Running Head: Standard 4

Sheila Su

ECED 401 Standard 4

Professor Emily

Brandman University

Spring 2019
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Standard 4​: Using Developmentally Effective Approaches to Connect Children and families
4a: Understanding positive relationships and supportive interactions as the
foundation of their work with children
4b: Knowing and understanding effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/ approaches
4d: Reflecting on their own practice to promote positive outcomes for each child

Artifact 1

Title of the Artifact​: Early Childhood Practicum, Observation form

Description: ​This artifact was an observation form that my professor used for my ECED 399

practicum class to observe how my relationships are with children, and how I am there to have

supportive interactions as the foundation of my work with children. My professor also used this

form to rate my work and give me feedback on how to improve.

Key Element 4a: ​Understanding positive relationships and supportive interaction as the

foundation of their work with children.

How does the artifact demonstrate your competence in this area?

During the ECED 399 practicum class, I did three lesson plans, and three videos to send

to my professor. After, my professor observed me through the videos, where she did evaluations

in the different area domains of CLASS, such as: CA ECE Competencies, Relational

Climate/Positive Climate, Teacher Sensitivity, Regard for Child Perspectives (CLASS),

Behavior Guidance/Behavior Management (CLASS), Facilitation of Learning and Development

(CLASS), Quality of Feedback (CLASS), and Language Modeling (CLASS).

Before I started to work with the children, I had to first have an orientation with the site

supervisor and my university supervisor, then I needed parents to sign an observation permission

form. After, I had my scheduled time in the classroom to post on the wall, so everyone knew that
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I am currently enrolled in a required practicum course for my Bachelor’s in Early Childhood

Education. This course requires that I film myself teaching lessons in the classroom and then

submit the videos to my professor.

My activity theme was: Insects. I chose this theme because the children find interest on

insects, and I want to teach them the life cycle how from an egg turns into a butterfly. ​I will read

“The Very Hungry Caterpillar” book. Children will learn vocabulary words, such as strawberry,

apple, and pear. They can also learn the days of the week (ie. Monday, Tuesday, Wednesday,

etc.). First, I will read the “The Very Hungry Caterpillar” book by Eric Carle, then I will explain

what a caterpillar is and how it turns into a colorful butterfly. During the activity, I will prepare

some fruits, such as apple, pear, kiwi, orange and banana for children to try. I will also eat with

the children and ask them how the taste was. I can encourage them to try all the fruits but not

force them.

Throughout this assignment, I learned that I need to build positive relationships with the

children before I do my activity. Some children are afraid of strangers, so on my first day in the

classroom, I only observed them. The following next day is when I joined their circle time. On

the third day, I participate in activities with the children. On the fourth and fifth day, I can do my

video and activity with the children.

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References

Toddler CLASS Dimensions Guide-2. Pianta.R. (2012).

NAEYC (National Association for the Education of Young Children) & NAECS/SDE (National

Association of Early Childhood Specialists in State Departments of Education). (2003).

Artifact 2

Title of the Artifact: ​Welcome Letter for Parents

Description: This was a parent Welcome Letter from the ECED 302 Social Emotional class.

This letter was about how I want to share our program’s philosophy with families to develop

relationships that can help support the growth of children in all areas while supporting the

family needs as well.

Key Element 4b:​ Knowing and understanding effective strategies and tools for early education.

How does the artifact demonstrate your competence in this area?

This letter was about how I introduce my program, my strategies and tools to parents. I

have learned that most parents care about how the program runs in the classroom. The ​program's

services and resources are designed to foster stable family relationships, to enhance each child's

physical, social and emotional well-being, and establish an environment to develop strong

age-appropriate developmental skills for children.

This letter also introduces a little about our classroom and shares with parents what

strategies and tools we will use to teach children. We are a team of two teachers that work

together with eight children to ensure that every child in our classroom receives warm, loving,

responsive care in our healthy and safe environment. We believe that young children need trust
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and secured-caring relationships with teachers who will able to support learn developmentally

appropriate.

I also explained to parents about how our teachers work with children. Teachers will be

observing each child daily while conducting routine activities, collect information, set up the

lesson plan weekly, individualized each child weekly, assess the child using DRDP tools, share

with parents/ family, and set up new goals. Teachers encourage parents to stay for a while in the

first couple of days in their child’s school, which will foster mutual empathy and respect between

teachers and parents while promoting respect for children’s emotional needs.

