Gvhs PSL Cda Portfolio

My CDA Professional Portfolio

Congratulations on beginning the Child Development Associate (CDA)
credentialing process!
The following steps will help you to understand how you can obtain your CDA
Credential.GVH
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MY CDA Professional Portfolio

The Professional Portfolio is intended to be a reflective professional development

experience for you. You are encouraged to use and add to your Portfolio as you grow
throughout your career. Your Professional Portfolio must include:
1. The My CDA Professional Portfolio cover sheet (The Child Development Associate
National Credentialing Program and CDA Competency Standards Preschool Edition,
Book pg. 131). This cover sheet can be used as a checklist as you build your Portfolio
to ensure that your completed Portfolio contains all of the required contents.
2. The (tab A) Summary of My CDA Education cover sheet (Book pg. 133) followed by
your transcripts, certificates, letters, tracking sheets, etc.
3. The (tab B) Family Questionnaires cover sheet (Book pg. 135-136) followed by your
completed family questionnaires and the Summary Sheet (Book pg. 137).
4. (tabs C-H) Six reflective Statements of Competence, followed by the related

Resource Collection items, and reflective resource paragraphs.
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5. Your (tab I) Professional Philosophy Statement, which summarizes your
professional viewpoint and may take into account new ideas you learned during the
building of your Portfolio.

A. Summary of My CDA
B. Education

Included behind this page is the Summary of My CDA Education
cover sheet (CDA Book pg. 133) and my education and experience
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tracking sheets, transcripts, certificates, and other official
documentation.
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Included behind this page is the Summary of My CDA Education
cover sheet (CDA Book pg. 133) and my education and experience
tracking sheets, transcripts, certificates, and other official
documentation.
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Garnet Valley High School 2018-2019 “Summary of My CDA Education” (Refer to CDA pg. 131 & 132)
To complete the CDA license within the high school Early Childhood Education Pathway (Child Development, PSL I ,PSL II, and Field Experience),
students need 480 lab experience hours and 120 total training hours, with at least 10 hours in each subject area and a C or better in the pathway
classes.
To this summary, attach school transcripts, state certificates, and official documents proving education hours and any further education
hours gained in other courses beyond the ECE pathway courses. ie: Sociology, Psychology, workshops, etc.
Name______Alisha Kozin______________________________
PATHWAY COURSE HOURS VERIFY Total
CDA Subject Area
hrs
(CDA pg 8 and 38)
up to 16 hrs
1. Planning a safe, healthy CD PSL I PSL II Field Ex. Intern &/or the
learning environment paid center Job
4.91 5.3 4.75 2 p/ sem
up to 20 hrs
2. Advancing children’s physical CD PSL I PSL II Field Ex. Intern &/or the
and intellectual development paid center Job
4.50 12 2 2 p/ sem
up to 14 hrs
3. Supporting children’s Social & CD PSL I PSL II Field Ex. Intern &/or the
paid center Job
Emotional development
10.16 1.75 .50 2 p/ sem
up to 7 hrs
4. Building productive CD PSL I PSL II Field Ex. Intern &/or the
paid center Job
relationships with Families
3.13 2 .50 2 p/ sem
up to 42 hrs
5. Managing an effective program CD PSL I PSL II Field Ex. Intern &/or the
paid center Job
2.5 11.5 6.66 2 p/ sem 20
up to 32 hrs
6. Maintaining a commitment to CD PSL I PSL II Field Ex. Intern &/or the
paid center Job
Professionalism
2.5 4.08 4.16 2 p/ sem 20
up to 16 hrs
7. Observing and recording CD PSL I PSL II Field Ex. Intern &/or the
paid center Job
children’s behavior
1.41 7.25 3.6 3 p/ sem
up to 16 hrs
8. Understanding principles of CD PSL I PSL II Field Ex. Intern &/or the
paid center Job
child development
6.66 2.83 3.5 2 p/ sem
169 hrs or more

CD PSL I PSL II Field Ex. Intern &/or the
TOTAL possible Education hours paid center Job
35.77 46.71 25.67 16 p/ sem 2 job
Total # sem__ 42 intern
6
791 hrs or more
CD PSL I PSL II Field Ex. Intern &/or the
TOTAL possible Lab Experience paid center Job
Hours 2.66 33 37.50 66 p/ sem 520.41 job
Total # sem__ 132 intern
PRESCHOOL CDA EXPERIENCE HOURS

outside of the GVHS PSL/Field Experience Courses
In order to count for lab experience hours, the professional experience setting needs to include at least a group
of 5 children between the ages of 3-5 years old. A total of 10 must be enrolled in the center.
Name: Alisha Kozin
Date Time Time Total # of Location of Verification

In Out Minutes Experience
2/19 12:00 1:12 80 Mrs Dugans Class Valentines
Week
2/21 12:00 1:12 80 Mrs Dugans Class Valentines
2/26 12:00 1:12 80 Mrs Dugans Class Farm Tale
3/5 12:00 1:12 80 Mrs Dugans Class Dr Seuss
3/6 12:00 1:12 80 Mrs Dugans Class Dr. Seuss
3/7 12:00 1:12 80 Mrs Dugans Class Dr. Seuss
3/12 12:00 1:12 80 Mrs Dugans Class St Patricks
3/26 12:00 1:12 80 Mrs Dugans Class Bunny/Spring
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12:00 1:12 80 Mrs Dugans Class Jungle
(Total minutes ÷ 60)

TOTAL Education hours ____________213.3_________________________
TOTAL Lab Experience Hours ________________________________
Family Questionnaires
CDA education hours received outside of Garnet

