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    27 views16 pages

    Capstone Preschool Creedential Observation Checklist

    Uploaded by

    api-483535206

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    Teacher/Capstone Student:_ Laura Baile Program Name:_ Little : Date: _11-20 = 19 ‘Age range of children: _2=4 @ oloservatienn Observer: Theresa Fredericks Wisconsin Preschool Credential typically ages range 17 mos.-b yrs, ‘Capstone Observation Checklist ‘The NAEYC criteria for National Accreditation are used for the Capstone Observation Checklist to demonstrate alignment with the Standards and to familiarize the student with this national accreditation process. Note to “Qualified Observer” completing the Checklist ~ Each Item must be scored - refer to the candidate's Self Evaluation ‘Checklist as you observe her/him In the classroom to gulde you In rating her/his understanding, application and Performance on each criterion. Candidate should provide you with a copy of their completed Self-Evaluation Checklist. Competencies Implement strategies that support diversity and anti-blas perspectives when working with children, families and community. Follow governmental regulations and professional standards es they apply to health, safety, and nutrition. Analyze social, cultural and economic influences on child development. ‘Analyze the development of children age three through age five. Establish a developmentally appropriate environment. Develop activity pians that promote child development and learning. Document children’s behavior. Analyze factors that affect the behavior of children. Practice positive guldance strategies. 410. Examine the critical role of play. 14. Demonstrate responsible and ethical behavior as an early childhood education professional. 12, Implement offective teaching strategles to promote the development and learning of children age 3-5. Sexe peene J& REBIStrY Used with permission from NAEVC and adapted by Joan Kinkner MS COMPETENCY 4. implement strategies that support diversity and antl-bias perspectives when working with children, families and ‘community, cosevea | observes | otsened (Provides examples of and observed behavior consistant with the following) fatarn or | opportunities | cerry io fexermples | “orpartal | thsceron Sédorce | Strategies to counter bias In child attitudes and behavior 1. Treating al children with equal respect and consideration. wz 2._ Offer activities and discussions to build positive setf-identity and valuing of differences. vt '3._ Avoiding stereotypes in language references — freighter instead of fireman, etc. 4._ intervening when children tease or reject others. 7 Strategies to counter biee in materials and adult attitudes and behavior 5. Multicutural materials (dolls, play props, books, pictures, posters, play food, clothing items, etc.) reflect the lives of the children and families as well as the diversity found in society, including gender, age, language, and abilities — no stereotypicel representations (images of members of v ethnic groups in only trcitionel garb or only females in nurturing roles, only males as construction workers or doctors, etc), reflect range of diversity, especialy children end families in the program. ‘6. No observed use of stereotypical language or bias toward or against a child or group ZF Comments There. ic a Family tree near the entrance that has many pictures of the families, veprenked ak nis Program. Mand culhwres are depicted in the photos. L observed multi-cultural props including baby deits food puzsies as well as anti bias gentor neutral range (as when tollting, et). Teacher implements effective child tracking procedures. community hele Figurines. COMPETENCY 2, Follow governmental regulations and professional standards as they apply to health, safety, and nutrition. obsoves | obser | Obpeved onecrmore | missed | avidonce Instances or | opportunites | contrary to ‘examples | orparial | the ettrion extdence ‘1. Teacher supervises children by positioning self to see as many children as possible, Teacher is aware of children’s location at all times, and monitors by sound when they may be out of visual v 2. Proper hand-washing procedures are followed by teacher and children; teacher supervises children in hand-washing and provides assistance where needed. = Regular cleaning and sanitizing of furnishings ind equipment is scheduled and completed. ‘4. Procedures for standard precautions are understood and used, including cleaning and sanitizing of surfaces, use of gloves and barriers to minimize contact with body fluids, cteaning spills as they ‘occur, cleaning and sanitizing toys that have been mouthed or exposed to body fluids. 