Wisconsin Preschool Credential

Capstone Checklist Self Evaluation Student Name __Tammi Greenwood___________________________________________

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 1. Implement strategies that support diversity and anti-bias perspectives when working with children, families and
community.
Strategies to counter bias in child attitudes and behavior
1. Give examples of situations that show you treat all children with equal respect and consideration.
I had a situation with a little girl who was playing in the dramatic play area with another little girl dress up. One of the little girls said Im a
princess and was twirling herself around laughing. The other child told her that princesses are not black skin, only white. This made the other
child cry. I spoke with the other child about her comment and told her that princesses can come in any shade. She looked shocked and said
really. I told her yes, and that she should apologize and told the other little girl that she was a beautiful princess. Then they went back to playing
princesses together. Then I said, you are both beautiful princesses.

Ideas for implementing anti-bias practice:

Talk about your own experiences- Begin with yourself, tell a story of when you were discriminated against, how you felt, how you
resolved the issue, and invite the children to make comments. You can guide them to imagine how they would have felt in such a
situation, how they would have responded, what they would have expected the outcome to be.
Help put rejection in perspective- Remind your child of times he or she has been angry with parents, friends, or siblings how were
these situations resolved?
Find examples that children can relate to- Gender roles (including men and women in nontraditional roles, racial and cultural
backgrounds (e.g., people of color in leadership positions), Capabilities (people with disabilities doing activities familiar to children),
Family lifestyles (varieties of family composition and activities)
Foster friendships in a variety of settings. Introduce the children to any activity that gives them an opportunity to create another social
group and learn new skills.
Model inclusive behavior. Expose the children to situations in which they can observe you practicing anti-bias.
2. Give examples of situations where you offer activities and talk to children to build positive self-identity and valuing of differences in children.

The activities I do to build self-identity and valuing of differences are:

Skin-Color Match-Ups- I set out a number of nylon knee-high stockings in various shades, tan, black, white, pink, yellow, and red. Encourage
children to try them on their hands and arms or their legs and feet. I ask questions to help the children increase their awareness of skin color.
For example, "Can you find a stocking that is the same color as your skin?" Or "What color is that stocking you have on your arm?" Ask the
children to "Try the _________ stocking. Is it lighter or darker than your own skin?" Tell the children no one's skin color is really white, pink,
yellow, or red. Emphasize that skin-color differences are interesting and desirable.

Music and Dance I teach the children songs and dances from different nations of the world. Children will begin to see that all people like to
sing and dance, but every group has its own special ways of doing it. Talk with the children about how different music sounds: loud, soft, fast, or
slow. Listen for the different instruments.

3. Give examples of situations where you are aware of and avoid using stereotypes in language references firefighter instead of fireman, etc.
I avoid saying things like That is a mailman instead I would say Mail carrier Policeman instead- Police Officer
4. Give an example of a situation where you did or would intervene when children might tease or reject others.

I remind them that we need to use kind words when talking to each other because we wouldnt want others to treat or talk to us in a mean way.
That it is not right to do those things.

Strategies to counter bias in materials and adult attitudes and behavior

5. Describe the materials you have provided in your environment to address a range of diversity (dolls, play props, books, pictures, posters,
play food, clothing items, etc.)
There is multi-cultural play foods and baby dolls in the dramatic play area for the children to play with and also in the block center we have
play people figures of different races that represent both genders. There are a few books with multi-cultural images in the reading area for
children to look at also.

Explain how the materials reflect the lives of the children and families in your program 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. Give some examples of what you would consider to be stereotypical language or bias toward or against a child or group, and how you might
respond if you saw or heard these from adults or children in your classroom.

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COMPETENCY 2. Follow governmental regulations and professional standards as they apply to health, safety, and nutrition.
1. Describe how you supervise children adequately by positioning self to see as many children as possible, how you are aware of
childrens location at all times, how you monitor by sound when children may be out of visual range (as when using the toilet, etc.).

I monitor the children by walking around them and doing counts of how many I have and making sure I dont have my back to them. Its
important to arrange the furniture in a safe way to avoid accidents from happening also.

Describe the child tracking procedures you use when moving from one location to another (as in when going from classroom to outdoor play
area).

I have my sign in and out log clip for when we are in the classroom to keep track of who is coming and going and who is here at the time and
also a white board that I put the number of children on. When we go out in the hallway for restroom breaks and anytime we are out of the room
on any occasion such as fieldtrips, walks, etc. the sign in and out sheet is with us at all times. Also right before we make it outside I and my co
teacher have the children sit down and we recount them and make sure when we go out anywhere there is a teacher in the front of children and
a teacher behind the children.

2. Describe your use of proper hand-washing procedures list the times when you wash your own hands and when you assist children in
washing their hands.
I wash my hands right away when I enter the classroom and the same goes for the children.
Art activity wash hands after
Sensory/Water table-wash hands before and after
Bathroom- wash hands
Wiping nose- Teacher/student wash hands
Emptying garbage- wash hands
Preparing food-wash hands before and after
Hand Washing Procedures :
wet hands
Soap
Wash for 20 seconds ( sing ABCs)
Rinse
Dry
Turn off water with paper towel

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3. Describe your schedule for cleaning and sanitizing furnishings and equipment.

When toys, cots, and other equipment become soiled, they must be cleaned. Eating surfaces are to be cleaned and sanitized before and after
each use. Bathrooms and fixtures are kept in sanitary condition at all times. We use a sanitizing solution utilized to disinfect classrooms and our
equipment.

4. Describe what it means to use standard precautions - including cleaning and sanitizing 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.
Standard precautions are a set of infection control practices used to prevent transmission of diseases that can be acquired by contact with
blood, body fluids, non-intact skin, and mucous membranes.

5. Describe your process for being aware of childrens special health care needs, nutrition needs or allergies, etc. Do you conduct daily
health checks as children arrive? Children in the center are offered nutritious meals and have positive mealtime experiences and good food
habits. Food is provided by center based on the amount of time children are present. The food is served at flexible intervals. A child cannot
go without food for more than 3 hours. The meal or snack meets U.S. Department of Agriculture Child Food Program minimum meal
requirements. Enough food is made for each meal, so that children can have seconds of vegetables or fruits, bread and milk. Menus are
posted for parents to see. If a child cant have certain foods based on their medical condition, they need to have written instructions from
their physician. All staff and cooks are informed about food allergies.
The childs information is added to the centers allergy and medical condition sheet which is posted and distributed to classrooms and
kitchen, so that the staff and cook are aware of any allergies.
Whenever a change in the childs behavior or appearance is noted while that child is in my care.
I look for changes in behavior of the child (such as lethargy or irritability) or in the appearance.
Skin rashes, itchy skin, and head lice.
Temperature check if the child seems ill.
Signs or symptoms of illness and injury (such as drainage from eyes, vomiting, diarrhea, cuts/lacerations, pain, or feeling ill).

