Teacher/Capstone Student: __________________________________________ Program Name: ______________________________________

Date: ________________________ Age range of children: ________________________ Observer: _______________________________

Wisconsin Preschool Credential
Capstone Observation Checklist
Amanda Timm Hand in Hand
December 19,2019 2-3 year olds Chelsey Loback

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 guide 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

1. Implement strategies that support diversity and anti-bias perspectives when working with children, families and community.
2. Follow governmental regulations and professional standards as they apply to health, safety, and nutrition.
3. Analyze social, cultural and economic influences on child development.
4. Analyze the development of children age three through age five.
5. Establish a developmentally appropriate environment.
6. Develop activity plans that promote child development and learning.
7. Document children’s behavior.
8. Analyze factors that affect the behavior of children.
9. Practice positive guidance strategies.
10. Examine the critical role of play.
11. Demonstrate responsible and ethical behavior as an early childhood education professional.
12. Implement effective teaching strategies to promote the development and learning of children age 3-5.

Used with permission from NAEYC and adapted by Joan Klinkner MS

COMPETENCY 1. Implement strategies that support diversity and anti-bias perspectives when working with children, families and
community.
2 1 0
Observed Observed Observed
one or more missed evidence
(Provides examples of and observed behavior consistent with the following) instances or opportunities contrary to
examples or partial this criterion
evidence
Strategies to counter bias in child attitudes and behavior
1. Treating all children with equal respect and consideration. 2
2. Offer activities and discussions to build positive self-identity and valuing of differences. 2
3. Avoiding stereotypes in language references – firefighter instead of fireman, etc. 1
4. Intervening when children tease or reject others. 2
Strategies to counter bias in materials and adult attitudes and behavior
5. Multicultural materials (dolls, play props, books, pictures, posters, play food, clothing items, etc.) 2
reflect the lives of the children and families as well as the diversity found in society, including
gender, age, language, and abilities – no stereotypical representations (images of members of
ethnic groups in only traditional garb or only females in nurturing roles, only males as construction
workers or doctors, etc.), reflect range of diversity, especially children and families in the program.
6. No observed use of stereotypical language or bias toward or against a child or group 1
Comments:

Some stereotypes used at times.

COMPETENCY 2. Follow governmental regulations and professional standards as they apply to health, safety, and nutrition.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence

2
1. Teacher supervises children by positioning self to see as many children as possible. Teacher is 2
aware of children’s location at all times, and monitors by sound when they may be out of visual
range (as when toileting, etc.). Teacher implements effective child tracking procedures.
2. Proper hand-washing procedures are followed by teacher and children; teacher supervises 2
children in hand-washing and provides assistance where needed.
3. Regular cleaning and sanitizing of furnishings and equipment is scheduled and completed. 1
4. Procedures for standard precautions are understood and used, including cleaning and sanitizing 2
of surfaces, use of gloves and barriers to minimize contact with body fluids, cleaning spills as they
occur, cleaning and sanitizing toys that have been mouthed or exposed to body fluids.
5. Teacher is aware of children’s special health care needs, nutrition needs or allergies and conducts 2
daily health checks as children arrive. (Child allergies or health concerns listed in room, informal
health checks observed, etc.)
6. Medications, and topical products (such as sunscreen, insect repellant, etc.) are handled, 2
administered and recorded according to licensing regulations. (Review medical log and permission
forms).
7. Teacher uses care routines such as toileting, meal and nap routines as opportunities to build 2
relationships, language, concepts (food classification, nutrition, healthy living, manners, etc.) and
to build child’s self-awareness, social interaction and self-help skills.
8. At meal and snack times, teacher sits and eats with children and engages them in conversation. 2
9. Teacher handles and serves food using proper safety precautions and sanitary techniques. 2
10. Teacher coaches and supports children as they learn to participate in daily cleanup and 2
maintenance of the classroom.
11. Toileting routines are conducted according to health and safety procedures – children using (and 2
learning to use) toilets are supported in hygiene practices and practicing self-help skills.
12. Nap routines are conducted according to safety procedures - cots are appropriately spaced, 2
children are allowed to rest when tired and not made to stay on cots if unable to sleep, are
appropriately supervised when sleeping, etc.
Comments:

cleaning schedule is posted -although sometimes not followed properly day to day

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COMPETENCY 3. Analyze social, cultural and economic influences on child development.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
Strategies to understand and honor family culture
1. Process and tools in place to gather information from families (during intake and ongoing) to 2
become acquainted with and learn from families about their family structure, preferred child-rearing
practices; and information families wish to share about their socioeconomic, linguistic, racial,
religious, and cultural backgrounds. (Enrollment forms, intake interview, emails, phone calls, daily
conversations, etc.)
2. Process and tools in place to share information with families about teacher/program philosophy, 2
curriculum, goals, and practices. (Enrollment/intake interview, emails, phone calls, texts,
newsletters, bulletin board displays, daily conversations, etc.)
3. Process and tools in place to promote regular, effective two-way communication between 2
families and teacher about child’s needs, adjustment, activities and progress. (Informal
conversations during arrival and departure, emails, phone calls, texts, newsletters, conferences,
etc.)
4. Family involvement opportunities within the classroom and/or program are provided in ways that 1
respect family needs and perspectives. These opportunities consider each family’s interests and
skills and the needs of the program staff. (Review newsletters, posted messages, etc.)
5. Teacher’s daily interactions demonstrate knowledge of the children, children’s families, and the 2
social, linguistic, and cultural context in which the children live. (Observe teacher interactions and
comments, review self-evaluation examples.)
6. Teacher plans curriculum and activities that incorporate the social, linguistic, and cultural context in 2
which the children live. (Review lesson plans, self-evaluation examples.)
Comments:

App for parents called "kid reports"- work on monthly newsletters.

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COMPETENCY 4. Analyze the development of children age three through age five.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
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 1
learning in each domain (Utilizes developmental checklists, screening tools, observation records,
child portfolios that are aligned with WMELS to analyze and identify child’s current level of
development across domains.)
2. Teacher uses their knowledge of children’s social relationships, interests, ideas, and skills to tailor 2
learning opportunities for groups and individuals. (Analyzes observations to inform planning
for curriculum activities.)
3. Teacher uses their knowledge of individual children to modify strategies and materials to enhance 2
children’s learning. (Adapts an activity for different children based on their interests or
reactions.)
4. Teacher uses a variety of tools at regular intervals to assess the developmental progress of each 1
child across all domains and shares information with child’s family (Tracks child’s progress at
regular intervals and schedules conferences with families to discuss developmental checklists,
screening tools, observation records, child portfolios, etc.)
Comments:

Red leaf booklets used every 3 months-observations need to be more frequent

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COMPETENCY 5. Establish a developmentally appropriate environment.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
Materials and equipment
1. Provide for children’s safety while being appropriately challenging – in good repair, age appropriate, 2
addresses range of abilities of children in room, no safety hazards, etc.
2. Rich in variety to encourage exploration, experimentation, and discovery – mix of open-ended and 2
self-correcting, cause & effect, sensory appeal, construction, dramatic play, etc.
3. Promote sensory exploration, creative expression, and fine motor learning – varying textures 2
and materials (not all plastic), sand, water, art materials, writing implements, opportunities to
practice a range of manipulative skills.
4. Promote gross motor skill practice – space and equipment to stimulate a variety of skills, enhance 1
sensory-motor integration, and develop controlled movement (balance, strength, coordination).
5. Promote pretend play and interaction between children - promote communication (toy phone) 2
and cooperation to operate (see-saw), and a variety of pretend play props, etc.
6. Organized with appropriate materials to support range of curriculum areas – literacy, 2
science/discovery, construction, art, etc.
7. Arranged to support independent use – low, open shelves, bins or baskets, picture/word labels, 2
etc.
8. Rotated to reflect changing curriculum and to accommodate new interests and skill levels – storage 1
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 if needed. 2
10. Washable soft elements that allow groups of children or child and adult to sit in close proximity for 2
conversations or comforting – pillows, mats, couch, etc.
11. Some play/learning materials created by teacher - made from variety of “found” natural, or “real” 2
materials, or created to support curriculum topics.
12. In sufficient quantities to occupy every child in activities that meet his or her needs. 2
Comments:

6
more gross motor activities needed- rotate materials more frequently.

