Child Development for Parenting Competency Rubrics

Competency 1: Students will understand that various conditions will influence child growth and development
from conception to middle childhood.
State guidelines:
Examine physical, emotional, social, and intellectual development. (FCS 12.1.1)
Examine interrelationships among physical, emotional, social, and intellectual aspects of human growth and
development. (FCS 12.1.2)
Investigate the impact of heredity and environment on human growth and development. (FCS 12.2.1)
Determine consequences of parenting practices to the individual, family, and society. (FCS 15.1.3)

4 exceeds expectations
In addition to 3
Give a detailed
prediction of what
future parenting
practices might look
like in our culture,
and how that will
affect the different
areas of
development.
Include predictions
about how modern
medicine and
genetic manipulation
might affect the
roles of heredity and
environment on
early growth.

Notes:

3 meets expectations
2 approaches
Compare
expectations
Summarize the
physical,
emotional,
physical,
social, and
emotional,
intellectual
social, and
developments at
intellectual
different stages
developments at
of childhood
different stages
from conception
of childhood.
to age 6.
Classify
Differentiate the
conditions in
effects of
early childhood
heredity and
into those
environment on
caused by
early childhood
heredity, those
development.
caused by
Draw
environment,
and those in
conclusions
which both
about the values
contribute.
of different
Identify
cultures based
on their
patterns in
parenting
different cultures
practices.
regarding
parenting
practices.

1 beginning skills
Recognize the
difference
between
physical,
emotional, social,
and intellectual
developments
and list at least
two of each for
different stages
of growth.
List conditions in
early childhood
that may be
caused by either
heredity or
environment of
both.
Tell about the
parenting
practices in a
different country
or at a different
time in our
history.

Competency 2: Students will understand that child development theories have implications for working with
children.
State guidelines:
Examine child development theories and their implications for educational and childcare practices. (FCS 4.2.1)
Demonstrate various basic methods used to observe and interpret childrens growth and development (Local
competency)

4 exceeds expectations
In addition to 3
Critique the theory
of one of the
contributors to
developmental
theory based on its
effectiveness at
explaining
phenomena, current
relevance, and your
observations.

Notes:

3 meets expectations
Compare the
theories of
human
development
from three major
contributors.
Explain the
actions of
children you
observe based
upon two of
these theories.
Complete all
typed reports of
child
observations,
differentiating
between
objective and
subjective
statements.

2 approaches
expectations
Compare the
theories of two
major
contributors to
development
theory.
Explain the
actions of
children you
observe based
upon one of
these theories.
Complete all
reports of child
observations.

1 beginning skills
Summarize the
developmental
theory of one of
the major
contributors.
Complete one
child observation
and report.

Competency 3: Students will demonstrate the knowledge and skills necessary to work with children, birth to
middle childhood.
Examine the role of support systems in meeting human growth and development needs. (FCS 12.3.3)
Determine the roles and functions of individuals engaged in early childhood education and services. (FCS
4.1.1)
Determine the impact of social, economic, and technological forces on individual growth and development.
(FCS 12.2.2)

4 exceeds
expectations
In addition to 3
Predict child
protection services
that may be needed
in the future, citing
evidence of current
statistics.

Notes:

3 meets expectations
Compare three services
offered or arranged by the
NH DHHS that involve
services to children or
families.
Summarize the missions,
histories, oversights, and
effectiveness of three
professional organizations
that deal with people that
supervise children.
Construct a timeline of
important milestones in
child protection in our
country, and include
details about three events.

2 approaches
expectations
Compare two services
offered or arranged by the
NH DHHS that involve
services to children or
families.
Summarize the missions,
histories, oversight, and
effectiveness of two
professional organizations
that deal with people that
supervise children.
Construct a timeline of
important child protection
milestones in our country,
and include details about
one event.

1 beginning skills
List services offered or
arranged by the NH
DHHS that involve
services to children or
families.
Summarize the mission,
history, oversight, and
effectiveness of one
professional organization
that deals with people that
supervise children.
Construct a timeline of
important child
protections milestones in
our country.