6. Describe your process for administering medication or applying sunscreen or other products. What do you do to follow licensing
requirements for administering and logging?

The process I do before administering medication or applying sunscreen or other products is to make sure a written and signed
authorization by parent/guardian is on file and that authorization is valid only for the time instructed on the label. When
administering medicine I make sure it is in its original container and labeled with the childs name, dosage and administration
directions on it. This also includes sunscreen, cough drops, diaper cream and chap stick etc. The medication will be stored in a
separate container that is not accessible to children. When administering of medications, this should be written in the medical
log book and time given with name of child and amount given with the name of medication also.
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7. Give some examples of how you use care routines such as toileting, meal and nap routines as opportunities to build relationships,
language, concepts (food classification, nutrition, healthy living, manners, etc.) and to build childs self-awareness, social interaction
and self-help skills.
By developing their relationship skills by widening their social network, developing preferences and forming friendships
Providing opportunities for children to engage in storytelling, games, play and creative, hands-on experiences
Arranging opportunities for children to be involved in meaningful decision making (for example, discussing possible places to go for
an outing)
Giving children control over their environment and routines (for example, making choices around meal times and equipment)
Reflecting and discussing childrens experiences with them
Providing opportunities for independent and group problem solving

8. Describe what you do during meal/snack times. Do you sit with children and promote childrens feeding skills and social interactions?

All children are encouraged, but not forced, to try all of the food offered. All children are expected to sit at the table during meal and snack
times. The children are expected to speak with a conversational voice and stay at the table until they are excused by a staff person. The
teaching of and modeling of table manners are present at all meal and snack times. All meals are served and eaten with a staff member present
at the table. As part of the learning experience, serving styles may vary from time to time as in cafeteria style and family style.

9. Describe what you do to handle and serve food using proper safety precautions and sanitary techniques.

I wash my hands before and after serving food and make sure to keep all surfaces clean and organized. I keep all work areas clean and all
spills wiped up immediately .Also using clean utensils, serving dishes, plates etc. and wearing kitchen serving gloves when handling the food.

10. Describe your clean up routine how do you encourage children to participate in daily clean up and maintenance of the classroom?
I give the children a 5 minute warning to let them know when I ring the bell, that it is time to clean up and then when its time to put their things
away we sing our clean up song together.

Tune: ( Wheels on the Bus)

The clock on the wall says its clean up time.
Clean up time, clean up time.
The clock on the wall says its clean up time.
Lets put our toys away.

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 11. Describe your toileting routine how do you help children use the toilet following good health and hygiene practices?

I wear gloves when changing a diaper/pull up and when assisting with toileting needs. The diapers/pull-ups are disposed of in lined trash
containers. Soiled clothing is placed in a plastic bag and sent home. Soiled bedding is washed immediately in the washer/dryer.

12. Describe your nap time routine what do you do to follow licensing regulations and meet childrens need for rest? What do you do if a child
does not sleep at nap time?

Any child that is in attendance for more than four hours is required by the state to have a supervised rest period. All children under the age of
five are required to nap. Children that are five and up are required to rest for 30 minutes. After 30 minutes, if the child has not fallen asleep, the
child will be allowed to engage in quite activities.

COMPETENCY 3. Analyze social, cultural and economic influences on child development.

Strategies to understand and honor family culture
1. Describe your process for gathering information from families (during intake and ongoing) to 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.
We have an open door policy which they can visit anytime and also I talk to the parents at drop off and address them by their name and ask
questions regarding family, culture, religion etc. This helps me while planning lesson plans and activities. Having parents input is very
helpful for both me and the child.
What tools (such as enrollment forms, intake interviews, emails, phone calls, daily conversations, etc.) have you used?
I have written little notes to parents, made phone calls, and daily conversations at drop off and pick up times.

2. Describe your process for sharing information with families about teacher/program philosophy, curriculum, goals, and practices.
What tools and strategies (such as intake interviews, emails, phone calls, daily conversations, newsletters, bulletin boards, etc.) have you
used?
We do a monthly newsletter and put information on the parent board posted on the wall in classrooms.

3. Describe your process for establishing regular, effective two-way communication between families and teacher about childs needs,
adjustment, activities and progress.
What tools and strategies (such as informal conversations during arrival and departure, emails, phone calls, texts, newsletters, conferences,
etc.) have you used?

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 I have set up conferences to discuss how a child is doing in the classroom and also have set up talking on the phone with parents to come
up with a plan that would best meet the needs of their child and what progress that has been made so far with their child.

4. Describe the family involvement opportunities you provide in your classroom and/or the program. How do you make sure the
opportunities respect family needs and perspectives? How do the opportunities consider each familys interests and skills and the needs of
the program staff? I provided family involvement opportunities in my classroom to a Jewish family in my classroom who had certain beliefs
and different traditions practiced. I accommodated them with adjusting the lunch menu on certain things their children couldnt eat.
I also invited the family in to tell us and show us some things about their religion. The family brought in dreidels to show us and certain
foods they ate. We also invited other families to share their traditions as well.

Give some examples of how your daily interactions demonstrate knowledge of the children, childrens families, and the social,
linguistic, and cultural context in which the children live.
By valuing and accepting children and their families and communities while finding out about each others background, culture, and
traditions.
Involve children in decision making

5. Give some examples of how you plan activities that incorporate the social, linguistic, and cultural context in which the children live.

All children are encouraged to bring from home any artifact or items of interest to the center to share from their culture. Parents are also
encouraged to come and share a story, song, idea or activity from their culture.

COMPETENCY 4. Analyze the development of children age three through age five.
Strategies to observe, analyze and adapt to childrens development
1. Describe the assessment tools you use. How do you obtain information on all areas of childrens development and learning in each
domain? How do you use developmental checklists, screening tools, observations, child portfolios that are aligned with WMELS to analyze
and identify childs current level of development across domains?

I observe the children by watching them work and play without interfering in their activity. Also record any information on a piece of paper or
sticky note or take pictures or videos. I also add work samples to their portfolios.

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 2. Describe how you use what you know about childrens social relationships, interests, ideas, and skills to tailor learning opportunities for
groups and individuals. How do you analyze observations to guide you in planning for curriculum activities?

