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Wisconsin Preschool Credential

Capstone Checklist Self Evaluation

Shannon Bridges_________

Student Name ___________

The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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 you meet the criteria. Give examples of
situations that illustrate you are applying each criterion, giving a thorough description of the situation and how your response meets the criterion. The
spaces will expand as you type in them. Attach documents as needed.

COMPETENCY 1. Implement strategies that support diversity and anti-bias perspectives when working with children, families and
community.
Strategies to counter bias in child attitudes and behavior
1. Give examples of situations that show you treat all children with equal respect and consideration.

I respect the children by listening to their ideas, feelings, concerns and dreams. I show consideration by
recognizing the different potential of each child as an individual. I encourage the children to make choices. I
demonstrate respect by valuing individual childrens ways of doing and being. For example, a child observe
from a distance, before joining the other children to play. I allow that child to observe and join when that child
is ready. By doing that it shows I respect the childs style of interactions. I build respectful relationships with
the children by encouraging personal growth. I allow children to complete what they are saying uninterrupted. I
provide a safe nurturing environment thats responsive to the children needs and strengths that allow the
children to feel safe, secured and nurtured.
2. Give examples of situations where you offer activities and talk to children to build positive self-identity and valuing of differences in children.

I created an environment that bring out the childrens own self-identity naturally. We create family banners that
shows the childrens family values. The children and I have social time, we sit and eat a bowl of fruit and yogurt
together and talk. I listen to any communication verbal, emotional and behavioral. I plan interactive activities to
allow the children to explore, share and learn from one another. When planning for our week I keep in mind the
unique needs of each child. I use outside recreation activities for the children to explore the elements,
socialize, and identify their own roles, beliefs, values and independence. This activity will boost their positive
feelings about themselves.
3. Give examples of situations where you are aware of and avoid using stereotypes in language references firefighter instead of fireman,

etc.

In early childhood we should keep in mind that young children are especially susceptible to forming
stereotypes.
Avoid language that limits one gender or another from participating. Children learn what is expected of them
from the language used by their role models. (Use gender-neutral labels, such as congressperson, mail carrier,
flight attendant and firefighter.)
When selecting books for the children, I balance the gender of the main characters. (I choose stories with male
and female heroes and villains, or protagonists and antagonists. I discuss and acknowledge both male and
female heroes in stories I tell the children that both men and women can accomplish great things.

4. Give an example of a situation where you did or would intervene when children might tease or reject others.

In a situation I had to intervene when a child was rejected by other children. A toddler wanted to play with the
school agers and preschoolers. They would tell him no he couldnt play with them because they said he was
bad. The toddler is big and very smart for his age, sometimes he can be very aggressive and verbal. This tends
to make the other children back away from playing with him. The toddler dont know how to react to the other
children rejecting him so he lash out at them. I anticipate the rejection by watching the child and step in to
redirect the child if needed. Ive noticed rejection and conflicts with the same child with other children over
toys, space, and power. I ask the other children questions to figure out what the rejection is about. I talk to the
toddler to explain and show an example of how to play with the other children so he will be invited to play
along. I try peaceful resolutions to help the child resolve the rejection.

Strategies to counter bias in materials and adult attitudes and behavior

5. Describe the materials you have provided in your environment to address a range of diversity (dolls, play props, books, pictures, posters,
play food, clothing items, etc.)
Explain how the materials reflect the lives of the children and families in your program as well as the diversity found in society, including
gender, age, language, and abilities no stereotypical representations (images of members of ethnic groups in only traditional garb or only
females in nurturing roles, only males as construction workers or doctors, etc.), reflect range of diversity, especially children and families in
the program.

The materials below are used in my environment to provide diversity:


Dolls from a variety of cultures, with different skin colors, and hair textures.
Books that contain diversity in family styles.
Picture menus with culturally diverse foods. I insure that meals provided include foods that are
unique to the cultural and ethnic backgrounds of children and families.
Posters that feature a variety of multicultural families. I display pictures, posters and other
materials that reflect the cultures and ethnic backgrounds of children and families. Images that
show people of various cultural groups and ages engaged in both similar and different activities.
Images that reflect diversity in gender roles. Images that show diversity in family styles.
Dress-up clothes from different cultures, for example ponchos, kimonos, uniforms, and scarves.
Music by males and females from around the world.
Musical Instruments from around the world such as brass bells, maracas, bongo drums, guitar,
and chimes.
Multicultural Art Materials such as markers, crayons, construction paper, and paint. The materials
reflect a range of skin, eye, and hair colors.
Having these materials reflect the level of my children and their families. We teach love, and acceptance.
Teaching this at an early age children will be much more in a multicultural place. We discuss differences and
similarities in cultures, but I stress similarities.
6. Give some examples of what you would consider to be stereotypical language or bias toward or against a child or group, and how you might
respond if you saw or heard these from adults or children in your classroom.

Same sex relationships:


The thoughts that men and women, provide a better role models for children. We live in an increasingly diverse
world, even within our own family structures. More children are being raised by single parents, by same-sex
parents, in blended families and in families with mixed race, religion and ethnicity. Because young children
form ideas about themselves and other people early in life, it is important to begin teaching anti-bias lessons
early and to help children recognize and accept differences and see similarities beyond the surface. If we
reinforce these lessons, children will learn to appreciate, rather than fear, differences and to recognize bias and
stereotypes when they see them. As children begin to compare their family situation with others, they may start
expressing their concerns about being different.
Disabilities:
People-first Language

Labels Not to Use

people with disabilities


people with mental retardation
my son has autism
she has a physical disability
he uses a wheelchair
hes of short stature or hes short
she has an emotional disability
Deaf or hard of hearing

the handicapped or disabled


the mentally retarded
my son is autistic
shes crippled
hes wheelchair bound or confined to a wheelchair
hes a dwarf (or midget)
shes emotionally disturbed
hearing impaired

If you dont know, ask the person what is preferred.

COMPETENCY 2. Follow governmental regulations and professional standards as they apply to health, safety, and nutrition.
1. Describe how you supervise children adequately by positioning self to see as many children as possible, how you are aware of
childrens location at all times, how you monitor by sound when children may be out of visual range (as when using the toilet, etc.).

Positioning: My position as you watch children is extremely important. The shape of my room, the number of
children, if I stand, kneel, or squat where you can see everyone at the same time. Im aware of trouble spot
areas. If a particular child have will want to stay near that child. I avoid turning my back to anyone; a conflict
between children can occur at any time without warning.
Circulating: If there is more than one teacher with a group, it may be tempting for teachers to huddle together
and socialize. This happens frequently on playgrounds, where safety may be the greatest issue. Teachers
should always be alert and concentrate on the kids. You can accomplish this by moving among the kids, still
positioning yourself to see very child. Its almost like a dance, where every step counts. In time, circulating
becomes second nature and you wont even have to think about it.
Describe the child tracking procedures you use when moving from one location to another (as in when going from classroom to outdoor play
area).

We make sure all children are signed in and out at all times, to know the whereabouts of all the children.
Having a teacher at the front and back of the group help us a lot. During outdoor play times we are very
attentive to all the children and their location .
2. Describe your use of proper hand-washing procedures list the times when you wash your own hands and when you assist children in
washing their hands.

Hand washing is the single most effective practice in preventing the spread of germs. We wash our
hands many times throughout the day, as well as the children's hands before and/or after engaging in a
thorough list of activities.
Staff wash their hands:
Before beginning work
Immediately before handling food or feeding children
After using the toilet, helping a child use the toilet, after changing clothing or diapers
After coming into contact with any bodily fluid, such as a wet or soiled diaper, runny nose, spit or vomit
After handling a pet or pet equipment
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Whenever hands are visibly dirty


After cleaning a child, the room, toys, or bathroom
Before giving medication or applying ointment
After work
Children wash their hands:
Immediately before and after eating
After using the toilet or having soiled clothing or diaper changed
Before and after using water tables
After using play-dough or other substances
After playing on the playground
Whenever hands are visibly dirty
Before going home
3. Describe your schedule for cleaning and sanitizing furnishings and equipment.

Furnishings, toys, cots and other equipment will be washed and cleaned when they become soiled. Eating
surfaces will be washed and sanitized before and after each use. We thoroughly clean surfaces that children
come in close contact with using soap and water, and/or chlorine bleach solution. Toys are cleaned daily if a
child put it in their mouth and all equipment is sanitized weekly.
We take the well-being of your child very seriously and work hard to provide an environment that is as healthy
as possible. We are committed to keeping our class and the children clean, in order to help minimize and/or
prevent the spread of germs.
4. Describe what it means to use standard precautions - including cleaning and sanitizing of surfaces, use of gloves and barriers to minimize
contact with body fluids, cleaning spills as they occur, cleaning and sanitizing toys that have been mouthed or exposed to body fluids.

Procedures for Cleaning, Sanitizing, Disinfecting, and Handwashing are a very important process to reduce the
spread of germs and bacterial. The importance of implementing standard precautions is to prevent infectious
diseases. Precautions are needed to reduce the risk of infection. Proper cleaning, sanitation, disinfecting and
handwashing are important to insuring that children attending a child care program remain healthy by reducing
the risk of spreading germs. Disinfecting means to destroy germs on any object. Disinfecting can be achieved
with an unscented, household grade solution of bleach and water.
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Sanitizing means to reduce germs on surfaces. Sanitizing can be achieved with an unscented, household grade
solution of bleach and water. Cleaning removing all dirt or germs with soap and water, scrubbing, washing and
rinsing, mopping, sweeping, and vacuuming.
5. Describe your process for being aware of childrens special health care needs, nutrition needs or allergies, etc. Do you conduct daily
health checks as children arrive?

If a child has any particular dietary needs resulting from being a vegetarian, or having allergies, religious
beliefs, or non-religious beliefs, we must be informed in writing, and when applicable given a doctor's note
stating to the fact. Certain meals and different types of foods can usually be substituted in place of, in order to
still fulfill the dietary requirements. If a viable solution can not be reached between parent and provider, with
regards to rules and regulations, then all of the child's meals and snacks will have to be provided by the
parent. The parent will be given information of required food groups and qualities specified by USDA.
6. Describe your process for administering medication or applying sunscreen or other products. What do you do to follow licensing
requirements for administering and logging?

Its our policy to administer medication to children based on the following criteria:
All medications must be in the original container and labeled with the childs first and last name, name of the
drug, dosage, directions for administering, and physicians name. Medications prescribed for anyone other
than the child will not be administered.
Over-the-counter medications will only be administered per medication instructions.
Parents will need to complete a permission to administer medication form before any medication are
administered. The form should be completed in full, signed by the parent or legal guardian, and dated. If your
child needs to be medicated in order to get through the day, and be able to comfortably participate in our
activities, then it is quite possible he or she may be too sick to attend daycare.
7. Give some examples of how you use care routines such as toileting, meal and nap routines as opportunities to build relationships,
language, concepts (food classification, nutrition, healthy living, manners, etc.) and to build childs self-awareness, social interaction
and self-help skills.

Trusting someone else is the foundation of a good relationship. Socializing with the children is not just about
speaking and listening. It is also about watching and feeling. Our body language and tone of voice actually
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communicate more strongly than the words we use. As a teacher, it is my responsibility to initiate and develop
a positive relationship. I maintain a positive relationship with children by providing them with opportunities,
letting them know I care, keeping them safe and treating them with respect. I provide the children with more
opportunities, encourage them help me with our daily routines, by allowing the child to explore, and by
providing a secure environment. Building a strong relationship with children is essential to their emotional and
social growth.
To promote social interactions, I plan One-to-one interactions with the children, I get on childs level face-toface, I use pleasant calm voice, I provide warm responsive physical contact, and I follow childs lead.
8. Describe what you do during meal/snack times. Do you sit with children and promote childrens feeding skills and social interactions?