Attachment

https://docs.google.com/document/d/1hWS16TdIAqALJT29KxmFh7gzOghvrF9VAe9jms

MMlRg/edit?usp=sharing
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Artifact 3

Title of the Artifact: ​Language and Literacy Tool Kit

Key Element: ​4c: Using a broad repertoire of developmentally appropriate teaching/learning

approaches.

Description:​ I did this assignment in my ECED 303​ ​Language and Literacy Toolkit Template.

This work demonstrates my knowledge to teach children in appropriate teaching and children

learning approaches.

How does this artifact demonstrate your competence in this area?

This artifact demonstrates my competence in all areas. An example is in the block area,

where children are building a tower. I will say, “I see that you guys are building a tower, I would

like to know how many long blocks and short blocks you have used.” From this, a child and I

can count them together, by saying one, two, three, four, five, etc. During outside time, I will

provide children a magnifying glass for them to find insects or plants. I will ask the children

many questions, with some such as “How many legs, eyes, does a spider have? How many wings

does a butterfly have? How many flower discrimination does a yellow flower have?”

During the activity I will pay attention to the children from the following steps:

1. Pay attention to the children as they are talking, to see what words and vocabulary they

are using.

2. Ask some open ended questions relate to the activity, to see they are able to understand

and follow directions.

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I will pay attention to see how many children are able to use vocabulary words during

their playtime. If some children are still not able to use certain vocabulary words, I will

incorporate those vocabulary words into future lessons on farm animals.

When the children are writing and drawing, I will:

1. See if they attempt to write the vocabulary words learned, or beginning to use scribbles.

2. Listen and ask children what they are drawing, what is their picture about? Give time for

them to respond.

To see if some children are not beginning to use scribbles or draws lines, I will do a

modeling lesson to show they how to hold a marker or pencil to draw and write letters on the

page.

I will use DRDP tools to assess each child’s progress and set up future “new goals or

continuous existing goals” with parents at the parent-teacher conference. The program uses

outcome data to reach program goals by planning staff development trainings, internal

monitoring system, and assigning coaches to maintain the quality care program for children and

families who we serve.

Attachment

https://docs.google.com/document/d/1boMAAcl85v1LXL6nKRhMh24kQZ0i3XnRVz3DF7fmK

pA/edit
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References

California Department of Education. (2008). “California Preschool Learning Foundations.”

California Department of Education. (2015). “DRDP”

Office of Head Start. (2015). “Early Learning Outcomes Framework, Ages Birth to Five.”

Schickedanz, J.A. and Collins, M.F. (2013). “So Much More than the ABCs.”

Artifact 4

Title of the Artifact :​ Lesson Plan 2 for ECED 399 practicum

Description:​ This lesson plan is from my ECED 399 practicum class. It includes a reflection part

at the end of the lesson plan. It also reminds me what I need to change to promote positive

outcomes for each child.

Key Element: 4d: ​Reflecting on own practice to promote positive outcomes for each child.

How does the artifact demonstrate your competence in this area?

During my ECED 399 practicum, I had to do three lesson plans. At the end of ever lesson

plan, I have to think and fill out the reflection. The questions I have to ask myself: Were the

children engaged? When were they most engaged? After, I had to watch my videos to see how

my teaching is and how the children react. In my video I see all the children engaged in reading,

and tried to taste the fruits. During reading time, children talked about the foods they like, and at
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the table, they were eating the fruits and kept asking for more. I can also tell that the children like

picture books, and they also like to eat fruits.

Another question I have to ask myself is: What would I do differently for the next lesson?

Why? I have to think about why I think the changes made would improve the lesson I will teach.

I would let the children cut the fruits by themselves, which will build more fine motor skills, and

they can talk more about the fruits when they are with their parents and peers.

From this artifact, I learned that reflecting myself on experience will help improve my

teaching skills. For example, if children are not engaged in my activity, I have to observe more to

find out what the children’s interest are and how much they participate in certain activities. I also

learned that dual language learners like to read slowly, and they also like to point on the pictures

while saying the name of the object. When I choose a book, I went to the library to borrow

English, Chinese and Spanish picture books. I also like to let the children and parents know that

their language, whether it be English, Chinese, Spanish, or others, is important as well. Parents

can read the books for their child or for other children to speak the same language as them.

Attachment

Sheila_Su__2_Lesson_Plan.docx