When I observe and take notes on children this helps me plan activities. I try to balance the lesson plan out based on the childs learning
level. If a child is struggling with cutting, I will have an activity based on that to help with such as cutting playdough. I keep track of every
child with a list that has what they need help with and also what they already know how to do.

3. Give examples of how you use your knowledge of individual children to modify strategies and materials to enhance childrens learning.
Describe a situation when you adapted an activity for different children based on their interests or reactions.
I create environments that meet individual needs.
I provide varied materials for different skill levels so all learners can achieve success.
Plan so time is flexible, and individual childrens needs are a priority.
Offer learning experiences in a variety of group settings, large, small and individual.
Screen and assess learning in multiple ways over time.
Identify when there is an exception to the normal pattern of development
Foster active, two-way communication with parents that develops partnerships and shared goals.

Adapted activity for different children: I planned an art activity for cutting up tissue paper and gluing it onto construction paper. I knew
some of the children enjoyed cutting and some were not able to cut so I gave them both choices of cutting or tearing the tissue paper and
using glue bottles or glue sticks to place the tissue paper on the construction paper.
4. Describe what you do to assess the developmental progress of each child across all domains and share information with childs family.
What do you do to track childs progress at regular intervals? How often do you have conferences with families to discuss their childs
development?
I track the childrens progress at regular intervals by using the child assessment portfolio to record and preserve important information about
the childs progress. With this I can continually watch, observe, and document. I have conferences twice a year with the parents.

COMPETENCY 5. Establish a developmentally appropriate environment.

Materials and equipment
1. Give examples of how your environment provides for childrens safety while being appropriately challenging in good repair, age
appropriate, addresses the range of abilities of children in room, no safety hazards, etc.

All staff have first aid and are AED certified. We take emergency contact forms whenever we go out. The center has a written plan in case of
fire, tornado, a missing child, or other emergency. An evacuation plan for fire and tornado drill are posted. Fire drill practice are done monthly
and tornado practice should are done the months of April through October. All staff members have knowledge of how to use an extinguisher.

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Fire extinguisher on the premises is in working condition at all times and inspected once a year by a professional. Each floor used by children
have at least 2 exits.

2. Give examples of how your environment is rich in variety to encourage exploration, experimentation, and discovery mix of open-ended
and self-correcting, cause & effect, sensory appeal, construction, dramatic play, etc.
I set up open ended centers in the classroom. The children are able to move from block center, dramatic play and the, art center freely. Open-
ended centers promote a variety of outcomes and options. It creates critical thinking and outcomes for the children.

3. Give examples of how your environment promotes sensory exploration, creative expression, and fine motor learning varying textures
and materials (not all plastic), sand, water, art materials, writing implements, and opportunities to practice a range of manipulative skills.

I make sure that the classroom has plenty of paper so that the children can create and use their fine motor skills by using markers, pencils,
crayons, and paints without giving them directions. When they are at the sensory table I put measuring materials in it for water, sand, yarn,
tissue paper, shaving cream etc. so they can create and feel the textures and let them be creative.

4. Give examples of how your environment promotes gross motor skill practice space and equipment to stimulate a variety of skills,
enhance sensory-motor integration, and develop controlled movement (balance, strength, coordination).

I incorporate a lot of ball play to encourage them to use their legs by running and kicking and throwing to each other in the activity room and
outside. Also tricycle pedaling to build the muscles too. We practice walking on the wooden balance beam that is on the activity room floor.

5. Give examples of how your environment promotes pretend play and interaction between children - promotes communication (toy phone)
and cooperation to operate (see-saw), and a variety of pretend play props, etc.

Imaginary play and role play usually involves verbal communication. When children engage in dramatic types of play they imitate the words they
have heard others say. Which ultimately develops vocabulary and language skills. My children often take the square blocks out of the block
center and use them for play phones.

6. Give examples of how your environment is organized with appropriate materials to support range of curriculum areas literacy,
science/discovery, construction, art, etc.
In my circle time area there are musical instruments and a variety of books that supports literacy. The science area have sorters bears with
sorting strips for learning that the children enjoy doing with one another which promotes communication. The dramatic play area has a big doll

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house which both gender play at and communicate verbally with each other. In the activity room there are play balls, parachutes, and hopscotch
carpet to promote cooperation skills.

7. Give examples of how your environment is arranged to support independent use low, open shelves, bins or baskets, etc. Do you have
picture/word labels so children know where to find and put away materials?

Some ways I create a literate environment in the whole classroom is by adding simple things to my circle time area such as charts with
classroom rules in print, job chart, days of the week and month, color and number charts, alphabet and numbers. Also in my library area I put
books in bins or on a labeled shelf. In my math center I have added number and letter stamps and pads, and books. With dramatic play area I
put my childrens art drawings, posters, books displayed on shelf and toy bins labeled. I try to add pictures of the kids art drawing or just pictures
of them doing things on some areas of the wall and a written description by it, so they can see the words in print. By adding things in print and
labeling to any area in the room can create a rich literate environment.
8. Give examples of how you rotate materials to reflect changing curriculum and to accommodate new interests and skill levels. Do you have
storage space in the center with materials to rotate into and out of room?
I rotate out certain books and toys on a monthly basis or whenever I see them getting bored with some of the materials. I try to bring in things
that interest them and still be of learning related. I take out books related to the season and certain objects that attain to it. We do have a
storage area accessible for all teachers to use and also prop boxes for themes.

9. Give examples of how you have or might add or adapt materials to accommodate a childs special needs.
Plan together. Parents, consultants, and caregivers need to set goals together. Ask to be a part of the team that develops and tracks
the child's Individualized Education Plan (IEP) so you can discuss activities, exercises, and supports needed to reach goals. Goals
should be simple and should match the abilities of the child. Always discuss ideas and plans with the family.
Modify toys and equipment.
Make small changes in your child care environment- A quiet, private space for play may help an overactive child. A child with poor
vision may benefit from an extra lamp in the play area. Removing a rug that slips will help a child who has trouble walking.

10. Give examples of how your environment has sufficient soft elements to provide comfort and responsiveness pillows, mats, couch, etc.

The classroom has a soft couch for sitting in the reading area with an alone zone across from it with big comfy pillows with a container labeled
books on the outside with an array of books. A big red soft circle time carpet is also available for the children to sit on and also soft dolls and
animals for the children to play with, when they want to.

