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Wisconsin Infant Toddler Professional Credential Capstone Checklist Self Evaluation

Student Name __Michele Jeske________________________

The NAEYC criteria for National Accreditation is used for the Capstone Checklist to demonstrate alignment with the Standards and to familiarize the student with this national accreditation process Complete the self evaluation, including descriptions of behaviors and/or situations that illustrate how ou meet the criteria! "ttach documents as needed to show meeting of the criteria, and use separate paper if ou need more space! In some cases, documentation ma be what ou are using for a sample in our portfolio! Then indicate what the sample is and what categor it is for! Indicator #efinitions$ %ot present$ & ! means "ou o#ser$e no e$idence that the statement accuratel" descri#es the professional #eing o#ser$ed% and&or "ou o#ser$e e$idence of #eha$ior contrar" to the statement Emerging$ ' ! means "ou o#ser$e a little e$idence that the statement accuratel" descri#es the professional Present$ ( ! means "ou o#ser$e some e$idence that the statement accuratel" descri#es the professional' #ut some criteria are missing )astered$ * ! means "ou o#ser$e a great deal of e$idence that this statement accuratel" descri#es the professional and there are no missing criteria

C+)PETE%C, '! "rticulate a philosoph of infant toddler care that embodies elements of -ualit infant toddler programs! %"E,C C.ITE.I" +bservable %"E,C "ccreditation Criteria for the Curriculum Standard ( A )* The curriculum guides the de$elopment of a dail schedule that is predictable et fle/ible and responsive to individual needs of the children The schedule pro$ides time and support for transitions includes #oth indoor and outdoor e+periences is responsi$e to a child,s need to rest or #e acti$e (Examples of how the teacher does each criterion are provided and observed.) ( 3 Curriculum Content Area for Cognitive Development: Social Studies ( 3 )4 Children are pro$ided $aried learning opportunities that foster positive identit and an emerging sense of self and others (Examples of how the teacher does each criterion are provided and comments o - talk and sing songs to the children for transitions and then gi$e them time to respond Sometimes e$en .ust setting the step stool out for hand washing' the" know what to do o - go outside twice a da" for /) min each 0weather permitting1 o 2hen a child gets tired and needs to sleep' we rock them or la" them in their cri# comments o 5sing mirrors in the room for the children to look at themsel$es and plan acti$ities using mirrors o 5sing see through scar$es to pla" peek6a6#oo with friends score score

observed. or example! famil" pictures! pla" props that reflect cultural bac#grounds of children! displa"s or posters celebrating differences! mirrors and opportunities for self exploration! etc.) /7 Creating Caring Communities for $earning

o - place their famil" pictures at their le$el o - ha$e multicultural pictures and di$ersit" pictures hanging in the classroom comments o 8esponding to children,s needs o 7eing attenti$e #" interacting with the children and pla"ing with them o 7eing consistent in dail" routines and ha$ing the same teachers e$er"da" o 9i$ing the children lo$e and affection to make them comforta#le o 9i$ing them support in their pla" o 7eing cultural sensiti$e with children of different nationalities 2e ha$e a child from china and mom still feeds her food instead of letting the child tr" Comments


/ 7 )/ Teacher develops individual relationships with children #" pro$iding care that is responsi$e' attenti$e' consistent' comforting' supporti$e' and culturall" sensiti$e (Examples are provided and teacher behavior is observed to adhere to this criterion.)

/ 7 ):&/ E )* Teacher creates a climate of respect for infants #" looking for as well as listening and responding to $er#al and non$er#al cues% and acti$el" seek to understand infant,s needs and desires #" recognizing and responding to their non$er#al cues and #" using simple language (Examples are provided and teacher behavior is observed to adhere to this criterion.)


o - use sign language to help communicate what children need or want o 2hen a child ru#s their e"es it usuall" means that the" are tired o A child ma" point to the food instead of signing ;more<


%esponding &o Children's (nterests and )eeds

comments o Changing curriculum & schedule to the children,s interest o Arranging the e=uipment for the children to notice it or #eing a#le to pla" with it #" making more room for it' rotating to"s' rotating #ooks' putting to"s in designated


/ E )( Teacher scaffolds children0s learning #" modif"ing the schedule' intentionall" arranging the e=uipment' and

making themsel$es a$aila#le to children (Examples of teacher scaffolding child learning are provided and observed.) +bservable %"E,C "ccreditation Criteria for the Teachers Standard > A )( 2hen working with children' teacher demonstrates the a#ilit" to interact with children without using ph sical punishment or an" form of ps chological abuse! recognize health and safet" hazards and protect children from harm encourage and pro$ide children with a $ariet" of opportunities for learning encourage and pro$ide children with a $ariet" of social e/periences adapt and respond to changing and challenging conditions in wa"s that enhance program =ualit" communicate with children and families (Examples are provided and teacher behavior is observed to adhere to each criterion.) o o o o o o

areas 2e' the teachers' sit on the floor and pla"&interact with the children The children are welcomed to clim# onto our laps comments - use ?ositi$e guidance and redirecting Time6outs are N@T gi$en - am alwa"s checking the room for safet" hazards and checking outlets for plugs - pro$ide children with $ariet" of social e+periences and learning e+periences #" pro$iding lesson plans #ased on assessments -f weather conditions make outside time not possi#le' then - pro$ide other acti$ities in place Sometimes pla"ing in the rain is fun - communicate with children and families #" talking to them or their dail" sheets when the" get picked up after lea$e comments - ha$e a ratio of 4AB or (AC The children under age ( are ne$er in a group size more than C children -f there are more than B then there are alwa"s two teachers score score

