follow APA style)Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 3: Explain developmental and learning
expectations and relevant influences within the domains of child
development for preschoolers.
Learning Objective 3.1:
Explain characteristics of language development for
preschoolers.
Explanation of characteristics is not present.
Response provides a partial explanation of characteristics of
language development for preschoolers.
Response provides a complete and accurate explanation of
characteristics of language development for preschoolers.

9. Demonstrates the same level of achievement as “2,” plus the
following:
Description includes clear examples of how characteristics are
exhibited by children at this stage of development.
Short Answer 4
Scenario: Sydney is a caretaker in a large early childhood care
center program that serves children from birth until age 4. There
is one room for infants and toddlers ages 0–2, and one room for
children, ages 2–4. Sydney has spent oneyear working in the
room for 2- to 4-year-olds and moved to the room for infants
and toddlers aged 0–2.
In 1–2 paragraphs, explain what differences between the groups
Sydney can expect for the children’s physical abilities.Your
Response
Enter Your Response HereReferences (follow APA style)Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2: Explain developmental and learning
expectations and relevant influences within the domains of child

10. development for infants and toddlers.
Learning Objective 2.2:
Describe the physical developmental expectations for infants
and toddlers.
Description of differences in physical development and/or
learning expectations is not present.
Response partially or vaguely describes the typical physical
development of 0–2 year olds.
Response clearly describes typical physical development of 0–2
year olds.
Demonstrates the same level of achievement as “2,” plus the
following:
Provides a detailed explanation of typical physical development
of 0–2 with specific examples.
Sub-Competency 3: Explain developmental and learning
expectations and relevant influences within the domains of child
development for preschoolers.
Learning Objective 3.2:
Describe the physical developmental expectations for
preschoolers.
Description of differences in physical development expectations
is not present.
Response partially or vaguely describes the typical physical
development of 2–4 year olds.
Response clearly describes typical physical development of 2–4
year olds.
Demonstrates the same level of achievement as “2,” plus the
following:

11. Provides a detailed explanation of typical physical development
of 2–4 year olds with specific examples.
Short Answer 5Describe at least three characteristics of
physical development in a typically-developing child in the
primary grades (ages 5-8).Your Response
Enter Your Response HereReferences (follow APA style)Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4:Explain developmental and learning
expectations and relevant influences within the domains of child
development for children in the primary grades.
Learning Objective 4.1:
Describe key characteristics of physical development in
typically-developing children in the primary grades.
Description is not present.
Description is vague or inaccurate.
Description is clear and accurate and includes key
characteristics of physical development at this stage.
Demonstrates the same level of achievement as “2,” plus the
following:
Description includes clear examples of how characteristics are
exhibited by children at this stage of development.

12. Short Answer 6
Scenario: Mr. Dinet has worked in an early childhood care
center and pre-school setting for children ages 2–4 for many
years. He is beginning his work as a student teacher in an
elementary school this year. He will be working in kindergarten,
first-grade, and second-grade classrooms. He is curious about
the differences he can expect to see in the primary classroom
environment.
In 1–2 paragraphs, describe at least three socio-emotional
characteristics of developmentand at least three cognitive
characteristics of development that Mr. Dinet can expect to see
in his primary grade students. Your Response
Enter Your Response HereReferences (follow APA style)Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4: Explain developmental and learning
expectations and relevant influences within the domains of child
development for children in primary grades.
Learning Objective 4.2:
Describe socio-emotional characteristics intypically-developing
children in theprimary grades.
Description of characteristics of socio-emotional development
isnot present.
Response provides a vague or partial description of
characteristics of socio-emotional development for children in
primary grades.

13. Response provides a complete and accurate description of key
characteristics of socio-emotional development for children in
primary grades.
Demonstrates the same level of achievement as “2,” plus the
following:
Description includes clear examples of how characteristics are
exhibited by children at this stage of development.
Learning Objective 4.3:
Describe key characteristics of cognitive development in
typically-developing children in the primary grades.
Description is not present.
Description is vague or inaccurate.
Description is clear and accurate and includes key
characteristics of cognitive development at this stage.
Demonstrates the same level of achievement as “2,” plus the
following:
Provides an explanation of how cognitive development typically
occurs across the span of this developmental stage.
Short Answer 7
Scenario: Dante is a 4-year-old in a pre-school class. His
teachers notice that he generally displays poor motor control.
For example, he frequently bumps into other children when
moving around the classroom, cannot throw or catch a ball or
bean bag, and has difficulty using crayons and scissors.
In 1–2 paragraphs, describe how Dante’s socio-emotional
development might be impacted by his physical development.
Your Response

14. Enter Your Response HereReferences (follow APA style)Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 5: Describe how the domains of child
development are integrated.
Learning Objective 5.1:
Describe how the domains of child development are integrated.
Description of how the domains are integrated is not present.
Response includes a vague description of how development in
one domain impacts development in other domains.
Response includes a logical description of how development in
one domain impacts development in other domains.
Demonstrates the same level of achievement as “2,” plus the
following:
Provides arelevant example from personal experience or
professional practice.
Short Answer 8
Scenario: Julie is a 6-year-old in a first-grade class. She often
comes to school in dirty and ill-fitting clothing. She is generally
quiet and withdrawn and does not interact very much with the
children in the classroom. Her teacher does some investigating

15. and learns that the family has been in upheaval.Julie’s mother
has recently entered a drug rehab center.Julie has been
separated from her siblings and is living with her aunt, who
works two jobs and has little time to attend to her.
In 1–2 paragraphs, describe how Julie’s cognitive development
might be impacted by her social-emotional development. Your
Response
Enter Your Response HereReferences (follow APA style)Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 5: Describe how the domains of child
development are integrated.
Learning Objective 5.1:
Describe how the domains of child development are integrated.
Description of how the domains are integrated is not present.
Response includes a vague description of how development in
one domain impacts development in other domains.
Response includes a logical description of how development in
one domain impacts development in other domains.
Demonstrates the same level of achievement as “2,” plus the
following:
Provides arelevant example from personal experience or
professional practice.
©2016 Walden University 14

16. Academic Writing Expectations Checklist
The faculty Assessor will use this checklist to evaluate whether
your written responses adhere to the conventions of scholarly
writing. Review this checklist prior to submitting your
Assessment to ensure your writing follows academic writing
expectations. Click the links to access Writing Center
resources:
Sentence-Level Skills
|_|Constructing complete and correct sentences
Note:See an explanation of sentence components and how to
avoid sentence fragments and run-ons.
|_|Using and spelling words correctly
Note:See a list of commonly misused words and information on
MS Word’s spell check.
|_|Using punctuation appropriately
Note:See the different types of punctuation and their uses.
|_|Using grammar appropriately
Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_|Using paragraph breaks
Note:See a description of paragraph basics.
|_|Focusing each paragraph on one central idea (rather than
multiple ideas)
Note:See an explanation of how topic sentences work.
Use of Evidence
|_|Using resources appropriately
Note:See examples of integrating evidence in a paper.
|_|Citing and referencing resources accurately
Note: See examples of citing and referencing resources in a
paper.
|_|Paraphrasing (explaining in one’s own words) to avoid
plagiarizing the source
Note:See paraphrasing strategies.

17. Formatting Written Assignments
|_| Using appropriate APA formatting, including title page,
margins, and font
Note:See APA overview and APA template from the Writing
Center.
Comments:
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