LOCATION PATHWAY COURSE and HOURS RECEIVED VERIFY
CDA Subject Area
Total hrs
(CDA pg 8 and 38)
2 hours and 46
1. Planning a safe, healthy learni Course Hours minutes
ng environment Essentials for Working With Young Children, 1 hour
Second Edition - Council for Professional and 23
Recognition - CDA Child Development minutes
Associate National Credentialing Program
https://www.education.pa.gov/Documents/K-12/ 1 hour
Career%20and%20 and 23
Technical%20Education/Programs%20of%20 minutes
Study/Framework/Ver%20C%20
Crosswalk/190708%20 Crosswalk%20
Academics.pdf
2 hours and 46
2. Advancing children’s physical Course Hours minutes
and intellectual development Essentials for Working With Young Children, 1 hour
Technical%20Education/Programs%20of%20St minutes
udy/Framework/Ver%20C%20
Academics.pdf
2 hours and 46
3. Supporting children’s Social & Course Hours minutes
Emotional development Essentials for Working With Young Children, 1 hour
8
Academics.pdf
2 hours and 46
4. Building productive Course Hours minutes
relationships with Families Essentials for Working With Young Children, 1 hour
Academics.pdf
2 hours and 46
5. Managing an effective program Course Hours minutes
Essentials for Working With Young Children, 1 hour
Academics.pdf
2 hours and 46
6. Maintaining a commitment to Course Hours minutes
Professionalism Essentials for Working With Young Children, 1 hour
Academics.pdf
2 hours and 46
7. Observing and recording Course Hours minutes
children’s behavior Essentials for Working With Young Children, 1 hour
9
Academics.pdf
2 hours and 46
8. Understanding principles of Course Hours minutes
child development Essentials for Working With Young Children, 1 hour
Academics.pdf
CDA LAB / EXPERIENCE HOURS
10
BLANK PAGE
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B. Family Questionnaires
Included behind this page is the Family Questionnaires cover
sheet (Book pg. 135-136) and the Family Questionnaire
Summary Sheet (Book pg. 137) followed by all of your returned
Family Questionnaires. The PD specialist is asked to NOT
read your private questionnaires just count them.
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Included behind this page is the Family Questionnaires
cover sheet (Book pg. 135-136) and the Family
Questionnaire Summary Sheet (Book pg. 137) followed by
all of your returned Family Questionnaires. The PD
specialist is asked to NOT read your private
questionnaires just count them.
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(C-H) Competency Statements,
Resource Items, and Resource
Paragraphs
Six Reflective Statements of Competence each followed by its

related Resource Collection items and Resource
Paragraphs as outlined on the My CDA Professional
Portfolio cover sheet (pg 131)
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C. Statement of Competence I: To establish and maintain a safe, healthy learning
environment
CDA Competency Functional Areas Definitions

Standard I
1. Candidate provides a safe environment and teaches children safe practices
I. To establish and 1. Safe to prevent and reduce injuries.
maintain a safe, 2. Healthy 2. Candidate provides an environment that promotes health and prevents
healthy learning 3. Learning Environment illness, and teaches children about good nutrition and practices that promote
wellness.
environment
3. Candidate organizes and uses relationships, the physical space, materials,
daily schedule, and routines to create a secure, interesting, and enjoyable
environment that promotes engagement, play, exploration, and learning of all
children including children with disabilities and special needs.
To establish a safe, healthy and learning environment you have to go step by step to make sure you have
everything correct. First step is to make sure materials and equipment are safe. Toys that are broken or look
unsafe I always tell the little jag to put it back and report it to Mrs Dugan to make sure it gets fixed. When
any little jag is riding his/her bike I always make sure he puts on his helmet to make sure hr doesn't get any
head injuries. When my little jag and I play inside I make sure all materials and toys that he plays with are
non-toxic, non flammable or water based so nothing bad happens. Incase something does happen like a fire
we have the kids evacuated outside and we have a fire extinguisher near the door and smoke detectors to
help us. At the end of the day when we go to circle time for reading, I watch where ever my little jag walks
to make sure he doesn't trip over anything like the rug. By making sure that doesn't happen I make sure the
rug is completely flat and is secured to the floor where it’s supposed to be. Incase a kid falls we always
make sure that there is cushion or padding on equipment thick enough to prevent injuries.
Incase a injury is prevented we always have a first aid kit. If any kid I see gets hurt and needs first
aid I would always go and grab the first aid kit and bring it out to help the kids out. If anything else happens
that is worse like a broken bone or sprained ankle I would go to the phone and contact 911 with the list of
emergency numbers. I would also contact the kid's parent to inform them about what happen. Second step is
to make sure everyone is healthy. When kids aren’t here we clean and disinfect toys and tables etc. to make
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Mrs Dugan's preschool all clean so no kids get sick there. When a kid is done eating his/her snack I always
make sure he washes his hands with warm water and soap and sing the ABC’s. We have cleaning supplies
stored like bleach, disinfectant wipes and spray so they don't consume it in anyway. We always have tissues
stocked along with hand sanitizer for kids who have colds and need it incase instead of spreading it by
whipping it with there hands or there shirt. Not only sickness health we care about but relevant health
information for the kids. Health records and medication are in the kids information, incase lincoln my little
jag has an attack or even any kid, I know he’s allergic to bees, I would grab his epipen so help him. Third
step is to make sure there is a learning environment for the kids. Every week we have a different theme for
the kids and we also have different activities. There are three tables and they each have a different activity
for science, math, and art. When the kids come we try to make it “home like” by letting them bring home
stuff that makes them comfortable while being here. When kids need a quiet place have a library for them to
sit on cushions and let them read books or play with toys. If they want to do messy activities we have art
board and a section for markers, crayons, and paint. We also have sand and slime to get messy.
CS I
CS I a Sample Menu (from RC I-2)
Reflect on the sample menu for Resource Collection I-2 that you participated in serving
and/or designing: If you designed the menu, how does it reflect your commitment to
children’s nutritional needs? If you served the menu but did not design it, what are its
strengths and/or what would you change?
Designing a menu for preschoolers is very important. I would choose good and nutritious
foods for them. Breakfast, the most important meal of the day, I would give them toast
with blueberries and scrambled eggs with water or milk. For lunch I would give the kids a
turkey and cheese sandwich with strawberries with pretzels. A snack for the children
would be yogurt or goldfish during the day. A child's menu should not be all junk food, it
should have fruit vegetables dairy etc. All of those are very important for growing kids.
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CS I b Room Environment
Reflect on the room environment in which your Verification Visit Observation will occur:
How does the room design reflect the way you believe young children learn best? If the
room was not designed by you, what do you see as its strengths and/or what would you
change?
The preschool has lots of rooms for certain areas. Example, the library, the science area,
the writing area, outside, lego / blocks table etc. All of these are for the kids to decide what
they want to play with. If a kid wants to be quiet and read a book, they can go to the
library. If a kid has a lot of energy, they can go outside to let it all out. The room design
reflects the way I believe whats best for children would be all about how kids play. I would
make a space for kids for reading, writing, outside, basically what's already in a preschool.
Mrs Dugans preschool has everything we need for a good environment. Something we
could change is how we organize the centers so the kids can notice more things in that
center. Also maybe new toys, some kids love seeing certain toys on tv and maybe we could
bring that in to get the kids more excited.
CS I
CS I c Weekly Plan (from RC I-3)
Reflect on the weekly plan you included in your Resource Collection I-3. How does this
plan reflect your philosophy of what young children need on a weekly basis? If the plan
was not designed by you, what do you see as its strengths and/or what would you change?
Weekly plans are very important to any preschool there is. It helps the kids learn letters,
the month, the date and motor skills. We put a video of all the letters of the alphabet and
help them sound out every letter with a certain sound and motion to it. We show the kids
the letter of the week based off which week it is. Once the kids first come it immediately
starts with “A” and continues on. We show them pictures of objects that start with that
letter and let them guess what it is. We show them the month and the date and let them
tell us what the month is and the letter of the day. We let them do their activities with
math, science, and english which help them with motor skills. When it is not my week to
teach I observe on how my other classmates teach and how they handle it. I take note on
things that I could personally do better and what I could learn from them.
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RC I-1. CPR and First Aid Training
Include your valid and current certificate/cards of completion of a) any first aid
course and b) an infant/child (pediatric) CPR course offered by a nationally recognized
training organization (such as American Red Cross or the American heart Association)
Online training is not acceptable. Certification must have been within the past three years.
Make a copy of your certificate and place it on or behind this page.

