Www.matermiddlehigh.org



[pic]

My ECE and CDA Professional Portfolio

In this class, you will compile a professional portfolio demonstrating your knowledge and skills in the area of early childhood education.

To show this, you will be asked to do 6 reflective writings (CS) with extension paragraphs (ECS) and to acquire resources (RC) applicable to early childhood.

*** see pg 131 of the CDA National Program Book to put this portfolio in order.

2013-2014 2nd semester

Congratulations on beginning the Child Development Associate (CDA) credentialing process!

The following steps will help you to understand how you can obtain your CDA Credential.

A. Layton High School “Summary of My CDA Education” (Refer to CDA pg. 131 & 132)

To complete the CDA license within the high school Early Childhood Education Pathway (Child Development, ECE 1A, ECE 1B, and ECE 2), students need 480 lab experience hours and 120 total training hours, with at least 10 hours in each subject area and a C or better in the pathway classes.

To this summary, attach school transcripts, state certificates, and official documents proving education hours and any further education hours gained in other courses beyond the ECE pathway courses. ie: Adult Roles, Human Development, Sociology, Psychology, workshops, courses, etc.

Name____________________________________

| CDA Subject Area |PATHWAY COURSE HOURS |VERIFY |

|(CDA pg 8 and 38) | | |

| | | |

|Planning a safe, healthy learning environment |CD | |

|(16.3 hrs) |1A | |

| |1B | |

| |2 | |

| |Intern | |

| | | |

| |4.91 | |

| |5.3 | |

| |4.75 | |

| |2 | |

| | | |

| | | |

| | | |

|Advancing children’s physical and intellectual |CD | |

|development (20.5 hrs) |1A | |

| |1B | |

| |2 | |

| |Intern | |

| | | |

| |4.50 | |

| |12 | |

| |2 | |

| |2 | |

| | | |

| | | |

| | | |

|Supporting children’s Social & Emotional |CD | |

|development (14.41) |1A | |

| |1B | |

| |2 | |

| |Intern | |

| | | |

| |10.16 | |

| |1.75 | |

| |.50 | |

| |2 | |

| | | |

| | | |

| | | |

|Building productive relationships with Families |CD | |

|(7.63 hrs) |1A | |

| |1B | |

| |2 | |

| |Intern | |

| | | |

| |3.13 | |

| |2 | |

| |.50 | |

| |2 | |

| | | |

| | | |

| | | |

|Managing an effective program |CD | |

|(22.66 hrs) |1A | |

| |1B | |

| |2 | |

| |Intern | |

| | | |

| |2.5 | |

| |11.5 | |

| |6.66 | |

| |2 | |

| |20 | |

| | | |

| | | |

|Maintaining a commitment to Professionalism (12.74)|CD | |

| |1A | |

| |1B | |

| |2 | |

| |Intern | |

| | | |

| |2.5 | |

| |4.08 | |

| |4.16 | |

| |2 | |

| |20 | |

| | | |

| | | |

|Observing and recording children’s behavior (22.01) |CD | |

| |1A | |

| |1B | |

| |2 | |

| |Intern | |

| | | |

| |1.41 | |

| |7.25 | |

| |3.6 | |

| |9.75 | |

| | | |

| | | |

| | | |

|Understanding principles of child development |CD | |

|(16.49) |1A | |

| |1B | |

| |2 | |

| |Intern | |

| | | |

| |6.66 | |

| |2.83 | |

| |3.5 | |

| |2 | |

| | | |

| | | |

| | | |

|TOTAL Course Education Hours |CD | |

| |1A | |

|TOTAL Education hours |1B | |

|(132.74) Just the 4 courses |2 | |

| |Intern | |

| | | |

| |35.77 | |

| |46.71 | |

| |25.67 | |

| |23.75 | |

| |40 | |

| | | |

| | | |

|TOTAL Lab Experience Hours |CD | |

|(123.46) Just the 4 courses |1A | |

| |1B | |

| |2 | |

| |Intern | |

| | | |

| |2.66 | |

| |17.3 | |

| |37.50 | |

| |66 | |

| |520.41paid | |

| |132 intern | |

| | | |

CDA EDUCATION and EXPERIENCE HOURS

outside of the Early Childhood Pathway Courses

Name: __________________________________

|Date |Time In |Time Out |Total # of Minutes |Location and/or Education course |Verification |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | |

|(Total minutes ÷ 60) | |

|TOTAL Education hours _____________________________________ | |

| | |

|TOTAL Lab Experience Hours ________________________________ | |

| | |

B. “Family Questionnaires” will be done once all of the requirements for your CDA education and experience hours have been met.

|Competency Statements (CS) |

| |

|On your own paper, prepare 6 written reflections, 175 – 200 words in length, on your own teaching practices and beliefs. Begin each reflective |

|statement describing why you think the competence is important for you as the caregiver, to the children, the families of the children, other employees,|

|and to the center or school. Finally, include at least three specific examples that you will do to meet each of the listed functional area(s). |

| |

|Reflective Competency Statement (CSIII) Sample: |

| |

|I will support social and emotional development and provide positive guidance by developing a warm, positive, and trusting relationship with the |

|children and their families. I also feel that many children come from a home where it is unknown how to effectively guide and communicate with a child. |

|This skill will be used and modeled within the center. Through these examples, the children and the families will learn what a strong emotional |

|relationship and sense of self looks like and feels like, what positive social skills are and how to use them, and how to use positive guidance. |

|Self: My environment will be a place where children can develop their own individual talents through appropriate DAP play. I will use the children’s |

|names and acknowledge their culture to build self-identity. Children will have marked space to store their things and their work. I will encourage |

|children to do those tasks that they can do. |

|Social: My environment will be a place where children can interact and play with each other. Props for curriculum areas will represent many cultural |