11. Give examples of some play/learning materials that you created made from variety of found natural, or real materials, or created to
support curriculum topics.
The materials I have created in my classroom are my flannel board pieces,

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I have made two sets of drums out of coffee cans for children to play with. Also hand puppets out of craft sticks enough for each child in my
classroom to use. These learning materials are used during music time and circle time and when the children want to use them in their free
choice time.
12. Give examples of how the materials are in sufficient quantities to occupy every child in activities that meet his or her needs.
I make enough materials of the hand puppets to occupy twelve children in my classroom so that they wont have to wait to use them during
activity times. With the two sets of drums there are other musical instruments to go along with it to make it sufficient.

Indoor space
13. Give examples of how your environment has protected places for children to play individually- defensible spaces to be alone.

I created an alone zone house out of a heavy cardboard box, big enough for the child to be in to read a book, play with puzzles, a quiet toy, or
just to sit in an relax. Also I withdraw some chairs from the table to give extra space for children who want to do individual projects by
themselves.

14. Give examples of how your environment has places for children to play with peers spaces divided by low shelves for partner play, etc.

The centers are divided into sections, such as block, manipulatives, dramatic play, science, art, and library. The centers have low shelfs and child
size furniture for children to sit on. Also the centers are labeled with the name on the wall.

15. Give examples of how your environment has places for children to be all together large open rug area, tables and chairs to sit together
for meals, etc.

The environment has places for children to be all together with the room arraignment of the big open rug in circle time. The child size kitchen
table and chairs in the dramatic play area. Also the eating table we use for lunch, snack, manipulative play, art work, small groups and large
groups.

16. Give examples of how your environment has equipment such as tables and chairs that are sized to the children using them childrens
feet touch floor and table top is about mid chest height, climbers not too big or too small for children.
The furniture in my classroom is child size furniture that is located in dramatic play area .Where there is a child size square table with four chairs
that the children feet reach the floor while sitting in them. Also in the library center there is a low child size couch that the children use to sit on
when they are looking in books. The eating table is low enough to where the children feet touch the floor and the table top is mid chest.

17. Give examples of how your environment has space that is divided into areas that are supplied with materials organized to support play
and learning.

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Library/Circle time

1. Alphabet books
2. Counting (or number) books
3. CD player
4. Calendar
5. Magnetic letters and magnet boards
6. Puppets
7. Labels on shelf with pictures
8. Rhyming tubs (containers with multiple rhyming objects)
9. Alphabet pictures on wall
10. Flannel board stories
11. Center sign
12. Musical instruments

Writing/Art center

1. Mini chalk w/chalkboards

2. Letter stamps w/ stamp pad
3. Stencils
4. Dry erase board w/ dry erase markers
5. Colored markers
6. Crayons
7. Pencils
8. Paper
9. Magnadoodle
10. Playdough W/ Playdough tools
11. Water colors
12. Scissors

Manipulatives center

1. Board games
2. Basic skills board (puzzle, zipping, buckling, snapping, lacing and tying)
3. Unifix Cubes
4. Alpha Pops
5. Pattern block
6. Puzzles
7. Center sign
8. Pipe builders
9. Lacing cards
10. 3D Number
11. Legos
12. Number puzzle

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Block center

1. Traffic signs
2. Vehicles
3. Children's art work
4. Transportation books
5. Block play people (multicultural)
6. ABC blocks
7. Farm Animals
8. Animal sounds barn
9. ABC wall cards
10. Community garages
11. Wooden colored blocks
12. Center sign

Science center

1. balance scales
2. Sort a shape activity board
3. Magnifying glasses
4. Bear pattern strips
5. Ocean animals
6. Jungle animals
7. Science books
8. Magnetic discovery board
9. Dinosaurs
10. Science puzzles
11. Discovery wave bottles
12. Science poster

Dramatic Play

1. Dolls (multicultural)
2. Dress up clothes
3. Kitchenware
4. Play food
5. Stuffed animals
6. Purses
7. Telephone
8. Paper and pencils

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 9. Books
10. Baby doll clothes
11. Play hats
12. Menus

18. Give examples of how your environment has areas with pathways for children to move between areas without disturbing other children.

The furniture is arranged by areas to break up large, open spaces. Symbols are used to limit the number of children who play in an interest
area.
Examples: Block center is divided from dramatic play with a shelf in between with enough space for the children to enter in and go out of.
19. Give examples of how your environment has ways to moderate or minimize visual and auditory stimulation- window shades, curtains,
dimmers, sound absorbing materials, etc.
We have curtains that hang from the windows in the classroom that can be opened up. Also we have multiple light switches to dim or brighten
individual areas. There are rugs in the room to soften the sounds.

20. Give examples of how your environment has places for displaying childrens work artwork on walls or shelves, photos of activities, work
samples, etc.
The childrens art work is displayed on the walls inside the classroom and outside the classroom walls. Also above the art shelf are actual
pictures taken of the children doing their art displayed on the outside door.

21. Give examples of how your environment has defined spaces for families to sign in and out, gather information about childs day parent
info board with schedule posted, curriculum activities, parent pockets or bins for notes, daily care sheets, clipboards, child notebooks, place
to sit and write or for child to dress/undress, etc.
The sign in and out clipboard for families is right on top of the cubbies as they come in the door. Also there is a little basket in each cubby for
parents to pull out to see if any important papers are in there to take home. Above the cubbies is the parent information board so they can look
up at it as their bringing their child to their cubby to see whats on our lesson plans and what their child is eating for lunch etc.

22. Give examples of how your environment has individual space for each childs belongings - individual hooks for each childs
coat/backpack, a separate area to store extra clothing, children's things are individually stored to support organized access and
independence.
The cubbies in the classroom has two hooks inside each one for the children to hang their coats or jackets on. At the top of the cubbies is a
divider with a basket in it, to put important papers or art work in. The bottom of the cubbies has a divider with a plastic bin with a top on it to put
their extra clothes in for storage.

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 23. Does your room have comfortable adult sized places to sit while interacting with children during play, routines and teacher guided
activities? Describe them.

My room has two adult size chairs for sitting at the table with the children during activity time and lunch/snack times. In the circle time area is a
big rug to sit on with the children during reading or what activity we are doing at the time.

24. Are you able to see children in all areas of room? Describe how.
I am able to see the children at all times because we have low open shelves in the classroom so that we can see over or through them at all
times. Also Im walking around observing at all times too.

Outdoor space
25. Give examples of how your outdoor play space has equipment that is designed for age and abilities of children using it.

The playground is equipped with a two sided slide for children to go up and mulch is around and under it for padding. The playground also has a
divided area with grass for children to play ball or any running activity. There is also tricycles for them to ride on. Inside the gate of playground is
pavement for them to draw with chalk or bounce balls.