* When the CDA council does your evaluation, they will want to see
your original certificate.
CS I & RC I
RC I-2 Weekly menu
Provide a copy of one weekly menu for children. In order to complete the related Competency Paragraph
(CP I-a), the menu, ideally, should be one that you have participated in serving or designing.
Monday Tuesday Wednesda Thursday Friday

y
Breakfast -cereal with -scramble -toast -cereal with -toasted
milk eggs -bananas milk bagel
(at least 2 food -fruit -yogurt -orange juice -fruit -yogurt
items and a -water -water -water -water
drink)
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Lunch -peanut -turkey and -pasta with -cheese -Ham and
butter and cheese sauce quesadilla cheese
(at least 3 food jelly sandwich -strawberries -fruit snacks sandwich
items and a sandwich -orange -juice box -juice box -apple slices
drink) -granola bar -juice box -juice box
-juice box
Snack Apple juice Apple juice Apple juice or Apple juice Apple juice
or water or water water or water
(at least 1 food
item and a Clementines Pretzels Popcorn fruit Pretzels
drink)
RC I-2
● RC I-3 Weekly Lesson Plans

Provide a sample of a weekly plan that includes goals for children’s learning and development, a brief description
of planned learning experiences, and also accommodations for children with special needs. Indicate the age
group(s) for which the plan is intended.
Weekly Theme: Jungle Week Age Group: 3-5
Vocabulary Words Factual Statements

Creative The kids let out their inner self and be
creative
Objective Goals (Why are you doing this activity? You may not use the word “learn”.)
I'm doing this activity for the art gross motor skill. It is a fun activity and the kids
get to use there creativity for this.
Monday Tuesday Wednesday Thursday Friday

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Group Time / -Fun video for -Worlds -Worlds /
the kids Greatest song Greatest song
(songs, stories, games, related with -Foundation -Foundation
etc.) the jungle video video
-Foundation - Book related
video to the jungle
Gross Motor / Biking Playing tag Baseball or /

Outdoor / with peers softball
Activities
(1 idea each day)
Small group Language & Music Art Science Math

Literacy
activities/centers
-Worlds -Making -Jelly bean -Put the
Coloring
(1 activity in each Greatest / animal face experiment number of
and
curriculum area) theme song plates bananas on the
designing
tree
paper
snakes
Special Needs Write 1 special need:

Accommodations Choose 2 activities from above and write how you would adjust the activity for the special need.
(Hearing, seeing, speech, -Making lion paper plates helps the special needs accommodations like seeing. When they hear
limited mobility, medical they are making a paper plate lion, they visual a lion in there head and try to make it look like
condition, physically one as best as possible.
impaired, 30 months or
-Worlds Greatest song can help the special needs accommodations also. This helps hearing,
less, intellectually
seeing, speech, and physically impaired. The song shows them all types of pictures of nature, the
impaired etc.)
world, and animals. It helps them sing along and have fun with the song and dance to it.
D. Statement of Competence II: To advance physical and intellectual competence

Standard II
4. Candidate uses a variety of developmentally appropriate equipment,
II. To advance physical 4. Physical learning experiences, and teaching strategies to promote the physical
and intellectual 5. Cognitive development (fine and gross motor) of all children.
competence 6. Communication 5. Candidate uses a variety of developmentally appropriate learning
7. Creative experiences and teaching strategies to promote curiosity, reasoning, and
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problem solving, and to lay the foundation for all later learning. Candidate
implements curriculum that promotes children’s learning of important
mathematics, science, technology, social studies, and other content goals.
6. Candidate uses a variety of developmentally appropriate learning
experiences and teaching strategies to promote children’s language and early
literacy learning and help them communicate their thoughts and feelings
verbally and nonverbally. Candidate helps dual-language learners make
progress in understanding and speaking both English and their home
language.
7. Candidate uses a variety of developmentally appropriate learning
experiences and teaching strategies for children to explore music, movement,
and the visual arts, and to develop and express their creative abilities.
To advance physical and intellectual competence, it is very important in a kids life for them
to have advance physical and intellectual growing up. Doing physical and intellectual
competence improves kids fine motor skills growing up. For example, going outside and
throwing a ball / catching one and dribbling one. Or even coloring like a lesson I did. My
lesson I let the kids color and design a snake. This help coordinate h and muscle. A student in
my group did a easter egg hunt which made them run around searching for the eggs. Once
they found them they would grab them and have to open them to see what was inside.
There are lots of categories to help children learn math, science, music, and literature.
While teaching that it helps children with cognitive learning using the appropriate learning.
For example with math, it teaches kids problem solving. We, the big jags, plan out our
activities revolving what the kids need to learn so they can improve the children’s cognitive.
We have a routine every Tuesday, Wednesday, and Thursday when the kids come by
showing them a letter and pictures that start with it along with echo owl. That teaches them
how to pronounce a letter, a hand motion with it and a noise for it. This helps them learn the
alphabet with a fun easy way.
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All the kids that come to Mrs Dugans preschool have different, loving personalities.
Some are shy but some are outgoing but that is okay because some kids choose to play alone
while others communicate with the other little jags. Communication is very important for
children while growing up, it is very important part for advancing physical and intellectual
competence.
To help this, we do activities during circle time to help. An example is the name game,
they choose a stuff animal and pass it around the circle introducing themselves saying their
name. Once they say there name the other kids have to repeat their name saying “Hi”. The
kids may get shy at first and choose not to say their name but this starts to open them up to
make them feel comfortable around people.
All kids tend to be creative in their own special way which is fine. Their creativity is
how they tend to be themselves. When lincoln is playing with play doh he likes to make little
things out of it and likes to be loud and pretend they’re real. Creativity is found in art, music,
dancing etc. It allows there emotions to come out. Lots of our lesson plans help the kids
creativity with science or literature . A lesson plan I did before was making a handprint crab.
We would paint the kids hands red and put googly eyes on. Once they do that they design the
background which is the “ocean”.
It is a easy task to advancing physical and intellectual for kids. The four functional
areas can help you complete this too (physical, cognitive, communication, and creative). In
the end it's all about the kids and them doing their best.
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CS II
CS II a Learning Experiences (from RC II)
Pick one of the nine learning experiences you chose for your Resource Collection II. How
does this experience reflect your personal philosophy of how you support young
children’s physical development?
Out of the nine learning experiences, I choose fine and gross motor skills. I chose this
because I believe it is the most important for children. Fine motor skills are small
movements such as picking up small objects and holding a fork or even holding a pencil;
that use the small muscles of the fingers, toes, wrists, lips, and tongue. Gross motor skills
are the bigger movements such as rolling over and sitting; that use the large muscles in
the arms, legs, torso, and feet. It reflects my personal philosophy because I think these
skills are so important for kids and these are needed for everyday life. I had a lesson plan
that had fine and gross motor skills for jungle week. They got to design their own snake
and by doing this they had to pick up markers and crayons, squeeze the glue glitter, etc to
trigger there fine and gross motor skills
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CS II b Learning Experiences (from RC II)
Pick another one of the nine learning experiences you chose for your Resource Collection
II. How does this experience reflect your personal philosophy of how you support young
children’s cognitive development?
A cognitive development can be echo owl we do in circle time. It helps the kids learn the
alphabet and how to sound out letters. If they’re trying to sound something out they can
always rely off it to help them because with the pictures and the hand motions, it helps the
kids memorize it more.
CS II
CS II c Learning Experiences (from RC II)
Pick a third learning experience you chose for your Resource Collection II. How does this
experience reflect your personal philosophy of how you support young children’s creative
development?
I think another good learning experience is the silent game. The kids get so into it and get
so concentrated. They try to help each other out so the bell doesn't ring. Once the game is
over the kids get so excited that it doesn’t ring. When a kid does ring the bell b y accident
they help support the kids because they get nervous that the other kids are going to get
mad at them.
CS II d Communication and Language Development
Describe ways to promote the communication and language development among all
children including dual language learners.
● Echo owl
● Circle time
● Their activities
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RC II. Nine Learning Experiences
Compile 9 learning experiences that cover each of the following curriculum
areas below.
RC II-1 Science/Sensory RC II-2 Language and RC II-3 Creative Arts
Literacy
RC II-4 Fine Motor (Indoor RC II-5 Gross Motor RC II-6 Self Concept
Activity) (Outdoor Activity)
Music and Movement
RC II-7 Emotional RC II-8 Social Skills RC II-9 Mathematics