Children have to learn to wait their turn and have to ask others to pass them items during meals and snacks. I
encourage good table manners and conversation with the children during meals and the provider sits with the
children during meals. Meal and snacks time help the children to develop social skills, manners, small motor
skills, and healthy eating habits.
Self-feeding. The best way to build independent feeding skills is to learn the normal developmental stages of
self-feeding. Let children be as independent as possible during mealtimes. Give them the tools they need to be
successful. Consider bowls that attach to the table, child-sized utensils and small cups with handles and
spouts (such as measuring cups) for pouring. I encourage children to try for themselves but provide help and
encouragement when needed so they don't get frustrated.
9. Describe what you do to handle and serve food using proper safety precautions and sanitary techniques.

Provide functional thermometers to all food storage boxes. Thaw frozen foods under refrigeration or under
cold water. Do not thaw foods at room temperature. Hygienic Practices Communicable Diseases/Injuries
Persons known to be suffering from, or known to be carriers of a disease likely to be transmitted through food,
must be restricted from any food-handling area. Likewise, persons afflicted with infected wounds, skin
infections, sores, etc., must also be restricted from these areas. Any persons with open cuts or wounds should
not handle food unless the injury is completely protected by a secure, waterproof covering. Hand-washing
Facilities with hot water for hand-washing must be provided and must be convenient to food handling areas. All
personnel involved in food handling must thoroughly wash hands with soap under warm-running water. Hands
must also be washed after handling contaminated materials and after using toilet facilities.
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Personal Cleanliness and Conduct Personal cleanliness must be maintained while involved in food handling
operations: Sanitary protective clothing, hair covering, and footwear must be worn and maintained in a clean,
sanitary manner. Gloves, if worn, must be clean and sanitary.
10. Describe your clean up routine how do you encourage children to participate in daily clean up and maintenance of the classroom?

Children live from one moment to the next as soon as they tire of one activity, they're off and running toward
something else. To help the children take responsibility for cleaning: I start by resetting the rules, I explain to
that we have rules about cleaning up, and I want to share them so that everyone knows what is respected of
them. No new toys can be taken out until whatever has been played with has been put away. Whenever
possible I make cleanup fun. The children are much more willing to participate in a game of "Who can clean up
the most toys before the three minute timer goes off" instead of saying, Clean up this mess. We clean up with
energizing music. I model a cheerful attitude when Im cleaning up. I help the children work in manageable
increments if they have a lot to clean up. I encourage children to help with clean-up early on. Give the children
responsibility for placing napkins or utensils on the table. I encourage children to begin clearing their own
plates when they are old enough to carry them without dropping them. When children are involved in routines,
they tend to be more independent in early adulthood than children without the experience of helping out.
11. Describe your toileting routine how do you help children use the toilet following good health and hygiene practices?

Hygiene and toileting. Look for signs of readiness for toileting. Encourage children learning to use the toilet to
climb on and off the toilet seat, pull clothing up and down, and wash their hands independently. Also teach
children how to brush their teeth after lunch, Im ready to provide support and help if they need it. Encouraging
children to take care of everyday hygiene routines and to use the toilet independently helps them learn how to
become more independent and self-sufficient, and allow time to help children with other activities.
Procedures for Performing Hand Hygiene, injuries involving blood and standard pre-cautions: Hand hygiene
procedures include the use of Alcohol-based hand for decontaminating hands, Apply product to the palm of
one hand, Rub hands together, covering all surfaces of hands and fingers until they are dry (no rinsing is
required). Except where dirt, blood, body fluids are present in which case soap and water should be used .
12. Describe your nap time routine what do you do to follow licensing regulations and meet childrens need for rest? What do you do if a child
does not sleep at nap time?

Children over the age of 1 will sleep on cots. The cots and covers will be washed weekly or as needed. Your
child will be the only one sleeping on that cot during his/her enrollment, all sleeping materials are labeled. Rest
period will be provided for children under 5 years old in care for 4 or more hours. If a child does not sleep
during nap time, we sit and read a book, do puzzles, or quiet activities that will not disturb the other children.
COMPETENCY 3. Analyze social, cultural and economic influences on child development.
Strategies to understand and honor family culture
1. Describe your process for gathering information from families (during intake and ongoing) to become acquainted with and learn from
families about their family structure, preferred child-rearing practices; and information families wish to share about their socioeconomic,
linguistic, racial, religious, and cultural backgrounds.
What tools (such as enrollment forms, intake interviews, emails, phone calls, daily conversations, etc.) have you used?

Our enrollment process include parents sharing about the childs dietary requirements, the health and wellbeing, the childs routine and development milestones. I get information on whats going on in the childrens
lives outside of care. This will help me with strategies with behavior and approaches to teach to learning to
meet the children individual needs. I found that understanding each childs interests, background and everyday
experiences will maintain consistency between homes care provider.
Tools I have used are enrollment packets, I go over all the forms required for enrollment, provide a parent
handbook with the policies, rules and regulations, meet and greet with the parent and children, and tour the
facility.
2. Describe your process for sharing information with families about teacher/program philosophy, curriculum, goals, and practices.
What tools and strategies (such as intake interviews, emails, phone calls, daily conversations, newsletters, bulletin boards, etc.) have you
used?

Our Curriculum, Academic Excellence in a Loving Atmosphere, focuses on the concept that children learn
through structured learning, and of course playing and doing what children teach us daily-to have fun with life.
It is important for children to have opportunities to construct their own knowledge through exploration,
interaction with materials, and imitation of role models. I encourage learning experiences that will provide
children with a developmentally appropriate curriculum.
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We emphasize academic development at an early age. The Achievers Program is encouraged through the use
of centers, stories and small group activities that reinforce the social and motor development goals of our
program. Our structured morning program is used to teach math, language and reading skills. Small group and
one-on-one attention will help to meet the needs of the children in this age group.
Each day basic aspects of our program are reinforced through songs, learning centers, games and structured
indoor and outdoor play. We provide a focused academic morning program which emphasizes our program
goals through the use of our separate academic area. Calendar time, story time, the reinforcement of letters
and numbers and hands-on learning are just part of our approach to a quality academic program for our
children.
Children learn and develop by interacting with others. Adults who are respectful listeners and keen observers,
who are prepared to negotiate, who change their practice, and who make meaning with children are those who
are most responsive to them. Our interactions promote childrens learning and development and help children
to reach their full potential.
3. Describe your process for establishing regular, effective two-way communication between families and teacher about childs needs,
adjustment, activities and progress.
What tools and strategies (such as informal conversations during arrival and departure, emails, phone calls, texts, newsletters,
conferences, etc.) have you used?

Positive Relationships Between Teachers and Children - I pay attention and respond to childrens ideas and
feelings and provide closeness, cuddling, and a feeling of safety and trust. Warm, sensitive, and responsive
interactions help children develop a secure, positive sense of self and encourage them to respect and
cooperate with others. Children who see themselves as highly valued are more likely to feel like part of the
community. I respect the goals and values families have established for their children, and the kind of people
they hope their children are growing up to be. Its important for me to be aware of whats going on in my
families lives in order to be responsive to their needs.
I communicate with parents by our daily connect app, notes, newsletters, texts, glide videos, phone calls,
bulletin board, emails, visitations, during drop-offs and pick-ups and conferences. I communicate frequently, to
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lessen the chance of something getting misinterpreted.


4. Describe the family involvement opportunities you provide in your classroom and/or the program. How do you make sure the
opportunities respect family needs and perspectives? How do the opportunities consider each familys interests and skills and the needs of
the program staff?

Involving families in our program is a top priority. This helps children, parents and our staff make the strong
connection between home and center. We are an extension of the family, developing a partnership where
sharing support, ideas and genuine love for children is of the utmost importance. We encourage parents to
visit and participate in activities.
We provide many social networking opportunities for our families including: Holiday parties, Family breakfast,
Mothers Day tea, Fathers Day ice cream social, and BBQ picnic at the park.
We have an open-door policy encourages parent involvement. By dropping in occasionally, you see your child
in the day care setting -- an environment you don't normally experience.
5. Give some examples of how your daily interactions demonstrate knowledge of the children, childrens families, and the social, linguistic,
and cultural context in which the children live.

Accepting and valuing children, their families and communities by finding out about each childs interests,
background, values, and traditions.
Learning and clarifying learning goals encourages children to do things for themselves, helps children to direct
their own learning, involves children in decisions about their learning and gives them choices, helps children
to be clear about learning goals and encourages them to judge how well they have done something.
Planning for and reflecting on childrens learning encourages children to plan activities, reviews, thinks, and
talks about childrens experiences with them, decides on the next steps in learning and provides tasks,
activities and materials based on childrens needs and interests

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Modelling teaches by example it shows children how to do things, children imitate what they see and hear.

6. Give some examples of how you plan activities that incorporate the social, linguistic, and cultural context in which the children live.
Building Relationships - Children learn by being with others. This strategy includes methods which the adult uses to build relationships and to
create an environment in which children feel secure and confident enough to take risks, to explore, to take part in challenging experiences, and
to direct and co-direct their own learning.

Facilitating - Children learn by being involved in making choices and decisions, and by feeling in control.
Learning is enjoyable and rewarding for them when they challenge themselves and when they can use and
build on their existing knowledge, understanding and skills. They enjoy learning through child-initiated
activities. This strategy includes methods which the adult uses to encourage children to take the lead or to
share the lead with adults.
Organizing - Children learn in a well-planned and well-resourced environment. The environment represents all
children in the setting and makes learning challenging and fun. This strategy includes methods which the adult
uses to create and maintain such an environment, including reflecting on the learning that is occurring in the
environment and planning ways to enhance it.
Directing - Children learn through planned and guided activities which build on their interests and experiences.
This strategy includes methods which the adult uses to focus on childrens learning and to develop particular
dispositions, values and attitudes, skills, knowledge, and understanding.

COMPETENCY 4. Analyze the development of children age three through age five.
Strategies to observe, analyze and adapt to childrens development
1. Describe the assessment tools you use. How do you obtain information on all areas of childrens development and learning in each
domain? How do you use developmental checklists, screening tools, observations, child portfolios that are aligned with WMELS to analyze
and identify childs current level of development across domains?

I provide assessments for the children to know how well children are learning. If they are making progress and
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meeting proficiency, and if they are being taught effectively. The information from assessments provide
information for planning group and individualized lessons. Assessments are used for decision-making
regarding teaching and learning, identifying childrens needs, and improving education. Techniques including
structured one-on-one child assessments, standardized assessments, portfolios, rating scales, and
observations are used for keeping track of the childrens developmental progress. I consider all of the
assessment information that is already being gathered in our classroom. Activities are linked to the curriculum
and to early learning standards, and samples of student work and provide meaningful feedback on learning
outcomes. Another way I track childrens development, interests, and needs is through observation and
documentation. Observations of the child over time, allows me to see meaningful details while children are
engaged in activities and childrens development, interests, and needs across domains of development and
learning. Observations also allow me to use my understanding of child development to identify expected
behavior as well as pick up on red flags that indicate a child might be struggling with learning. Gathering the
childrens observations provides me with the opportunity to reflect on the classroom environment, curriculum,
and teaching strategies and to determine which aspects of the classroom experience are working well for the
children and which aspects might be adapted to better meet childrens needs. Observation occurs in natural
contexts and is meaningfully connected to the routines, activities, and curriculum of the classroom, teachers
can identify childrens interests in order to adapt curriculum and incorporate skill building into activities that
are of interest to the child.
Cognitive development focuses on how children learn and process information. It is the development of the
thinking and organizing systems of the mind. It involves language, mental imagery, thinking, reasoning,
problem solving, and memory development. Example toys: puzzles, blocks, and pegs. Social/Emotional
Development: Fall into two groups: by anxiety, withdrawal, and fearfulness, on the one hand, and by
disobedience, aggression, and destruction of property on the other. Example: mirrors, and pretend play.
Language Development: Language is the expression of ideas by means of speech-sounds combined into
words. Words are combined into sentences, this combination answering to that of ideas into thoughts. Literacy
is essential to engage child in reading and conversations. Example: language videos and books. Fine Motor
Development: Fine motor skills can be defined as small muscle movements: those that occur in the finger, in
coordination with the eyes. Teaching fine motor skills requires patience and understanding. Example: Puzzles
with small pieces, peg board games, painting, drawing, cutting, stringing and lacing. Gross Motor
Development: Gross Motor skills involve the larger muscles in the arms, legs and torso. Example: walking,
running, throwing, lifting, and kicking. Growth in all areas of development, Cognitive, social, language and
physical are appropriate practices for children.
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2. Describe how you use what you know about childrens social relationships, interests, ideas, and skills to tailor learning opportunities for
groups and individuals. How do you analyze observations to guide you in planning for curriculum activities?

