Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
cultural competence and cultural humility
Journal Prompt
Overview
The world is becoming increasingly diverse, and the ability to work with young children and families that may be different than your own is inevitable. The practice of cultural humility helps us develop a respectful attitude toward individuals of other cultures and recognize how our comfort zone is being challenged with new ways of viewing the world. The practice of self-awareness and reflection is critical to cultural competence.
Please Note: Refer to your weekly reading and lesson content for information on both cultural competence and cultural humility.
Instructions
For this journal, you will use the Cultural Competence Self-Assessment Checklist and write a self-assessment.
Part One – Complete the Self-Assessment
- Download the Cultural Competence Self-Assessment Checklist and read the introduction and instructions to complete.
EEC4015_Mod02_Cultural_Competence_Self-Assessment_Checklist.pdf
- Thoroughly read each entry in the Awareness, Knowledge, and Skills sections.
- Place an X in the column that “best” describes you in that specific area.
- Then, complete the scoring by following the directions in the introduction.
Part Two – Create a Reflection Journal Entry
Write a reflection journal entry on your self-assessment that:
- Describes your findings from the Cultural Competence Self-Assessment Checklist and address the following:
- What did you discover about yourself?
- What were your strengths, and what areas might you improve?
- Defines cultural competence and cultural humility when working with children and families.
- Provides specific examples for both cultural competence and cultural humility that differentiates them.
- Discusses at least three (3) ways to develop the sensitivity and perspective that will enable you to provide culturally responsive care and education that honors and meets today’s diverse families.
- Creates descriptions/scenarios of at least two (2) relationship-building strategies that demonstrate culturally responsive care in the early childhood program.
- Explains how the strategies foster positive relationships that help young children develop trust and a sense of belonging.
- Uses professional language and tone with correct spelling, grammar, and punctuation in the 400-500-wordreflection journal.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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