|groups. I will encourage cooperation and respect between children rather than competition. |

|Guidance: The room environment, space, and materials will provide ample opportunities for appropriate playing and choices. I will verbally and |

|non-verbally sincerely acknowledge when a child is exhibiting appropriate behaviors. I will stick to routine and schedules so children know what to |

|expect. I will model appropriate and expected social skills. I will help children use their words rather than emotions. (240 words) |

| |

|Resource Collection (RC) |

|Read the instructions and collect or create the assigned resource materials. |

|Extension Competency Statement (ECS) |

|Some of the competency statements and resources will ask for extension paragraphs that reinforce the resources for that section. These should be solid |

|one paragraph thoughts as they relate to your experience with the resources. |

C. Competency Statement I & Resource Collection I

|Competency Statement I |Functional Areas |Definitions |

| | |1. Candidate provides a safe environment and teaches children safe practices |

|To establish and maintain a |1. Safe |to prevent and reduce injuries. |

|safe, healthy learning |2. Healthy |2. Candidate provides an environment that promotes health and prevents |

|environment |3. Learning Environment |illness, and teaches children about good nutrition and practices that promote|

| | |wellness. |

| | |3. Candidate organizes and uses relationships, the physical space, materials,|

| | |daily schedule, and routines to create a secure, interesting, and enjoyable |

| | |environment that promotes engagement, play, exploration, and learning of all |

| | |children including children with disabilities and special needs. |

CS I

• ECS I-a Sample Menu from RC I-2

Reflect on the sample menu you wrote in Resource Collection (RC) I-2. How does it reflect your commitment to children’s nutritional needs? What are its strengths and what would you change?

• ECS I-b Room Environment

Reflect on the room environment in which you are currently providing care or where your verification visit observation will occur. How does the room design reflect the way you believe young children learn best? If the room was not designed by you, what do you see as its strengths and/or what would you change?

• ECS I-c Weekly Plan

Reflect on the weekly plan you wrote in Resource Collection (RC) I-3. How does this plan reflect your philosophy of what young children need on a weekly basis? If the plan was not designed by you, what do you see as its strengths and/or what would you change?

• RC I-1 CPR and First Aid Training

Include your valid and current certificate/cards of completion of a) any first aid course and b) an infant/child (pediatric) CPR course offered by a nationally recognized training organization (such as American Red Cross or the American heart Association) Online training is not acceptable. Certification must have been within the past three years.

|Make a copy of your certificate and place it behind this page. |

|* When the CDA council does your evaluation, they will want to see your original certificate. |

CS I & RC I

• RC I-2 Weekly menu

Provide a copy of one weekly menu for children. In order to complete the related Competency Statement (CS I-a), the menu, ideally, should be one that you have participated in serving or designing.

| |

|Monday |

|Tuesday |

|Wednesday |

|Thursday |

|Friday |

| |

|Breakfast |

| |

|(at least 2 food items and a drink) |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Lunch |

| |

|(at least 3 food items and a drink) |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Snack |

| |

|(at least 1 food items and a drink) |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

RC I

• RC I-3 Weekly Lesson Plans

Provide a sample of a weekly plan that includes goals for children’s learning and development, a brief description of planned learning experiences, and also accommodations for children with special needs. Indicate the age group(s) for which the plan is intended.

|Weekly Theme |Age Group |

|Vocabulary Words |Factual Statements |

|Objective Goals (Why are you doing this activity? You may not use the word “learn”.) |

| |

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Group Time | | | | | |

|(songs, stories, games, etc.) | | | | | |

|Small group activities |Language & Literacy |Music |Art |Science |Math |

|(1 activity in each curriculum | | | | | |

|area) | | | | | |

|Outdoor Activities |44444 | | | | |

|(1 idea each day) | | | | | |

|Special Needs Accommodations | | | | | |

|Choose 1 activity each day. | | | | | |

|(Hearing, seeing, speech, physical | | | | | |

|struggles, broken leg/arm, etc.) | | | | | |

|Self-Selected Activities (SSA) |

|Dramatic Play |Blocks |Sensory Table (sand and water) |

| | | |

|Fine Motor |Library Corner |Optional extra activity |

RC I

D. Competency Statement II & Resource Collection II

|Competency Statement II |Functional Areas |Definitions |

| | |4. Candidate uses a variety of developmentally appropriate equipment, learning |

|To advance physical and |4. Physical |experiences, and teaching strategies to promote the physical development (fine |

|intellectual competence |5. Cognitive |and gross motor) of all children. |

| |6. Communication |5. Candidate uses a variety of developmentally appropriate learning experiences|

| |7. Creative |and teaching strategies to promote curiosity, reasoning, and problem solving, |

| | |and to lay the foundation for all later learning. Candidate implements |

| | |curriculum that promotes children’s learning of important mathematics, science,|

| | |technology, social studies, and other content goals. |

| | |6. Candidate uses a variety of developmentally appropriate learning experiences|

| | |and teaching strategies to promote children’s language and early literacy |

| | |learning and help them communicate their thoughts and feelings verbally and |

| | |nonverbally. Candidate helps dual-language learners make progress in |

| | |understanding and speaking both English and their home language. |

| | |7. Candidate uses a variety of developmentally appropriate learning experiences|

| | |and teaching strategies for children to explore music, movement, and the visual|

| | |arts, and to develop and express their creative abilities. |

• ECS II-a Learning Experiences

Pick one of the nine learning experiences you chose for RC II. How does this learning experience reflect your personal philosophy of how you support young children’s physical development?

• ECS II-b Learning Experiences

Pick another one of the nine learning experiences you chose for RC II. How does this learning experience reflect your personal philosophy of how you support young children’s cognitive development?