Encouraging children to socialize with other children of the same age group will help them understand how
to deal with different children with different characters. This will help develop the basics of social skills that
they will take along with their social relationships in adolescence. Through their peer relationships, children
learn assertiveness, conflict management, and aggression control. I encourage kids to get involved in group
activities. We do library social gatherings and I encourage the children to introduce themselves to others. I
feel this will help them understand how to deal with situations with a positive mindset. This will be the best
idea to increase childrens self-confidence that will reflect in their behavior. Teaching children the art of
conversation, and how to making children aware how to initiate, continue and end conversations with
people of different ages is very important. This will help them develop social skills in childhood with
confidence. Working together to really understand and meet a childs individual needs begins with valuing
and respecting the different roles that we play as parent and caregiver or teacher. It is important that
parents and teachers or caregivers share what they know about whether the childs development is at the
expected stage, whether the resources such as toys and equipment are suitable for the child and to focus
them on what to provide in future to support the child to develop new interests, learn new skills and acquire
new knowledge. I know that it is a process that involves sharing information and skills and building
relationships based on respect and trust. Keeping an open two-way communication make sure that
knowledge and expertise is shared between parents and teacher. Observing what children choose to do,
what their interests are and who and what resources they enjoy playing with, provides me with reliable
information about the children as individuals.
3. Give examples of how you use your knowledge of individual children to modify strategies and materials to enhance childrens learning.
Describe a situation when you adapted an activity for different children based on their interests or reactions.

An example of how I enhance the childrens learning by providing outdoor equipment that can be rearranged
ladders, planks, jumping boards, and climbing frames. We have used walking boards of various widths placed
at different heights. We also use a variety of balls, from small Ping-Pong balls to large beach balls. Outside
during the winter: angels in the snow, snowman-making, spraying food color on snow, or being pulled on a
sled are a few examples of fun experiences for snowy days. Throwing at a target is good for eye-hand
coordination and range of motion. I draw trails on the pavement with sidewalk chalk for children to walk along
or follow while riding bikes. I also, give the children easy-to-remember strategies such as "Ready, set, throw!.
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We also understand that play enhances childrens physical, social/emotional, and creative growth, and we daily
assess this growth by observing children at play. We observe children playing both indoors and outrunning,
jumping, climbing, playing ball, and dancingand we note their increasing abilities to move with confidence
and control, to balance their bodies, and to utilize eye-hand coordination. As they build with small blocks and
play with manipulative toys, we observe the gradual strengthening of their small muscles. We observe
individual children engaged in different types of play at different times, and we quickly notice that their play
becomes more complex and more social as the year progresses. We are able to assess childrens growing
abilities to direct their own play, to make decisions about materials and props, and to assert their own ideas
and opinions about what they want to play. As children begin to play interactively, we see growth in their
abilities to follow the rules of a game, to take turns, to share materials, and to begin to cooperatively solve
problems that emerge during the play. And finally, as we daily observe children drawing and painting, building
and constructing, and engaged in the process of hands-on creative play, often with little or no intervention
from adults, we observe how play supports their growing abilities to express themselves uniquely and
creatively, to explore new materials, and to use familiar materials in new and more complex ways.
4. Describe what you do to assess the developmental progress of each child across all domains and share information with childs family.
What do you do to track childs progress at regular intervals? How often do you have conferences with families to discuss their childs
development?

Aligned with curriculum goals I provide a pictures of the children's abilities and progress. We use a portfolio
that includes the developmental checklist, collections of work (drawings, writing samples, and paintings),
language samples from conversations, anecdotal notes of progress, any developmental screenings from
outside support sources and photos of work in action all provide an accurate picture of each child's abilities
and progress. We assess the developmental progress of each child across all developmental areas, using a
variety of instruments and multiple data sources that address the program's curriculum areas. A portfolio
including assessment methods is used to assess children's cognitive, physical, social/emotional and language
development. A sample of some examples of evidence to show progress in learning that would be included in
the portfolio: Cutting samples to illustrate fine motor skills, specifically scissor skills. Drawing samples of
people and animals to assess progress with identifying parts of the body and including those details in their
representations (cognitive development). Anecdotal note sheet that indicates progress in math skills. All
information is gathered and placed in a portfolio for each child and is reviewed bi-weekly. The parents and I
meet monthly to discuss curriculum goals and activities as well as individual growth and development.
Conversations happen daily about daily activities. These discussions influence decisions about activities and
strategies utilized when working with the children. I want children to feel a sense of accomplishment while in
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my care. The more I know about a child's academic, social, and emotional development, the more Im able to
meet the child's needs. The more I know about children's academic, social, and emotional development the
more Im able to meet their needs. Information about how well the children are progressing helps me to plan
my teaching. I want the children in my care to feel successful and confident and offer experiences that will help
them to develop further. Through initial screening and by checking the children's progress, I can identify those
children who need special help or who face extra challenges. Some ways to keep track of children's progress
is to observe them daily, watch as they play with each other, respond to my directions, participate in activities,
and use language to communicate. I collect samples of their drawings, paintings, and writing and keep notes
about what they say and do. I ask parents what they have observed at home. I let them know about any
concerns I may have. I focus on their strengths, what they can do and the progress they have made. This will
help them build confidence and motivation for learning.

COMPETENCY 5. Establish a developmentally appropriate environment.


Materials and equipment
1. Give examples of how your environment provides for childrens safety while being appropriately challenging in good repair, age
appropriate, addresses the range of abilities of children in room, no safety hazards, etc.

All staff working with children will have a current First Aid AED certification. On fieldtrips we take along an
emergency backpack with emergency contact forms. We keep a diagram evacuation plan posted near the exits
in each classroom and office. A fire and tornado drill will be practiced monthly. We inspect monthly ABC All
Purpose fire extinguisher and have it readily available for staff to use. All electrical outlets accessible to
children will have protective caps in place when outlets are not in use.
2. Give examples of how your environment is rich in variety to encourage exploration, experimentation, and discovery mix of open-ended
and self-correcting, cause & effect, sensory appeal, construction, dramatic play, etc.

Planning for learning center can a great development tool if used properly. I setup open ended center, blocks,
table toys, sand and water play, and art. Open-ended center promote, a variety of outcome and options,
creations are based on the childs creativity, it promote critical thinking and problem solving. Self-guiding
promotes reading, games, and writing. Materials in center areas have an apparent use, encourage individual or
group interactions.
3. Give examples of how your environment promotes sensory exploration, creative expression, and fine motor learning varying textures

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and materials (not all plastic), sand, water, art materials, writing implements, and opportunities to practice a range of manipulative skills.

Creativity is the freest form of self-expression. There is nothing more satisfying and fulfilling for children than
to be able to express themselves openly and without judgment. The ability to be creative, to create something
from personal feelings and experiences, can reflect and nurture children's emotional health. I provide children
opportunities for creative play and creative thinking. By providing activities that are based on the children's
interests and ideas.
Fine Motor Skills are used in children daily activities, like getting dressed, eating, and writing to require control
of small muscles in the hands. There are a lot of activities that can increase muscle strength and coordination,
preparing children for more advanced skills, from writing with a pencil, using a computer mouse, or playing a
musical instrument. I provide children to build fine motor skills by providing opportunities to, set the table,
hold forks, and spoons, pour juice, wipe the table with a sponge, help with meals stir, shake, chop, cut, and
mix, getting dressed button, zip, snap, buckle, and fasten, open and close containers with lids, and cut with
scissors.
4. Give examples of how your environment promotes gross motor skill practice space and equipment to stimulate a variety of skills,
enhance sensory-motor integration, and develop controlled movement (balance, strength, coordination).

Gross motor skills are essential to develop large muscles. I encourage gross motor Development by planning
activities that children can enjoy. Gross motor skills involve control of the arms, legs, head, and trunk.
Teachers can help children develop gross motor skills by building in opportunities for children to, run, jump,
hop, throw and catch, climb up, down, over, under and through things, pedal tricycles or other ride-on toys,
push and pull, dump and fill.
5. Give examples of how your environment promotes pretend play and interaction between children - promotes communication (toy phone)
and cooperation to operate (see-saw), and a variety of pretend play props, etc.

Imaginary play and role play typically involves verbal communication. When children participate in dramatic
types of play, they copy and practice the words they have heard others saying which ultimately develop
vocabulary and language skills. Not only does this type of play therefore promote the use of speaking but it
also promotes collaborative and listening skills. Not to mention the art of conversation with ones imaginary
friends!
Cognitive development make believe play involves children recalling pictures they have built up in their mind.
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In observing, discovering and carrying out deductive reasoning, pretend play is critical for cognitive skills and
helping children build the ability to solve problems and draw their own conclusions. Physical development in
pretending to be someone or something else, pretend play can help develop a childs gross and fine motor
skills.
6. Give examples of how your environment is organized with appropriate materials to support range of curriculum areas literacy,
science/discovery, construction, art, etc.

The teachers role should include preparing the classroom environment for learning opportunities and
providing a comprehensive curriculum that enhances the development skills. Opportunities should be evident
in all classroom areas. Some examples, placing marble mazes (or other exploratory activities) in the science
area that can be played by two or more children, encourage verbal discussion as well as problem solving,
introducing a variety of books that deal with feelings and emotions, arranging the housekeeping area to
include a dollhouse with people of many cultures represented, providing rainbow ribbons in the music area so
children can come together in dance to express themselves, playing a parachute game where cooperation is
necessary during large motor times, and model caring and helping behaviors .
7. Give examples of how your environment is arranged to support independent use low, open shelves, bins or baskets, etc. Do you have
picture/word labels so children know where to find and put away materials?

Having a large open space area for children to play in can cause more harm than good if the layout is wrong.
Tables, chairs, shelves and mats can all be used to define key areas and enable children to understand
boundaries during play. It also encourages appropriate behavior. Shelves can be used to define areas. Instead
of placing a shelf up against a wall I placed at angles to provide a specific space for that experience. Materials
should be displayed in an inviting way. For sorting, matching or counting activities items such as sticks,
pebbles or shells can be used. The use of natural materials enables children to explore elements of the
environment and supports them to become environmentally responsible.
8. Give examples of how you rotate materials to reflect changing curriculum and to accommodate new interests and skill levels. Do you have
storage space in the center with materials to rotate into and out of room?

If children cannot reach toys, they cant play with the toys and can become bored and frustrated. Providing
fewer toys may make your program or classroom seem less cluttered and easier to clean, but this practice can
seriously impact childrens behavior. When children are bored, they may act out, bother peers, or become
upset. I having enough toys and materials to rotate and bring new items out regularly, but providing too many
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toys at once can easily overwhelm children. If children cannot focus or concentrate on a certain material
because they have too many things to see and do. I have experienced children dumping an entire container of
toys on the floor in order to find what they really want. Im very creative in order to maximize the use of space.
Thinking outside the box help me make the best use of the space.
9. Give examples of how you have or might add or adapt materials to accommodate a childs special needs.