4) 7 *anagement +olicies and +rocedures 4) 7 4( 2ritten procedures address the maintenance of de$elopmentall" appropriate teaching staff1child ratios within group si2e to facilitate adult6child interaction and constructi$e acti$it" among children 8atios of 4A / in groups of > children or 4AB in groups of C children are maintained during all hours of operation (Appropriate staff ratio is observed.)

C+)PETE%C, (! "nal 2e and support development of infants and toddlers 3birth to *4 months5! %"E,C C.ITE.I" ( 7 Areas of Development: Social,Emotional Development ( 7 )4 )( )/ )B Children ha$e $aried opportunities to engage throughout the da" with teacher who is attentive and responsive to them facilitate their social competence facilitate their a#ilit" to learn through interacting with others recognize and name their own and others, feelings learn the skills needed to regulate their emotions, behavior, and attention de$elop a sense of competence and positive attitudes toward learning' such as persistence' engagement' curiosit"' and master" (Examples are provided and teacher behavior is observed to adhere to each criterion.) comments o - are alwa"s responding to the children,s needs and interacting with them o - help them tr" to communicate with the other children in the classroom #esides communicating to us teachers o The" know when someone is sad and the" tr" gi$ing them hugs 2hen someone is e+tremel" happ" a#out something the" did A couple of them will clap for that child 2e are working on la#eling feelings #ut the" are C months to 4B months 0as of :&(&4/' .ust had some room changes happen now m" group is > month to 4( months1 o - am working on regulating their emotions and #eha$iors and attention o the old group6 A couple of the children would sit there and snap the #uckles together in our acti$e cloth #ook 2hen the" would get frustrated we would .ust encourage them to tr" again or let go and wiggle fingers then tr" again comments - encourage the children to mo$e freel" around the room 2e do not use #ouncers' swings that limit their mo#ilit" - pro$ide these things in the classroom 8iding to"s 3arge #locks Clim#er 7ouncing ze#ra score


Areas of Development: Physical Development


( C )4 -nfants and toddlers&twos are pro$ided an environment that allows them to move freel and achie$e master" of their #odies through self1initiated movement The" ha$e multiple opportunities to practice emerging skills in coordination' mo$ement' and #alance' as well as perceptual6motor integration (Examples are provided of how teacher prepares environment to offer movement challenges and supports children's emerging ph"sical s#ills.)

7oat ( C )( -nfants and toddlers&twos ha$e multiple opportunities to develop fine1motor skills #" acting on their en$ironments using their hands and fingers in a $ariet" of age6appropriate wa"s (Examples are provided of how teacher supports children's emerging manipulative s#ills.) 2e ha$e large piece puzzles set 2e ha$e shape sorters Dariet" sizes of #alls Stacking cups and #locks 7ooks (E Areas of Development: Language Development comments - gi$e the children time to respond to our =uestions - teach the children some sign language to help communicate since most of them do not talk - talk to the children a#out certain things that are happening or going to happen - read to the children' ha$e con$ersations with them' and tr" to gi$e them e+periences 2e do not do field trips for the age group that - am with score

( E )( )/ )B Children are pro$ided opportunities to e+perience oral and written communication in a language their famil uses or understands Children ha$e $aried opportunities to develop competence in verbal and nonverbal communication #" responding to =uestions communicating needs' thoughts' and e+periences descri#ing things and e$ents Children ha$e $aried opportunities to develop vocabular through con$ersations' e+periences' field trips' and #ooks (Examples are provided of how teacher supports childrens emerging communication skills and supports familys home language.)

/ A Designing Enriched $earning Environments / A )/ Teacher supports children0s needs for ph sical movement, sensor stimulation, fresh air, rest, and nourishment! (Examples are provided of how teacher supports these needs.)

comments - pro$ide acti$ities for large muscle acti$ities - ha$e placed contact paper 0stick" side up1 on the floor for the children 2e ha$e hard and soft o#.ects&things in the classroom - pro$ide /) min of outside time ( times a da" 0weather permitting1 4) min of teacher directed acti$it" each time we are outside


Children are pro$ide rest time according to their schedule Children are gi$en #reakfast' lunch' and snack during the da" There are gi$en water throughout the da" and milk or formula during meal times unless parents re=uest also gi$e them attention and lo$e comments - use creati$e curriculum assessment sheets #esides a goal sheets for each child - will adapt the curriculum to meet the children,s needs and interest -f the children are interested in something - will continue with it till the" are down - ha$e a portfolio for each child with documentation of their assessments and goals