• ECS II-c Learning Experiences

Pick another one of the nine learning experiences you chose for RC II How does this learning experience reflect your personal philosophy of how you support young children’s creative development?

• ECS II-d Communication and Language Development

Describe ways to promote the communication and language development among all children including dual language learners.

• RC II. Ten Learning Experiences

In your own words, describe 10 learning experiences that cover each of the following curriculum areas below. These should be, but may not be limited to activities you have written and used in past lessons (CD lesson, 1A theme book, 1A lessons, website ideas, and curriculum book ideas). It would be best to include a visual, a sample, or a picture of each activity.

For each experience, indicate the age group (3’s, 4’s, or5’s) and list the intended goals, materials, and processes/teaching strategies. For each activity, discuss why it is developmentally appropriate for that age group.

o II-1 Science and Sensory

o II-2 Language and Literacy

o II-3 Creative Arts

o II-4 Fine Motor Indoor Activity

o II-5 Gross Motor Outdoor Activity

o II-6 Self-Concept (developing and building)

o II-7 Emotional Skills (Regulating your emotions)

o II-8 Social Skills (developing and building)

o II-9 Mathematics

o Music and Movement

See sample formats that follow

CS II & RC II

|II-2 Language and Literacy |

| |

|Age group |

| |

| |

|Activity |

| |

|Vocabulary Words |

| |

| |

|Factual Statements |

| |

|Objective Goals (Why are you doing this activity? You may not use the word “learn”.) |

| |

| |

| |

|Materials needed |

| |

|* |

| |

| |

| |

| |

| |

|Process and instructions |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Explain how this activity meets the criteria for a (DAP) Developmentally Appropriate learning activity. (What are they learning, why are they |

|learning, how are they learning it, and how does your activity accomplish all of this?) |

| |

| |

| |

| |

|RC II sample |

| |

|II-1 Science and Sensory |II-3 Creative Arts |

| |

|[pic] APPLES [pic] |

| |

| |

|Apple Prints |

| |

|Concepts: Fruit, Seeds, Taste |

|Fruits have seeds. |

|Apples are a fruit |

| |

|Objectives: |

|The children will identify that Apples are a fruit. |

|The children will analyze that Apples have seeds. |

| |

|Supplies: Yellow, Red, Green paint, Cut apples, & Paper |

| |

|Process: The children will use half apples to dip into paint. They will place the paint dipped apple on the sheet of paper. They will recognize the parts of |

|the inside of the apple. Let them taste and explore the apple before they paint with it. |

| |

|Curriculum: Science |

| |

|Value to Children: Active exploration and hands on learning. |

|What do you see when you paint with the apple? |

|How does the apple taste? |

| |

| |

|Apple Trees |

| |

|Concepts: Trees, Fruit, Autumn, |

|Apples come in colors like red, yellow, and green |

|Apples are a fruit that grows on trees. |

| |

|Objectives: |

|The children will recognize that apples come from trees. |

|The children will use different colors to represent apples. |

| |

|Supplies: Yellow, Red, Green, and Brown paint. |

| |

|Process: The children will use their hand and arm dipped in brown paint to make tree trunk. They will be given different colors of paints (red, green, yellow |

|and red.) They will dip their thumbs into the paint and place them on the tree creating a picture with leaves and apples on the tree trunk. |

| |

|Curriculum: Fine Motor, art |

| |

|Value to Children: Relevant and real |

|What do apples grow on? |

| |

| |

RC II sample

E. Competency Statement III & Resource Collection III

|Competency Statement III |Functional Areas |Definitions |

| | |8. Candidate develops a warm, positive, supportive, and responsive relationship |

|To support social and |8. Self |with each child, and helps each child learn about and take pride in their own |

|emotional development and |9. Social |individual and cultural identity. |

|to provide positive guidance |10. Guidance |9. Candidate helps each child function effectively in the group, learn to express |

| | |feelings, acquire social skills, and make friends, and promotes mutual respect |

| | |among children and adults. |

| | |10. Candidate provides a supportive environment and uses effective strategies to |

| | |promote children’s self-regulation and support acceptable behaviors, and |

| | |effectively intervenes for children with persistent challenging behaviors. |

• ECS III-a Support Development of Children

Describe some of the ways you support the development of children’s positive self-concepts and growing social / emotional skills.

• ECS III-b Guiding Young Children’s Positive Behavior

Reflect on your personal philosophy of guiding young children’s POSITIVE behaviors. How is your professional philosophy similar or different from how you were guided as a child? How do you constructively deal with young children’s challenging behaviors?

[pic]

CS III

• RC III. Ten Book Bibliography

Provide information for 10 developmentally age-appropriate children’s books that you have used with young children. Each book should support a different topic related to children’s lives and challenges as listed below.

Areas or challenges in children’s lives that books could address and support:

Cultural and linguistic group identity; gender identity; children with disabilities or special needs; separation, divorce, remarriage, or blended families; everyday activities and routines; and/or the cycle of life from human reproduction to death, topics that reflect the children and families with whom are in your care, children’s self-concept and self-esteem, to help children deal with life’s challenges, etc.

SAMPLE FORMAT FOR BOOK BIBLIOGRAPHIES

| |

|Title of the Book _____________________________________________________________________ |

|Author _____________________________________________________________________________ |

|Publisher: _______________________________________________ Copyright date ______________ |

|Short Summary of the age-appropriate children’s book: |

| |

| |

| |

| |

| |

| |

|What area of a child’s life or challenges does this book support and explain how: |

| |

| |

| |

| |

| |

| |

[pic]

RC III

F. Competency Statement IV & Resource Collection IV

|Competency Statement IV |Functional Areas |Definitions |

| | | |

|To establish positive and |11. Families |11. Candidate establishes a positive, responsive, and cooperative |

|productive relationships with| |relationship with each child’s family, engages in two-way communication with |

|families. | |families, encourages their involvement in the program, and supports the |

| | |child’s relationship with his or her family. |

• ECS IV-a Keeping Families Aware of center occurrences

How do you ensure that families are kept aware of what’s happening in their child’s daily/weekly life in your program?