5. Teacher is aware of children's special health care needs, nutrition needs or allergies and conducts daily health checks as children arrive. (Child allergies or health conceme listed in room, informal health checks observed, ofc.) ‘6. Medications, and topical products (such as sunscreen, insect repellant, etc.) are handied, administered and recorded according to licansing regulations. (Review medical log and permission forms). 7. Teacher uses care routines such as tolleting, meal and nap routines as opportunities to bulld Felationships, language, concepts (food classification, nutrition, healthy living, manners, etc,) and to bulld child's self-awareness, social interaction and self-help skills. ‘8._Atmeal and snack times, teacher sits and eats with children and engages them in conversation. ‘9. Teacher handles and serves food using proper safety precautions and sanitary techniques. 10. Teacher coaches and supports children as they learn to participate in dally cleanup and ‘maintenance of the classroom. TT. Tolleting routines are conducted according to health and safely procedures — children using (and Jeaming to use) tollets are supported in hygiene practices and practicing self-help skils. as ke] s 12, Nap routines are conducted according to safety procedures - cots are appropriately spaced, Children are ellowed to rest when ted end not made to stay on cots if unable to sleep, are _appropristely supervised when sleeping, etc. XN COMMENT obocever proper handwashing § Wilcting routines COMPETENCY 3. Analyze social, cultural and economic influences on child development. ‘one oF more Instances or examplos ‘Strategies to understand and honor family culture Process and tools in place to gather information from families (during intake and ongoing) to become acquainted with and leam from families about their family structure, preferred child-rearing practices; and Information families wish to share about thelr socioeconomic, linguistic, racial, religious, and cultural backgrounds. (Enrollment forms, intake interview, emails, phone calls, deily conversations, atc.) ry this etteton 2. Process and tools in place to share Information with familles about teacher/program philosophy, curriculum, goals, and practices. (Enroilment/ntake interview, emails, phone calls, texts, newsletters, bulletin board alsplays, dally conversations, ec.) ‘3. Process and tools in place to promote regular, effective two-way communication between fartlies and teacher about child's needs, adjustment, activities and progress. (informal conversations during arrival and departure, emails, phone calls, texts, newsletters, conferences, } ete) _ "amily Involvement opportunities within the classroom and/or program are provided in ways that respect family needs and perspectives. These opportunities consider each fami skils and the needs of the program staff. (Review newsletters, posted messages, etc.) 6. Teacher's dally Interactions demonstrate knowledge of the children, children’s families, and the sodal, linguistic, and cultural context in which the children live. (Observe teacher interactions and comments, review self-evaluation exemples.) 6. Teacher plans curriculum and activites that Incorporate the social, linguistic, and cultural context in which the children live. (Review lesson plans, self-evaluation examples.) v ‘Comments: mentite: ave mamy examplts F sravel information with -Hhe families. Also at drop 055, the parerks and child transition tate the room by answering a question of te chan together, Daily notes gp hone with tre childeen. Communication vith parents is evident, COMPETENCY 4. Analyze the development of children age three through age five. ‘ons oF more Instances or ‘exampies Prerturtes cor paral evidence ‘Strategies to observe, analyze and adapt to children’s development. 1. Teacher uses assessments to obtain information on all areas of children’s development and learning in each domain (Utilizes checklists, screening tools, observation child portfolios that are aligned with WMELS to analyze and Identity child's current level of across domains.) |__development, ‘2 Teacher uses their knowledge of children’s social relationships, interests, ideas, and skills to tallor learning opportunities for groupe and Inviduals. (Anelyzee observations to Inform planning for cuniculum activites.) ‘3. Teacher uses thelr knowledge of individual children to modify strategies and materials to enhance children's learning. (Adapts an activity for different children besed on their interests or reactions.) “4, Teacher uses & variety of tools at regular intervals to assess the developmental progress of each child across all domains and shares information with child's family (Tracks child’s progress at and schedules conferences with families to discuss