26. Give examples of situations that show you are attentive to children during outdoor and indoor time and promote their exploration and
discovery.

We look for natural opportunities for discovery and science. We notice the insects, animals, mud and natural materials on your playground and
when we go on our nature walks together. When we are in the inside we use the water/sand table to promote exploration and discovery.

COMPETENCY 6. Develop activity plans that promote child development and learning.
Daily Schedule- predictable, yet flexible
1. Where is your schedule posted in the room?
The daily schedule is posted over the children cubbies so that parent can see it and also the staff. The schedule for fieldtrips is posted on the
entrance door to the classroom.
2. Describe how your schedule provides time and support for transitions.
The schedule provides time and support for transitions because children are able to move individually from one area to another when they
complete an activity. Children are given a 5 minute warning before clean up time.

3. Does your schedule have indoor and outdoor experiences planned and provided daily as weather permits how often do you take the
children outside? What conditions prevent you from getting the children outside?

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The schedule for indoor and outdoor planned experiences is that we go outside twice in a day, 30 minutes, if weather permits. During the
summer months, we go outside as much as possible. We will consider the heat index of above 98-100 degrees to be excessive. During this time
children will remain indoors until the temperature drops. During inclement weather we go to our inside gym, which we call the activity room. We
have equipment in there they can use for large motor skills. During the cold months, children ages 0-2 will go outdoors if the temperature is 40
degrees or warmer. Children ages 3 and older will go outdoors if the temperature is 32 degrees or warmer. Wind chill will be taken into
consideration.

4. Describe how your schedule incorporates time for play, creative expression, large group, small group, and child-initiated activities.
My schedule incorporates time for play, creative expression, large group, small group, and child-initiated activities by planning activities for
the children according to their individual developmental level, allowing each child to learn at their own pace. The schedule is planned to
provide a flexible balance of active and quiet activities, individual and group activities, indoor and outdoor activities and age appropriate rest
periods.

Health and Physical Development

5. Give examples of how you provide varied opportunities and materials that support fine-motor development. List examples of the materials
you have available in the room.
Fine motor activities encourage the development of eye-hand coordination and help children practice the skills required to handle or manipulate
small objects with their fingers. Appropriate materials for fine motor activities for preschoolers includes: bead mazes, lacing cards, finger paints,
puzzles with knobs and large pieces, and sets of manipulatives with large pieces such as links and large wooden beads. This helps develop
various grasps. From palmer grasp to pincer grasp, and what sort of activities you can be providing to further enhance this grasp and help move
on to the next stage. When children have achieved the grasp of holding a pencil correctly, they may be ready to move onto pencil and paper
work.

6. Give examples of how you provide 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 children with varying abilities to have large motor experiences similar to those of their peers (if
present in room). How do you meet YoungStar criteria for a minimum of 60 minutes of physical activity daily?

Children have varied opportunities and are provided equipment to engage in 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 children with varying abilities to have large motor experiences similar to those of their peers such as: riding tricycles,
climbing up the steps to go up the slide, and running through the sprinkler during water play. These opportunities represent the outdoors as well
as most of the indoors.

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7. Give examples of how you lead varied opportunities to help children learn physical games with rules and structure, stimulate a variety of
skills, enhance sensory-motor integration and development of controlled movement (balance, strength, coordination. How do you meet
YoungStar criteria for 15 minutes of teacher-led activities?

Varied opportunities to help children learn physical games with rules and structure, stimulate a variety of skills, enhance sensory-motor
integration and development of controlled movement (balance, strength, coordination) are: games with rules and instructions such as
Simon Says, Hokey Pokey, and Mother May I etc. (this includes indoors and outdoors) And this meets YoungStar criteria of 15 minutes teacher
led activities.

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

8. Give examples of how you plan varied opportunities for children to recognize and name their own and others feelings.
Examples of planned varied opportunities for children to recognize and name their own and others feelings:
Photos of people with various emotional expression are displayed around the room.
Books about feelings are available in the book corner.
Making paper plate face craft of emotions.
Singing a feeling song- If youre happy and you know it
Draw attention to how a childs peer is feeling.
Label my own feelings.
Children are reinforced to use feeling words.

9. Give examples of how you plan varied opportunities for children to practice regulation of their emotions, behavior and attention.

Doing games and fun activities can be effective in promoting the ability to self-regulate for children who are struggling. Games that support
planning and problem solving, memory, attention, motor control, and sequencing can help kids develop the ability to self-regulate despite
challenging situations and circumstances. Calming techniques, self-awareness exercises, and mindfulness activities can also be effective in
supporting the development of self-regulation.
Games and Activities for Self-Regulation-
Red Light, Green Light
Simon says
Partner obstacle course
Duck Duck Goose
Freeze Tag
Partner Painting
Hide and Seek
Musical Chairs
Parachute Play

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 Dancing

Language Development and Communication

10. Give examples of how you plan 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.
At circle time, I ask each child how was their weekend, what did they do, or what they liked about our fieldtrips. I have opportunities for self-help
by doing family style dining. The children ask others to pass the food or discuss what we did for the morning. The children put away their plates
after being excused from the table and brush their teeth.

11. Give examples of how you support the development and maintenance of the childs home language whenever possible. Do you try to
learn familiar words, terms or phrases in childs language? Do you have opportunities for children to see language in print?
I have only had English or Spanish speaking children. I have the shelves, walls, and everyday objects around the room labeled with both
Spanish and English words and the picture.

12. Give examples of how you provide opportunities for children to become familiar with print by making print accessible throughout the
classroom. Are items belonging to a child are labeled with his or her name? Are materials labeled? Do you have print posters to describe
some rules and routines?
Some ways I create a literate environment in the whole classroom is by adding simple things to my circle time area such as charts with
classroom rules in print, job chart, days of the week and month, color and number charts, alphabet and numbers. Also in my library area I put
books in bins or on a labeled shelf. In my math center I have added number and letter stamps and pads, and books. With dramatic play area I
put my childrens art drawings, posters, books displayed on shelf and toy bins labeled. I try to add pictures of the kids art drawing or just pictures
of them doing things on some arear of the wall and a written description by it, so they can see the words in print. The childrens cubbies has
their name in print with their picture next to it. By adding things in print and labeling to any area in the room can create a rich literate
environment.

13. Give examples of how you help children recognize print and connect it to spoken words.
I help children recognize print and connect it to spoken words by:
Pointing to each word as I read it.
Ask the child to locate a letter or word in a sentence as it is spoken.
Point out exclamation marks and use expression in my voice.