Skills/Regulation
❖ These should be, but may not be limited to, activities you have planned and used in
past lessons. You may either write your descriptions in the spaces provided or
include copies of your lesson plans that fit each of the nine areas.
❖ It is best to include a Visual/Sample/Picture of your activity and place it in an

optional, but preferred, plastic sheet cover.

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RC II
II.1 Science and Sensory
Age group Activity

Jelly bean experiment
3-5
Objective (Intended Goals)
For the kids to see an experiment happen in front of their own eyes
Materials needed
Teacher will provide: Paper plates
Students will supply: Jelly Beans
Process and teaching strategies
To be patience
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How is this activity Developmentally Appropriate for this age group?
RC II
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II.2 Language and Literacy
Age group Activity
Dinosaur Egg Color Matching
3-5 year olds
The children will be given 3 dinosaur eggs with colored spots on them. They will also be given different
colored pom poms that match the color of the spots on the eggs. The children will be matching the pom poms
with the spots on the eggs using tweezers.
Materials needed
Available: Pom poms, tweezers
Student Will Supply: Paper dinosaur eggs
Teacher Will Supply: N/A
The children will sit down, having all of the essential materials placed in front of them,
needed for the lesson. Then, once they are told what to do by the teacher (big jag), they will pick up the
tweezers, or use their hands and fingers, and take a different colored pom pom out of each container. After
that, they will place the pom poms on each dinosaur egg spot according to color of each. Once they place all
pom poms on the egg spots, they will glue them down on the paper
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● The children will be able to practice manual self-help skills. For example, zipping, and
snapping.
RC II
II.3 Creative Arts

Age group Activity
creating paper snakes

3-5
To design their own paper snake
Materials needed
Paper plates , paint, markers, crayons, glitter
The process is to let all of their creativity come out and have fun with this activity
with paint, markers, glitter, etc
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Help their fine motor skills
RC II
II.4 Fine motor (indoor activity)

Age group Activity
3-5 year olds Dot Day face painting
The students will be given face paint and paint brushes, to create painted dots on their faces. They can
complete the activity to the best to their ability.
Materials needed
Student Will Supply:

Paint, Paint brushes, icing, marshmallows, cake pop mix, cake pop sticks.
Teacher Will Supply:

Trix, Confetti and a cake mix.
Children will be able to use a variety of materials and explore and extend themes in the
classroom. They will be able to be creative and express themselves as individuals.
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Helps them be creative
RC II
II.5 Gross motor (can include Music and Movement activity)

Age group Activity
3-5 year olds Head Shoulders Knees and Toes
To learn the body parts in a fun matter
Materials needed
Video demonstrating how to do it
To learn to song to help kids memorize the body parts through a song and to learn
the body parts
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Help them realize the body parts
RC II
II.6 Self-Concept
Age group Activity
3-5 year olds Easter egg hunt
To find a certain amount of easter eggs with a prize inside
Materials needed
Teacher will provide: Easter eggs and candy
The process and teaching strategies would be for them to search and think to
where the easter eggs are. They were told in the beginning of the activity that
there is a surprise inside which made them determine to find the eggs
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Physically because they would run
RC II
II.7 Emotional Skills / Regulation of your emotions

Age group Activity
I Love You This Much
3-5
The children will express their emotions and
feelings by writing on their hands why they love their mom or dad.
Materials needed
● Hands with paper accordion between them.

● Colored pencils

● I will have the hands ready to go before the activity.
● I will have the children come over and color/write a picture/note for their
mom or dad.
● I will talk to them about their moms and dads during the activity so they can
get more ideas for their activity.
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The children will have a chance to express their feelings for their
mom or dad.
RC II
II.8 Social skills
Age group Activity

3-5 years old Building Houses
● The children will develop skills to interact cooperatively with others by

talking about what they are building.
Materials needed
● Lincoln logs
● I will sit on the floor with the children.

