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Complete Observation Tool

Complete Observation Tool

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Published by: anon-953252 on May 11, 2007
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NAEYC Classroom Observation Tool
 
 © National Association for the Education of Young Children, 2006. This form may be reproduced for use by programs seekingor maintaining NAEYC Accreditation. All other rights reserved.www.naeyc.org09/06
This table is created so that it can be sorted to choose specific groups of criteria (Universal or all groups = U;Infants=I; Toddlers/Twos=T; Preschool=P; Kindergarten=K). Using Microsoft WORD, place the cursor withinthe table. Select the Sort option under Table on the main menu. In the Dialog Box that opens, select the desiredage group (U, I, T, P, or K) in the first sort selection, then select
in the second sort, then select
**
on the thirdsort selection. Be sure that Age Group sort is in
 Descending
order and the # and ** sorts are in
 Ascending
order.Then click OK to close the dialogue box and complete the sort. This will create a table in which your desired AgeGroup appears at the top of the table. Delete or do not print the rows that are not needed.
 
#** U I T P K
CriterionNotes of Evidence; Why Met or NotMet
1 X X X X X
Observable Criteria for the Relationships Standard 
1 A. X X X X X
Building Positive Relationships among Teachers and Families 
1A.03X X X X X
Teachers communicate with family members onan ongoing basis to
learn about children’s individual needs and
ensure a smooth transition between homeand program.
 
1A.04X X X X X
Teaching staff are sensitive to and reassurefamily members who are concerned aboutleaving children in non-family care.
1A.05X X X X X
Teachers share information with families aboutclassroom rules, expectations, and routines notonly at enrollment but also as neededthroughout the year.
1B. X X X X X
Building Positive Relationships between Teachers and Children 
1B.01X X X X X
Teaching staff foster children's emotional well-being by demonstrating respect for children andcreating a positive emotional climate asreflected in behaviors such as frequent socialconversations, joint laughter, and affection.
1B.02X X X X X
Teaching staff express warmth throughbehaviors such as physical affection, eyecontact, tone of voice, and smiles.
1B.03X X X X X
Teaching staff are consistent and predictable intheir
physical and
emotional care of allchildren.
1B.04X X X X X
Teaching staff encourage and recognizechildren’s work and accomplishments.
 
 
 © National Association for the Education of Young Children, 2006. This form may be reproduced for use by programs seekingor maintaining NAEYC Accreditation. All other rights reserved.www.naeyc.org09/06
 
#** U I T P K
CriterionNotes of Evidence; Why Met or NotMet
1B.05X X X X X
Teaching staff function as secure bases forchildren. They respond promptly indevelopmentally appropriate ways to children’s
positive initiations,
negative emotions, and
feelings of hurt and fear
by providingcomfort, support, and assistance.
1B.06X X X X X
Teaching staff encourage children’s appropriateexpression of emotions, both positive (e.g., joy,pleasure, excitement) and negative (e.g., anger,frustration, sadness).
1B.07X X X X X
Teaching staff evaluate and change theirresponses based on individual needs. Teachersvary their interactions to be sensitive andresponsive to
differing abilities,
temperaments,
activity levels, and
 cognitive and
social development.
1B.08X X X X X
Teaching staff support children’s competent andself-reliant exploration and use of classroommaterials.
1B.09X X X X X
Teaching staff never use physical punishmentsuch as shaking or hitting and do not engage inpsychological abuse or coercion. (
This is arequired criterion.
)
1B.10X X X X X
Teaching staff never use threats or derogatoryremarks, and do not withhold nor threaten towithhold food as a form of discipline.
1B.11X
Teaching staff engage infants in frequent face-to-face social interactions each day. Theseinclude both
verbal behaviors (e.g., talking,cooing, repeating infant sounds, singing) and
 nonverbal behaviors (e.g., smiling, touching,and holding).
1B.12X
Teaching staff give one-to-one attention toinfants when engaging in caregiving routines.
1B.13X X
Teaching staff adjust their interactions toinfants’ and toddlers’/twos’ various states andlevels of arousal.
1B.14X X
Teaching staff quickly respond to infants’ andtoddlers’/twos’ cries or other signs of distress by
providing physical comfort and
neededcare.
Teaching staff are sensitive to infants’and toddlers’/twos’ various signals and learn toread their individual cries.
 
 
 © National Association for the Education of Young Children, 2006. This form may be reproduced for use by programs seekingor maintaining NAEYC Accreditation. All other rights reserved.www.naeyc.org09/06
 
#** U I T P K
CriterionNotes of Evidence; Why Met or NotMet
1B.15X X X
Teaching staff talk frequently with children andlisten to children with attention and respect.They
respond to children’s questions andrequests.
use strategies to communicate effectivelyand build relationships with every child.
engage regularly in meaningful andextended conversations with each child.
1C. X X X X X
Helping Children Make Friends 
1C.01X
Teaching staff facilitate an infant’s socialinteraction when he or she is interested inlooking at, touching, or vocalizing to others.
1C.02X X X
Teaching staff support children's developmentof friendships and provide opportunities forchildren to play with and learn from each other.
1C.03X X X
Teaching staff support children as they practicesocial skills and build friendships by helpingthem
enter into,
sustain, and
enhance play.
1C.04X X X
Teaching staff assist children in resolvingconflicts by helping them
identify feelings,
describe problems, and
try alternativesolutions.
1C.05X X X
Teaching staff guide children who bully, isolate,or hurt other children to learn and follow therules of the classroom.
1C.06X X X
Teaching staff facilitate positive peer interactionfor children who are
socially reserved orwithdrawn and for
those who are bullied orexcluded.
1D. X X X X X
Creating a Predictable, Consistent, and Harmonious Classroom 

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