14. How often and when do you read books children? Give examples of how you engage in conversations that help children understand the
content of the book.
I read books throughout the day with my children in the classroom. I read to them during circle time, transition times, before lunch, right at
naptime and when they ask me. I engage in conversations with the children to make sure that they understood the content of the book by

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15. Give examples of how you allow children to explore books on their own and provide places that are conducive to the quiet enjoyment of
books. Describe how children have access to various types of books, including storybooks, factual books, books with rhymes, alphabet
books, and wordless books.
I makes sure that the bookcases contain a variety of books traditional storybooks, modern storybooks, alphabet books, number books,
wordless pictures books, and books about animals, plants, and the peoples who live in different parts of the world. I include some books
that portray the cultural and language backgrounds of the children in the classroom. I keep magazines for young children on an easy-to-
reach shelf.

16. Give examples of how you provide children with multiple and varied opportunities to write. Are writing materials and activities readily
available in art, dramatic play, and other learning centers?
Writing develops in young children through exposing them to writing and literacy materials to your centers. By keeping materials available for
them to write with everyday such as markers, pencils, colored pencils, crayons, and paper of all sorts for them to use. Also letting them see you
write will brighten their awareness of word to print or vice versa. Writing starts off with them making scribbles and from there you later will see
letter formation or numbers. They may also start to draw pictures of objects or people too.

I have children from age 2 to 4yrs old in my classroom and the stages of writing I have observed is some of them are able to write a few
letters and some look like numbers. Some of them can draw pictures and tell me what it is. The younger 2 year olds I mostly see scribbles.

Give examples of situations when you supported children in writing on their own.
I foster writing development in my classroom by encouraging my kids to write when they want to and to always keep materials open and
available for them to use. I let them write on dry erase boards, chalk boards, doodle pads, scrap paper, stencils ECT. I have also added to my
dramatic play area paper on clipboards and pencils on top of shelves. They really enjoy trying to write in this center.

Do children have access to the alphabet (e.g., displayed at eye level or on laminated cards) and to printed words about topics of current
interest? The alphabet are displayed on the walls at eye level and cabinets of the room and also in the book bins. There is also magnetic
letters and alphabet puzzles provided for them to take out any time.

17. Give examples of how you model functional use of writing and help children to discuss the many ways writing is used in daily life. Do
you give children daily opportunities to write or dictate their ideas? Do you give children assistance in writing the words and messages
they are trying to communicate? Do you support various types of writing, including scribbling, letter-like marks, and developmental
spelling?
I model functional use of writing, by sitting at the table with the children while theyre using writing materials. I give assistance in writing the
words or letters in their name by writing it in highlighter and having them trace over it. Also I let them write independently their own writings,
whether it be scribbles, letter-like marks.

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18. Describe when and how you use rhymes, poems, songs and finger plays. Give examples of how you provide children with multiple and
varied opportunities to develop phonological awareness. Describe situations when you provided encouragement to play with the sounds
of language, including syllables, word families, and phonemes, helping to identify letters and the sounds they represent, to recognize and
produce words that have the same beginning or ending sounds, and supporting childrens self-initiated efforts to write letters that represent
the sounds of words.
I use transition periods and circle time to use poems, songs, and finger plays. During these opportunities I use our rhyming cards, and songs
that are part of the lesson plan and the letter of the week we are working on.

Approaches to Learning
19. Give examples of how you plan varied opportunities for children to develop a sense of competence and positive attitudes toward learning,
such as persistence, engagement, curiosity, and mastery.
I use magnetic letters, name tracing, sand or salt writing as writing opportunities and also having them write their name on projects to develop
a sense of competence and positive attitudes toward learning.

20. Give examples of how you provide children with varied opportunities to gain an appreciation of, and to learn new concepts and vocabulary,
and express themselves creatively in ways that reflect diversity through art, music, drama and dance activities.
I use a different story theme in the drama area every two weeks and we do art based on that same theme. Example: Fire Department-Fire
fighter hats and add community worker objects to incorporate the theme throughout the room.

21. Do you provide a variety of art tools that are accessible to children? List the tools that are available in the classroom.

I provide a variety of art tools in my art center. The tools I have available are: crayons, markers, pencils, colored pencils, chalk, watercolors,
paper, stencils, ink pads/ stampers, dry erase boards, and doodle pads.

Cognition and General Knowledge

22. Give examples of how you provide children with varied opportunities and materials to explore math concepts such as size, shape, color,
patterns, quantity, measurement, number awareness, counting, and time. List some of the materials as well as activities you provide.
In my science center I have bear sorters which they can use for sorting colors or for counting and patterning and bear sorting cards to go with it.
Also a scale for weighing the bears and other objects so they can see what is heavier and what is lighter. In the manipulative center I have unifix
cubes, farm animal sorters, and connecting tubes. All these items can be used for counting in the purpose of math concepts.

23. Give examples of how you provide children with varied opportunities and materials to explore science principles and concepts such as
observation and investigation of the natural world, living and non-living things, weather, seasons, the five senses, properties of matter and

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 materials (sink/float, liquids/solids/gasses, etc.), light and shadows, geologic features, etc. Describe how you encourage children to think,
question, and reason about observed phenomena, collect data and represent and document findings.
I have had the children watch as a caterpillar hatched from an egg and metamorphous to a butterfly. We have observed after discussing if we
thought items would sink or float in water. We have charted our observations on volcanoes on if it will be hot or cold, solid or liquid.

24. Describe how you use technology in the classroom with media such as television, film, videotapes, and audiotapes. (Limited/no use of TV,
video, etc. and developmentally appropriate access to computers.)
We use limited TV/video in our classrooms. Once a week is allowed. We have a listening center in which the children can use audio tapes and
we have access to tablets which are set up with child friend limits and used on a limited basis.

COMPETENCY 7. Document childrens behavior.

1. Describe how you document childrens behavior. Do you conduct regular observations of each child? Do they include written observations,
notes and analysis?
I document childrens behavior over a length of time in my behavior log journal that I write down notes on the child about.
Describe a situation when you talked and listened to children as well as observed them to assess their strengths and needs to guide you in
planning activities and individualizing for the child.
I have talked and listened to children in my classroom through their play and during the daily conversations with me to guide me in planning
activities that I think they would enjoy and benefit from.

2. Describe the process you use to gather information from families on their observations of their childs behavior at home. Do you use
their input to contribute to the assessment process?
I ask the parents information about their childs life at home to gather information on their child and ways to help the child achieve a good
learning and understanding of developmental skills. I always ask parents ideas on what they think will work best for their child where learning is
concerned and behavioral issues arise. I like to come up with a plan that will help me and the child as well as the parents.

