The Registry Preschool Credential

Self-Assessment: Guidance
Be concise in answering the statements/questions in each box. The NAEYC criteria for National Accreditation is the basis of this
self-assessment to demonstrate alignment with the Standards and to familiarize students with this national accreditation process.

Give an example of a situation when you were dealing with a child’s challenging behavior in the
classroom and you gathered input from the child’s family on the child’s behavior at home and their
goals for the child. Describe the process you used to gather information from families on their
observations of their child’s behavior at home. Do you use their input to contribute to the assessment
process?
A situation where I was dealing with a child’s challenging behavior is when he was dumping buckets
of toys out during clean up and flipping over tables. I explained the situation to the parents and asked if
they noticed any behaviors at home. They mentioned that he is throwing toys and talked to him about
other ways to deal with his anger. We discussed that he would try to deal with his anger in other ways
such as pushing against a wall. The child began to work on this at home and school.

Give an example of a time when you noticed patterns in a child’s challenging behaviors to help you
develop effective, consistent, and individualized responses.
A time when I noticed patterns in a child’s behavior was during nap time, one of the children had some
sort of behaviors everyday at that time and would never rest or fall asleep. We came to the conclusion
that this child will not nap. We put together a box full of quiet activities such as books, coloring books,
and legos that we give this child to play with during nap time. This helped him as well as other children
because they were not being distracted by the child’s behaviors.

Give an example of a time when you were dealing with a child’s challenging behavior. What need, or
desired result was the child expressing through the behavior? How do you use observation and
analysis to identify the function of the child’s behavior?
An example is when a child bit another child due to anger. He was playing in block area with the
blocks when another child came up and took one of the blocks and went to a different area. He went
over and tried taking the block back and both children began fighting over the block. The child from
block area, grabbed the other child’s arm and bit it. I used observation to identify the function of the
behavior because I wouldn’t of understood why the child bit if I wasn’t watching the whole situation
that lead to it.

Give an example of a child’s challenging behavior and how you considered the child’s temperament,
abilities, home life and progress to help you develop effective strategies to guide the child.
An example would be when a child was jumping off of bookshelves and tables during large group and
he was refusing to join the group. I used a calm voice to talk to him and ask why he didn’t want to join
group because I knew he would get angry and continue to do it if I yelled across the room to him. I also
knew that he listens and responds well when your next to him asking questions instead of statements. I
also kept in mind his home life because I know his parents have been having troubles with the same
behaviors and I remembered the tips they gave me on what they do to get his attention.

Give an example of a specific situation when you had a child with a challenging behavior, and you

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 The Registry Preschool Credential
Self-Assessment: Guidance
recognized how the room environment and child’s 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 child’s appropriate behavior.
An example would be during large group most days than not a child would do something that everyone
sitting by him would notice and laugh at. He would keep doing it till the teacher noticed and said
something. He would just laugh and look around to see of other children were laughing with him and
continued to do it. We learned that he was comfortable with the environment and wasn’t shy which is
why he was wanting other children to see him. We learned that if we pulled him aside and talked one
on one with him it was more effective and giving him breaks from the environment hes in everyday
helped as well.
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.

Examples would be every day we do a morning greeting and each child chooses how they want to be
greeted by the teacher. We also interact and ask questions about the child’s weekend or day to show we
care.

Give examples of how you function as a secure base for children, responding promptly in
developmentally appropriate ways to children’s positive initiations, negative emotions, and feelings of
hurt and fear by providing comfort, supports and assistance.
I always praise children for things they do that are kind or helpful to others that aren’t common things
they would do every day. I remind them that they are safe and ask if they need a hug to feel better. I
create conversation to build a relationship to help them feel more comfortable.

Describe how you establish and convey to children clear and consistent classroom rules and
expectations.
Our classroom rules are hung up and are printed very big so everyone could see them. We also make
sure to go over the rules a few times a month to remind children of our rules.

Give examples of how you promote pro-social behavior by interacting in a respectful manner with
all staff and children.
We promote pro-social behavior by making sure children are talking with eachother when there is a
problem or asking a teacher for help to solve the conflict. If a child hurts another child, we have them
ask that child if they are okay and help them figure out a way to fix it.

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 The Registry Preschool Credential
Self-Assessment: Guidance
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.
An example would be if a child is playing with a toy that another child wants, that child can ask if they
can play with it when they are done. Other times they will come to the conclusion to play with the toy
together. We sometimes set a timer as well for children to switch toys. We encourage the children to
talk to each other and try to find a solution themselves first.

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.

An example would be if a child hurts another child, they need to go up to them and ask if they are
okay. If the child says they are not okay, they need to come to an agreement with each on how to make
the situation better. Sometimes it will be a hug or that they just want to be left alone.

Give an example of a situation when you assisted children in resolving conflicts by helping them
identify feelings, describe problems, and try alternative solutions. Give examples of how you plan
varied opportunities for children to recognize and name their own and other’s feelings. i
An example would be when a child hurts another child, we have them ask if they are okay. We tell
them to look at their face and see how they think that child is feeling after they hurt him/her. That child
often answers sad or hurt then askes if he/she is okay. If they child that’s hurt says no, then the child
askes what they can do to make him/her feel better. Often times it will be a hug or to be left alone.

Give an example of a situation when you helped children practice regulation of their emotions,
behavior and attention 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.
When a child is feeling a certain emotion such as frustrated, we let them know that they do not look
happy and ask what is wrong. If that child answers with an emotion such as frustrated, we give them
options they can use to fix their frustrations. Options often include pushing against a wall, taking a
break in the safe space either in their classroom or in the office, and taking a walk around the center.

Describe how you use positive guidance strategies. Describe what you consider to be inappropriate
physical punishment and use of threats or derogatory remarks, as a form of discipline.
We use positive guidance by explaining to them that they look sad and ask if they need a hug or
something else that would help them. We also always let them know that they are safe. What I consider
to be inappropriate physical punishment is spankings or any kind of hitting as well as screaming and
swearing or saying hurtful things to children.