2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
Indoor space
13. Protected places for children to play individually- defensible spaces to be alone. 2
14. Places for children to play with peers – spaces divided by low shelves for partner play. 2
15. Places for children to be all together – large open rug area, tables and chairs to sit together for 2
meals, etc.
16. Equipment such as tables and chairs are sized to the children using them – children’s feet touch 2
floor and table top is about mid chest height, climbers not too big or too small for children.
17. Space divided into areas that are supplied with materials organized to support play and learning. 2
18. Areas have pathways for children to move between areas without disturbing other children. 2
19. Has ways to moderate or minimize visual and auditory stimulation- window shades, curtains, 2
dimmers, sound absorbing materials, etc.
20. Places for displaying children’s work – artwork on walls or shelves, photos of activities, work 2
samples, etc.
21. Defined spaces for families to sign in and out, gather information about child’s day – parent info 2
board with schedule posted, curriculum activities, parent pockets or bins for notes, clipboards, child
notebooks, place to sit and write or for child to dress/undress, etc.
22. Individual space for each child’s belongings - individual hooks for each child’s coat/backpack, a 2
separate area to store extra clothing, children's things are individually stored to support organized
access and independence.
23. Teacher has comfortable adult sized places to sit while interacting with children during play, 2
routines and teacher guided activities.
24. Teacher is able to see children in all areas of room. 2
Comments:

sign in area is upfront of the center. define centers along with a cozy area for alone time.

7
 Outdoor space
25. Equipment designed for age and abilities of children using it. 2
26. Teacher is attentive to children during outdoor time and promotes their exploration and discovery. 2
Comments:

age appropriate equipment available outdoors along with movable toys stored indoors.

COMPETENCY 6. Develop activity plans that promote child development and learning.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
All criteria may not be observed during the visit. Refer to student documentation for items not observed. examples or partial this criterion
evidence
Daily Schedule- predictable, yet flexible
1. Posted in room 2
2. Provides time and support for transitions 2
3. Includes both indoor and outdoor experiences – with outdoor play scheduled at least twice each day 2
4. Incorporates time for play, creative expression, large group, small group, and child-initiated 2
activities.
Comments:

50 min of free play scheduled -adapted to what children were feeling that day.

8
Health and Physical Development
5. Teacher provides varied opportunities and materials that support fine-motor development. 2
6. Teacher provides varied opportunities and materials that support large-motor experiences that 2
stimulate a variety of skills, that range from familiar to new and challenging, enhance sensory-motor
integration, and development of controlled movement (balance, strength, coordination) and enable
children with varying abilities to have large motor experiences similar to those of their peers (if
present in room) – meeting YoungStar criteria for a minimum of 60 minutes of physical activity daily.
7. Teacher leads varied opportunities to help children learn physical games with rules and structure, 2
stimulate a variety of skills, enhance sensory-motor integration and development of controlled
movement (balance, strength, coordination) – meeting YoungStar criteria for 15 minutes of teacher-
led activities.
Comments:
was too cold to go outdoors-children went to large motor area for morning recess. also had a dance party

Social and Emotional Development (See Competency 9 for related criteria)

8. Teacher plans varied opportunities for children to recognize and name their own and other’s 2
feelings.
9. Teacher plans varied opportunities for children to practice regulation of their emotions, behavior and 2
attention.
Comments:

name tags on table/asked if friends were sad and what they were feeling.