/ 9 -sing (nstruction to Deepen Children's -nderstanding and .uild &heir S#ills and /nowledge / 9 )( Teacher uses multiple sources 0including results of informal and formal assessments' as well as children,s initiations' =uestions' interests' and misunderstandings1 to identif what children ha$e learned adapt curriculum and teaching to meet children,s needs and interests foster children,s curiosit e+tend children0s engagement support self1initiated learning (Examples are provided of assessment tools and explanation of how they are implemented. (nformal assessment ma" include observation! prompting 0uestions! scaffolding and individuali1ed 0uestioning.) B E Adapting Curriculum! (ndividuali1ing &eaching! and (nforming +rogram Development B E )> Teacher observes infants to assess de$elopment and use these o#ser$ations to modif" the curriculum' interactions' and care &eacher recogni1es areas where children's s#ills and abilities are developing t"picall". warning signs of developmental lags or developmental concerns. (&eacher shows awareness of warning signs and provides examples of use of interactions with children to aid in assessing child abilities and needs.)


comments - o#ser$e and assess their de$elopmental skills - interact with the children and talk to them - then make lesson plans to help these skills de$elop or strengthen the skills -f a child is ha$ing a hard time with a de$elopment' - will ask our director to o#ser$e the child also


C+)PETE%C, *! "dapt an infant or toddler environment to meet the needs of the infants, toddlers and caregivers who use it! %"E,C C.ITE.I" comments @#ser$a#le NAEYC Accreditation Criteria for the Curriculum Standard ( A )C ): Materials and e=uipment used to implement the curriculum reflect the li$es of the children and families as well as the di$ersit" found in societ"' including gender' age' language' and a#ilities Materials and e=uipment pro$ide for children,s safet while #eing appropriatel" challenging encourage e/ploration' e+perimentation' and disco$er" promote action and interaction are organized to support independent use are rotated to reflect changing curriculum and to accommodate new interests and skill le$els are rich in variet accommodate children,s special needs sensor and motor learning their practice of de$eloping ph"sical skills through self1initiated movement (Examples of each are provided and observed.) / A Designing Enriched $earning Environments / A )( Teacher designs an en$ironment that protects children,s health and safet at all times (Examples of environmental features that promote health and that promote safet" are listed and observed.) - encourage the children to e+plore' e+periment and disco$er the classroom - promote interacting with the children and ha$ing them interact with each other The e=uipment and to"s are organized to support independence use The #uckets are clear and ha$e pictures of what is inside The to"s and e=uipment are rotated to accommodate new interest and skill le$els There are $ariet" of to"s - can accommodate for children who ha$e special needs - gi$e them opportunities to ha$e sensor" and motor learning - ha$e riding to"s inside and outside of the classroom The" are free to choose this when the" want to comments - check to"s o$er and throw awa" #roken to"s - check outlets for co$ers' - $acuum rugs and sanitize to"s&shel$es and mop the floor - tr" to design the classroom where there are no #lind spots



/ A )B Teacher organizes space and select materials in all content and de$elopmental areas to stimulate e+ploration' e+perimentation' disco$er" and

- organize the areas with appropriate materials 7lock area has #locks' housekeeping area has

conceptual learning (Space is arranged so that materials reflect curriculum areas and developmental domains).

dishes' clothes' etc

/ E %esponding &o Children's (nterests and )eeds / E )4 Teacher reorganizes the en$ironment when necessar" to help children e+plore new concepts and topics' sustain their acti$ities' and e+tend their learning (*aterials are arranged so children can find them! with labels and intentional organization.)

comments 2hen to"s or a to" don,t get used' - will replace it in the room were it would get used more ?ictures of to"s are placed on the shelf so it is easier to pick up Clear plastic #uckets ha$e pictures of the to"s that #elong in the #uckets


/ E )B Teacher uses knowledge of indi$idual children to modif strategies and materials to enhance children,s learning / 7 )( Teacher creates and maintains a setting in which children of differing abilities can progress' with guidance' toward increasing le$els ofA autonom"' responsi#ilit"' and empath" (Examples of each are provided and observed.)