• ECS IV-b Awareness of Child’s Home Life

How do you ensure that you are aware of what’s happening in each child’s home life? How does that awareness direct your teaching practices?

• ECS IV-c Family Questionnaire Feedback

Reflect on the feedback you received in the Family Questionnaires you collected. Explain how the responses surprised you, confirmed your own reflections about yourself and/or gave you a new goal for professional growth.

(THIS WILL NOT BE DONE UNTIL THE END OF THE CDA PROGRAM)

[pic]

CS IV

• RC IV - Create a Family Resources Guide that you might choose to share with the families you serve. The guide should include helpful working information you think they might need. At a minimum, you must include the following required items. Add any other items that children within your care might also need.

o careaboutchildcare.

o

▪ RC IV-1 Family Counseling

Provide the name and contact information (agency name, phone number, website, address, etc.) of a local agency in the community where you work that provides family counseling.

▪ RC IV-2 Translation Service

Find out contact information (agency name, phone number, website, address, etc.) of a translation service for families whose home language is other than English as well as a service that provides American Sign Language translation.

o Translation Service where the home language is other than English.

o Service for American Sign Language translation

▪ RC IV-3 Children with disabilities (two contacts)

Obtain contact information for at least 2 agencies in the community that provide resources and services for children with disabilities (in most communities, the local school district provides these services).

▪ RC IV-4 How young children ages 3-5 develop and learn

Provide a list of 3 websites and brief descriptions of each, that provide current information to help families understand how young children, ages 3- 5 years old, develop and learn. Print and include one current article from each website that helps families understand the development and learning of 3-5 year olds. At least one article must relate to child guidance.

( Development and learning source #1_____ ( Development and learning source #2_____

( Child guidance source_________

Print off and the THREE Resource IV-4 articles BEHIND this page.

RC IV

G. Competency Statement V & Resource Collection V

|Competency Statement V |Functional Areas |Definitions |

| | | |

|To ensure a well-run, purposeful |12. Program Management |12. Candidate is a manager who uses observation, documentation, and planning to |

|program responsive to participant | |support children’s development and learning and to ensure effective operation of |

|needs | |the classroom or group. The Candidate is a competent organizer, planner, record |

| | |keeper, communicator, and a cooperative co-worker. |

• ECS V-a Observation Tools

- Describe how you used the observation tool/form used in RC V.

- Explain why observation and documentation forms are an important part of program management.

- How do you ensure that you are accurately and objectively observing and tracking each child’s developmental and learning progress?

• RC V Record Keeping Forms

Provide three samples of recordkeeping forms that you use or have used. Include an accident report, emergency form, and a completed tool or form that you have used to observe for and document a child’s developmental / learning progress.

Place the three samples of record keeping forms and observations behind this page.

| |

|______ Accident Report |

|______ Emergency Form |

|______ Blank observation tool/form |

|______ Completed Observation Form without the child’s name on it. |

RC V

Place the three samples of record keeping forms and all observations behind this page.

[pic]

RC V

ANECDOTAL RECORD OBSERVATIONS

Anecdotal Observation Defined

An anecdotal record is a short story or word picture about something the child has done, or said, or an interaction between children, or between the child and an adult. As a story, it should have a clear beginning and an ending. It should have some meaning. It may be funny, it may document a child’s personality, or it may give an example of the child’s development.

A. Setting up the observation (see page 18)

The Anecdote is written on your own paper, be sure to include your name and period, the

name and age of child, the date, the time, and location or activity being observed.

B. Recording the facts (5 areas of development as show on page 18):

An anecdote should contain only factual information. It should not contain your thoughts or feelings and you should not presume to know what the child is thinking or feeling. Record what you see in the form of who, what, where, when and how (using why is your own ending assumption or interpretation). ***Remember to use objective not subjective descriptions

1. IDENTIFY ALL AREAS of DEVELOPMENT – Anecdotes should provide information about a child’s social, emotional, physical, conceptual-language and/or cognitive level. For example:

|Social: Timothy (age 4) went to the block area where Taylor and Collin were building a castle. Timothy watched the boys but did not attempt to join |

|their play. |

| |

|Emotional: Dominic (age 2) bit Austin during circle time. Jen told him we aren’t allowed to hurt and bite, and told him he had to sit in the time-out |

|chair. Dominic screamed loudly for approximately ten minutes even after Jen had returned to talk to him. |

| |

|Physical: Justin (age 4) was able to push the pedals on the tricycle all the way around for the first time today while we were playing outside. |

| |

|Conceptual-Language: The children were playing on the obstacle course. A teacher told Amy (age 3) to go over the block, but she went around it instead. |

| |

|Cognitive: Maxine, a high school teacher, had a number of toys sitting on a table. Each one had a match, but all the toys were mixed up. Maxine picked |

|up a blue teddy bear and asked Gregory (age 3), “Can you find the bear that belongs with this bear?” Gregory picked up a purple cow. |

| |

|Narrative Summary: What is your “professional” conclusion of this child based on the development that you observed today? |

2. WHAT TO INCLUDE AND WRITE ABOUT IN AN ANECDOTE:

To decide if a behavior is significant enough to write as an anecdote, ask yourself; “Is this something that could be shared with the child’s parents that would give them an indication of their child’ progress in a certain area of development?” or “Is this something parents would enjoy reading and learning about their child?” Remember that the child is NEVER just sitting there.

a. DESCRIPTIVE PHRASES: Use precise words to describe behavior—instead of ‘walked’ use ‘strutted’ instead of ‘said’, use ‘whispered’ or mumbled’. Be sure to describe what you see accurately.

b. CHILD’S DIALOGUE: (anecdotes sometimes include dialogue but it is not required) Be sure to record accurately what the child said and do not add your own words.