● I will instruct the children to build a house or some other type of building.
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● While the children are building, I will encourage them to talk to me/others
about what they are building.
● The children will talk about what they are building and will be able to use
their social skills to talk to me and others.
RC II
II.9 Mathematics
Age group Activity
Match the color of the pom pom ball to

3-5 year old the same color bunny with the number
on the paper
To get the kids to match the number and the color to the bunny
Materials needed
Pink, Orange, and Purple pom pom balls
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I am teaching them how to match colors together and to help figure out with the
number on the paper, to also match that
How is this activity Developmentally Appropriate?
Helps with math and also art
RC II
(Optional) Music and Movement
Age group Activity
Materials needed
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How is this activity Developmentally Appropriate?
RC II
E. Statement of Competence III: To support social and emotional development

and to provide positive guidance
Standard III
8. Candidate develops a warm, positive, supportive, and responsive
III. To support social 8. Self relationship with each child, and helps each child learn about and take pride
and emotional 9. Social in their own individual and cultural identity.
development and 10. Guidance 9. Candidate helps each child function effectively in the group, learn to
to provide positive express feelings, acquire social skills, and make friends, and promotes mutual
guidance respect among children and adults.
10. Candidate provides a supportive environment and uses effective
strategies to promote children’s self-regulation and support acceptable
behaviors, and effectively intervenes for children with persistent challenging
behaviors.
To support social and emotional development and to provide positive guidance

I will help not only my little jag but every other kid in the classroom. If I see any
kid upset I will let them know that I can help them and to make sure they can
communicate with me and all the other big jags to know they’re welcomed and
comfortable in the classroom. I will help kids provide positive guidance by
giving them hugs or a high five or trying to make them smile. If I see a kid
playing by themselves, I will play with them or ask another little jag to play with
them to open there bubble up and try to make them social. I will try my best to
complete this so every kid knows they are welcomed. Supporting children's
37
social and emotional development is very important for kids. In Mrs. Dugans
preschool we have a saying to get the kids attention. The big jags say “Hands on
Top” while we put our hands on our heads to get the attention from the little
jags. The little jags should respond with “Everybody stop”.
CS III
CS III a Developing Children’s Self-Concept
Describe some of the ways you support the development of children’s positive
self-concepts and growing social/emotional skills.
● Try playing games with multiple kids, not just one

● During playtime, try to suggest a little jag asking another little little jag to join them
● Getting their trust and reliability
● Show my little jag to use the peace rose when upset
CS III b
Guiding Young Children’s Behavior
Reflect on your personal philosophy of guiding young children’s POSITIVE behaviors.

How is your professional philosophy similar or different from how you were guided as a
child? How do you constructively deal with young children’s challenging behaviors/
38
When I was little my sisters and my mom always told me to share my toys, even if I didn't
want to I had too to make the other kids happy. They always told me it was kind even
though you wanted to play with it. Sharing is very important as a kid because it teaches
them to be nice towards their peers and to not be selfish. If I was playing with a barbie doll
and my sister would ask to play with it too I would say yes. Even though I did not want
too, it is the right thing to do in the situation. If you don’t teach your kids to share they
could be rude to the kids and make the kids upset.
CS III
RC III. Bibliography
Provide information for ten developmentally age-appropriate children’s books that you
have used with young children. Each book should support a different topic related to
children’s lives and challenges.
Areas or challenges of children’s lives that books could address and support:
Cultural and linguistic group identity; gender identity; children with disabilities or special needs; separation,
divorce, remarriage, or blended families; everyday activities and routines; and/or the cycle of life from
human reproduction to death, topics that reflect the children and families with whom are in your care,
children’s self-concept and self-esteem, to help children deal with life’s challenges….
1. Title of the Book ________Play with Rainbow fish

Author : Marcus Pfister
Publisher: Marcus Pfister
Short Summary of the age-appropriate children’s book:
The fish are playing hide and seek. Rainbow fish is looking for his friends, Where
can they be?
Someone is hiding behind that rock. Who is it?
39
Who is hiding behind those leaves? Six small seahorses
Here comes the whale! He wants to play too, but he is too big to play.
What area of a child’s life or challenges does this book support and explain how:
No matter what you look like or what you are, you can do whatever you want
2. Title of the Book _______The Great Easter Egg Scramble

Author ____Timothy Knapman___________________
Publisher: ____David Walker______________________________
The easter bunny is having a party and is excited until he discovers the basket of eggs
he still has to deliver. He rushes onto his bike and goes through the order of eggs he has deliver.
Each egg is unique to the mother. As he delivers, he mixes up the eggs as he drops them off to
the mothers. Each mother discovers they have the wrong baby. They all show up to the easters
bunny’s party and the easter bunny realizes his mistake. In the end, he finds a plan to return the
correct baby to the correct mother.
What area of a child’s life or challenges does this book support and explain how::
Mistakes are okay to make
3. Title of the Book _Today I Feel Silly & Other Moods That Make My Day
Author __Jamie Lee Curtis________________________________________________________________
Publisher: _____HarperCollins Publisher
Copyright date __N/A____________
This book is from the perspective of a little girl who discovers her feelings,
and how she reacts to them. This book is good to get children to talk about
and express their own feelings.
40
This book focuses on children's feelings, and how they discover and
explore how their feelings can affect their day, and the feelings of
others around them.
4. Title of the Book _The

Giving Tree
Author ___Shel Silverstein______________________________________________
Publisher: _____Harper_________________________________
Copyright date _October 7, 1964
A boy frequently visits a tree in his backyard. As he grows up throughout his

life, he becomes a taker, as he constantly uses the tree, whom is a giver, for
what she can offer him. Eventually, he has taken so much, that she has
nothing left to give. Yet after each part of the tree that the boy takes (apples,
branches, trunk) each section ends with “The Tree was happy”.
This book teaches children the importance of giving, and how while
sometimes it can be challenging, you gain more from giving than you do
from taking. This also shows children how much you can hurt someone by
purely taking from them, and never giving back.

5. Title of the Book No,

David!________________________________________
Author ____David Shannon____________________________________________________
Publisher: ___Scholastic Inc.________________________
Copyright date __ September 1, 1998______
41
“No, David!” follows a young child named David as he misbehaves in
his house and is constantly reprimanded until he finally learns how to
behave.
This book is focused on learning to behave, and what to do in certain
situations. This can be really good especially for little kids who struggle to
behave.
6. My Family’s Changing________________________________________
Title of the Book
Author __________Pat Thomas___________________________________________________
Publisher: _____BES Publishing__________________________________________
Copyright date February 1, 1998 ______________
This book talks about how children can deal with divorce of their parents. It
answers frequently asked questions by children whose parents are
getting a divorce
This book can relate to all ages by answering their questions about divorce.
7. Title of the Book ____The

Invisible String________________________________________
Author __________Patrice Karst__________________________________________________________
Publisher: ______Devorss & Co_________________________________________
Copyright date _ September 1, 2000_____
Short Summary of the age-appropriate children’s book:This book talks about how children can
still have their loved ones in their life even though they are dead. This
book helps kids understand the idea of family deaths.
42
This book can relate to all ages by answering their questions about death
and helping them through a rough and confusing time.
8. Title of the Book ___How I feel Silly _____________________________________________

Author ________Leonard _ __________________________________________________________
Publisher: _____________Overseas INC __________________________________
Copyright date _1998,1999