2e can modif" materials or strategies to help enhance children,s learning Teaching staff help guide children with different a#ilities so the" can progress de$elopmentall" The teaching staff is supporti$e and lo$ing to the children

: A (ndoor and 2utdoor E0uipment! *aterials and urnishings : A )C )aterials and e-uipment are a$aila#le to facilitate focused individual pla or pla with peers in sufficient -uantities to occup" e$er" child in acti$ities that meet his or her interests (Examples of each are provided and observed.) : A ): Teacher arranges the en$ironment to #e welcoming and accessible A welcoming and accessi#le en$ironment contains elements such as multicultural materials that promote appreciation for diversit while #eing respectful of the cultural traditions, values, and beliefs of families #eing

comments Materials and e=uipment are alwa"s out at the children,s le$el unless the" put a to" in their mouth then it goes into a sanitizing #ag


- ha$e multicultural #a#ies' #ooks and pictures in the room - ha$e a #ulletin #oard in the classroom #" the children,s cu##ies with the dail" schedule' #i#le

ser$ed% clearl" defined places where families can gather information regarding the dail schedule and upcoming events% clearl" defined places where families sign in, sign out, and gather information a#out their child,s da"% places for displa ing children0s work% and features that moderate visual and auditor stimulation (Examples of each are provided and observed.) : A 4( Indoor space is designed and arranged to accommodate children individuall , in small groups, and in a large group divide space into areas that are supplied with materials organized in a manner to support children,s pla" and learning pro$ide semiprivate areas where children can pla" or work alone or with a friend pro$ide children with disa#ilities full access 3with adaptations as necessar"1 to the curriculum and acti$ities in the indoor space : A 4/ Teacher selects and uses materials' e=uipment' and furnishings to support the curriculum' meet program goals' and foster the achie$ement of desired outcomes for children (Examples of each are provided and observed.)

stor"' and upcoming e$ents Each child has their own cu##" and clip#oard with their dail" sheets and e+tra clothes Young Star and -TE8S and ECE8S sa" no art under 4( months #ut we do ha$e a #ulletin #oard at their e"e le$el

- ha$e area with a ta#le and two chairs and another area with a ta#le and B chairs - ha$e areas that are separated #" furnishings to create areas so children can #e together or alone The classroom is open to help the ones who are tr"ing to walk with walking to"s or want to ride riding to"s - use materials and e=uipment and furnishings to support m" curriculum - pro$ide materials and e=uipment to help meet the children,s goals and support the curriculum

C+)PETE%C, 6! Establish ongoing relationships with families! %"E,C C.ITE.I" 4 A .uilding +ositive %elationships among &eachers and amilies 4 A )/ Teachers communicate with famil" mem#ers on an ongoing #asis to learn a#out children,s indi$idual needs and ensure a smooth transition #etween home and program 37ather information from families5 intake forms comments - use intake forms and then for the children under the age of two the forms get updated e$er" three months - want and encourage the families to tour the center and then when the" enroll encourage them to $isit with the children score

intake meetings and conferences informal con$ersations' emails or phone calls

so the" get use to the teachers and friends The parents are welcomed to sta" in the classroom or the" can take their paperwork to the office and go o$er things with the director - ha$e famil" information sheets so we also know who is in the child,s life 3ike older si#lings' grandparents' aunts and uncles' etc

4 A )F Teachers share information with families a#out classroom rules' e+pectations' and routines not onl" at enrollment #ut also as needed throughout the "ear 37ive information to families through5 Eail" care sheets ?arent information #oards Newsletters or other print -nformal con$ersations' emails or phone calls

- use child intake forms and the" are updated e$er" three months #" the parents The" also tell us if there are changes in the mean time - use dail" sheets for the parents to fill out a#out how their night was then we fill out the rest for the da" - ha$e a center newsletter and #ulletin #oards ?arents can call or email at an"time to find out how their child is or to rela" messages to the teachers comments - allow parents to come and sta" in the classroom 2e ha$e center #ased newsletters' @ur Shepherd Sunda" where the older children sing at church The older children ha$e field trips and ask parents to come along

/ G *a#ing $earning *eaningful for All Children / G )> Teachers offer children opportunities to engage in classroom e+periences with mem#ers of their families% facilitate connections #etween families in the program' and pro$ide other opportunities to connect home and school e+periences for children 38amil involvement!5


* A /nowing and -nderstanding the +rogram's amilies * A 4) The program works with families on shared child caregi$ing issues' including routine separations' special needs' the food #eing ser$ed and consumed' and dail" care issues 3#ail discussions during arrival and pick up times, formal conferences, and informal meetings, calls, etc!5

comments - gi$e menus to all the children of what food is #eing offered The center is on the Good program so it is all health" food The teachers ha$e dail" discussions with the parents at arri$al and pick up times -f needed' conferences can #e set up The preschool children ha$e conferences at the #eginning' middle and the end of the school "ear ?arents can call with =uestions or concerns at an" time


C+)PETE%C, 9! "dapt caregiver practices to respond to the cultural and individual differences of children and families served! %"E,C C.ITE.I" 4 7 .uilding +ositive %elationships between &eachers and Children 4 7 )* Teaching staff e$aluate and change their responses #ased on indi$idual needs Teachers $ar" their interactions to #e sensiti$e and responsi$e to differing a#ilities' temperaments' acti$it" le$els' and cogniti$e and social de$elopment comments - change m" responses to #e sensiti$e - change m" interactions #ased on the child,s temperament' acti$it" le$els and cogniti$e and social de$elopment - ad.ust m" interactions with the infants #ased on their le$els of arousal comments - know the child and their famil" and the child,s dail" routines and their needs score score