Modify toys and equipment. Simple changes often can be made to regular toys. For example, I can help a child
who has difficulty with stacking rings by simply removing every other ring. For a child who has difficulty
holding a bottle, cover the bottle with a cloth sock so little hands can grasp it better.
Make small changes in your child care environment. Slight adjustments in my child care environment may
make the time that a child with special needs spends with me easier and more enjoyable for everyone. A quiet,
private space for play may help an overactive child. A child with poor vision may benefit from an extra lamp in
the play area. Removing a rug that slips will help a child who has trouble walking.
10. Give examples of how your environment has sufficient soft elements to provide comfort and responsiveness pillows, mats, couch, etc.

Providing seating for children and adults that is comfortable. I use colorful but soft sheer curtains in the room
to allow for natural light. A cozy area provides a sense of warmth. We use a variety of size pillows, and shaggy
carpet. Our reading area provides a great quiet and soft space to relax and have some time away from loud or
busy areas. Cozy Corners are essential, children need a space where they can be alone to relax, to think, to
read or just get away from the group. These areas are for relaxation, mediation, and reading, cuddling with
stuffed animals or retreat. Cozy Corners are meant to help promote literacy activities and help create a serene
space for children explore reading.
11. Give examples of some play/learning materials that you created made from variety of found natural, or real materials, or created to
support curriculum topics.

I ask the children to find natural materials outside, in the garden or park, and to create a collage using these
materials. Ive ask them to bring their collage into school, and compare the variety of materials found.
12. Give examples of how the materials are in sufficient quantities to occupy every child in activities that meet his or her needs.

An adequate supply of developmentally appropriate materials is available. Some of the popular items I
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purchase multiple of, to stop fighting over one toy. There must be enough materials to offer each child a variety
of play experiences. The materials must be offered to use them at some point during the day and to allow for a
range of choices with duplicates of the most popular toys.
Indoor space
13. Give examples of how your environment has protected places for children to play individually- defensible spaces to be alone.

I arrange the space to allow children to work individually, in small groups, or in a large group. I allow children
on a daily basis to work or play individually. Encouraging children to play alone it gives children the
opportunity to learn certain things. Independence is obviously important. But the less obvious benefits of
learning self-confidence and creativity are also crucial to children development.
Older children also need to play alone at times. Playing alone allows them to be creative without criticism from
others. It also allows them to get in touch with their emotions and think about themselves and the world around
them. These thoughts may lead them to ask questions and curiosity is a good thing.
14. Give examples of how your environment has places for children to play with peers spaces divided by low shelves for partner play, etc.

I encourage positive play interactions for children through the use of a variety of strategies. These strategies
include: emphasizing cooperation rather than competition, teaching games that emphasize cooperation and
conflict resolution, setting up classroom spaces and materials to facilitate cooperative play, using literature to
enhance empathy and caring.
15. Give examples of how your environment has places for children to be all together large open rug area, tables and chairs to sit together
for meals, etc.

Children learn through play, it is also important to plan areas for group activities. Morning meetings and story
times build classroom community and literacy skills. Having designated spaces for these activities and
designing them to minimize distractions help me make the most of these times. The block area is the perfect
space for large group activities. I flipping around shelves on wheels to help minimize distractions with the
group.
16. Give examples of how your environment has equipment such as tables and chairs that are sized to the children using them childrens

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feet touch floor and table top is about mid chest height, climbers not too big or too small for children.

When deciding on the tables and chairs for the children, I came across so many decisions.
Table I needed the appropriate height for the age of the children using it. I had to consider the shape of the
table. The texture of the table top, so the table can stand up to all the sanitizing.
Chairs I needed chairs that fit the children, easy to clean, comfortable and sturdy. The chairs should fit the
table appropriately. The child should be able to sit back in the chair with their feet flat on the floor.
17. Give examples of how your environment has space that is divided into areas that are supplied with materials organized to support play
and learning.

One of the beneficial ways to design a positive learning environment is through interest areas. These are
commonly used to support a play based learning curriculum and provides a predetermined area in which to set
up experiences based upon each individual interest area. The physical environment can be organized into the
following: Art and Craft, Block Play, Computer Area, Construction Area, Cooking Area, Home Corner, Library
Area, Music and Movement, Outdoor Area, Puzzle Play, Sand and Water Area, Science and Nature, Sensory
Play, and Toy Table.
18. Give examples of how your environment has areas with pathways for children to move between areas without disturbing other children.

When space is well-organized, with open pathways that clearly lead to activities that offer enough to do,
children manage on their own. They can move freely from one activity to another, giving the teacher an
opportunity to attend to individual children according to their needs. Space that is not well-organized creates
problem areas. These include dead spaces that encourage wandering and unruly behavior, and pathways that
lead nowhere or interfere with play already in progress. When space is poorly organized, children depend on
the teacher for guidance and the teacher's behavior becomes directive. When teachers spend a great deal of
time directing group behavior, they have less time to assist individual children and children have fewer
opportunities to participate in free play.
19. Give examples of how your environment has ways to moderate or minimize visual and auditory stimulation- window shades, curtains,
dimmers, sound absorbing materials, etc.

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Calming, stimulating activities and sensory choices for the student to use when over or under-stimulated. Use
ear plugs or headphones to diminish auditory stimulation. Use leading questions or pictures to help the
student articulate and identify over-stimulating emotions and situations. Prepare the student for transitions
and deviations from regular routine in order to minimize overstimulation or anxiety caused by a change in the
schedule or routine. On the windows we use sheer colorful curtains, it blocks bright sunlight but still allow
natural sunlight in the room. As the evening set in we use soft lighting.
20. Give examples of how your environment has places for displaying childrens work artwork on walls or shelves, photos of activities, work
samples, etc.

I use our walls and create a gallery of childrens art. When displaying art I use name cards and place them
under each individuals childs art work. To allow parents to identify their childs art work. We display photos of
the children and their families. I ask families to share some of their own family photos. We post photos on
cubbies and at childrens eye level throughout the room. When children see the photos, they can feel
connected to their families during the day.
21. Give examples of how your environment has defined spaces for families to sign in and out, gather information about childs day parent
info board with schedule posted, curriculum activities, parent pockets or bins for notes, daily care sheets, clipboards, child notebooks, place
to sit and write or for child to dress/undress, etc.

Our parent board is located at the entrance to allow parents to keep up with whats going on with our program
and their children. In this area parents and children are greeted. Our parent board include: the curriculum plan,
weekly menu, calendar of events, state license inspections, State License, Parent Handbook, Safety Drill,
Newsletter, and family support group. This area is accessible to parents to view the days happenings. Parents
feel their child is welcome when they see his or her name already entered on the class sign-in sheet.
22. Give examples of how your environment has individual space for each childs belongings - individual hooks for each childs
coat/backpack, a separate area to store extra clothing, children's things are individually stored to support organized access and
independence.

Children's cubbies are special places where personal belongings can be stored, treasures can be displayed,
and solace can be found. Cubbies are a source of comfort and support for children, so having them labeled will
add comfort for the children. I encourage children to bring a family picture and display it in their cubbies. A
glance often serves as a quick source of comfort and pleasure. I allow children to store their favorite blanket or
movie from home in their cubby. Just seeing their special object and knowing that it is available for them at the
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end of the day is comforting and reassuring.


23. Does your room have comfortable adult sized places to sit while interacting with children during play, routines and teacher guided
activities? Describe them.

Comfort for adults while interacting with the children is very important. The chairs we use for sitting with the
children at the table I checked the comfort, the correct size, and weight limit. In our cozy area I have an extralarge pillow to sit with the children to allow comfort. While at my desk I have a high back supported chair that
adjust to my desk that allows back support.
24. Are you able to see children in all areas of room? Describe how.

Our environment is an L-Shaped room, by positing myself in the middle of the L-Shape it allows me to see the
children in all areas of the room. When sitting in any area of the room I can see all the childrens location. I
carefully consider my needs and the needs of my children to ensure that every child can see and hear from
every part of the room, and that I have plenty of space to move around and help children.
Outdoor space
25. Give examples of how your outdoor play space has equipment that is designed for age and abilities of children using it.

My playground extends your indoor environment to my outdoor environment. For children, outdoor play is as
important as indoor play. Getting fresh outdoor air on a regular basis helps children stay healthy. Playing on
large play equipment helps children develop large motor skills such as running, climbing and riding tricycles
or other wheel toys. With adult guidance and supervision on a playground, children can learn to experience
risk taking and develop risk control.
A fence helps me to supervise the children and keep unauthorized people out of the area. I find it helpful in
supervising the children in my care. We use grass for our playground surfacing. I inspect my outdoor play area
daily to reduce injuries to the children in my care.
26. Give examples of situations that show you are attentive to children during outdoor and indoor time and promote their exploration and
discovery.

I feel to be attentive to children we should be knowledgeable, have work ethic, a lifetime learner, honest,
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consistent, nurturing, caring, detail oriented, show empathy, communicate, observe, and be critical thinkers.
Its important for teachers to study childrens body language, it help us to know if children are attentive,
interested and understand what they are learning.
COMPETENCY 6. Develop activity plans that promote child development and learning.
Daily Schedule- predictable, yet flexible
1. Where is your schedule posted in the room?

Our daily schedule is posted over our table. It allows us to keep up with the next activity, and that makes it
easier for the children to cooperate with transitions. Our Rules & Responsibilities are posted on the wall near
the front door.
2. Describe how your schedule provides time and support for transitions.

Transitions require attention and planning. By planning transitions as part of the curriculum, it promote
childrens learning, set a positive tone, and help everyone through the day. I am very flexible and try different
ways of doing things. I allow enough time for children to move at their own pace. If the schedule is consistent,
children learn the pattern. Once a pattern is set children can infer, for instance, that lunch comes after music
time. Schedules help build trust between child care providers and children. Children begin to understand that
adults will take care of their needs on a regular basis. When children have too many unknowns, anxiety builds
up and they start showing emotional reactions to the inconsistency. Breaking a schedule throws a child
completely off. I talk with my parents to continue the consistency of the weekday schedules and routines when
kids are at home. Parents will find that if the schedules are unpredictable on the weekends and evenings,
children will exhibit inappropriate behavior. We talk to parents every day to share with them what happened. If
the child was having a rough day, we talk about solutions. When we sign in every morning, we talk to the
parents about what time the child went to bed, what kind of night the child had, what time they woke up, when
they ate last, and anything else that might be important so that they can anticipate things. The same happens
when we pick the child up at the end of the day.
3. Does your schedule have indoor and outdoor experiences planned and provided daily as weather permits how often do you take the
children outside? What conditions prevent you from getting the children outside?

Preschoolers need at least 60 minutes unstructured physical activity daily. Our outdoor time in a safe setting
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supervised by an adult. Free play offer developmentally appropriate toys and equipment to encourage children
to be physically active: tricycles, balls, basketball court, hopscotch, and hula hoops. It is important to
encourage participation in physical activities that are appropriate for their age, that are fun. I model enjoyment
of physical activity by joining children in activities. I build time in our schedule to include daily planned
structured physical activity that supports age-appropriate motor skill development (jumping, skipping,
hopping, etc.). The activity is engaging, fun, and involve all children. I encourage ramps, steps, low climbers
and obstacle courses to build skills, strength, coordination, and confidence. Develop movement stations
indoors or outdoors so children can practice developing skills: throwing, catching, kicking, balancing,
changing direction, jumping, hopping, skipping, and galloping. The conditions that prevent us from getting the
children outside is the temperature dropping to freezing or the hot humidity outside.
4. Describe how your schedule incorporates time for play, creative expression, large group, small group, and child-initiated activities.