9
Language Development and Communication
10. Teacher plans varied opportunities for children to develop communication and vocabulary by 2
responding to questions, communicating needs, thoughts, and experiences, describing things and
events, conversations, and experiences such as field trips.
11. Teacher supports the development and maintenance of the child’s home language whenever 2
possible. (Use of familiar words, terms or phrases in child’s language, opportunities for child to see
language in print, etc.)
12. Teacher provides opportunities for children to become familiar with print by making print 2
accessible throughout the classroom. Items belonging to a child are labeled with his 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. 2
14. Teacher provides children with varied opportunities with books by reading books in an engaging 2
manner in group or individualized settings at least twice a day in full-day programs and at least
once daily in half-day programs. Teacher engages in conversations that help children understand
the content of the book.
15. Teacher allows children to explore books on their own and provides places that are conducive to the 2
quiet enjoyment of books. Children have access to various types of books, including
storybooks, factual books, books with rhymes, alphabet books, and wordless books.
16. Teacher provides children with multiple and varied opportunities to write. Writing materials and 2
activities are readily available in art, dramatic play, and other learning centers. Children are given
the support they need to write on their own, including access to the alphabet (e.g., displayed at eye
level 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 2
is used in daily life. Children have daily opportunities to write or dictate their ideas. Children are
provided needed assistance in writing the words and messages they are trying to communicate.
Various types of writing are supported, including scribbling, letter-like marks, and developmental
spelling.
18. Teacher provides children with multiple and varied opportunities to develop phonological 2
awareness through encouragement to play with the sounds of language, including syllables, word
families, and phonemes, using rhymes, poems, songs, and finger plays, helping to identify
letters and the sounds they represent, to recognize and produce words that have the same

10
 beginning or ending sounds, and supporting children’s self-initiated efforts to write letters that
represent the sounds of words.
Comments:
Children invited to participate in an informal circle time-songs books and flashcards.

Approaches to Learning
19. Teacher plans varied opportunities for children to develop a sense of competence and positive 2
attitudes toward learning, such as persistence, engagement, curiosity, and mastery.
20. Teacher provides children with varied opportunities to gain an appreciation of, and to learn new 2
concepts and vocabulary, and express themselves creatively in ways that reflect diversity through
art, music, drama and dance activities.
21. Teacher provides a variety of art tools that are accessible to children to choose freely as well as 2
during adult guided activities to develop and widen their repertoire of skills that support artistic
expression.
Comments:

art is available at all times-blank paper-paint-markers-crayons

Cognition and General Knowledge

22. Teacher provides children with varied opportunities and materials to explore math concepts such as 1
size, shape, color, patterns, quantity, measurement, number awareness, counting, and time.
23. Teacher provides children with varied opportunities and materials to explore science principles and 1
concepts such as observation and investigation of the natural world, living and non-living things,
weather, seasons, the five senses, properties of matter and materials (sink/float,
liquids/solids/gasses, etc.), light and shadows, geologic features, etc. Children are encouraged to
think, question, reason about observed phenomena, collect data and represent and document
findings.
24. Developmentally appropriate use of technology in the classroom such as media such as television, 2
film, videotapes, and audiotapes is limited. (Limited/no use of TV, video, etc. and developmentally
appropriate access to computers are reported and observed.)
Comments:

11
 more math items are needed-some are available there is not tv but a tablet is used for music.

COMPETENCY 7. Document children’s behavior.

2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
1. Teacher regularly talks and listens to children as well as observes them to assess their strengths 1
and needs to inform curriculum and individualize teaching. (Conducts regular observations of
each child through written observations, notes, analysis, etc.)
2. Teacher gathers information from families on their observations of their child’s behavior at home 1
to contribute to the assessment process.
3. Teachers notice patterns in children’s challenging behaviors to provide thoughtful, consistent, 1
and individualized responses. (Regular observations are conducted of children exhibiting
challenging behaviors to gain insight into contributing factors.)
Comments:
observations need to be more regular.

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

2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
All criteria may not be observed during the visit. Refer to student documentation for items not observed. examples or partial this criterion
evidence

12
 1. When dealing with challenging child behavior, teacher assesses the function of the child’s 2
behavior through observation and analysis.
2. When dealing with challenging child behavior, teacher gathers input from child’s family on 2
behavior and goals.
3. Teacher responds to child’s challenging behavior in a way that recognizes child’s temperament, 2
abilities, home life and progress (Refer to teacher’s self-evaluation for examples and observe to
confirm no evidence to the contrary)
4. Rather than focus solely on reducing the challenging behavior, teacher focuses on teaching the 2
child social, communication, and emotional regulation skills and using environmental modifications,
activity modifications, adult or peer support, and other teaching strategies to support the child’s
appropriate behavior. (Example is observed or provided of a specific situation, and teacher
demonstrates understanding of how the room environment and child’s level of social skills
contributes to behavior.)
Comments:

sat with a child having some feelings-used soothing voice and touches. Amanda has talked with the parents about the behavior and what they
do at home.