1.B.13 Teaching staff adjust their interactions to infants and toddlers/twos various states and levels of arousal.
/ 7 Creating Caring Communities for $earning / 7 )4 Teaching staff,s dail" interactions demonstrate their knowledge of the children the" teach the children,s families the social' linguistic' and cultural conte+t in which the children li$e

/ 7 4) Teaching staff indi$idualize routine care 0e g ' learning to use the toilet and to feed oneself1 #" incorporating famil" practices whene$er possi#le and #" respecting the home culture and the famil",s preferred language

- indi$idualize their routine care according to their famil" practices - ha$e a child now that the parents use cloth diapers The" stink reall" #ad #ut we respect the parents wishes and uses them

/ E %esponding &o Children's (nterests and )eeds / E )F Teachers use the needs and interests of infants to influence schedules' routines' and learning e+periences

comments -f a child is tired then - put them down for a nap' if the child hungr" then - feed them their #ottles -f a child wants to read #ooks or pla" then - will read them #ooks and pla" with them


/ G *a#ing $earning *eaningful for All Children / G )F Teaching staff support the de$elopment and maintenance of children,s home language whene$er possi#le

comments 8ight now - ha$e all English speaking families - used to ha$e a child that was Chinese and - would ask mom how to sa" mom and dad in Chinese She would laugh #ecause - would ne$er get it right the first two times - would repeat it -t created a special #ond #etween the parent and me #esides


#onding with the child through out the da" / 9 -sing (nstruction to Deepen Children's -nderstanding and .uild &heir S#ills and /nowledge / 9 )/ As children learn and ac=uire new skills' teachers use knowledge of children,s a#ilities to fine6tune their teaching support ad.ust challenges as children gain competence and understanding comments 2hen a child learns how to pull them self up on things' some of them don,t know how to get #ack down' so work on that skill to the" accomplish it on their own - gi$e them appraises Then - ad.ust their challenges #" ha$ing them practice walking around the furniture when the" are read" Talking to them a#out what the" are doing will help gain competence and understanding score

C+)PETE%C, 4! Implement strategies that support diversit and anti1bias perspectives! %"E,C C.ITE.I" 4 E Creating a +redictable! Consistent! and 3armonious Classroom comments score

4 E )4 Teaching staff counter potential #ias and discrimination #" treating all children with e=ual respect and consideration initiating acti$ities and discussions that #uild positi$e self6identit" and teach the $aluing of differences inter$ening when children tease or re.ect others pro$iding models and $isual images of adult roles' differing a#ilities' and ethnic or cultural #ackgrounds that counter stereot"pical limitations a$oiding stereot"pes in language references ( trategies and experiences with countering bias!

- treat all children e=uall" with respect and consideration - initiate acti$ities and talk to the children a#out what we are doing - actuall" ha$e a child who pulls other children off or take awa" to"s #ecause she wants them - do inter$ene and sa" that we need to share and #e gentle - ha$e $isual images taped around the room showing different a#ilities and ethnic&cultural #ackgrounds

/ 7 Creating Caring Communities for $earning / 7 )B Teaching staff are acti$e in identif ing and countering an" teaching practices' curriculum approaches' or materials that are degrading toward gender' se+ual orientation' age' language' a#ilit"' race' religion' famil" structure' #ackground' or culture ("ppreciation for diversity and awareness of potential bias!

comments - work on not degrading towards gender' se+ual orientation' age' language' etc m" center is 2E3S #ased #ackground and we ha$e de$otions and ?astor comes in once a week and does de$otion time with the children comments - ha$e multicultural #ooks' dolls and pictures in the classroom


: A (ndoor and 2utdoor E0uipment! *aterials and urnishings : A ): Teaching staff arrange the en$ironment with multicultural materials that promote appreciation for di$ersit" while #eing respectful of the cultural traditions' $alues' and #eliefs of families #eing ser$ed


C+)PETE%C, :! Work collaborativel with communit resources! %"E,C C.ITE.I" / A Designing Enriched $earning Environments comments score - do assessments on the children to / A )4 Teaching staff' program staff' or #oth work as a team to implement dail" teaching implement dail" teaching and learning and learning acti$ities' including -ndi$idualized Gamil" Ser$ice ?lans 0-GS?s1' -ndi$idualized Education ?rograms 0-E?s1' and other indi$idual plans as needed acti$ities

Teaching staff pro$ide information to connect families with communit" resources 03ist of communit" resources is a$aila#le' report of referrals to 7irth6/' CC8H8' li#rar"' YMCA' etc 1

M" director wants the teachers to talk to her first then she will discuss thing with the parents

Teaching staff are aware of communit" resources a$aila#le and use them to support and e+pand professional skills and knowledge

The teaching staff is aware of communit" resources a$aila#le Sometimes as a center we take classes at CC8H8 or check out prop&theme #o+es Teaching staff gets #ooks and other resources from the li#rar"