Children today have more opportunities than ever for all sorts of wonderful experiences. Sports, dance,
skating, gymnastics, yoga, horse-back riding, music lessons and camps with every theme imaginable! Some of
these options actually incorporate unstructured play as part of their curriculum. Children play is their work and
is their productive activity. I consider that a child taking calculated risks in natural environments may learn and
improve their judgment. There is no teacher greater than experience. Learning how to climb a rock or a tree
now might decrease hazardous behavior later in life by teaching limits. Learning to settle squabbles on their
own while playing with friends arms children with problem-solving skills and empathy to use for the rest of
their lives. Unstructured play at a park is a great option. For bike riding, walks, or nature scavenger hunts!
Health and Physical Development
5. Give examples of how you provide varied opportunities and materials that support fine-motor development. List examples of the materials
you have available in the room.

Fine motor activities encourage the development of eye-hand coordination and help children practice the skills
required to handle or manipulate small objects with their fingers. Appropriate materials for fine motor activities
for infants and toddlers are those that generally match their developing skill levels and are challenging but not
frustrating. Examples of appropriate materials for fine motor activities for preschool includes: bead mazes,
links, lacing toys, finger paints, puzzles with knobs and large pieces, and sets of manipulatives with large
pieces such as links, interlocking stars and large beads. This helps develop various grasps. From palmer grasp
to pincer grasp, and what sort of activities you can be providing to further enhance this grasp and help move
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on to the next stage. When children has mastered the grasp of holding a pencil correctly, they may be ready to
move on to pencil and paper work. Fine Motor Skills daily activities: like getting dressed, eating, and writing,
require control of small muscles in the hands. Parents can help children build fine motor skills at home by
providing opportunities to set the table, hold knives, forks, and spoons, pour juice into a cup, wipe the table,
by helping with meals, by stirring, shaking, chopping, cutting, and mixing.
6. Give examples of how you provide varied opportunities and materials that support large-motor experiences that stimulate a variety of
skills, that range from familiar to new and challenging, enhance sensory-motor integration, and development of controlled movement
(balance, strength, coordination) and enable children with varying abilities to have large motor experiences similar to those of their peers (if
present in room). How do you meet YoungStar criteria for a minimum of 60 minutes of physical activity daily?

If you've ever watched kids on a playground, you've seen the three elements of fitness in action when they: run
away from the kid who's "it" (endurance) cross the monkey bars (strength) bend down to tie their shoes
(flexibility) Endurance develops when kids regularly get aerobic activity. During aerobic exercise, the heart
beats faster and a person breathes harder. When done regularly and for extended periods of time, aerobic
activity strengthens the heart and improves the body's ability to deliver oxygen to all its cells. Aerobic exercise
can be fun for both adults and kids. Examples of aerobic activities include: basketball bicycling ice skating
inline skating soccer swimming tennis walking jogging running Improving strength doesn't have to mean lifting
weights. Stretching exercises help improve flexibility, allowing muscles and joints to bend and move easily
through their full range of motion. Kids get chances every day to stretch when reach for a toy just out of reach,
practice a split, or do a cartwheel. Kids are sitting around a lot more than they used to from back when I was
growing up. One of the best ways children to be more active is to limit the amount of time spent in sedentary
activities, especially watching TV or playing video games. Activity guidelines for infants, toddlers, and
preschoolers: Age Minimum Daily Activity Comments Infant No specific requirements Physical activity should
encourage motor development Toddler 1 hours 30 minutes planned physical activity AND 60 minutes
unstructured physical activity (free play) Preschooler 2 hours 60 minutes planned physical activity AND 60
minutes unstructured physical activity (free play) School age 1 hour or more Break up into bouts of 15 minutes
or more Infants and young children should not be inactive for prolonged periods of time. We can help children
participate in a variety of age-appropriate activities. Establish a regular schedule for physical activity.
Incorporate activity into daily routines, such as taking the stairs instead of the elevator. Im in the process of
embracing a healthier lifestyle myself, so I'll be a positive role model for my families.
7. Give examples of how you lead varied opportunities to help children learn physical games with rules and structure, stimulate a variety of

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skills, enhance sensory-motor integration and development of controlled movement (balance, strength, coordination. How do you meet
YoungStar criteria for 15 minutes of teacher-led activities?

When designed appropriately, playgrounds are perfect environments for helping children achieve the physical
excellence they strive for at this stage. School-aged children can master basic coordination skills, such as
running, jumping, balancing, rolling, throwing, catching, climbing and crawling, and it's important to give these
children a wide diversity of agility and coordination challenges. Play areas and playground equipment for this
age group should support the need to play traditional games and to experiment. Outdoor play environments
with measurable challenges, out-of-the-way corners where small groups can gather, and the potential for a
variety of play activities can help children improve their concentration and readiness to learn. Examples of
good play activities Gross motor, agility, balance and coordination practice: climbing, crawling, bouncing,
rocking, sliding, spinning, balancing, swinging - nets, steeper hills, swings, spring seesaws, spinning
elements, slides. Social play events: even though school age children can play in bigger groups, they also like
to gather in smaller groups - especially girls. Fine motor skills practice such as sand and water play is still
appealing to the youngest members of this age group.
Social and Emotional Development (See Competency 9 for related criteria)
8. Give examples of how you plan varied opportunities for children to recognize and name their own and others feelings.

I help children name their feelings by giving those labels. By naming feelings it allows young children to
develop an emotional vocabulary so they can talk about their feelings, identify feelings in themselves and
others. We talk about feelings they have and those that you see in others. We us an emotion picture book to
illustrate the feelings a child have each day upon arrival. We talk about feelings when playing games, eating or
riding in the car.
9. Give examples of how you plan varied opportunities for children to practice regulation of their emotions, behavior and attention.

Self-regulation requires a child to develop the ability to manage his emotions and control bodily functions as
well as maintain focus and attention. Emotional self-regulation includes children gradually learning how to
manage their emotions, which leads to children interacting with their peers and adults more effectively when
they are upset, frustrated or embarrassed. Behavioral self-regulation includes the ability to inhibit ones
actions and remembering and following rules. This form of self-regulation takes practice and repeated learning
opportunities before children demonstrate self-regulation over their behavior. Modeling is where the role of the
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teacher is important. Modeling self-regulation skills for young children throughout the day providing children
opportunities to learn and practice these new skills. Learning to self-regulate is different for each child. For
example, the child with sensory processing difficulties or a short attention span may experience more
challenges with self-regulation. Children with limited language skills may have difficulty communicating and
will need help with emotional self-regulation if they become easily frustrated when they are not understood by
their peers. The teachers role is to assist children with strengthening their self-regulation skills.
Language Development and Communication
10. Give examples of how you plan varied opportunities for children to develop communication and vocabulary by responding to questions,
communicating needs, thoughts, and experiences, describing things and events, conversations, and experiences such as field trips.

It all begins with unrecognizable sounds. Without encouragement childrens language


development can be delayed leading to other difficulties in expressing themselves and
interacting with the world around them. Encouragement and support from parents and
caregivers can help children towards developing and improving language skills. Children can
vary greatly in when they acquire new skills and abilities. However talking promotes thinking
and language development, so children who hear a lot of sounds and words as they grow,
develop stronger vocabularies. Model Good Listening -Give strong eye contact, and respond.
Speak slowly - This will help children to understand what you say. Give the children time to
respond Allow children time to respond to your cues. Conversation is about turn taking. It
requires people to pause, listen and respond. Letting children know you understand, then
giving him/her the correct word. This will encourage him/her to talk and help them feel good
about their attempts to communicate. Share books help children to become familiar with
books. Allow them to turn pages, lift the flaps of books and feel textures. Talk about the
pictures. Point and name pictures. Read aloud. Share favorite stories and rhymes again and
again. Repetition helps children to understand and remember language they hear.
11. Give examples of how you support the development and maintenance of the childs home language whenever possible. Do
you try to learn familiar words, terms or phrases in childs language? Do you have opportunities for children to see
language in print?

Its important to maintain the native language for children who speak a language other than English. Children
have the ability to speak another language that, if properly nurtured, will benefit them throughout their lives. In
school, children who speak other languages will learn to speak, read and write English. Teachers and can
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encourage maintenance of the native language. The child's first language is critical to his or her identity.
Maintaining the childs language helps the child value his or her culture and heritage, which contributes to a
positive self-concept. When the native language is not maintained, important links to family and other
community members may be lost. By encouraging native language use, parents and teachers can prepare the
child to interact with the native language community. Children who learn English and continue to develop their
native language have high academic achievement. All of the children enrolled in my program language is
English. We do explore different cultures through music and books, to teach children about the world around
them.
12. Give examples of how you provide opportunities for children to become familiar with print by making print accessible throughout the
classroom. Are items belonging to a child are labeled with his or her name? Are materials labeled? Do you have print posters to describe
some rules and routines?

Literacy includes the domain elements of phonological awareness, book knowledge and appreciation, print
awareness and concepts, early writing, and alphabet knowledge. Teachers learn about effective strategies that
help children acquire necessary skills that promote the development of successful readers and writers.
Children have opportunities to become familiar with print. They are actively involved in making sense of print,
and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the
classroom: Items belonging to a child are labeled with his or her name, images of art work, materials are
labeled, pictures art work is labeled with the child's name, print is used to describe rules and routines, written
schedules and picture schedules, hand washing instructions, pictures of reading books, group times that have
print (calendar, weather charts, and job charts.
13. Give examples of how you help children recognize print and connect it to spoken words.

Children with print awareness can begin to understand that written language is related to oral language. They
see that, like spoken language, printed language carries messages and is a source of both enjoyment and
information. Children who lack print awareness are unlikely to become successful readers. They see print all
around them, on signs and billboards, in alphabet books and storybooks, and in labels, magazines, and
newspapers. Seeing print and observing adults' reactions to print helps children recognize its various forms.
The ability to understand how print works does not emerge magically and unaided. This understanding comes
about through the active intervention of adults and other children who point out letters, words, and other
features of the print that surrounds children. It is when children are read to regularly, when they play with
letters and engage in word games, and later, when they receive formal reading instruction, that they begin to
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understand how the system of print functions; that is, print on a page is read from left to right and from top to
bottom; that sentences start with capital letters and end with periods, and much, much more. As they
participate in interactive reading with adults, children also learn about books authors and illustrators names,
titles, tables of content, and page numbers. They also learn about book handling how to turn pages, how to
find the top and bottom on a page, how to identify the front and back cover of a book.
14. How often and when do you read books children? Give examples of how you engage in conversations that help children understand the
content of the book.

Reading aloud at any age serves multiple purposes: Provokes childrens curiosity about text, conveys an
awareness that text has meaning, demonstrates the various reasons for reading text (for example, to find out
about the world around them, to learn useful new information and new skills, or simply for pleasure), Exposes
children to the language of literature, provides an opportunity to teach the problem-solving strategies that
effective readers employ. As the children observe the reader interacting with the text, expressing enthusiasm,
and modeling the thinking aloud process, they perceive these as valid responses and begin to respond to text
in similar ways, and models adults interest in and enjoyment of reading.
15. Give examples of how you allow children to explore books on their own and provide places that are conducive to the quiet enjoyment of
books. Describe how children have access to various types of books, including storybooks, factual books, books with rhymes, alphabet
books, and wordless books.