This book shows the appropriate moments of when you can and
should act silly or act out. for example: you should not be messing
around in a grocery store. But during play time it is a good time to
act that way. there are also precautions because if you act out in a
way and do something that isn't safe, you can get hurt. The main
meaning of this is explaining the right times you can act "silly".
When the child is growing up or is around 5-10 years old where the child
may not have matured yet and do not know how to act.
9. Title of the Book ______Where Are You: A Child’s Book About Loss
Author _____ Laura Olivieri______________________________________________
Publisher: ___Lulu.com____________________
Copyright date __November 9th, 2007_
43
This book is written from the perspective of a young boy who
recently lost a loved one. They contemplate where that loved one
has gone and eventually determine that they went to a special place
in their heart.
This book discusses death and coping with death at a young age. By
explaining that they have a special place in our hearts, we can keep them
without seeing them.
Mom and Dad don’t live together anymore________

10. Title of the Book _____
Author ____Kathy Stinson_____________________________
Publisher: _____ Vian Oelofsen________________
Copyright date _:1996,1997____
It’s about a
positive way about the confusion, insecurity, and
sorrow experienced by young children whose parents have
separated. It gives them support and also the strategies on how to
deal the with Divorce.
it helps with their confusion and any emotions they face when dealing
with this type of situation.

44
RC III
45
F. Statement of Competence IV: To establish positive and productive
relationships with families
Standard IV
11. Candidate establishes a positive, responsive, and cooperative relationship
IV. To establish positive 11. Families with each child’s family, engages in two-way communication with families,
and productive encourages their involvement in the program, and supports the child’s
relationships with relationship with his or her family.
families.
To establish a positive and productive environment, I will use lots of ways to

help. I will use “Seesaw” to show the parents what their kids are playing and who
they are playing with at school to engage a two way communication with my little
jags family. A lot of parents like seesaw because it helps to know what the kids
are doing and shows Mrs Dugan. When it is your week to teach, we have to make
parent newsletters. What we add on the parents news letters is what the theme
of the week is, who is teaching that week, what the teachers are teaching the
kids, and the letter of the week. This helps parents understanding what is going
on every week and to keep them updated. At the end of the semester when
preschool comes to the end we have to make a memory book for the little jag and
her family. This is my favorite part of preschool lab because it is so fun looking
back at all the pictures you took and how much they grew in learning and
socially. Lincoln liked to be alone at first but now has ton of friends that he is so
happy to see right when he walks through the door. You decorate a scrapbook
about their favorite things, their friends, field trips, and a bunch of memories.
The parents and kids love this because they get to see their kids throughout the
school year and how much work the big jags put into it. Graduation is awesome
for the parents and the program because we do our echo owl song and we
practiced a dance in circle time and performed both for the parents and they
loved to see that their kids can do the alphabet.
46
CS IV
CS IV a Communication with Families
How do you ensure that families are kept aware of what’s happening in their child’s
daily/weekly life in your program?
I always ensure Lincoln’s parents are aware of what's happening everyday at school. I take
pictures of him doing activities, playing with friends, and playing with toys every day. I put
those pictures on seesaw so they can see and like the pictures
CS IV b Awareness of Children’s Home Life
How do you ensure that you are aware of what’s happening in each child’s home life? How
does that awareness direct your teaching practices?
When they come back from a weekend or if they were missing a day , ask what they did
when they were gone or what they did over the weekend. It helps me with my teaching
practices because it shows how I care about Lincoln outside of school.
CS IV
CS IV c Family Questionnaires Feedback
Reflect on the feedback you received in the Family Questionnaires you collected. Explain
how the responses surprised you, confirmed your own reflections about yourself and/or
gave you a new goal for professional growth.
When I read the feedback, I was shocked because it showed how much I matured
from a preschool lab I to a II. I had Reed last year who was shy but I got him out of
47
his comfort zone and got him to talk and communicate a lot more. Which these
decisions made me a big jag I am today because Lincoln is such a social and outgoing
little boy and I know when he is upset so I know how to get him to talk to me when
he is upset. A new goal I am setting is to let all the kids now I am here to talk or to
help, not just my little jag.
CS IV
RC IV - Create a Family Resources Guide t hat you might choose to share with the families you
serve. The guide should include helpful working information you think they might need. At
a minimum, you must include the following required items. Add any other items that
children within your care might also need.
▪ RC IV-1 Family Counseling

Provide the contact information (agency name, phone number, website, address, etc.) of a
local agency in the community where you work that provides family counseling.
Chester Valley Counseling Center
48
Address: 57 Marlborough Ln, Glen Mills, PA 19342
Phone: (610) 594-7594
http://www.chestervalleycc.com
▪ Resource IV-2 Translation Service

Find out contact information (agency name, phone number, website, address, etc.) of a
translation service for families whose home language is other than English as well as a
service that provides American Sign Language translation.
Translation Service where the home language is other than English:

DayTranslations
Phone: 1-800-856-2759
Address: 415 Madison Avenue 14th floor

New York, NY 10017, US
https://www.daytranslations.com/services/translation
Service for American Sign Language translation
Sign language interpreters Philadelphia / ASL services PA
Phone: 1-800-864-0372
https://www.languagesunlimited.com/american-sign-language-services-philadelphia-pennsylvania/
RC IV
49
▪ Resource IV-3 Children with disabilities
Obtain contact information for at least two agencies in the community that provide
resources and services for children with disabilities (in most communities, the local school
district provides these services).
1. https://www.childwelfare.gov/topics/system 1. https://www.parentcenterhub.org/
wide/service-array/services-to-children-and stateagencies/
-youth-with-disabilities/ Center for Parent Information and
Child Welfare Information Gateway Resources
number: 1.800.394.3366
number: (973) 642-8100
email: info@childwelfare.gov.

email:malizo@spanadvocacy.org

▪ Resource IV-4 Child Development Resources
Provide a list of three or more websites, and brief descriptions of each, that provide
current information to help families understand how young children, ages 3- 5 years old,
develop and learn. Print off and include one current article from each website.
Web sites must contain articles that help families understand the development and
learning of 3-5 year olds. At least one article must relate to child guidance..
Source #1 - Child Development and Learning

https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.html
This website gives parents or young adults parenting tips with positive learning and child
development. It also helps them with child safety first and how to keep your child healthy.
This is sectioned off for 3-5 year olds
Source #2 - Child Development and Learning

https://raisingchildren.net.au/school-age/school-learning/learning-ideas/learning-school-years
This website shows parents or young adults by observing and listening to kids help.s kids being motivated helps them engage
in learning and that is important because when they enter preschool they need that.
Source #3 - Child Guidance

https://www.positiveparentingconnection.net/preschoolers-3-5-years/
This website shows parents or young adults on how 3-5 year olds need guidance. Shows them how being a positive parent helps them learn gross motor skills
faster. It list other articles for them to read if they are more interested.
50
Print off and place at least THREE Resource IV.4
articles BEHIND this page.
RC IV

51

Print off and place at least THREE Resource IV.4
articles BEHIND this page.