C+)PETE%C, ;! #emonstrate professional behaviors! %"E,C C.ITE.I" > A +reparation! /nowledge! and S#ills of &eaching Staff > A )4 All teacher knows and uses ethical guidelines in their conduct as mem#ers of the earl" childhood profession (&eacher can identify ethical responsibilities and provide examples of ethical conduct.) comments The Center has an open door polic" - do YoungStar assessments and portfolios and indi$idualize lesson plans - ha$e worked with children who are in foster care score

- ha$e training on a#use and neglect - ha$e #ooks' pictures' and pro.ects that promote di$ersit"' &eacher is a member of professional organizations! or participate and contribute in some wa" to professional development. - am o#taining m" infant' toddler credential! M" director #rings speakers from the communit" that count towards continuing education - did #elong to the NAEYC and want to #elong again &eacher wor#s as a team! communicating and cooperating respectfull"! and sharing planning and decision making of program practices. - get m" assistant teachers thoughts on other children The" help with Christmas preparations 6 gi$e ideas 6 help with pro.ects - ha$e a communication note#ook that use if - am going to #e out the ne+t da" - meet outside of the centers operating hours to work on things with m" assistant teacher 6room arrangements 6 children mo$es 6 Cleaning and sanitizing the classroom

C+)PETE%C, <! Implement effective teaching strategies to promote the development and learning of infants and toddlers age birth to *4 months! %"E,C C.ITE.I" ocial #nteractions 4 7 .uilding +ositive %elationships between &eachers and Children 4 7 )4 )( )/ )B )C 4B Teacher fosters childrenIs emotional well6#eing #" demonstrating respect for children and creating a positi$e emotional climate as reflected in #eha$iors such as fre=uent social con$ersations' .oint laughter' and affection e/presses warmth through #eha$iors such as ph"sical affection' e"e contact' tone of $oice' and smiles is consistent and predictable in their ph"sical and emotional care of all children encourages and recognizes children,s work and accomplishments supports children,s competent and self1reliant e/ploration and use of classroom materials -uickl responds to infants, and toddlers,&twos, cries or other signs of distress #" pro$iding ph"sical comfort and needed care Teacher is sensitive to infants, and toddlers,&twos, signals and learn to read their indi$idual cries (Examples are provided and teacher behavior is observed to adhere to this criterion.) 4 7 )F Teacher functions as secure base for children The" respond promptl in de$elopmentall" appropriate wa"s to children,s positi$e initiations' negati$e emotions' and feelings of hurt and fear #" pro$iding comfort' support' and assistance 4 7 )> Teacher encourages children,s appropriate e/pression of emotions' #oth positi$e 0e g ' .o"' pleasure' e+citement1 and negati$e 0e g ' anger' frustration' sadness1 (Examples are provided and teacher behavior is observed to adhere to this criterion.) 4 7 44 Teacher engages infants in fre=uent face1to1face social interactions each da" These include #oth $er#al #eha$iors 0e g ' talking' cooing' repeating infant sounds' singing1 and non$er#al #eha$iors 0e g ' smiling, touching, and holding1 (Examples are provided and teacher behavior is observed to adhere to this comments - ha$e con$ersations with the children% we laugh' and hug the children - comfort them when the" need it - encourage them to sit on our laps - gi$e the children hugs and show affection look at the children when we talk to them' use a nice tone of $oice and smile at them - clap when the" start walking and cheer for them to keep going -f the" can,t we still tell them that the" did a great .o# at tr"ing to walk on their own - respond to children,s signs of distress and tend to them to comfort their needs 2hen a child cries' - respond appropriatel" to their needs - encourage children to show emotions and tell them it is oka" to cr"' #e angr"' #e sad - la#el their feelings of e+citement' sadness' mad' etc score

- pro$ide opportunities to spend one on one time and small group time for social interactions - do a lot of social interactions during dail" routines like eating' rocking to sleep' and diaper changing


4 C 3elping Children *a#e riends 4 C )4 Teacher facilitates an infant0s social interaction (with other children) when he or she is interested in looking at' touching' or $ocalizing to others (Examples are provided and teacher behavior is observed to adhere to this criterion.)

comments - help the children social interaction with other children e+ A##" "ou are touching Jendall,s arm


$uiding %ehaviors 4 7 .uilding +ositive %elationships between &eachers and Children 4 7 ): 4) Teacher never uses ph"sical punishment such as shaking or hitting and do not engage in ps"chological a#use or coercion 3This is a re-uired criterion!5 threats or derogator" remarks' and do not withhold nor threaten to withhold food as a form of discipline ()one observed.) / A Designing Enriched $earning Environments / A )F Teacher works to pre$ent challenging or disrupti$e #eha$iors through en$ironment design' schedules that meet the needs and a#ilities of children' effecti$e transitions' and engaging acti$ities (Examples of lesson plans! activities! and specific situations are provided and observed.) comments - ne$er use ph"sical punishment or 2ithhold food - do not threaten or make derogator" remarks - use ?ositi$e redirection and encouragement score

comments 3esson plans and acti$ities are appropriate for the children,s ages Talk to the children when - am going to pick them up or transition them