developmental checklists, te) regular intervals screening tools, observation records, child portfolios, etc v Vv ‘Comments: Ketivities ore adapted individually 4 Yee chard. Portfolios and esstssments with sbservations are wwe fo monitor the development of the individual Wid. The curciuluun ig adapted based wm those observations. I vbservedd all of Hu children easoaing & participating derouprut tre planned activities COMPETENCY 5. Establish a developmentally appropriate environment. Observed | Observed | Observed fone or more | missed evidence trtreas ct epporiaten | cont examples | orpartal | this eteron evidence ‘Materials and equipment 1. Provide for children’s safety while being appropriately challenging - in good repair, age appropriate, addresses range of abilities of chiltren in room, no safety hazards, etc. 2, Rich In variety to encourage exploration, experimentation, and discovery mix of open-ended and self-correcting, cause & effect, sensory sppeal, construction, dramatic play, etc. 3, Promote sensory exploration, creative expression, and fine motor leaming ~ varying textures ‘and materials (not all plastic), sand, water, art materials, writing Implements, opportunities to practice a range of manipulative skis. 4, Promote gross mator sxll practice — space and equipment fo stimulate a variely of skis, enhance ‘sensory-motor integration, and develop controlled movement (balance, strength, coordination). <|s ‘ERE 5. Promote pretend play and interaction between children - promote communication (toy phone) and cooperation to operate (see-saw), and a variety of pretend play props, atc, 6. Organized with appropriate materials to support range of curriculum areas - Iiteracy, T_ sclence/discovery, construction, ert, etc. 7 Arranged fo suppor independent use -fow, open shelves, kins or bashes, pletaretward labels, NSS a ised to reflect changing curriculum end to accommodate new interests and skll levels - sforage ‘space in center has materials to rotate into and out of room. ‘9. Able to accommodate children's special needs ~ as present in room, or modified it needed. 10. Washable soft elements that allow groups of children or child and adult to sit in close proximity for v conversations or comforting ~ pillows, mats, couch, etc. 11. Some piay/leaming materials created by teacher - made from variety of “found” natural, or “real” v materials, or created to support curriculum topics. 42. In sufficient quantities to occupy every child in activities that meet his or her needs. v Some The environment has a calming feel with « rich variety of materials , the children move within their environment with a Sense of community and ownershi TH is Wight ond clean amd all items ere m great condition. 2 7 o Observed | Observed | Observed ‘one ormore | misses | evidence. Instances or | eppertuniies | contrary 0 ‘examples | orpartal | this etrion 14. Places for children to play with peers — spaces divided by low shelves for partner 15. Places fr childron tobe all oyether -ferge open rug area, tables end chairs to sit ogether for meals, et. indoor space 13. Protected places for children to play Individually- defensible spaces to be alone. WA play. v 16. Equipment such as tables and chairs are sized fo the children using them cdren’s feet uch floor and table top is about mid chest height, climbers not too big or too small for children. 777, Space divided Into areas that are suppied with materials organized to support play and learn 18. Areas have pathways for children to move between areas without disturbing other children. 19, Has ways to moderate or minimize visual and auditory stimulation- window shades, curtains, dimmers, ‘sound absorbing materials, eto. 20. Places for dieplaying children’s work ~ artwork on wails or shelves, photos of activities, work samples, ote. SIN IK Ig 21. Defined spaces for families to sign in and out, gather Information about child's day parent info ‘board with schedule posted, curriculum ectvities, parent packets or bins for notes, clipboards, child | |/ notebooks, place to sit and write or for child to dress/undrass, etc. 22, Individual space for each child's belongings - individual hooks for each child's coat/backpack, a | sapere erea to stor extra cating, chon’ things are Individually stored (o support orgeniced | / ‘access and independence. 