52
G. Statement of Competence V: To ensure a well-run, purposeful program that is
responsive to participant needs
Standard V
12. Candidate is a manager who uses observation, documentation, and
V. To ensure a well-run, 12. Program Management planning to support children’s development and learning and to ensure
purposeful program effective operation of the classroom or group. The Candidate is a competent
responsive to organizer, planner, record keeper, communicator, and a cooperative
participant needs co-worker.
To ensure a well-run, purposeful program that is responsive to participant

needs, I will be a manager who uses observation, documentation, and planning
to support children’s development and learning to ensure effective operation of
the classroom or group. The candidate is a competent organizer, planner, record
keeper, communicator, and a cooperative co-worker by making sure all the
important stuff is always written down. I will record everything on paper and
use pictures and videos to my advantage. I will also make sure that my teaching
skills are always on point so the children can develop and grow correctly. I will
try to make sure our classroom is clean for big jags and little jags so they can find
what they need. I will make sure the big jags and I plan everything accordingly,
like lessons and fun activities. I will make sure all my records and pictures and
videos are organized. In conclusion, I will always communicate and speak up to
others and be the right kind of co-worker that I would want and to also show a
great example of a great and well organized teacher to my ones and also to the
children.
CS V
CS V a Observation Tool (from RC V)
53
Describe how you used the observation tool/form from Resource Collection V.
● Write down the child’s name and age

● Then I write what the child was doing
● Then I write what I observed from my child
● Lastly, I write what I learned from my child
Importance of Observation and Documentation
Explain why observation and documentation forms are an important part of program
management.
Observations and documentation are important part of the program because it shows and
tracks how your kid is doing and how they grew during the year. It helps you and the little
jags parent know the kids strengths and weaknesses
Accurate Observations
How do you ensure that you are accurately and objectively observing and tracking each
child’s developmental and learning progress?
You have to write / track everything the kid does even if you notice something’s wrong.
This makes sure the kid is developmenting and learning the right way
CS V
RC V Record Keeping Forms
54
Provide three samples of recordkeeping forms that you use or have used. Include an
accident report, emergency form, and a completed tool or form that you have used to
observe and document a child’s developmental / learning progress.

(DO NOT INCLUDE THE CHILD”S NAME)
✓ ______ Accident Report

✓ ______ Emergency Form
✓ ______ Completed Observation Form without the child’s name on it

55
56
57
58
RC V
Place the RC V three samples of record

keeping forms behind this page.
59
RC V
H. Statement of Competence VI: To maintain a commitment to professionalism

Standard VI
13. Candidate makes decisions based on knowledge of research-based early
VI. To maintain a 13. Professionalism childhood practices, promotes high-quality in child care services, and takes
commitment to advantage of opportunities to improve knowledge and competence, both for
professionalism personal and professional growth and for the benefit of children and families.
To maintain a commitment to professionalism, I will make decisions

\
based on knowledge of research-based early childhood practices,
promotes high-quality in child care services, and takes advantage of
opportunities to improve knowledge and competence, both for
personal and professional growth and for the benefit of children and
families by always remembering that I have learned and I will take
classes to keep me up-to-date and intact. I will make sure my services
in child care are all high quality and productive when it comes to
helping the child I care about. I will also take classes to further my
knowledge about children and their care. I will also follow all rules and
regulation so I can provide a great example for my child. I will know
what is expected of me if I stay up-to-date with everything there is and
everything I need to know about child care.
60
CS VI
CS VI a Early Childhood Professional
Reflect on why you choose to become an early childhood professional.
The reason I chose to become an early child professional is because being around children
makes me so happy. Ever since I was little I loved children, from being from my little
cousins and neighbors. It is so interesting to see them grow from not knowing to write
their name to practicing to finally doing it.
CS VI b Indicators of Professionalism
Reflect on what you believe are the most important indicators of professionalism that you
possess.
I believe the most important indicators of professionalism that I possess is to know they
are welcomed and loved and that we are all her to help them develop into their best self. I
will help them with whatever the need. They always come first.

CS VI
RC VI-1 Child care regulating
Provide the name and contact information (website, phone number, address, etc.) of your
state’s agency that regulates child care centers and family child care homes.
61
Note: These regulations are available at the website of the National Resource Center for
Health and Safety in Child Care (http://nrckids.org/STATES/states.htm).
● https://www.pacode.com/secure/data/055/chapter3270/chap3270toc.html
● OCDEL is jointly overseen by the Department of Human Services and the Department of
Education. Offices are located in Department of Education at 333 Market Street in Harrisburg.
● 1-800-692-7288.
▪ VI-1a Qualification requirements for personnel

rint a copy of the section(s) that describes qualification requirements for personnel (teachers,
P
directors, and assistants).
A volunteer shall be 16 years of age or older and shall be directly supervised at all times.
(b) A staff person shall be 18 years of age or older.
(c) An individual 16 years of age or older who is enrolled in an approved training curriculum may be
used as a staff person, if the following guidelines are met:
▪ VI-1b Ratio Requirements

Print off information that states the requirements for group size and adult-child ratio
requirements.
Maximum Total
Group Size Number
of Staff
Required
for
the
Maximum
Group Size
Infant 1 4 8 2
Young toddler 1 5 1 2
0
Older toddler 1 6 1 2
62
2
Preschool 1 1 2 2
0 0
Young 1 1 2 2
school-age 2 4
Older 1 1 3 2
school-age 5 0

❖ Print off and place your Qualification Requirements and Ratio Requirements behind
this page.

RC VI

❖ Print off and place your RC VI a and b Qualification Requirements and Ratio
Requirements behind this page.
63
RC VI
RC VI-2 Early Childhood Associations
List two or three early childhood associations (national, regional, state, or local) and
include website addresses, and describe the professional resources and membership
opportunities they each offer.
Childhood association #1 - include website addresses, and describe the professional
resources and membership opportunities they each offer.
● https://www.naeyc.org/
● 1313 L St. NW, Suite 500, Washington, D.C.
● “Together with our members, community partners, and network of Affiliates across the country,
we proudly ensure that the early childhood profession exemplifies excellence and is
64
recognized as performing a vital role in society. Alongside you, NAEYC is the national voice of
the early childhood community. Explore the work we do with you every day!”
● https://www.pennaeyc.com/
● 415 Market St. Harrisburg, PA 17101
● “We are an affiliate of the National Association for the Education of Young
Children (NAEYC) and a dynamic membership organization of early care and
education professionals.”
● https://www.zerotothree.org/
● 1255 23rd Street, NW Suite 350 Washington, DC 20037
● ZERO TO THREE works to ensure that babies and toddlers benefit from the
family and community connections critical to their well-being and development.
Healthy connections help build babies’ brains.
RC VI
RC VI-3 Reporting Child Abuse and Neglect
Provide summaries of the legal requirements in your state regarding child abuse and
neglect (including contact information for the appropriate agency in your state) and
Mandatory Reporting Guidelines.
65
▪ State Agency for Reporting Child Abuse and Neglect
Identify the contact information (agency name, phone number, website, address, etc.) of
the state agency to which you would report child abuse and neglect.
Childhelp
4350 E. Camelback Road, Bldg F250
Phoenix, Arizona 85018
480-922-8212
https://www.childhelp.org/hotline/
▪ Mandatory Reporting Guidelines

