ED1003: Developmental Continuum: Infants and Toddlers: Explain the developmental continuum of infants and toddlers.

Assessment Rubric
0 1 2
Not Present Needs Improvement Meets Expectations
Topic 1: Physical Development
Identify two milestones Response is not present. Milestones of infant/toddler Milestones of infant/toddler
of physical physical development are physical are accurate, complete,
development for each inaccurate, incomplete, and/or and aligned to required age levels.
given age between 3 of minimal significance to age
and 36 months. levels.
LO1: Identify milestones
of infant/toddler physical
development.
Explain at least 3 Response is not present. Explanation of the influences Explanation of the influences on
influences on on infant/toddler physical infant/toddler physical
infant/toddler physical development is vague, development is complete,
development that will inaccurate, and/or incomplete. accurate, and articulates
help families better connections to children’s unique
understand their developmental pathways.
child’s unique
developmental
pathway.
LO2: Explain influences
on infant/toddler physical
development.

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Topic 2: Cognitive and Language Development
Explain how the Response is not present. Explanation of how Explanation of how infant/toddler
cognitive development infant/toddler cognitive cognitive development can be
of infants and toddlers development can be evidenced through play is clear
is evidenced through evidenced through play is and accurate. Examples are well-
play activities that are vague and/or inaccurate. developed, aligned with required
typical of young Descriptions of examples are age levels, and address all
children. poorly developed, required age levels.
inappropriately aligned to age
Describe at least three
examples of the kinds levels, and/or insufficiently
of activities families address all required age
and staff might expect levels.
to see as a young child
progresses across
each of these
approximate stages
(early infancy, mobile
infancy, and
toddlerhood).

LO1: Explain how

infant/toddler play
activity evidences
cognitive development.

Explain why social Response is not present. Explanation of the value of Explanation of the value of social
interaction is critical to social interaction to interaction to infant/toddler
very young children’s infant/toddler language language development is clear,
language development is vague, accurate, and complete. Tips are
development. inaccurate, and/or incomplete. well developed and align with
Tips are vague or poorly align required age levels.

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Identify two tips for to required age levels.
how families and
caregivers can support
language development
in each of these age
ranges: 0–6 months;
6–12 months; 12–24
months; and 24–26
months.

LO2: Explain why social

interaction is critical to
infant/toddler language
development and how to
support language
development at specific
stages.
Topic 3: Social-Emotional Development
Briefly explain the Response is not present. Explanation of self-regulation Explanation of self-regulation and
concept of self- and how it develops during the how it develops during the first 3
regulation and how it first 3 years of life is vague, years of life is clear, accurate, and
develops during the inaccurate, and/or incomplete. complete. Tips are well-developed
first 3 years of life. Tips are poorly developed and align with required age levels.
and/or inappropriately align to
Include 5 tips for how
the required age levels.
caring adults can help
young children
develop this important
skill during infancy
and toddlerhood. (Be
sure your tips address

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both infants and
toddlers.)
LO1: Explain how self-
regulation develops
during the first 3 years of
life.
Topic 4: Brain Development
Create three Response is not present. Descriptions of current Descriptions of current research
“headlines” that research on brain on brain development during
highlight key findings development during infancy infancy and toddlerhood are clear
of recent research into and toddlerhood are vague, and accurate. Selected findings
how children’s brains inaccurate, and/or incomplete. are current, significant, and
develop in infancy and Selected brain research relevant to infants and toddlers.
toddlerhood. Provide a
findings are outdated,
summary of each
insignificant, and/or irrelevant
finding and a link to a
resource that provides to infants and toddlers.
more information.

LO1: Describe current

research on brain
development in infancy
and toddlerhood.

Mastery Rubric

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Exceeds Expectations:
LO1: Apply life Examples effectively illustrate key concepts and use information from multiple, relevant sources to
experiences and convey the concepts related to the developmental continuum for infants and toddlers.
academic
knowledge to Yes
provide examples
that illustrate
No
concepts related to
young children’s
development.

Written Communication: Write with clarity, coherence, and purpose.

0 1 2
Not Present Needs Improvement Meets Expectations

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LO1: Construct complete Sentences are Sentences are incomplete Sentences structure effectively
and correct sentences. incoherent and and/or include fragments and conveys meaning to the reader.
(AWE 2; Sentence Level impede reader’s run-on sentences, limiting
Skills) access to ideas. reader’s access to ideas.
LO2: Demonstrate the Multiple inaccuracies Some inaccuracies in grammar Use of grammar and mechanics is
effective use of grammar in grammar and and mechanics limit reader’s straightforward and effectively
and mechanics. (AWE 2; mechanics impede access to ideas. conveys meaning to reader.
Sentence Level Skills) reader’s access to
ideas.
LO3: Create cohesive Paragraphs, or lack of Construction of main idea Main idea and/or supporting
paragraphs with a clear paragraphs, impede and/or supporting paragraphs paragraphs effectively convey
central idea. (AWE 2; reader’s access to limit reader’s access to ideas. meaning to reader.
Paragraph Level Skills) ideas.
LO4: Use supporting Supporting materials Supporting material is used Supporting material is used to
material to support a are not present. inconsistently or enhance meaning. Writing is
claim. (AWE 2; Use of inappropriately. appropriately paraphrased and
Evidence) uses direct quotes as applicable.

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