23, Teacher has comfortable adult sized places to sit while interacting with children during play, routines and teacher guided activities. v 24. Teacher is able to eee children in all areas of room. v units ave low sw Hee ground fo give vigual Srelvs Lepdalers Hast eos law to Nimo ‘Comments: The indoor space is mviting cmd eh Spares avarlalole for group gathering Individual plas, 4oCk waherials and comfortable adult seating as well, the Hovis was added 40 the backs of oe writs ty maintrin safety for yung te all ovens. Cee Outdoor space 26. Equipment designed for age and abilities of chidren using 26. Teacher is attentive to children during auidoor time end promotes thelr exploration and discovery, |” Tore axe mam, Varieties of oublerr activities avtilalole 4 all chi\dren, Riding toys of different age abilities, rom to run, move, Crawl jefe, as wall aS lining equipment end swings anh slides. The teacher yositions hercel® so she con observe the children playing safely. COMPETENCY 6, Develop activity plans that promote child development and learning. z 7 3 Obeerved | Observed ittances er | opportune | eons Allciiteria may not be observed during the vis. Refer to student documentation for tems not observed. | examples” | sroutal | gue ctoton iene Dally Schedule- predictable, yet flexible 1. Posted in room ¥v 2. Provides time and support for transitions v '3,_ Includes both indoor and outdoor experiences — with outdoor play scheduled at least twice each day ft 4, Incorporates tme for play, creative expression, large group, small group, and child-initiated v activities. Come THe daily schedule iS posted at the entry way. The schedule is predictabl| de the children evidenced by the ease of trenation frem achuitics, to Snades , tileting, ec. Health and Physical children with varying abilttes to have large motor experiences similar to those of thelr peers (if present in room) ~ meeting YoungStar criteria for a minimum of 60 minutes of physical activity daily. ‘5. Teacher provides varied opportunities and materials that support fine-motor development. L. 6. Teacher provides 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 v 7. Teacher leads varied opportunities to help children learn physical games with rules and structure, stimulate a variety of sklis, enhance sensory-motor integration and development of controlled movement (balance, strength, coordination) = meeting YoungStar criteria for 18 minutes of teacher- Jed activities. v — ‘Comments: The children were doing a movement activity that reminded a chitd he previous Soma. Then hey adapted to coming the scarwes and founk Ye Gong the child was singing and played it on He CD player. ‘Social and Emotional Development (See Competency 9 for related criteria) ‘8. Teacher plans varied opportunities for children to recognize and name their own and others foslings. v 9. Teacher plans varied opportunities for children to practice regulation of their emotions, behavior and v | ‘attention. ‘Comments: b practice self regulation. The children respond tv each other well it is evidenk they have- gerd modeling oF appropriate social lachavier ant opporhunities Haroushout Language Development and Communication ] 10. Teacher plens 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. v Ti. Teacher supports the development and maintenance of the chik's home language whenever possible, (Use of familiar words, terms or phrases in child's language, oppartunities for child to see language in print, ete) | v ‘12. Teacher provides opportunities for children to become familiar with print by making print accessible throughout the classroom. Items belonging to a child are labeled with hss or her name, materials are labeled, and print is used to describe some rules and routines. 13. Teacher helps children recognize print and connect It to spoken words. 7 14, Teacher provides children with varied opportunities with books by reading books in an engaging ‘manner in group or individualized settings at least twice a day in full-day programs and at least. once dally in half-day programs. Teacher engages in conversations that help children understand | \/ the content ofthe book. 18. Teacher aliows children to explore books on their own and provides places that are conducive to the quiet enjoyment of books. Children have access to various types of books, incuding J ‘storybooks, factual books, books with rhymes, alphabet books, and wordless books. 16. Teacher provides children with multiple and variad opportunities to write. Writing materiais and activities are readily available in art, dramatic play, and other learning centers. Children are given J the support they need to write on their own, including access to iphabet (e.9,, displayed at eye ‘evel or on laminated cards) and to printed words about topics of current interest. 17. Teacher models functional use of writing and are helps children to discuss the many ways writing is used in daily life. Children have dally opportunities to write or dictate their ides, Children are provided needed assistance in writing the words and messages they are trying to communicate. |

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