Explain the mandatory child abuse and neglect reporting guidelines for your state.
(a) A director is responsible for the general management of the facility, including the
following minimum duties:
(1) Administering finances, personnel, maintenance, meal planning and preparation and
transportation.
(2) Administering the facility’s program objectives and activities.
(3) Designating a staff person who is responsible for compliance with this chapter in the
Director’s absence.
(4) Coordinating and planning daily activities with the group supervisors or with the
assistant group supervisors in school-age program.
(5) Overall program planning.
(6) Written evaluation of staff persons on a regular basis, a minimum of one evaluation
every 12 months.
(b) A director shall have attained one of the following qualification levels:
(1) A bachelor’s degree from an accredited college or university in early childhood

education, child development, special education, elementary education or the human
services field and 1 year of experience with children.
66
(2) A bachelor’s degree from an accredited college or university, including 30 credit
hours in early childhood education, child development, special education, elementary
education or the human services field and 2 years of experience with children.
(3) An associate’s degree from an accredited college or university in early childhood

services field and 3 years of experience with children.
(4) An associate’s degree from an accredited college or university, including 30 credit

(c) A director shall be employed by a facility and be present at the facility site a minimum
of 30 hours per week.
(d) In a facility in which 45 or fewer children are enrolled, a director may also function as
a group supervisor. An individual who functions in a dual capacity shall meet the
responsibilities and qualifications of a director set forth in subsections (a) and (b).
RC VI
67

I. Professional Philosophy Statement
Your goal is to summarize your professional beliefs and values about early
childhood education.
Identify your personal values and beliefs around teaching and learning:
● How do you believe young children learn?
● Based on this, explain what you believe your role is as their teacher and
caregiver.
● Beyond teaching and learning, reflect and write about what you believe
are the other important aspects of your role in the lives of children and
families.
● No more than 2 pages. Write or type this statement in the boxes on

the following pages.
68

❖ Print off and place your RC VI a and b Qualification Requirements and Ratio
Requirements behind this page.
(a) A group supervisor is responsible for the following minimum duties:
(1) Planning and implementing daily program activities.
(2) Coordinating activities of assistant group supervisors and aides.
(3) Assisting the director with designated activities.
(b) A group supervisor shall have attained one of the following qualification levels:
(1) A bachelor’s degree from an accredited college or university in early childhood
services field.
(2) A bachelor’s degree from an accredited college or university, including 30 credit
education or the human services field and 1 year of experience with children.
(3) An associate’s degree from an accredited college or university in early childhood
services field and 2 years of experience with children.
(4) An associate’s degree from an accredited college or university, including 30 credit
(c) In a facility in which 45 or fewer children are enrolled, a group supervisor or a
director/group supervisor shall be employed by and be present at the facility site for a
minimum of 30 hours per week.
(d) A director may not function as a group supervisor in a facility in which more than 45
children are enrolled.
(e) In a facility in which more than 45 children are enrolled, a group supervisor is
required for the first group of 45 enrolled children and for each group or partial group of
45 additional enrolled children.
(f) Each additional group supervisor shall be employed by and be present at the facility
for a minimum of 30 hours per week.
69

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My CDA Professional Portfolio

The Professional Portfolio is intended to be a reflective professional development

4. (tabs C-H) Six reflective Statements of Competence, followed by the related

169 hrs ​or more

PRESCHOOL CDA EXPERIENCE HOURS

Date Time Time Total # of Location of Verification

(Total minutes ÷ 60)

TOTAL Lab Experience Hours ________________________________

CDA education hours received outside of Garnet

CDA LAB / EXPERIENCE HOURS

Six Reflective Statements of Competence each followed by its

CDA Competency Functional Areas Definitions

CS I a Sample Menu (from RC I-2)

CS I c Weekly Plan (from RC I-3)

Make a copy of your certificate and place it on or behind this page.

Monday Tuesday Wednesda Thursday Friday

● RC I-3 Weekly Lesson Plans

Weekly Theme: Jungle Week Age Group: 3-5

Vocabulary Words Factual Statements

Monday Tuesday Wednesday Thursday Friday

Gross Motor / Biking Playing tag Baseball or /

(1 idea each day)

Small group Language & Music Art Science Math

Special Needs Write 1 special need:

D. Statement of Competence II: To advance physical and intellectual competence

alphabet with a fun easy way.

make them feel comfortable around people.

background which is the “ocean”.

CS II a Learning Experiences (from RC II)

CS II d Communication and Language Development

RC II-7 Emotional RC II-8 Social Skills RC II-9 Mathematics

❖ It is best to include a Visual/Sample/Picture of your activity and place it in an

II.1 Science and Sensory

Age group Activity

Objective (Intended Goals)

Teacher will provide: Paper plates

Students will supply: Jelly Beans

Process and teaching strategies

Objective (Intended Goals)

Available: Pom poms, tweezers

Student Will Supply: Paper dinosaur eggs

Teacher Will Supply: N/A

Process and teaching strategies

II.3 Creative Arts

creating paper snakes

To design their own paper snake

Paper plates , paint, markers, crayons, glitter

Process and teaching strategies

Help their fine motor skills

II.4 Fine motor (indoor activity)

3-5 year olds Dot Day face painting

Objective (Intended Goals)

Student Will Supply:

Teacher Will Supply:

Process and teaching strategies

Helps them be creative

II.5 Gross motor (can include Music and Movement activity)

3-5 year olds Head Shoulders Knees and Toes

Objective (Intended Goals)

To learn the body parts in a fun matter

Video demonstrating how to do it

Process and teaching strategies

Help them realize the body parts

169 hrs or more

1. Title of the Book ________Play with Rainbow fish

2. Title of the Book _______The Great Easter Egg Scramble

4. Title of the Book _The

5. Title of the Book No,

7. Title of the Book ____The

8. Title of the Book _How I feel Silly ___________________________________________

Short Summary of the age-appropriate children’s book:

Mom and Dad don’t live together anymore________

Source #1 - Child Development and Learning

Source #2 - Child Development and Learning

Source #3 - Child Guidance