3. Give an example of a time when you noticed patterns in a childs challenging behaviors to help you develop effective, consistent, and
individualized responses.
Example: A child was constantly having challenging behavior when it was time to do circle time or certain activities that involved other kids. I
worked on trying to come up what was going on with this child and to develop a way of communicating with the child to get a response of what
they were trying to convey and to help the child.

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

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1. Give an example of a time when you were dealing with a childs challenging behavior. What need or desired result was the child expressing
through the behavior? Did you use observation and analysis to identify the function of the childs behavior?

Example: I had a child in the classroom who didnt like for other children to sing by them or laugh, and talk loud. The child would cover their ears
and cry and say that the other children were being too loud. I observed the child often and talked with the childs parents and found out that he
has tubes in his ear and she said that certain sounds may be extremely loud to him, this is why his behavior would change every time he heard
loud noise. We discussed could the tubes be taken out and to make sure that is what the problem truly was and not a hearing problem.

2. Give an example of a situation when you were dealing with a childs challenging behavior in the classroom and you gathered input from
the childs family on the childs behavior at home and their goals for the child.
I had a child who would have outburst during circle time or when I was helping other children. I set up a meeting with his parents and found out
that he often got up at 3:00 am each day causing him to be extremely tired at the center. We spoke about what they were trying at home and
what I could do to help them with his sleeping patterns here.

3. Give an example of a childs challenging behavior and how you considered the childs temperament, abilities, home life and progress to
help you develop effective strategies to guide the child.

Childrens development will be affected by a range of factors including the context in which they live, for example socio-economic background,
culture and access to early childhood programs. All children have their own individual characteristics and it is important to understand each
child's temperament, activity level, and interests, as well as any special rights or environmental conditions that may impact on their behavior
Example: Have there been any major changes in the childs life recently? Have there been any major changes in the childs routine recently?
Is the family currently experiencing undue or unfamiliar stress? Has the child exhibited any new fears at home?
Time and energy spent creating richly engaging and socially responsive environments can reduce the need to spend time and energy dealing
with difficult and challenging behaviors.
A carefully planned and well organized physical environment with clearly defined learning centers supports the engagement of children and
encourages constructive and cooperative play and learning while reducing the likelihood of inappropriate behaviors occurring.
A positive social environment further encourages behavior that supports learning and social and emotional development through nurturing
relationships, responsive interactions from educators, and authentic and meaningful relationships among educators, children and families.

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 Give an example of a specific situation when you had a child with a challenging behavior, and you recognized how the room
environment and childs level of social skills contributed to the behavior. Describe how you focused on teaching the child social,
communication, and emotional regulation skills and used environmental modifications, activity modifications, adult or peer support, and
other teaching strategies to support the childs appropriate behavior.

The size of the class will influence the childs behavior. Large classes may encourage children to act in challenging behavior. Cooperative
learning activities may help reduce the barriers that a large class has between you and your children.

Example: Keep rules simple and easy to understand. Discuss rules with children and write them down. Consider childrens suggestions
for rules. Repeat the rules often. A few rules that work well with children include:

Help each other.

Take care of our toys.
Say please and thank you.
Be kind to each other.

Say what you mean. Use "do" instead of "don't" whenever possible. Choose your words carefully, especially when you are guiding
children's behavior. Keep sentences short and simple. Focus on what to do rather than what not to do.
Try saying, "Slow down and walk" instead of "stop running."
Try saying, "Come hold my hand" instead of "dont touch anything."
Try saying, "Keep your feet on the floor" instead of "dont climb on the table."
Try saying, "Use a quiet voice inside" instead of "stop shouting."

Also talk with children not at them

Set a good example
Encourage children to set good examples for each other
Give clear, simple choices.
Show respect for children
Catch children being good

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 Use play activities to teach social skills
Teach children how to apologize
Teach children how to correct their misbehavior

COMPETENCY 9. Practice positive guidance strategies.

1. Give examples of how you express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles and create
a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection.
I express warmth with my children in the class by talking to them at eye level and listening to every word they are saying to me and patting
them on the shoulder and giving a warm smile. I sometimes may give a child a brief hug.

2. Give examples of how you function as a secure base for children, responding promptly in developmentally appropriate ways to childrens
positive initiations, negative emotions, and feelings of hurt and fear by providing comfort, supports and assistance.
A secure base is provided through a relationship with a sensitive and responsive attachment figures who meet the childs needs and to whom
the child can turn to as a safe haven, when upset or anxious. When children develop trust in the availability and reliability of this relationship,
their anxiety is reduced and they can therefore explore and enjoy their world, safe in the knowledge that they can return back to their secure if
needed. In order to achieve this, I must care for the child in ways that demonstrate, implicitly and explicitly to the child, that they are trustworthy
and reliable, physically and emotionally available and sensitive to the child needs. Children adapt to the lack of a secure base by developing
different patterns of behavior. They may become wary and defended or especially needy and demanding of care and attention. Some children
with unpredictable or frightening care may try to make their environment more predictable through role reversing and controlling behavior.

3. Describe how you establish and convey to children clear and consistent classroom rules and expectations.
Have a clear set of rules and routines- having rules that are fair and consistently enforced, helps children know what to expect and to
understand their limits. Children should be told, in words they understand and the reason for each rule and always be consistent-be clear in
stating the expectations and consequences to childrens behavior. Set guidelines and limits and stick to them.

4. Give examples of how you promote pro-social behavior by interacting in a respectful manner with all staff and children.
Encourage children to play with others. Play is one of the best and most common ways children learn to interact with others. Play encourages
helping, sharing and cooperating.
5. Give examples of how you promote pro-social behavior by modeling turn taking and sharing as well as caring behaviors, and helping
children negotiate their interactions with one another and with shared materials.
I promote pro- social skills by supporting children by helping them inter into play, sustain in play, and enhance their play with other children by

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Helping them to share with the materials.
6. Give examples of how you promote pro-social behavior by helping children use language to communicate their needs and encouraging
children to listen to one another, and encouraging and helping children to provide comfort when others are sad or distressed.
I help children to use language to communicate their needs by teaching new skills and encourage them to discuss and resolve their conflicts on
their own or with the adults assistance when necessary rather than imposing an adults solution on them. Also encourage children to express
their feelings in words and to resolve problems peacefully.

7. Give an example of a situation when you assisted children in resolving conflicts by helping them identify feelings, describe problems,
and try alternative solutions.
I Focus on shaping positive behavior- let children know that you expect positive behavior from them. Use positive communication with
the children to help them to solve problems and use gentle reminders about expectations for the childs behavior and redirecting
children toward positive activities by interrupting a childs negative behavior and steering the child toward an acceptable substitute
activity.