3. PAY ATTENTION TO GRAMMAR AND PUNCTUATION: Use correct punctuation. An exclamation point represents different meaning than a period. A question mark, of course, means a question was asked. Quotation marks should be used if quoting a child or adult.

C. Ending with a Narrative Summary: Give interpretive comments at the end of the anecdote. Ask yourself, “What does this behavior mean?” Relate the behavior to an area of development or how the child interacts with others. You may include personal comments—“I think…” or “It appears that…” What is your “professional” conclusion of this child based on the development that you observed today?

| PREFESSIONAL ANECDOTE EXAMPLES |

|Dominic- age 5-during his kindergarten year |

|We have been talking about emotions- happy, sad, mad, excited, etc. For circle time today I read a story about Henry who tried repeatedly to win a race so he |

|could get a prize at a picnic. On Henry’s fourth try at trying to win a race, Dominic, who was very involved in the story, said, “This is making me nervous!” |

|He was captivated throughout the story and was relieved when Henry finally won a prize. He was so involved that when I quit reading and there was a moment of |

|quiet, he said, “Karma, you forgot to say ‘Amen!” |

|Interpretation: Dominic is sensitive to what another person might be feeling. |

| |

|Marcus- age 4 ½ |

|We try to encourage the children to call us by our names. Today Marcus addressed me, “Teacher, look at this!” I said, “Marcus, do you know what my name is!? |

|I am sure he was thinking ‘Burgandy’ (my name). But he answered, laughing, “Yah! It’s Burger King!” |

|Interpretation: Marcus is able to make a joke. |

| |

|Malia- age 2 |

|We had a wonderful party today! There were lots of balloons and treats, as well as singing and dancing. We had been singing and dancing for a while, when I |

|realized that I had not seen Malia for a few minutes. I found her in the baby area, lying spread-eagle on the floor, sound asleep. She had a balloon tied to |

|one wrist and a cookie clutched in her hand. There was a trail of cookie crumbs running from her hand to her mouth, and she had frosting smeared around her |

|lips. |

|Interpretation: She had had all the excitement she could take for one day! (what parent would not enjoy this word picture of their child?) |

| |

|Andy- age 3 |

|Andy was playing with some dinosaurs when baby Erin toddled over and grabbed one off the shelf. Andy had not been playing with that particular dinosaur, but |

|when he saw Erin take it, he pushed her down and took it away from her. |

|Interpretation: Andy doesn’t yet understand that babies need to be treated with patience. |

| |

|Reggie-age 5-during his kindergarten year |

|One of the psychology teachers brought the children into her room to demonstrate Piaget’s theory about children. She had two jars that were wide on the bottom|

|and narrow on top. One of the jars was filled with sand and the teacher had Reggie fill the other jar until it had the same amount of sand in it. Reggie and |

|the other children all agreed that the jars had the same amount of sand in them. Then the teacher turned one of the jars over and the level of the sand in |

|that jar appeared higher because it now had a narrower base. |

|The teacher asked Reggie if the jars still had the same amount of sand in them. Reggie looked disturbed and he said, “I don’t know. That’s just creepy.” |

| |

|Interpretation: Reggie doesn’t yet understand conservation of matter from Piaget’s Theory. This is typical for a child at age 5. |

| |

|Maddie-age 3 |

|I walked into the bathroom and found Maddie changing her doll’s diaper. She had put on rubber gloves and she had found a diaper and some wipes. She spent |

|several minutes wiping her baby and then putting its diaper on. |

|Interpretation: Maddie seems to have closely observed the procedure for changing diapers in the Child Care Center. |

| |

|Rylie-age 3 |

|We were looking at one of the I Spy books and we were trying to find a dolphin on the page. We looked for a long time, but we couldn’t find it. Finally Rylie|

|jumped off my lap, ran to the shelf, and picked up a plastic dolphin. He ran back and said triumphantly, “Here it is! I found it!” |

|Interpretation: Rylie is able to make the association between pictures and objects. |

| |

|Colin- age 4 |

|Cole was crying because he was hurt. Colin ran over to him and hugged him until he felt better. |

|Interpretation: Colin is aware of the feelings of others and sensitive to help them. |

| |

|Olivia- age 4 ½ |

|Rylie and Patrick were riding the little push cars wearing nothing but their diapers. Olivia said laughing, “Look, naked babies on the go!” |

|Interpretation: Olivia seems to enjoy the babies. (what parent wouldn’t enjoy reading this about their child) |

| |

| |

|EXAMPLES OF REALLY BAD ANECDOTES (or what have been turned in as anecdotes) |

| |

|Carolyn grabbed a square to put under her bum because she wanted to sit by Maura. (big deal, what has that to do with anything?) |

| |

|Collin got to sleep in the blue hiding box today. (who cares? What’s the point of this description?) |

| |

|Jaxon told me about his Aladdin video. (told you what??) |

| |

|Jenny is so cute. She has a matching bow for every outfit. (what does this tell except the writer’s opinion about what is cute?) |

| |

|Andy is really mean to the babies. He is always knocking them down, taking toys from them, and pinching them. He just doesn’t seem to like them very much. |

|(this is the writer’s opinion, you can’t presume to know why he behaves the way he does…it doesn’t tell us about a specific incident) |

CHECKLIST / TALLY OBSERVATION #1 DATE: _________ Location_______________

Using the checklist below, identify skills that you observe in the child.