Creating a library area is an essential part of an early childcare setting. It provides children with an opportunity
to listen to stories and poems, explore books and a variety of reading materials. The library area can include: a
writing center and listening area with story tapes for the children to listen to, felt boards and puppets. These
materials along with storytelling by the teachers and children promote children's language and cognitive
development. It also facilitates the growth and development in other areas of science, math, and history. By
reading stories or providing books to the children on a particular topic (such as a birth of a sibling or visiting
the doctor) helps children to understand that their feelings, questions and problems are common and provides
them with the self confidence in dealing with their feelings or questions.
16. Give examples of how you provide children with multiple and varied opportunities to write. Are writing materials and activities readily
available in art, dramatic play, and other learning centers?
Give examples of situations when you supported children in writing on their own.

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Do children have access to the alphabet (e.g., displayed at eye level or on laminated cards) and to printed words about topics of current
interest?

Creating interest areas guide play, exploration and discovery which are all used to foster childrens
development. Interest areas enable teachers to think intentionally about how to organize the space and
involve the children to provide accessible materials that engage children and enhance their play
experiences. Art and Craft When children apply paint to paper, glue things together, or pound a lump of clay,
they experiment with color, shape design and texture. Children express their individual ideas and feelings
with art materials such as paint, clay, markers, crayons, paste and collage materials. As they view their own
creation and those of their friends, they learn to value and appreciate differences. Art is a great tool to use
to promote children's learning. Block Play Blocks are open-ended play materials; there is no right or wrong
way to build with them. Enables children to share and co-operate with others. Facilitates development in
spatial and mathematical realms, by helping children learn to understand concepts of length height weight
and area.
17. Give examples of how you model functional use of writing and help children to discuss the many ways writing is used in daily life. Do
you give children daily opportunities to write or dictate their ideas? Do you give children assistance in writing the words and messages
they are trying to communicate? Do you support various types of writing, including scribbling, letter-like marks, and developmental
spelling?

Engaging in Art n Craft experiences benefits all aspects of children's development. Children, who cannot
express what they feel and think and how they view their world in worlds, may be able to do so more readily
through art. Below are some example learning objectives that support a child's overall development. Enables
children to assert individuality, assists children to express feelings, develops an understanding of cause and
effect, creates the ability to label shapes and objects, helps develop planning skills, provides opportunities for
children to learn directionality, and develop fine motor skills. The purpose of art experiences is to allow
children to explore on their own, using materials in their own ways.
18. Describe when and how you use rhymes, poems, songs and finger plays. Give examples of how you provide children with multiple and
varied opportunities to develop phonological awareness. Describe situations when you provided encouragement to play with the sounds
of language, including syllables, word families, and phonemes, helping to identify letters and the sounds they represent, to recognize and
produce words that have the same beginning or ending sounds, and supporting childrens self-initiated efforts to write letters that represent
the sounds of words.

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A library area can be used to accomplish a wide range of learning objectives. Example of learning objectives
that supports a child's overall development. Increases a child's vocabulary (learning the names of various
objects from a picture book). Children begin to recognize objects, colors and shapes (pointing to objects on a
felt board or in books). Enables children to understand sequence (opening up a book and turning the pages in
order). Develops children's storytelling abilities (creating a story with drawings or scribbles). Encourages
children to recognize site words (recognizing own name and familiar words). Develops fine motor skills (writing
/ drawing). Strengthens childrens eye muscles (following pictures and words in a book as it is being read
aloud). Children develop phonetic awareness (recognizing rhyming sounds and thinking of other words with
that sound). A library area is important to the overall program for developing literacy skills in children. It is
important to encourage each and every child with their language and literacy development by: asking a child
questions while looking at pictures together, asking a child to predict what will happen next in the story and to
encourage a child to repeat words, rhymes and phrases that have been memorized. As children learn to love
books, it helps children to develop their own language and literacy development.
Approaches to Learning
19. Give examples of how you plan varied opportunities for children to develop a sense of competence and positive attitudes toward learning,
such as persistence, engagement, curiosity, and mastery.

If children take a passive approach when learning, they are likely to be engaged in memorizing information
and do well. To stay motivated requires intense commitment and energy: you need to demonstrate steadfast
determinationeven in the face of obstacles! Attitude towards learning Making sense of what an education
means to you and understanding what motivates you in learning involve assessing your preferences and
making choices. As your choices are influenced by your attitude towards learning, it is important to adopt a
positive attitude to enable you to stay motivated towards learning and respond favorably to your learning
experiences. For example, maintaining a quality of openness would allow you to see things beyond your
existing paradigms, inspire you to celebrate the joys of learning, and most important of all, empower you to
take control of your learning. Staying motivated in your studies requires a clear purpose and positive
learning attitude.
20. Give examples of how you provide children with varied opportunities to gain an appreciation of, and to learn new concepts and vocabulary,
and express themselves creatively in ways that reflect diversity through art, music, drama and dance activities.

Throughout the early childhood years, children are learning to do new things with their body and music and
movement encourages children to explore what they are able to do. Below are learning objectives that support
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a child's overall development. Children develop social skills by playing co-operative musical games (such as
ring a ring a rosy or musical statues). Gives children a chance to recognize that music and dance can express
moods and different feelings in an appropriate social way. Increases children's awareness of different
movements (fold your legs like the frog in the song). Improves children's balance, co-ordination and rhythm
through dancing and other movement activities. Helps to develop children's fine motor skills (learning finger
plays and playing musical instruments). Develops children's creativity and imagination by responding to music
through movement. Home Corner Pretend play is very important for children's development and learning. In the
house corner children can take on and try out roles from familiar family scenes, local community's experiences
and imaginative fantasies. Although this area of the room may be called the house corner, it can be
transformed by the children or teacher into a supermarket, restaurant, and post office the choices are endless!
As children act out roles, they develop many skills. They play co-operatively; negotiate turns, exchange ideas
and work together to solve problems. Below are some learning objectives that support a child's overall
development. Enables children to draw on past information and experiences to solve problems (the doctor
gives me a needle in my arm). Helps children identify solutions to problems that arise during play (what are we
going to do, I can't feed the baby, there is no food in the house. I have to buy some from the shop). Encourages
children to preserve at a task (remaining involved in a play episode for an increasing amount of time). Music
tempo also helps to set up a mood. Quiet, soothing music calms and relaxes children, while a lively tune
creates an energetic clean up. Children are also encouraged to develop their social development as music and
movement activities help children feel part of the group. Music naturally delights and moves most children.
Refines children's listening skills by noticing changes in rhythm, beat or tempo (clapping fast or slow). Music
and movement aren't adapted to one specific location. Music makes its way into many activity areas. Children
may create their own songs or chants in the home corner or begin re-telling nursery rhymes in the library area.
Incorporating music and movement activities throughout the program encourages children to express
themselves.
21. Do you provide a variety of art tools that are accessible to children? List the tools that are available in the classroom.

Art encourage children to learn that their own abilities are valued and children will begin to freely participate in
the creation of art. Sometimes children start with an idea of what they want to make, at other times, the three
dimensional design grows as children place blocks together randomly or in patterns.
Art materials available: Paint, playdough, markers, crayons, pencils, glue, paper, stickers, googly eyes, sharpie
markers, and pipe cleaners.

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Cognition and General Knowledge


22. Give examples of how you provide children with varied opportunities and materials to explore math concepts such as size, shape, color,
patterns, quantity, measurement, number awareness, counting, and time. List some of the materials as well as activities you provide.

Cooking Area Cooking experiences teach children how food is prepared and cooked and how it contributes to
their health and wellbeing. Children enjoy cooking experiences as it is one of the few activities which allow
them to do exactly the same thing that adults do. Cooking can be considered one of the most enjoyable
activities on the program. It is also a real hand on experience as children begin to develop skills in other areas.
For example, as children melt cheese, they learn about science, as they measure a cup of milk for the cake mix,
they learn about measurement and volume. As the children peel carrots, knead dough and stir mixtures they
are not only supporting their physical development, the children are also extending their vocabulary. Preparing
food with the children, teaches them about good nutrition and cultural preferences. Children work together to
see a task through to completion and take pride in a group task. Listed below, are some suggested learning
objectives that supports a child's overall development. Children learn to develop independence (following a
recipe by referring to picture signs). Encourages children to work cooperatively (sharing and taking turns when
using cooking equipment). Enables children to develop self-help skills (preparing own snacks). Helps children
to learn about nutrition (preparing a healthy snack). Develops fine motor control (chopping vegetables,
squeezing lemons, stirring batter). Enhances hand / eye co-ordination (cracking an egg). Children begin to
understand direction (stirring clock wise and anti-clock wise). Gain an understanding of math concepts (such
as measuring and sequencing). Cooking activities are wonderful opportunities for children to have practical
firsthand experience of exploring the world of food. Not only do the children learn how food is prepared but
they are also able to extend on their vocabulary. It's important to encourage each child's language development
through cooking by: talking to a child about how food smells tastes, looks and feels, explaining how heat
changes food, the names of various foods, how many cups or teaspoons of an ingredient you are using.
Cooking appeals to children's senses and provides a wealth of learning opportunities.
23. Give examples of how you provide children with varied opportunities and materials to explore science principles and concepts such as
observation and investigation of the natural world, living and non-living things, weather, seasons, the five senses, properties of matter and
materials (sink/float, liquids/solids/gasses, etc.), light and shadows, geologic features, etc. Describe how you encourage children to think,
question, and reason about observed phenomena, collect data and represent and document findings.

Science and Nature Science and Nature enables children to learn about facts and the world around them.
Through first hand experiences science and nature provides children to be engaged through investigating and
exploring which will support to develop their ideas and learning. When discovering science and nature in
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informal, hands on approach with familiar environments, its the best ways to engage and inspire children in a
sense of wonder. Science and Nature supports children to develop observations and creativity and develop a
sense of being. It also supports children to develop their natural curiosity and provide them with an
opportunity to explore their curiosity and theories. Listed below are some suggested learning objectives that
support a child's overall development. Children establish self-confidence and confidence in their environment.
Gain necessary first hand and hands on experiences. Develop basic concepts. Increased observation skills.
Receive opportunities to use tools, equipment and familiar materials. Receive aid in problem solving. Stimulate
curiosity for exploration and discovery while increasing basic knowledge. Develop sensory, physical,
emotional, intellectual, spiritual, and social attributes. Develop language through increased vocabulary and an
opportunity to ask and answer questions. Through positive experiences in science and nature, children will
develop their love of both and a foundation for the development of responsible environmental behavior and a
greater appreciation and understanding of the world around them. Being outdoors provides an endless amount
of opportunities for children to explore and discover. Children will begin to notice changes in the weather,
listen to different sounds and explore natural objects, which you can use to encourage further learning
outdoors with children.
24. Describe how you use technology in the classroom with media such as television, film, videotapes, and audiotapes. (Limited/no use of TV,
video, etc. and developmentally appropriate access to computers.)

In today's society, it's important for us to be computer literate and enable all children to become comfortable
with computers. Children, who have access to a computer and are encouraged in computer play, discover open
ended play that are both rewarding and enriching. The computer area should allow children to learn in a variety
of ways, at a pace that meets their individual needs. Computer programs and software for children, promote
making choices, creativity and solving problems. It also encourages the children to use their fine motor skills
by incorporating simple keyboard and mouse movements within the children's programs. Children benefit from
computer play in the same ways as they do from other developmental activities. By considering the needs of
each child in your program, you can help children grow in many ways. Below are some learning objectives that
support a child's overall development. Children develop perseverance (seeing a program / task through to
completion). Enables children to develop pride (print completed work). Encourage children to work cooperatively with others (working in pairs on the computer). Helps children develop early reading skills
(matching words to graphics). Identify and sort objects (using programs that develop classification skills).
Improves children's visual skills (following moving objects on the screen). Extends children's creativity (using
programs that encourage free exploration). Allows children to understand cause and affect relationships
(seeing what happens when certain keys are pressed). Computers are an important part of today's society and
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they do provide children with a wider range of developmental learning skills. The software and programs that
are available for children encourages them to learn, explore, create and imagine across all developmental
areas. The computer area is an essential part to the children's overall development. Computers are an
important part of today's society and they do provide children with a wider range of developmental learning
skills. The software and programs that are available for children encourages them to learn, explore, create and
imagine across all developmental areas. The computer area is an essential part to the children's overall
development.