COMPETENCY 9. Practice positive guidance strategies.

2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
All criteria may not be observed during the visit. Refer to student documentation for items not observed. examples or partial this criterion
evidence
1. Teacher expresses warmth through behaviors such as physical affection, eye contact, tone of 2
voice, and smiles and create a positive emotional climate as reflected in behaviors such as frequent
social conversations, joint laughter, and affection. (Examples reported and observed.)
2. Teacher functions as a secure base for children, responding promptly in developmentally 2
appropriate ways to children’s positive initiations, negative emotions, and feelings of hurt and fear
by providing comfort, supports and assistance. (Examples reported and observed of teacher
offering comfort to child and children checking in for support and encouragement.)

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 3. Teacher establishes and conveys to children clear and consistent classroom rules and 2
expectations.
4. Teacher promotes pro-social behavior by interacting in a respectful manner with all staff and 2
children.
5. Teacher promotes pro-social behavior by modeling turn taking and sharing as well as caring 2
behaviors, and helping children negotiate their interactions with one another and with shared
materials.
6. Teacher promotes pro-social behavior by helping children use language to communicate their 2
needs and encouraging children to listen to one another, and encouraging and helping children
to provide comfort when others are sad or distressed.
7. Teacher assists children in resolving conflicts by helping them identify feelings, describe 2
problems, and try alternative solutions.
8. Teacher helps children manage their behavior by guiding and supporting children to persist when 2
frustrated, gain control of physical impulses, express negative emotions in ways that do not harm
others or themselves, and play cooperatively with other children.
9. Teacher never uses physical punishment. 2
10. Teacher never uses threats or derogatory remarks, and does not withhold or threaten to withhold 2
food as a form of discipline.
Comments:

explained hands are not for hitting hands are for.....

COMPETENCY 10. Examine the critical role of play.

2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
1. Teacher’s curriculum plans reflect an emphasis on play-based learning. 2
2. Teacher provides ample time for child-directed play and child choice of play materials. 2
3. Teacher joins children in learning centers during play/work time to extend and deepen children’s 2
learning and model play and prosocial skills.

14
 4. Teacher supports children’s social play skills by helping them enter into, sustain and enhance play 2
with peers.
Comments:

amanda moved from center to center interacting with the children.

COMPETENCY 11. Demonstrate responsible and ethical behavior as an early childhood education professional.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
1. Teacher adheres to state licensing regulations 2
2. Teacher demonstrates behaviors that align within NAEYC Code of Ethical Conduct, and acts as a 2
model and advocate for best practice in their program.
3. Teacher communicates and cooperates respectfully with co-workers and functions smoothly as a 2
team to meet child and family needs. Evidence of shared planning or decision making in classroom
activities and/or program practices. FCC providers balance needs of program with needs of own
family.
Comments:
respectful

COMPETENCY 12. Implement effective teaching strategies to promote the development and learning of children age 3-5.
Criteria are incorporated into the previous competencies. Note in comment section overall impressions of teaching strategies
demonstrated during observation.
Comments:

15
Amanda's teaching strategies are very to the point and play based. The children are free to do what they would like to do with in reason and
seek Amanda out if help is needed.

Number of Points Possible Total Score

Competency
Items for Competency for
Competency
1. Implement strategies that support diversity and anti-bias perspectives when working 6 12 11
with children, families and community.

2. Follow governmental regulations and professional standards as they apply to health, 12 24 23

safety, and nutrition.

3. Analyze social, cultural and economic influences on child development. 6 12 11

4. Analyze the development of children age three though age five. 4 8 6

5. Establish a developmentally appropriate environment. 26 52 50

46
6. Develop activity plans that promote child development and learning. 24 48

7. Analyze factors that affect the behavior of children. 3 6 3

8. Document children’s behavior. 4 8 8

9. Practice positive guidance strategies. 10 20 20

16
10. Examine the critical role of play. 4 8 8

11. Demonstrate responsible and ethical behavior as an early childhood education 3 6 6

professional.

12. Implement effective teaching strategies to promote the development and learning of 0 0 0
children age 3-5.

TOTAL SCORE: 204 192

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