|SKILL TO BE OBSERVED |CHECK FOR EACH TIME |NOTES ON OBSERVATION |

|Walks steadily | | |

|Climbs objects | | |

|Hops and / or skips | | |

|Runs and/or rides | | |

|Balances on 1 foot or an object | | |

|Turns pages of book one at a time | | |

|Builds a tower of blocks or other item | | |

|Draws/paint lines and circles and pictures | | |

|Cuts with scissors | | |

|Puzzle, beads, playdough, folds paper… | | |

|Uses one hand consistently | | |

|Performs self-help skills like (feeding, dressing, | | |

|washing, toileting, cleaning…) | | |

|Speaks in at least 3 word sentences | | |

|Speaks fluently and clear with about a 1000 - 1500 | | |

|word vocabulary | | |

|Use of negative elements (no, don’t, can’t,…) | | |

|Use of plural words (cats, cookies, mice) | | |

|Answering routine questions. | | |

|Following directions | | |

|Tells stories or jokes | | |

|Makes requests or asks questions | | |

|Comprehends math skills like: color, amount, spatial| | |

|awareness, numbers, time, shapes, counting, size, | | |

|sequencing | | |

|Plays cooperatively with others | | |

|Affectionate to others | | |

|Uses kind words and manners | | |

|Shows a desire for independence | | |

|Shows pride in work and tasks | | |

|Shows persistence to finish or do well | | |

|Negative emotions (jealous, negativism, fear, | | |

|egocentric, won’t share, ..) | | |

|Tries to express emotions verbally | | |

|Shares or asks for items instead of grabbing them | | |

|away | | |

|Extra: | | |

|After completing the checklist, write a narrative summary of your findings. |

| |

| |

| |

| |

| |

CHECKLIST / TALLY OBSERVATION #2 DATE: _________ Location_______________

Using the checklist below, identify skills that you observe in the child.

Attach the 2 Checklist Observations to the BACK OF THE CHILD’S TYPED FINAL REPORT.

|SKILL TO BE OBSERVED |CHECK FOR EACH TIME |NOTES ON OBSERVATION |

|Walks steadily | | |

|Climbs objects | | |

|Hops and / or skips | | |

|Runs and/or rides | | |

|Balances on 1 foot or an object | | |

|Turns pages of book one at a time | | |

|Builds a tower of blocks or other item | | |

|Draws/paint lines and circles and pictures | | |

|Cuts with scissors | | |

|Puzzle, beads, playdough, folds paper… | | |

|Uses one hand consistently | | |

|Performs self-help skills like (feeding, dressing, | | |

|washing, toileting, cleaning…) | | |

|Speaks in at least 3 word sentences | | |

|Speaks fluently and clear with about a 1000 - 1500 | | |

|word vocabulary | | |

|Use of negative elements (no, don’t, can’t,…) | | |

|Use of plural words (cats, cookies, mice) | | |

|Answering routine questions. | | |

|Following directions | | |

|Tells stories or jokes | | |

|Makes requests or asks questions | | |

|Comprehends math skills like: color, amount, spatial| | |

|awareness, numbers, time, shapes, counting, size, | | |

|sequencing | | |

|Plays cooperatively with others | | |

|Affectionate to others | | |

|Uses kind words and manners | | |

|Shows a desire for independence | | |

|Shows pride in work and tasks | | |

|Shows persistence to finish or do well | | |

|Negative emotions (jealous, negativism, fear, | | |

|egocentric, won’t share, ..) | | |

|Tries to express emotions verbally | | |

|Shares or asks for items instead of grabbing them | | |

|away | | |

|Extra: | | |

|After completing the checklist, write a narrative summary of your findings. |

| |

| |

| |

INDIVIDUAL CHILD OBSERVATIONS, STUDY, AND REPORT

DUE: _______________

1. Select and sign up for a child, ages 2-5.

Begin focusing all of your STUDYING and OBSERVATION WRITINGS on that individual child only. Note his/her verbal and non-verbal actions, physical skills, cognitive skills, emotions, social interactions, and use of language with other children, adults, students, etc.

2. Properly record and date all of your observations.

| |

|Your name_______ Class Period_____ Date______ |

|Child’s name_______ Child’s Age_____ Time______ |

|Location of observation_______ Activity being observed______ |

| |

|Watch for, identify, and write about with great DETAILED VISUAL EXAMPLES for each area of development. Include dialogue, specific descriptions of actions, |

|who they were with, etc. |

|Area of Development |Objective (Factual) Writings **descriptive and with child’s dialogue |

|Physical | |

|Emotional | |

|Social | |

|Cognitive | |

|Language | |

|(optional) Moral | |

|Finish with a NARRATIVE CONCLUSION that includes a comprehensive overview of what your observation taught you about the child’s development. |

3. All observations will be completed and handed in with each unit sheet. Keep all observations in your ECE/CDA workbook behind the RC V section. All observations will be used to write your final child report and given to the child’s guardians.

4. Observations to complete and use in writing the FINAL REPORT

a. ANECDOTES: (textbook) WORKING WITH YOUNG CHILDREN pg 45-46 has good information

• The RC-V section has examples of anecdotal observations.

• You will complete a total of 5 anecdotal observations.

• Remember that these will be sent home to the parents to be thorough and professional.

b. CHECKLIST: (textbook) WORKING WITH YOUNG CHILDREN pg 47 has good information

• Attached are 2 checklists to be completed on the selected child as assigned.

• Remember that these will be sent home to the parents to be thorough and professional. This will be a great indicator of growth and development for the guardian.

5. CHILD OBSERVATION REPORT - A quarter in the life of the child, this is their story

Remember, this will be given to the child’s family so make it professional.