COMPETENCY 7. Document childrens behavior.


1. Describe how you document childrens behavior. Do you conduct regular observations of each child? Do they include written observations,
notes and analysis?

Observations allow teachers, parents, and other adults to capture and record meaningful details while children
are engaged in a variety of activities and take into account childrens development, interests, and needs across
domains of development and learning. As teachers and parents we are positioned to obtain information about
how children function within different environments or settings. One way teachers can understand childrens
development, interests, and needs is through observation and documentation. Collecting data that focus on
children learning over time and help to document and provide meaningful feedback on learning outcomes.
Individual Growth and Development provide information about the level of childrens growth in key skills,
which helps to determine the intensity of support and services each child needs to be successful.
Observations target language and early literacy skills in all domains of development and learning.
Describe a situation when you talked and listened to children as well as observed them to assess their strengths and needs to guide you in
planning activities and individualizing for the child.

When teachers observe children in the classroom, it provides an opportunity to understand how to enhance
classroom routines and instructional practices. Gathering children observations provides teachers with
opportunities to reflect on the classroom environment, curriculum, and teaching strategies and to determine
what of the classroom experiences are working for the children and what might be better to meet childrens
needs. When conducting observations, I use the understanding of child development to identify behavior to
pick up on red flags that indicate a child might be struggling with learning.

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2. Describe the process you use to gather information from families on their observations of their childs behavior at home. Do you use
their input to contribute to the assessment process?

When gathering Information about children, I try to discover the childs preferences and interests. Talking with
parents will be important to gathering assessments and observations. So that they can design learning
activities and objectives for each child.
I ask parents to, pay careful attention to what is happening when their child displays challenging behavior.
Keep track of when the behavior occurs. The parents and I brainstorm ideas about what the child is trying to
get, or avoid doing, by using challenging behavior. Once we have an understanding of why the child chooses
to use a challenging behavior, we work together to teach the child a new way to behave. I work close with my
parents and the children to understand behavior challenges.
3. Give an example of a time when you noticed patterns in a childs challenging behaviors to help you develop effective, consistent, and
individualized responses.

Repeated pattern of behavior that interferes with learning or engagement in prosocial interactions with peers
and adults, and behaviors that are not responsive to the use of developmentally appropriate guidance
procedures. I have noticed patterns surrounding behavior, and believe behavior is meant to communicate
something. Im learning to ask myself questions. What is the child trying to tell me, does the child want
something or is the child trying to avoid something? I try to find something I can do to prevent the behavior. I
monitor the challenging behavior over time. I find that the behavior has decreased even though it may not
seem like it. When I have been addressing the issues according to the plan and I feel that I have given it plenty
of time to work I write a new plan.

COMPETENCY 8. Analyze factors that affect the behavior of children.


1. Give an example of a time when you were dealing with a childs challenging behavior. What need or desired result was the child expressing
through the behavior? Did you use observation and analysis to identify the function of the childs behavior?

During many observations I realized that children communicate in many ways to get our attention. For
example, words, sentences, eye gazing, pulling or tugging on me, crying, biting, and tantrums. Functions of
communications children use, to escape demands, activities, request help, and social interactions.
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I put a child in a high chair and walked to the kitchen to her plate of food. She cried and through a tantrum in
the high chair. When I placed her plate of food on the high chair she stopped crying and smiled at me.
2. Give an example of a situation when you were dealing with a childs challenging behavior in the classroom and you gathered input from
the childs family on the childs behavior at home and their goals for the child.

When gathering information or setting goals for the child, I feel its important to build upon family strengths.
Family members are important contributors to the childs team and should be commended for their abilities
and ideas. Using the familys strengths can give the family a sense of accomplishment, empowerment, and
success.
When I deal with a challenging behavior I stay calm. When we express anger and frustration, even
unintentionally, can generate fear and anxiety in the child and possibly escalate an already chaotic situation.
Modeling composure while facing a situation can help strip away a childs anxiety and nurture a sense of safety
and reassurance. I give clear and positive instructions. Im consistent to shaping a new behavior in children.
Im aware of emotions because children often do not have a full understanding of how they feel or the
appropriate words to label their emotions when they are upset. Its our responsibility as teachers to offer them
appropriate tools to enable them to deal with their emotions. I set age-appropriate limits and providing
structure helps children feel less overwhelmed and more secure. When children demonstrate positive behavior
that needs to be acknowledged throughout the day. It is our job as teachers to catch children in the right
moment, reward positive behavior and build the foundation of behavior modification.
3. Give an example of a childs challenging behavior and how you considered the childs temperament, abilities, home life and progress to
help you develop effective strategies to guide the child.

I work hard to identify what triggers challenging behavior in children, so I can use the information to respond
positively to the children's needs. I teach children alternate and more socially appropriate ways of expressing
what they want or need. I notice when children are using positive behavior and I let them know that I respect
them. I encourage children to find positive ways to communicate their needs to others, I feel that children learn
important social and problem-solving skills that will help them throughout their life. I strive on building positive
relationships with the children that is nurturing, caring, secure and being a role model. While giving the
children positive attention, an organized environment with structure, routines and schedules.
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I have a 4 year old that was happy, outgoing, eager to learn, smiled all the time, and helpful with all anything.
The parents separated and the child had developed a totally different personality. He is not friendly with any of
the children or staff, he yells, screams, tantrums, tells us he hate us, and knock over furniture.
I setup a conference with both parents and the step-parents to develop a behavioral intervention plan to focus
on steps needed from us to address the childs behavior, characteristics, strengths, and challenges. The plan
identified the goals and teach of our task in helping the child achieve these goals.
4. Give an example of a specific situation when you had a child with a challenging behavior, and you recognized how the room
environment and childs level of social skills contributed to the behavior. Describe how you focused on teaching the child social,
communication, and emotional regulation skills and used environmental modifications, activity modifications, adult or peer support, and
other teaching strategies to support the childs appropriate behavior.

The environment and layout should reflect who you are as a teacher. I believe in a very colorful classroom with
posters, functional bulletin boards, and other interesting items to enhance the environment. I include a display
of the children's art work, I setup centers for example, cozy area with soft chairs, pillows, or lounge on the
carpet, a quiet reading corner, a music area, a large table for projects, easy accessible materials and supplies,
and spaces for wet or messy projects.
I have a child that use to run around the daycare racing and knocking the other children down. The layout was
planned because of multiple ages and I want to make sure that infants and toddlers had the space they needed.
I discovered that it was too much space that reminded him of an obstacle course. I sat one weekend and
rearranged the area to give the space appropriate for all ages, and sectioned off each area. It worked, he came
on Monday and stopped and looked around and said Ms. Shannon. The look was priceless, I also planned
activities that promote positive behavior.

COMPETENCY 9. Practice positive guidance strategies.


1. Give examples of how you express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles and create
a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection.

Showing children a warmth expression is a critical for building teacher-child relationships. I express warmth by
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protecting, guiding, communication, teaching, and playing with the children. I also express warmth by hugging,
a touch on the shoulder, facial expression, laughter, voice tone, smiling, or kind words.
2. Give examples of how you function as a secure base for children, responding promptly in developmentally appropriate ways to childrens
positive initiations, negative emotions, and feelings of hurt and fear by providing comfort, supports and assistance.

A secure base is provided through a relationship with a sensitive and responsive attachment figures who meet
the child's needs and to whom the child can turn as a safe haven, when upset or anxious. When children
develop trust in the availability and reliability of this relationship, their anxiety is reduced and they can
therefore explore and enjoy their world, safe in the knowledge that they can return to their secure base for help
if needed. In order to achieve this, I must care for the child in ways that demonstrate, implicitly and explicitly to
the child, that they are trustworthy and reliable, physically and emotionally available and sensitive to the child
needs.
Children adapt to the lack of a secure base by developing different patterns of behavior. They may become
wary and defended or especially needy and demanding of care and attention. Some children with unpredictable
or frightening care may try to make their environment more predictable through role reversing and controlling
behavior.
3. Describe how you establish and convey to children clear and consistent classroom rules and expectations.

Creating classroom rules together offers children a way to understand how and why rules are made. If the
class makes a set of rules, students have an opportunity to hear different ideas, various opinions, and multiple
reasons around these rules.
Questions I ask the children to ensure they understand what is expected of them.
Can you think of a way that rules help us get along with each other?
Do you think all people want the same rules?
What if each person could make up their own rules?
What would happen if the person sitting next to you got to make up all the rules?
4. Give examples of how you promote pro-social behavior by interacting in a respectful manner with all staff and children.

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Teachers can do several things to foster pro-social behaviors. Be a positive role model; if children see you
acting in a positive way, they are more likely to follow suit. Encourage children to play with others; play is one
of the best and most common ways children learn to interact with others. Play encourages helping, sharing
and cooperating. I strive to teach children pro-social behaviors, because such actions are intended to help
another person or group of people. Pro-social behaviors help children interact with others in effective,
appropriate and successful ways.
Sharing - Children generally learn to share from an early age. Sharing helps children learn the importance of
giving to others in need. A child who is able to share his toys with others is likely to become a generous adult.
Sharing teaches a child that the world can provide for him when times get tough provided that he is willing to
return the favor.
Helping - Helping includes acts of kindness, recusing someone or removing their distress. Removing another
person's distress can provide a child with a sense of accomplishment and an internal sense of being a good
person. In addition, the ability to make another person feel good about herself or helping another by removing
their source of pain can increase a child's self-esteem. Teaching children to help others is likely to increase the
chances that the child will seek out help if needed.
Cooperating - Children who are unable to cooperate may struggle to work effectively with others during their
formative years. Cooperation helps children learn to delegate responsibility, and it teaches children about
dependability since others are likely depending on them for some reason. Working together for a common goal
can also increase a child's self-esteem, much like helping another person can.
5. Give examples of how you promote pro-social behavior by modeling turn taking and sharing as well as caring behaviors, and helping
children negotiate their interactions with one another and with shared materials.

Pro-social behavior is when children show positive behaviors such as sharing, cooperating, empathy, and
taking turns when interacting with others. These skills can help children build strong friendships and
relationships and enable children to navigate different social circumstances in a constructive manner.
Children experience many of the same emotional trials as adults, interpersonal conflict, and the loss of loved
ones. If a child is not given the emotional tools to handle those trials, they can have a lasting negative impact
on their life. The more emotional education a child can receive at a young age, the better. If childrens
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behavioral problems are ignored, they are more likely to struggle in school and act out later in life.
6. Give examples of how you promote pro-social behavior by helping children use language to communicate their needs and encouraging
children to listen to one another, and encouraging and helping children to provide comfort when others are sad or distressed.

We want our children to succeed in the social world to learn how to cooperate, make friends, and negotiate
conflicts. We want them to develop strong perspective-taking skills, and treat other people with fairness and
compassion. Kids learn from us when we act as good role models. They also benefit when we create
environments that reward self-control.
Steps to take to help children get along with one another; such as treating each child fairly, giving each child
their own personal time and space, and teaching both children how to cooperate and work together as a team.
Encourage children to work together instead of competing, initiate activities that children can enjoy with each
other, show children how to support each other's interests, give children time to themselves, set ground rules
that apply to every child, refrain from comparing children to one another, reward children when they exhibit
positive behavior toward one another, and teach children how to listen to one another.
7. Give an example of a situation when you assisted children in resolving conflicts by helping them identify feelings, describe problems,
and try alternative solutions.