/ 7 Creating Caring Communities for $earning / 7 )F )> )* )C Teacher helps indi$idual children learn sociall appropriate behavior #" pro$iding guidance that is consistent with the child,s le$el of de$elopment manages #eha$ior and implement classroom rules and e/pectations in a manner that is consistent and predictable A few children latel" ha$e #een ha$ing ear infections and - notice when the" don,t feel well - ha$e one that - can tell when she doesn,t ha$e her refle+ meds She is more agitated and won,t score

response to challenging' unpredicta#le' or unusual #eha$ior are informed #" their knowledge of children0s home and classroom life notices patterns in children,s challenging #eha$iors to pro$ide thoughtful' consistent' and indi$idualized responses (Examples are provided and teacher behavior is observed to adhere to this criterion.) Play "ctivities ( Curriculum Content Area for Cognitive Development ( E )4 -nfants and toddlers&twos ha$e $aried opportunities to e+perience songs, rh mes, routine games and books through indi$idualized pla" that includes simple rh"mes' songs' and interacti$e games 0e g ' peeka#oo1 dail" opportunities for each child to hear and respond to $arious t"pes of #ooks including picture #ooks' wordless #ooks' and #ooks with rh"mes access to dura#le #ooks that ena#le independent e+ploration (&arly literacy activities! (Examples are provided and teacher behavior is observed to adhere to this criterion.) ( G )4 -nfants and toddlers&twos are pro$ided $aried opportunities and materials to use language' gestures' and materials to con$e" mathematical concepts such as more and less and #ig and small see and touch different shapes' sizes' colors' and patterns #uild num#er awareness' using o#.ects in the en$ironment read #ooks that include counting and shapes (&arly math activities! (Examples are provided and teacher behavior is observed to adhere to this criterion.) ( 9 )4 -nfants and toddlers&twos are pro$ided $aried opportunities and materials to use their senses to learn a#out o#.ects in the en$ironment disco$er that the" can make things happen and sol$e simple pro#lems (&arly science activities!

eat - pro$ide opportunities for the children to socialize

- pro$ide indi$idualized pla" that include singing' rh"mes' games' etc - read and look at #ooks The #ooks are accessi#le throughout the da"

- count when we put #i#s on for #reakfast and lunch - count #locks when we stack them - descri#e to"s #" shapes and colors 2hen - read #ooks - count things that are on the pages that can #e counted

- let the children e+plore with their senses


(Examples are provided and teacher behavior is observed to adhere to this criterion.) ( J )4 )( )/ Children are pro$ided $aried opportunities to gain an appreciation of art' music' drama' and dance in wa"s that reflect cultural di$ersit" e+plore and manipulate age6appropriate art materials e+press themsel$es creati$el" #" freel" mo$ing to music and engaging in pretend or imaginati$e pla" ('reative expression and appreciation for the arts! (Examples are provided and teacher behavior is observed to adhere to this criterion.) / G *a#ing $earning *eaningful for All Children /G )B Teacher helps children understand spoken language' 0particularl" when children are learning a new language1' #" using pictures' familiar o#.ects' #od" language' and ph"sical cues B E )F Teacher talks and interacts with infants to assess and encourage use of language 0e g ' smiles' sounds' e"e contact' and cooing1 (Examples are provided and teacher behavior is observed to adhere to this criterion.) / 9 -sing (nstruction to Deepen Children's -nderstanding and .uild &heir S#ills and /nowledge / 9 )F Teacher supports and challenges children,s learning during interactions or acti$ities that are teacher initiated and child initiated (Examples are provided and teacher behavior is observed to adhere to this criterion.) multicultural music is pla"ed - offer large cra"ons when the age is appropriate - encourage dancing - encourage pretend pla" - pretend pla" with the children in the acti$it" the" are interested in' like housekeeping comments - talk and interact with the infants - make sounds and cooing noises - use sign language and descripti$e words of what - am doing score

comments - talk a#out what the" are doing during the acti$ities - let the children initiate acti$ities or interactions - let the children clim# on us


'aregiving (outines / E -sing &ime! 4rouping! and %outines to Achieve $earning 4oals / E )4 )/ )> Teachers comments - pro$ide indoor and outdoor acti$ities when the score

pro$ides time dail for indoor activities outdoor activities 0e+cept when conditions pose a health risk as defined #" local health officials1 pro$ides time and materials dail" for children to select their own activities organizes time and space on a dail" #asis to offer infants opportunities to pla indi$iduall"' in pairs' and in small groups (Examples are provided and teacher behavior is observed to adhere to this criterion.)

weather is () degrees and a#o$e - pro$ide opportunities for the children to select their own acti$ities 0free pla"1 - offer opportunities for the children to pla" indi$iduall"' pairs' or in small groups 6 some children seek other children to pla" together - pro$ide one6on6one attention to the infants during dail" care gi$ing routines - pro$ide acti$ities to promote language during routine care 3ike asking the children =uestions and waiting for their responses

/ E )( 04 7 4(1 Teacher gi$es one1to1one attention to infants/toddlers during caregiving routines and uses routine care to facilitate children,s social interaction self6awareness' language' and

(Examples are provided and teacher behavior is observed to adhere to this criterion.)

