Megan Grable

ECED 330
June 6, 2019
Professional Standards and Competencies for Early Childhood Educators
Self-Assessment

Selected competencies from NAEYC Standard 2 How often do you demonstrate this
competency now?
Standard 2a. Knowing about, understanding, and Not at Rarely Someti Often Very
all mes Often
valuing the diversity of families and communities
Understanding that each family is unique X
Knowledge of family theory and research X
Knowledge of the ways that socioeconomics, family
structures, relationships, stressors, adversity, and
supports impact children’s lives
Understanding of the ways home languages, cultural X
values, and ethnicities create the context for
children’s lives
Affirmation and respect of families’ cultures X
Affirmation and respect of families’ languages (and X
dialects)
Respect for various family structures (e.g, single- X
parent homes, LBTQIA families, etc)
Understanding of how your own biases around X
family structures may impact relationships,
instructional decisions, and interactions with
children and families
Understanding of how your own biases around X
culture and language may impact relationships,
instructional decisions, and interactions with
children and families

Standard 2b. Knowing how to support and engage Not at Rarely Someti Often Very
all mes Often
families and communities through respectful,
reciprocal relationships
Recognize that families are partners in their X
children’s learning and development
Initiate and maintain relationships that take families’ X
preference, values and goals into account
Learn about families’ languages
Learn about families’ cultures
Honor families’ strengths
Respect families’ expectations
Respect families’ values
Honor families’ childrearing practices
Use technology-mediated communication and
engagement strategies that are TWO-WAY

Standard 2c. Engaging as partners with families in Not at Rarely Some- Often Very
all times Often
young children’s development and learning
Engage families as resources for insight into their X
children
Draw on families’ funds of knowledge to select X
learning materials
Draw on families’ funds of knowledge to design X
learning environments
Consider families’ childrearing practices when X
developing schedules and routines
Build on families’ funds of knowledge when X
designing and implementing learning experiences

REFLECTION ON NAEYC STANDARD 2:

STRENGTHS related to Standard 2:

I think I do a good job of being as respectful of another person’s culture and beliefs as possible. I
like to use cultural humility to allow others the space to express themselves when they would like
to. I also try to take other opinions into account when it comes to lessons and activities. I try to be
as reflective as possible when looking at my own biases around culture and family structures,
particularly when they differ from my own.

AREAS FOR GROWTH related to Standard 2:

The area for growth that I have for this section is definitely having parent input and inciting their
opinions. While I try to be as respectful and would like to honor other cultures as much as I can, I
am not as skilled at having more in-depth conversations with others, particularly around culture
and asking the right questions to get their opinions and views reflected in the classroom when it
comes to classroom materials and designing the learning environment. I think that I will try and
place things in the classroom if I know what they are, but the conversations that need to occur to
get those conversations started are not my strong suit.

Selected competencies from NAEYC Standard 4: How often do you demonstrate this
Developmentally, Culturally, and Linguistically competency now?
Appropriate Teaching Practices
Standard 4a. Understanding positive, supporting Not at Rarely Someti Often Very
all mes Often
relationships, and interactions as the foundation of
their work with young children
The knowledge that children and families are X
inextricably intertwined
Understanding that each child brings his or her own X
funds of knowledge to the early learning setting
Understanding that each child brings his or her own X
culture(s) to the early learning setting

Standard 4b. Using knowledge of differentiate Not at Rarely Some- Often Very
all times Often
instruction in early learning settings
Knowledge that teaching strategies should reflect X
the family contexts in which children live
Understanding that instruction should be X
differentiated based on individual children’s needs

Standard 4c. Using a broad repertoire of Not at Rarely Some- Often Very
all times Often
developmentally appropriate, culturally and
linguistically relevant, and evidence-based teaching
approaches that reflect universal design for
learning principles
Select materials for the indoor and outdoor X
environments that authentically represent children’s
cultures
Consider children’s cultures when developing X
schedules and routines
Design and implement learning experiences that X
draw on children’s cultures
Select materials for the indoor and outdoor X
environments that represent children’s languages
Use teaching strategies that foster home and second X
language acquisition

Standard 4d. Developing and sustaining reflective, Not at Rarely Some- Often Very
all times Often
responsive, and intentional practice
Make intentional, professional judgements based on X
knowledge of the social and cultural contexts in
which children live
Consider implicit bias in the early learning setting X
Reflect on their own biases as they work to provide X
effective for supports for each and every child
Consider equity in the early learning setting X
REFLECTION ON NAEYC STANDARD 4:

STRENGTHS related to Standard 4:

 I try to factor in the individual child and their needs when making decisions about my practices.
For instance, if I know that a child comes from a background where children are expected to
not speak as much, I will allow for more time and space for the child to speak when he wants
to, as well as not have the expectation that the child will be as talkative.
I have a good understanding that children and their families are connected. We must factor in
many things from the whole family when we are learning about the needs of a child. Parents
are the child’s first teachers and the foundation for how they grow is based upon.

AREAS FOR GROWTH related to Standard 4:

I don’t feel as confident in designing and implementing learning experiences that I am not yet
familiar with. It may be in part of a worry that I don’t want to do a “tourist approach” to their
culture and therefore not as sure about the ways to ingrain it into the daily routines and
activities.
I am also less confident in my ability to select materials that reflect the child’s languages. This is
in part not having a firm understanding of all the cultures out there to adapt what I’m doing to
reflect it in a meaningful way.

California Early Childhood Educator Competency Not at Rarely Some- Often Very
all times Often
Area: Dual Language Development
Work with colleagues to create various opportunities X
for young dual language learners (DLLs) and their
families to participate throughout the day
Incorporate practices that honor the home language X
as a vital foundation for English-language
development
Implement learning experiences designed to X
facilitate English language development
Use a range of strategies to support young DLLs X
Communicate with families about support strategies X
for young DLLs.
Provide a variety of learning experiences that X
encourage children to play with language in the
home language and in English
Communicate with families about children’s literacy X
experiences at home and in the early learning setting
Assess DLLs knowledge and skills in language and X
literacy in both the home language and in English
Communicate with families about the value of X
assessment and its role in supporting children’s
learning and development
Observe DLLs in a variety of physical and social X
contexts
Solicit input about DLLs’ learning and development X
 from families
Engage families to learn about specific linguistic and X
cultural experiences of DLLs
Acknowledge that DLLs bring diverse cultural and X
linguistic experiences, even if they share a home
language

REFLECTION ON CA Early Childhood Educator (ECE) Competency Area: Dual Language

Development:

STRENGTHS related to the Dual Language Development Competency Area:

One skill that I feel particularly proficient in is the implementations of learning experiences to
facilitate English language development. I feel that I am good at this because in the beginning all
children are learning languages, so the type of practices that will teach a DLL English at the age of 2
are the same practices that will teach a native English speaker. Literacy and language are areas that I
feel a special affinity for and I enjoy the implementation of these activities to support this area
especially.
I also think I have a good understanding of the importance of assessments and evaluations and I can
explain it to the parents in a competent way, explaining what they are, what they are used for and
what the data will ultimately show us about the child as well as improve our teaching practices.

AREAS FOR GROWTH related to the Dual Language Development Competency Area:
As I mentioned before, I am not as comfortable eliciting conversations from parents. I don’t have as
much of a comfort level with the idea of soliciting input about DLL cultural and linguistic
experiences. Having those conversations where I am not as confident can be difficult for me.
In addition, having conversations about the child’s learning development, when I am not as familiar
with the impact that being a DLL would have is still an area where my confidence would not be as
strong and therefore I would be less apt to feel comfortable in that conversation.