• It is impossible to do the whole project satisfactorily at the last minute. Do it consistently and well.

• Attached is the outline/explanation for the OBSERVATION REPORT assignment.

• Attached is the RUBRIC FOR EVALUATING/GRADING OBSERVATION REPORTS

• IT IS A GOOD IDEA TO HAVE SOMEONE PROOF READ YOUR REPORT BEFORE TURNING IT IN SINCE THE CHILD’S FAMILY WILL BE READING THIS.

OBSERVATION REPORT RUBRIC

(Attach this page to the front of your typed report with all written observations.)

Name____________________________________ class period__________

1. INTRODUCTION avg: 1 2 3

|An introduction of who you are and the observation project that you worked on. | | | ( |

2. PHYSICAL DEVELOPMENT (address 8 question guides in essay form) avg: 1 2 3

|Introduction /explanation of physical development | | | |

|Identify typical behavior of a 3-4-5 year old child. | | | |

|3 or 4 examples and dates of the child in relationship to the typical behaviors identified above. | | | |

| | | |( |

|Conclusions and Personal insights/learning about the child in this area of development | | | |

3. SOCIAL DEVELOPMENT (address 6 question guides in essay form) avg: 1 2 3

|Introduction /explanation of social development | | | |

|Identify typical behavior of a 3-4-5 year old child | | | |

|3 or 4 examples and dates of the child in relationship to the typical behaviors identified above. | | | |

|Conclusions and Personal insights/learning about the child in this area of development | | | |

4. EMOTIONAL DEVELOPMENT (address 6 question guides in essay form) avg: 1 2 3

|Introduction /explanation of emotional development | | | |

|Identify typical behavior of a 3-4-5 year old child | | | |

|3 or 4 examples and dates of the child in relationship to the typical behaviors identified above. | | | |

|Conclusions and Personal insights/learning about the child in this area of development | | | |

5. COGNITIVE DEVELOPMENT (address 5 question guides in essay form) avg: 1 2 3

|Introduction /explanation of cognitive development | | | |

|Identify typical behavior of a 3-4-5 year old child | | | |

|3 or 4 examples and dates of the child in relationship to the typical behaviors identified above. | | | |

|Conclusions and Personal insights/learning about the child in this area of development | | | |

6. CONCEPTUAL LANGUAGE (address 3 question guides in essay form) avg: 1 2 3

|Introduction/explanation of conceptual language | | | |

|Identify typical behavior of a 3-4-5 year old child | | | |

|3 or 4 examples and dates of the child in relationship to the typical behaviors identified above. | | | |

|Conclusions and Personal insights/learning about the child in this area of development | | | |

7. SUMMARY (address 7 question guides in essay form) 1 2 3

|A summative conclusion that addresses the 7 questions in essay form. | | | ( |

8. Checklist Reports

|Attach the 2 Checklist Observations and 5 anecdotal reports to the TYPED FINAL REPORT |

|These will be going home to the parents with the final report. |

|1 2 3 |

TOTAL (24) _______ X 10 = _____________/ 240

OBSERVATION REPORT ASSIGNMENT

A quarter in the life of the child, this is their story

- Review your observation notes and search for meaning and understanding with regard to each particular area of development below, and how it relates to the child you are writing about.

- Your written report should cover the CHILD’S PROGRESS in various areas of his/her adjustment and development, any regression you have observed, records of actual events as they happened, records of actual conversation, examples of behavior in various situations and circumstances, or anything you feel has special importance and meaning in understanding the child. Actually use your observation notes to provide examples and dates.

- Some general questions and ideas are listed below. However, these are only ideas and should not be used as the complete basis of your report. Each section should be TYPE WRITTEN IN ESSAY FORM. It should cover as many ideas and questions as possible. Your own initiative and creativity should be used. For each section, use your notes and observations.

The REPORT FORMAT – A Quarter in the life of the child

Section #1 – Introduction of you, the assignment, and the child. Think of it as A Quarter in the life of the child, a story to the parents about their child.

Section #2—Physical Development

1. Discuss gross motor/large muscle development of the child—give examples and dates.

2. Discuss fine motor/small muscle development and eye-hand coordination of the child, give examples and dates.

3. Are his/her large and small muscle coordination equally developed or is one more developed than the other? Give examples.

4. Discuss the physical and motor differences between children.

5. Are the child’s body movements quick or slow?

6. Does the child seem “at home” with his/her body, or does he/she seem clumsy, stiff, or unsure?

7. Does the child’s physical development affect his/her behavior and personality?

8. What did you learn about physical development from observing this child?

Section #3—Social Development

1. Discuss the child’s type of play and/or interaction with other children.

2. Look for examples of acceptance or rejection. Can you see reasons for the behavior the child exhibits?

3. How does the child’s play/interaction seem to affect him/her?

4. Look for examples of specific social behaviors and evaluate them. Is the child outgoing, shy, withdrawn, pushy, loud, etc.? Is the behavior typical for the child’s age?

5. How does this child relate with other children? Does she/he seek out other children? Does she/he seek only specific children? Does she/he avoid the other children or specific children? Does she/he wait until someone seeks her/him out? How does she/he respond to another child’s invitation to play? Does she/he spend a lot of time watching other children? Is she/he generally a leader or a follower?

6. What did you learn about social development by observing this child?

7. Does the child’s behavior change when alone vs. with other kids or with different kids? If so, how?

Section #4—Emotional Development

1. What emotions did you see? How did you know they were emotions?

2. What seemed to cause the emotions you observed?

3. How much of what the child felt was expressed through his/her body language?

4. Discuss how a child’s feelings are expressed through facial expressions.

5. Do the child’s facial expressions change as she/he is involved in various activities, or do they remain the same?

6. What did you learn about emotional development by observing this child?

7. Does the child’s behavior change from one location to another? What behaviors would you expect in the different locations or activities you observed? Is the behavior what you would have expected? Does the teacher have to remind the child about how to behave in any area?