)ealth* afety + ,utrition 5.C Supervising Children / C )4 )( )/ Teacher supervises infants and toddlers&twos #" sight and sound at all times 3This is a re-uired criterion!5 Teaching staff super$ise #" positioning themsel$es to see as man" children as possi#le 2hen infants and toddlers&twos are sleeping' teacher are aware of' and positioned so the" can hear and see' an" sleeping children for whom the" are responsi#le' especiall" when the" are acti$el" engaged with children who are awake (Examples are provided and teacher behavior is observed to adhere to this criterion.) 6.A +romoting and +rotecting Children's 3ealth and Controlling (nfectious Disease comments - position oursel$es so we can see all the children at all times - do not ha$e a separate nap area - walk through where the cri#s are located in the open classroom and check on the children fre=uentl" 2hen - ha$e some sleeping and some awake' position m"self so - can see and hear the children sleeping 2hen there is two of us' one of us is alwa"s checking on the sleeping children comments score score

F A ): 4)&: C )> Sanitation procedures are followed' including the following ?roper hand1washing procedures are followed #" adults and children 7loves are worn when handling #lood or #od" fluids that might contain #lood ?recautions are taken to ensure that communal water pla does not spread infectious disease 8egular cleaning and saniti2ing of furnishings and e-uipment is scheduled and completed =athroom surfaces including pott" chairs are cleaned and sanitized as re=uired (Examples are provided and teacher behavior is observed to adhere to this criterion.)

- wash hands m" hands and their hands upon entering the classroom' #efore and after eating' #efore and after diapering' #efore and after #ottles and taking water #reaks' after the" touch and we wipe their noses - clean and sanitize to"s and furnishings e$er" night - don,t ha$e a #athroom in the classroom and the infants don,t use the #athroom

F A 4( ?roper procedures are followed to reduce the risk of Sudden -nfant Eeath S"ndrome 3SI#S5 and to keep infants and toddlers&twos safe while napping! (&eacher explains proper procedures for sleep safet"! and is observed adhering to proper and age appropriate procedure for nap routines.)

All children under the age of 4 are placed on their #ack to sleep and ha$e no #lankets in their cri#s

F A 4B (-eeding . bottles + cups! -nfants una#le to sit are held for bottle1feeding All others sit or are held to #e fed -nfants and toddlers&twos do not have bottles while in a crib or bed and not eat from propped #ottles at an" time Toddlers&twos do not carr bottles, sipp cups, or regular cups with them while crawling or walking Teacher offers children fluids from a cup as soon as the families and teachers decide together that a child is de$elopmentall" read" to use a cup (Examples are provided and teacher behavior is observed to adhere to this criterion.) F 7 Ensuring Children's )utritional 7ell,.eing do

- hold the infants while the" drink their #ottles - do not prop #ottles and no #ottles in their cri#s - ha$e the children with their sipp" cups or #ottles - offer infants drinks throughout the da"



F 7 )( 4) 44 Teacher takes steps to ensure the safet of food #rought from home #" la#eling and refrigerating appropriatel" Gormula and infant food is handled' warmed' ser$ed and disposed of according to licensing guidelines Solid foods and >uices are served onl as recommended #" child,s health care pro$ider and appro$ed #" families (Examples are provided and teacher behavior is observed to adhere to this criterion.) F 7 4( (-eeding Procedures + 'onsistent 'aregiver! Teacher is familiar with the infant and feeds him or her whene$er the infant seems hungr" Geeding is not used in lieu of other forms of comfort &eacher sits with children during meal8snac# and promotes children's feeding s#ills and social interactions (Examples are provided of age appropriate meal times and teacher behavior is observed to adhere to this criterion.)

- la#el and date all #ottles and food 2hen the child is a#le to ha$e ta#le food' the parents let us know and fill out a menu - warm their #ottles and food in a crock pot and do not use a microwa$e

- feed the children on their schedule or when the" seem hungr" - sit with the children at meal times

F C *aintaining a 3ealthful Environment F C )( )/ ?rocedures for standard precautions are used' including cleaning and sanitizing of surfaces' use of #arriers to minimize contact with #od" fluids cleaning spills that occur cleaning and sanitizing to"s that ha$e #een mouthed or e+posed to #od" fluids (Examples are provided and teacher behavior is observed to adhere to this criterion.)

comments - use neutral disinfectant for changing ta#le and sanitizer for eating surfaces - use disinfectant for $omiting or feces - clean up spills and food that is dropped on the floor - throw the to"s that ha$e #een mouthed into a sanitizing #ucket