NAEYC Standard 4-Using Developmentally Effective Approaches to Connect Children and

Families
Title of the Artifact: Observation #3 video 1 video 2
Description of Artifact: During ECED 399 I was required to teach and reflect upon three
lessons for my University Supervisor. We were required to record our self’s teaching our lesson
plan’s and submitting two ten-minute videos for each.
Key Element: 4a- Understand and demonstrate positive, caring, supportive relationships and
interactions as the foundation of early childhood educators’ work with young children.
How does the artifact demonstrate your competence in this area?
Although, completing my practicum class was a challenge more that usually it would be. I was
virtual while the children were in the classroom with their teacher. My first couple of day of
completing my hours I was more of a bystander and observing because the children were shy and
not really interacting with me which is understanding. I was a stranger on a screen. First couple
of day, I just observed and took notes of what the children were interest, I looked at what their
likes were, and what they played with. I looked at how they interacted with their teacher’s. I
listened to the conversations going on.
I’d ask the teacher in the classroom to move me around through my hours in the class to get a
chance to interact with all children. I’d be put into each child’s individual area. Due to Covid
restriction children are in designed area that are label. Using everything I had seen, heard, and
gathered I inserted myself into the children’s choice time activities. I’d ask what they were
doing, what they were thinking, how they were feeling and I’d join in on what they were doing
and we would conversate. Example of activities would be if the child was playing with
playdough, slime, drawing, or painting I’d be doing the same thing.
After that I started forming positive relationships with the children. Children would ask to get
time with me, we’d smile and laugh. Because of the relationships I have formed with the children
when I’d implement my lesson plans, I was able to keep the children interest, engaged and
participating. The third lesson plan I implemented was on social-emotional development. This
activity involved talking about different emotions and acting out facial expressions. Due to the
positive, supportive relationships I had formed with the children they were comfortable recall
back to different time they felt happy, sad, mad etc. and sharing it with me. During the activity
game itself we’d make the facial expression and guess which one we were doing. I conducted
my lesson plan on a one-on- one basis. So, this video is of one child and how the lesson plan
went. It is in Spanish due to the child only understanding Spanish.

Title of the Artifact: Early Childhood Practicum Observation Form: Observation # 3

Description of Artifact: This artifact was produced and uploaded to Live Text by my university
supervisor as part of my evaluation of my teaching for my third lesson plan.
Key Element: 4b- Understand and use teaching skills that are responsive to the learning
trajectories of young children and to the needs of each child, recognizing that differentiating
instruction, incorporating play as a core teaching practice, and supporting the development of
executive function skills are critical for young children.
How does the artifact demonstrate your competence in this area?
In ECED 399 while completing my hours I had to implement 3 lesson plans and record six 10-
minute video, two per lesson of me teaching the lesson. This artifact is the evaluation of my third
lesson plan that shows my competence in this key element stated by my university supervisor.
“Marcela used scaffolding to support the Dual Language Learner by providing a book that
demonstrated emotions with pictures in a playful manner. Each emotion the monster was
expressing was reviewed in a brief discussion and the English vocabulary was provided and
repeated for practice. The chosen story supported the child's natural interest in playful activities
and literature” (Loukatos, 2021, p. 1).
My third lesson plan was on language and literacy and social-emotional development. I read
“Glad Monster, Sad Monster.” Afterwards we played a game to follow along with the theme of
the book identify and talking about the different emotions. Before reading the words on each
page of book I’d ask “How do you think the yellow monster feels?” as I’d show the pictures on
the page. After the hearing the child’s response I’d ask “why do you think that?” After the book
we played “Guess how I feel” with emotion cards. While the playing the game, we went over the
different emotions on each card and Identified each. Then, we’d take turns picking a card and
making the facial expression and the other would guess. After guessing and identify the emotion,
we’d share a time we felt that feeling. The child in the video I submitted was a English language
learner. So, I read the story in the child’s home language which was in Spanish. While reading I
would also incorporate the English word of the feeling and have the child repeat it after me.
During the activity game I did the same used Spanish and English. Loukatos (2021) also stated,
“The lesson focused both on ELD Vocabulary development as well s understanding of the
concept of emotions. Marcela used conversation to discuss how the monsters were feeling along
with asking open-ended questions. The child was provided the Spanish vocabulary to understand
the emotion concept and English vocabulary word for the emotion” (p. 1).
I was very proud of myself after implementing this lesson although it didn’t go full as planned.
But, I still managed to get the child to accomplish the objectives of the lesson. “Throughout the
lesson the child and Marcela were engaged using effective questioning, hands-on opportunities,
active listening and participation, as well as emotion cards as a type of organizer. Marcela shared
the interest of the child and responded enthusiastically during the activity. Although the game
changed, clear instructions had been provided” (Loukatos, 2021, p. 1).
Reference:
Loukatos, Debra. "Early Childhood Practicum Observation Form: Observation #3." 26 Feb.
2021. Web. 18 Apr. 2021.

Title of the Artifact: My Ideal ECE Environment

Description of Artifact: I completed this assignment/presentation in my ECED 398. This
assignment demonstrates my ability to plan environments, activities, and experiences that are
developmentally, culturally, and linguistically appropriate and engaging for children. Since the
environment plays an important role in children’s learning as a third teacher (Zvalo-Martyn).
Key Element: 4c- Use a broad repertoire of developmentally appropriate, culturally and
linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the
principles of universal design for learning.
How does the artifact demonstrate your competence in this area?
This artifact demonstrated my competence in key element 4c because I had to come up with 2
outcomes and find 6 teaching skills/ strategies that were developmentally appropriate, culturally
and linguistically relevant, and evidence-based the supported the environment in two child
development domains. The two domains of development I focused on were physical
development and Language & Literacy. For Physical development, I chose this area to develop
and improvement because I felt there were opportunities of learning experiences being missed in
this area of development. I Like I had previously stated in my ideal ece environment assignment,
“due to Covid guidelines children are designated to specific areas of the classroom and
are not allowed to freely move around the class from area to area like they would of been
able to in a regular classroom setting. The children are missing out on indoor gross motor
opportunities to explore and develop the skills. “To ensure that children gain the basic
physical skills they need, adults plan movement experiences and structure physical
activities that introduce a range of movement options (Epstein, 2014, p.65)” (Franco,
2021, s. 12)
The strategies I came up with were an indoor, outdoor and schedule change. For the outdoor
strategy I chose a teacher facilitated approach teachers would build a obstacle course and/or
suggest to play other sports outside as an activity to develop their arm and leg muscles as well as
their muscular endurance. While providing evidence that the strategy supports it. For the
schedule change and outdoor strategy, I took a teacher-guided/ role-modeling/ child lead
approach. I added/ embed a Ms. Marcela group time to the schedule where we stretched, danced,
and exercised. I was involved with them.
Reference:

Zvalo-Martyn, Julianne. "Week 7 My IDEAL Ece Environment." Web. 28 Mar. 2021.

Franco, Marcela. “Week 7 My IDEAL Ece Environment.” Web. 2021