Section #5—Concept (Cognitive) Development

1. From your observations and your understanding of children, what are the factors in the child’s environment that influence the development and understanding of concepts?

2. How do you feel TV, movies, video games or other technology has affected the child? Record any examples you may have seen.

3. What objects, toys, equipment seems to hold the child’s interest? How does he/she express this interest? Does the child use equipment, toys and other materials in an appropriate manner?

4. Do you feel a child’s toys and play equipment influence their language and concept development? How or why do you feel this way?

5. Record any adult behavior the child may have role played,

6. Observe the child as she/he is being taught a skill or information. Record what skill is being taught and the method used to teach it. Is the child interested in learning this skill? What are his/her responses? How many lessons are necessary for him/her to learn the skill? Does she/he have the ability to perform the skill?

Section #6 - Influences on the Child’s Language

1. From your observations and your understanding of children, what are the factors in the child’s environment that influence the development and understanding of language and concepts?

2. Explain the child’s language development skills.

3. What did you learn about language development by observing this child?

Section #7 - SUMMARY

Make sure that your finished summary says exactly what you want it to say. Evaluate your experience in observing and studying the child you selected, using the following questions. Explain your answers by using examples from your observations.

1. In what ways has the child changed or developed since you began your observation?

2. Has the child learned any new skills?

3. Has the child made progress in any one area of development (social, physical, intellectual, emotional, personal behavior, etc.)?

4. What have you learned about the child’s behavior, learning ability, response to adults and other children, reaction treatment by others, ability to adjust to conditions of life, and ability to cope with problems?

5. Have you changed any of your ideas about children—their reasons for being as they are, the causes of their behavior, and better ways of getting the desired response from them?

6. Have you learned anything about yourself? Please explain.

7. Compare the things you have learned from this long-term study with the things you learned in the lab with your group of children.

H. Competency Statement VI & Resource Collection VI

|Competency Statement VI |Functional Areas |Definitions |

| | | |

|To maintain a commitment to |13. Professionalism |13. Candidate makes decisions based on knowledge of research-based early |

|professionalism | |childhood practices, promotes high-quality in child care services, and takes |

| | |advantage of opportunities to improve knowledge and competence, both for |

| | |personal and professional growth and for the benefit of children and families.|

• ECS VI-a An Early Childhood Professional

Reflect on why you choose to become an early childhood professional or have spent time taking classes on and learning about children. Why will you be an advocate for children?

• ECS VI-b Indicators of Professionalism

Reflect on what you believe are the most important indicators of professionalism that you possess.

• RC VI-1a Child care regulating

Provide the name and contact information (website, phone number, address) of your state’s agency that regulates child care centers and family child care homes.

Note: These regulations are available at the website of the National Resource Center for Health and Safety in Child Care ().

▪ VI-1b Qualification requirements for personnel

Print a copy of the section(s) that describes qualification requirements for personnel (teachers, directors, and assistants).

▪ VI-1c Ratio Requirements

Print off information that states the requirements for group size and adult-child ratio requirements.

Print off and place your VI-1b and VI-1c resources behind this page. RC VI

Print off and place

RC VI-1b and RC VI-1c behind this page.

RC VI

• RC VI-2 Early Childhood Associations

List two early childhood associations (national, regional, state, or local). Include website addresses and describe the professional resources and membership opportunities they each offer.

( Childhood association #1 _____

( Childhood association #2 _____

• RC VI-3 Reporting Child Abuse and Neglect

Provide summaries of the legal requirements in your state regarding child abuse and neglect (including contact information for the appropriate agency in your state) and Mandatory Reporting Guidelines.

▪ Name a State Agency for Reporting Child Abuse and Neglect

Identify the contact information (agency name, phone number, website, address, etc.) of the state agency to which you would report child abuse and neglect.

▪ Explain Mandatory Reporting Guidelines

Explain the mandatory child abuse and neglect reporting guidelines for your state.

[pic]

RC VI

[pic]

I. Professional Philosophy Statement

Your goal is to summarize your professional beliefs and values about early childhood education, child care, and developing children in no more than 2 pages.

Identify your personal values and beliefs around teaching and learning:

• How do you believe young children learn?

• Based on this, explain what you believe your role is as their teacher and caregiver.

• Beyond teaching and learning, reflect and write about what you believe are the other important aspects of your role in the lives of children and families.

Professional Philosophy Statement

-----------------------

Step 1: Prepare

Any Time Before You Apply

• High School Education

• Professional Education – 120 clock hours, including 10 hours in each of the 8 CDA Subject Areas

• Provide transcripts and certificates

Within Three Years of Submitting Application

• Work Experience – 480 hours of experience working with children ages 3-5

Within Six Months of Submitting the Application

• Family Questionnaires

• Professional Portfolio (see next page)

Step 2: Apply

• Identify a CDA Professional Development Specialist and obtain her or his Identification Number

• Secure your director’s permission for your Verification Visit

• Submit the CDA application to the Council and pay the assessment fee

Step 4: Earn

• Earn your CDA Credential

Step 3: Demonstrate

Once the Council has approved your application and processed your payment, you must schedule and complete the following:

• Your Verification Visit

Bring your completed Professional Portfolio to your verification visit so that your PD Specialist can review it.

• Your CDA Exam

Step 5: Renew

• Renew your CDA Credential

• Earn a second CDA Credential

Instructor Verification Signature _________________________ Date _________

Instructor Verification Signature ___________________ Date _________

THIS SAMPLE IS NOT TO BE DUPLICATED.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download