8. Give an example of a situation when you helped children manage their behavior by guiding and supporting children to persist when
frustrated, gain control of physical impulses, express negative emotions in ways that do not harm others or themselves, and play
cooperatively with other children.

I define my approaches to guidance and discipline by setting limits of expectations for desired behavior and helping children understand that
there are boundaries, or limits, on behavior. Also I give clear choices whenever possible and avoid giving one, when the child really has no
choice. When it comes to moral values I try to set a good example for children to model. The values I want children to have is respecting one
another, responsibility, humility, good manners, and honesty. The way I interact with my children establishes the classroom as a place that
nurtures experiment and appreciation for their unique abilities of their learning abilities. Also I create structures in the form of learning activities,
that channel and shape communication between children. When it comes to discipline I anticipate and eliminate opportunities for misbehavior,
by consistent, predictable routines that help children understand the environment there in and feel secure. This reduces anxiety by knowing
what is coming next. It also helps to encourage childrens positive behavior by meeting their basic needs for eating, sleeping, active and quiet
play, time alone, and time with other children. Also I keep rules simple and easy to understand. I say what I mean. I use do instead of dont. I
try to use my words carefully. Sometimes I slip though. When I do talk to them, its not at them, its at their eye level. I try to establish a loving
and trusting relationship with my children and be clear about the rules of the room. Also I schedule activities with childrens needs in mind.

9. Describe how you use positive guidance strategies. Describe what you consider to be inappropriate physical punishment.

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 Plan for appropriate behavior through the environment by arranging furniture and other materials to encourage active learning and
independence. My positive guidance strategies are:
Plan daily scheduling that prevents boredom, waiting, hurriedness, with time to relax and enjoy activities.
A daily routine with ample opportunity for children to select activities and move between them at their own pace and one that gives children
ample notice of transitions ahead of time.
Provide children with expectations that are clear, age-appropriate and applied in a consistent way. Allow children to participate in the
establishment of rules, policies and procedures where appropriate and feasible.
Reinforce positive behavior by recognizing childrens positive actions.
Adults model appropriate behavior by being consistent with what the programs expectations for children.
Inappropriate physical punishment:
Punishment that is humiliating or frightening is prohibited. Examples of prohibited punishment include:
Spanking, hitting, pinching, shaking or inflicting any form of corporal punishment.
Verbal abuse, threats or derogatory remarks about self or family.
Binding or tying to restrict movement or enclosing in a confined space: such as a closet, locked room or similar cubicle.
Withholding or forcing meals, snacks or naps.
Punishing for lapses in toilet training.

10. Describe what you would consider to be inappropriate use of threats or derogatory remarks, or withholding or threatening to withhold food
as a form of discipline.
Having children experience logical consequences (such as missing snack if they choose not to eat with the class) is not the same as
threatening to withhold food. However, if a child is then unable to fully participate in the class due to hunger, some food should be made
available.
.

COMPETENCY 10. Examine the critical role of play.

1. Describe how your curriculum plans reflect an emphasis on play-based learning.

I use play to enhance childrens cognitive and language skills through frequent conversations and interactions and I have my classroom
organized into learning centers, in which children can work individually or in groups.

2. Describe how you provide ample time for child-directed play and child choice of play materials.

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 The children are allowed to move from center to center
I let the child direct and lead in his or her play while I sit and observe close by them and describe verbally what the child is doing.
3. Give examples of how you join children in learning centers during play/work time to extend and deepen childrens learning and model play
and prosocial skills.

I walk around to each center my children are at and join them. I let them lead the play by not taking over it. I listen to them as they play and
dont tell them what to do. This gives them time to learn on their own. At times I will give my help if they need it and ask me for my help.
4. Give examples of situations when you supported childrens social play skills by helping them enter into, sustain and enhance play with
peers.
I have had other kids help another child with putting puzzles together or planned activities such as Duck Duck Goose to get the child involved
with other children.

COMPETENCY 11. Demonstrate responsible and ethical behavior as an early childhood education professional.
Professional behavior
1. Give examples of how you follow state licensing regulations.
I follow state licensing regulations by:
Sanitation- keeping center cleaned and eating surfaces are to be cleaned and sanitized before and after each use. Bathrooms and
fixtures are to be kept in sanitary condition at all times.
Emergencies-center should have a written plan in case of fire, tornado, a missing child, or other emergency. An evacuation plan for fire
and tornado drills should be posted. Fire drill practice should be done monthly and tornado practice should be done the months of April
through October. All staff members should have knowledge of how to use an extinguisher. A fire extinguisher on the premises should
be in working condition at all times and inspected once a year by a professional. Each floor used by children must have at least 2 exits.
Meals & Snacks-Food is provided by center based on the amount of time children are present. The food should be served at flexible
intervals. A child cannot go without food for more than 3 hours. The meal or snack needs to meet U.S. Department of Agriculture Child
Food Program minimum meal requirements. Enough food should be made for each meal, so that children can have seconds of
vegetables or fruits, bread and milk. Menus should be posted for parents to see. If a child cant have certain foods based on their
medical condition, they need to have written instructions from their physician. All staff and cooks should be informed about food
allergies. Staff should be sitting at table with children during meal time and meals should be served with time allowed for socialization.
Making sure all children are accounted for.

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2. Describe the responsibilities that you have as outlined in the NAEYC Code of Ethical Conduct. Give an example of a situation where you
behaved ethically in following the principles and ideals listed in the Code.

Staff follows an important code of ethics to guide their involvement with children and families. It is essential to protect the confidentiality of all
information concerning children and their families. Maintaining a professional attitude includes being responsive to the needs of children and
their families while balancing the need for confidentiality. Children are people who deserve respect.
Describe how you advocate for best practices in your program.

One way we demonstrate this respect is to refrain from talking about the children in their presence unless the child is part of the conversation
and to refrain from labeling a child negatively or positively. No information about any particular child shall be shared with another childs parent.
We continually strive to model such qualities as patience, tolerance, cooperation, acceptance, understanding of others, and enthusiasm for
children as well as for other adults.

3. Describe how you communicate and cooperate respectfully with co-workers and function smoothly as a team to meet child and family
needs. Describe how you share planning or decision making in classroom activities and/or program practices. (FCC providers balance
needs of program with needs of own family.)

I work in close partnership with co- teacher to address childrens difficulties at home and at the program and develop shared understanding to
develop consistency between home and child care that would benefit the children.

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