Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation

Student Name _____________________________________________

The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria to demonstrate alignment with the Standards and to familiarize the
student with this national accreditation process.
Complete the self-evaluation, including descriptions of behaviors and/or situations that illustrate how you meet the criteria. Give examples of
situations that illustrate you are applying each criterion, giving a thorough description of the situation and how your response meets the criterion. The
spaces will expand as you type in them. Attach documents as needed.

COMPETENCY 2. Analyze and support development of infants and toddlers (birth to 36 months).
Supports language development
1. Give examples of situations where you responded to each child using simple and appropriate language, expanding on childs vocalizations,
words and questions. When a child is pulling anothers hair by telling the child no, no, we use soft touchs
2. Give examples of situations where you helped children understand spoken language by using pictures, familiar objects, body language and
physical cues.
When I tell a child soft touches, I take their hand and guide them with their hand on the other child and repeat soft touches, we are nice to our
friends.

3. Give an example of a situation where you described things and events to each child as child experiences them - used parallel talk.
When I do art, I take one at a time and talk about how the materials feel
4. Give an example of a situation where you described your actions, thoughts and experiences during interactions with children - used selftalk.
When a child throws a toy or hits me I saw in a sad tone of voice saying that hurts me when you hit me. We need to be nice and once again
guiding their hand on my arm
5. Give examples of situations where you provided a variety of opportunities to develop vocabulary through books, experiences, field
trips/walks and conversations.
I like to read books that have the colors in English and also in Spanish or other languages. I also have a soft toy for my infants that have all
different types of languages on it for the word Happy

6. Give examples of situations where you provided opportunities to communicate with each child in language their family uses or understands
- use of some words in familys home language, or are familiar with names or terms used for items like childs blanket or pacifier.
I had a family that used to call their pacifier a boom so when I would talk to the child I would refer the pacifier as a boom.

Observes and assesses development

7. Describe how you use different observation tools or methods to document child activities and skills provide samples of completed
observations and explain the observation tools and how you use them.
When I observe a child Ill make little notes on posted notes with name of the child, date, time the child did something. I also initial
The bottom and code it from the assessment forms I use.

8. Describe how you use observations to interpret and assess each childs development do you use a developmental checklist or other
assessment tool? How often? Do you use an informal method of remembering and considering childrens abilities and interests? Do you
set goals for each child?
I have an assessment forms for each child and I observe the child and fill out in dates what the child is developing on or is advanced on.

9. Describe how your observations are used to modify curriculum, environment and your interactions give examples of activities planned to
meet observed interests of the infant/toddlers.
For my infants a lot of the goals are tummy time, I want the children to learn how to build their strength, so when it does come to rolling/crawling
their body is ready to do so.

Additional criteria for self-assessment that are not on Observation Checklist:

Describe some warning signs you look for that would indicate a child has a developmental delay or concern.
Is by not using their motor skills, not babbling or talking, and no hand and eye coordination
Give examples of interactions you have with infants or toddlers to aid in assessing child abilities and needs.

Supports Social-Emotional Development

Give examples of situations where you:
were attentive and responsive to an infant or toddler
I was responsive by scooping a goldfish from a toddlers mouth when the child was choking.
facilitated a childs social competence
I observed two toddlers interacting with each other while playing with a kitchen set.

facilitated a childs ability to learn through interacting with others

I saw a child copy another childs way of playing. Ex. I saw them throw a ball so that kid threw the ball back.

helped a child recognize and name their own feelings and others feelings
When a child cried out on the playground, I saw that they couldnt get their shoe on so I explained to them to use their words like
help
helped a child learn the skills needed to regulate their emotions, behavior, and attention
When a child cried because they were upset another child took their toy from them, are you upset? when they said yes, I explained
they should use their words and tell their friends that you dont like that.
helped a child develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and
mastery After working on using utensils, one child used one during meal time and did a great job with it. I made sure to specifically use that
childs and I told them that I was very proud of them.

Promotes Physical Development

Give examples of how you prepare the environment to offer movement challenges and support childrens emerging physical skills in ways
that allows them to:

move freely
I dont have any swings, bouncer chairs or anything down those lines. The infants in my class are always on the floor. I feel like they
learn better that way, and when they are ready to move around they arent locked up in anything and are able to move freely.

achieve mastery of their bodies through self-initiated movement

The infants work a lot on tummy time. This helps them with holding their heads up and getting comfortable with their body weight

practice emerging skills in coordination, movement and balance

When a child is ready to sit up in my class I make sure I have a boppy pillow and sits around them and I make sure either me or my
support teacher sits by the child so nothing happens with that child.

work on perceptual-motor integration