Teachers can begin teaching children to resolve conflicts by guiding them through steps. Children need
repeated practice to resolve conflicts. Find a quiet place to talk. Set ground rules. Everyone gets a say. Give
each person a say. State the problem clearly. Ask each person to suggest a solution. Help the group choose a
solution. Put the solution into effect. Observe and check in if needed.
With time and repeated practice, children can learn to use these steps to solve problems without help.
Resolving conflicts helps children learn valuable communication skills and can encourage them to be more
accepting of different points of view.
8. Give an example of a situation when you helped children manage their behavior by guiding and supporting children to persist when
frustrated, gain control of physical impulses, express negative emotions in ways that do not harm others or themselves, and play
cooperatively with other children.

Through limit setting and guidance children will develop a firm sense of self and acceptable behavior. I strive to
create a positive environment that is set up for the children to succeed, as well as be challenged to find a
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solution when they do not succeed immediately. This builds a healthy self-esteem and self-concept while
practicing problem-solving strategies needed throughout life. This also provides the foundation for learning to
progress from children's experiencing their environment to experimentation and then into deeper exploration.
Child guidance techniques include clear-cut limits, positive guidance, modeling of desired behavior, natural
consequences, and redirecting undesirable behavior. I do introduce and facilitate problem-solving skills. The
desired results are children who are able to recognize a problem and use their language skills to solve the
problem. This also teaches respect for others, respect for themselves, negotiation, and verbal/non-verbal
communication skills.
Children act out their feelings through their behavior, so it is important to understand the feelings behind the
behavior. If you know the reasons for your childs misbehavior or feelings, you can help solve the underlying
problems. Routines help a child to learn Children learn how to behave by copying the adults around them. They
thrive when they know what is expected of them and their day has a similar pattern to it. Children feel safe
when they know the order of events and can predict what will happen next. This is the same with reactions to
childrens behavior. The child needs to know what the adults reaction will be and that it will be fair and
consistent. Tell or show children the behavior you do want rather than punishing them for behavior you dont
want. Explaining the preferred behavior and make sure children understands what you expect of them.
9. Describe how you use positive guidance strategies. Describe what you consider to be inappropriate physical punishment.

Disciplining children mean teaching them responsible behavior and self-control. With appropriate and
consistent discipline, children will learn about consequences and taking responsibility for their own actions.
The ultimate aim is to encourage the child to learn to manage both their feelings and behavior. This is called
self-monitoring. At its best, discipline rewards the child for appropriate behavior and discourages
inappropriate behavior, using fair and positive means. People think that discipline means physical punishment,
such as hitting and smacking, or verbal abuse such as yelling or threatening the child. This is not discipline.
The consequences of physical punishment children learn by example. It is important that parents act as a
model for how they want their children to behave. Using physical punishment or inflicting pain on a child to
stop them from misbehaving only teaches them that it is OK to solve problems with violence.
Problems caused by physical punishment: Damage relationship with the child, harm to the childs dignity, selfrespect, self-esteem and sense of a positive identity. The possibility of physical and psychological injury Lost
opportunity to use the childs misbehavior to teach them responsibility and self-control The destruction of the
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childs sense of fairness and justice Long-term effects the child may become withdrawn, fearful or use bullying
behavior.
10. Describe what you would consider to be inappropriate use of threats or derogatory remarks, or withholding or threatening to withhold food
as a form of discipline.

Threats show our frustration as parents or teachers and its not a positive way to encourage the behavior we
want in children. I feel asking children to be involved in making some of the rules and explaining
consequences. Good discipline helps a child to learn that there are consequences for their actions. The
consequence should immediately follow the action and should be relevant to the behavior.

COMPETENCY 10. Examine the critical role of play.


1. Describe how your curriculum plans reflect an emphasis on play-based learning.

My play based learning promote a sense of wonder, exploration, investigation and materials, and opportunities
in which children can engage. Specific play spaces or areas may be arranged to the environment to engage
children in different areas of learning such as art, literacy and construction. Our children area encourage openended and loose materials that can be used across different abilities and diverse interests. Our play based
program include childrens ideas and interests into lesson planning, indoor and outdoor areas to facilitate play
and learning, provide a variety of play spaces, self-select materials and play independently, allows children to
work alone or with others, and flexible routines that have minimal disruption to childrens play.
2. Describe how you provide ample time for child-directed play and child choice of play materials.

To allow ample time for child-directed play and child choice of play materials, I have a one on one interaction
with the children and help the children direct or lead the play. I pick a quiet area where the child will not be
disturbed. Toys that can be used are: blocks, cars trucks, dolls, kitchen toys, puzzles, and coloring activities.
3. Give examples of how you join children in learning centers during play/work time to extend and deepen childrens learning and model play
and prosocial skills.

I join the children in learning centers during play by, following the child's lead, play with the child but not taking
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over, and I listen and don't tell the child what to do. Allowing plenty of time for experimenting. To model play
activities include: reading stories, hide and seek, going for walks, making a garden, allowing children to
helping preparing meals, pretend play, puzzles, toys that allow children to use their own imaginations and
create their own games. Playing with other children is important as they get to preschool age, and play with
parents and caregivers, as well as with grandparents.
4. Give examples of situations when you supported childrens social play skills by helping them enter into, sustain and enhance play with
peers.

When children are playing I ask questions that help extend the children play. In the art area I support the
children by offering materials to encourage their creativity. When I encounter emotional expressions during
play, I define the problem and help the children learn negotiation skills encouraging alternatives. Having the
materials children need to explore and play is my role to enhance the childrens play. For example, I interact
with and observe children to gain insights into their interests, skills and knowledge, being responsive to
childrens cues and the way they use the environment and materials, gathering information from families to
better understand children and plan for their learning, creating inviting play areas with open-ended materials,
create an unhurried environment where children have time to explore, offering suggestions and encourage
children to learn from each other, and being an active learner.
COMPETENCY 11. Demonstrate responsible and ethical behavior as an early childhood education professional.
Professional behavior
1. Give examples of how you follow state licensing regulations.

To make sure my program is following state licensing regulations, I created checklists. I also, use resources so
that Im aware of any updates or changes. Certain topics I keep a watchful eye for is: Fire safety and fire drills,
Group sizes - maximum number of children allowed in a group/class. This number depends on the age(s) of the
children, Health and safety - including immunizations, guidance and discipline policies, diapering, handwashing, administration of medications, reporting accidents and illness, preventing Sudden Infant Death
Syndrome (SIDS), storage of hazardous materials, playground safety, and emergency preparedness plans,
Lighting, heating/air conditioning, exits and fire doors, construction materials and fencing, Minimum education
requirements and ongoing training requirements for providers, Nutrition and food preparation, Parent
involvement, communication with parents and parental access to programs when their children are present,
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Physical space number of square feet needed per child for both indoor and outdoor spaces, Record keeping,
Required activities for children, Required background checks, Sanitation - proper sanitizing or disinfecting of
toileting areas, food preparation areas, play equipment, carpeting and floor areas and adequate ventilation,
Adult to child ratios - the minimum number of adults required for a specific number of children. The number
depends on the age of the children. My program is inspected by licensing staff and food program coordinator
to ensure that my program meets the minimum state standards. Announced and unannounced visits occur
during business operating hours.
2. Describe the responsibilities that you have as outlined in the NAEYC Code of Ethical Conduct. Give an example of a situation where you
behaved ethically in following the principles and ideals listed in the Code.

I have a family that were going through a marital separation, the baby was 6 weeks old. They didnt have a legal
separation or court order with regards to the baby on visitation at the daycare. The mom would drop the baby
off and the dad would stop by and visit. The dad had questions about care and development skills. The mom
didnt like the fact that the dad could stop by the daycare and visit the baby. The mom wanted me to stop the
dad from visiting the daycare. If I didnt comply she threated to remove the baby from my daycare and enroll
him at another daycare where the dad couldnt visit him. The dad had pickups on Fridays and sometimes
couldnt make it to pick the child up and the mom would want me to write a letter stating that the father didnt
pick the child up to use it for the next court date. This situation went on and off like this for at least several
months. The grandma finally informed me that her daughter (the mom) still loved the dad and uses the baby to
try and get back together with the dad. The final straw for me was when the mom and dad got into a huge
argument, the mom said that the dad couldnt visit or pick up the child at the daycare. Which again put me in
the middle. So I set up a meeting with the mom, dad, and all grandparents. I needed to get some kind of
resolution for the sake of the child. Also, to bring peace back into my daycare. I cleared the air with my
concerns for the child and respecting me and my daycare. I reminded them of the important role we all play in
the childs life and we all need to come to an understanding and set rules. After every one voiced their
concerns and options, I havent had any problems since. Im happy to report that the mom and dad just
informed me this week that they are working out their marriage and are back together. The role of a daycare
provider!!!
Ethical Responsibilities to Families
Families are of primary importance in childrens development. Because the family and the early childhood
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practitioner have a common interest in the childs well-being, we acknowledge a primary responsibility to bring
about communication, cooperation, and collaboration between the home and early childhood program in ways
that enhance the childs development.
I-2.2 To develop relationships of mutual trust and create partnerships with the families we serve.
I-2.8 To help family members enhance their understanding of their children, as staff are enhancing their
understanding of each child through communications with families, and support family members in the
continuing development of their skills as parents.
P-2.1 We shall not deny family members access to their childs classroom or program setting unless access
is denied by court order or other legal restriction.
P-2.14 In cases where family members are in conflict with one another, we shall work openly, sharing our
observations of the child, to help all parties involved make informed decisions. We shall refrain from becoming
an advocate for one party.
P-2.15 We shall be familiar with and appropriately refer families to community resources and professional
support services. After a referral has been made, we shall follow up to ensure that services have been
appropriately provided.
Describe how you advocate for best practices in your program.

In my program I advocate by making my own choices in regards to my program, learning to say no or how I feel
without feeling guilty, and by expressing disagreements respectfully. I use to just want to please my parents
and would disregard my practices in my program. Ive learned to obtain what I need from my parents for my
program to run smoothly.
3. Describe how you communicate and cooperate respectfully with co-workers and function smoothly as a team to meet child and family
needs. Describe how you share planning or decision making in classroom activities and/or program practices. (FCC providers balance
needs of program with needs of own family.)

There are many things which can make or break the success of a company, and communication is certainly
one of them. Im really working on becoming a better listener, by listening without interrupting. Im involved
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with what they are saying, this is confirming that I am listening while also strengthening my own
understanding. I keep my emails, meetings, texts and phone calls professional, regardless of how well I know
them. My face expressions and body language are things that are so natural and cant be hidden. I use to just
say what I was thinking with no filter. That is something I really worked hard to change.
To balance the needs of my program with the needs of my own family, I set time limits in my contract with
parents and stick firmly by them. I sit down with my family and discuss responsibilities for the child care. My
family is involved in running the child care, to allow them to be more connected with the business, as well as
help them feel more comfortable at home. This business can be stressful, I really love my job and want to do
the best I can at it. So I go above and beyond the call of duty. From 7 a.m. to 6 p.m. Monday through Friday is
the time to run the child care business. Evenings and weekends is dedicated to my family and myself. If a
parent starts infringing on that time, I make it clear from the beginning that it is not acceptable. I felt like I never
left work even after the children were gone. I used the whole house for daycare except for my bedroom. I got
rid of all the furniture in my living room and dining room to give more space for the children. It got to the point
where the business took over the entire house. I couldnt have visitors over because there was no place to sit.
When I realized Id had enough I had to learn to put an end to the workload so that my personal life can begin. I
make sure to include vacations in your contract. I purchased a house with an entire floor just for me. I love it,
and I can have visitors once again.

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