cda track and training portfolio guidethe professional portfolio is intended to be a reflective...

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CDA Track and

Training Portfolio Guide

Inthisclass,youwillcompileaprofessionalportfoliothatdemonstratesyourknowledge,experience,andskillsintheareaofearlychildhoodeducation.ThistrainingwillbeputtowardstheCDAProfessionalPortfolioneededforyourCDAlicense.

***seepg131oftheCDANationalProgramBooktofinalizethisportfolio.

2017ed.

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ECE CDA Training Portfolio Help

WritingaStatementofCompetence(CS)

Usingyourownpaper,prepareawrittenstatement,approximately200+wordsinlength,onyourownteaching practices and beliefs.Refer to each unit’s competency statement instructions, the sectionformatbelow,andthesamplethatfollows.

• WHYsection:• Introduceorbrieflyrestate,inyourownwords,theCompetencyStatement.• Describewhyyou think the competence is important for you as a caregiver, to the children, to the

familiesofthechildren,tootheremployees,andtothecenterorschool.

• HOWsection:• Namethefunctionalarea.• Restateorintroducethefunctionalarea’sdefinitioninyourownsimplifiedwords.• Provideat leastthreespecificexamples thatyoucanorwilldotomeeteachofthelistedfunctional

area(s).

v SeetheCDAfunctionalstatementpacketforexampleideas.

StatementofCompetence(CSIII)Sample:

Iwillsupportsocialandemotionaldevelopmentandprovidepositiveguidancebydevelopingawarm,positive,andtrustingrelationshipwiththechildrenandtheirfamiliesbecause,Ialsofeelthatmanychildrencomefromahomewhereitisunknownhowtoeffectivelyguideandcommunicatewithachild.Thisskillwillbeusedandmodeledwithinthecenter.Throughtheseexamples,thechildrenandthefamilieswilllearnwhatastrongemotionalrelationshipandsenseofselflookslikeandfeelslike,whatpositivesocialskillsareandhowtousethem,andhowtousepositiveguidance.Self:Iwilldevelopawarm,positive,supportive,andresponsiverelationshipwitheachchild,andhelpeachchildlearnaboutandtakeprideintheirownindividualandculturalidentity.MyenvironmentwillbeaplacewherechildrencandeveloptheirownindividualtalentsthroughappropriateDAPplay.Iwillusethechildren’snamesandacknowledgetheirculturetobuildself-identity.Childrenwillhavemarkedspacetostoretheirthingsandtheirwork.Iwillencouragechildrentodothosetasksthattheycando.Social:Iwillhelpeachchildfunctioneffectivelyinthegroup,learntoexpressfeelings,acquiresocialskills,andmakefriends,andpromotesmutualrespectamongchildrenandadults.Myenvironmentwillbeaplacewherechildrencaninteractandplaywitheachother.Propsforcurriculumareaswillrepresentmanyculturalgroups.Iwillencouragecooperationandrespectbetweenchildrenratherthancompetition.Guidance:Iwillprovideasupportiveenvironmentanduseseffectivestrategiestopromotechildren’sself-regulationandsupportacceptablebehaviors,andeffectivelyintervenesforchildrenwithpersistentchallengingbehaviors.Theroomenvironment,space,andmaterialswillprovideampleopportunitiesforappropriateplayingandchoices.Iwillverballyandnon-verballysincerelyacknowledgewhenachildisexhibitingappropriatebehaviors.Iwillsticktoroutineandschedulessochildrenknowwhattoexpect.Iwillmodelappropriateandexpectedsocialskills.Iwillhelpchildrenusetheirwordsratherthanemotions. (320 words)

ResourceCollection(RC)

Readtheassignmentinstructionsandcollectorcreatethegivenresourcematerials.

ResourceParagraph(RP/CS)

Writeanextensionparagraph(30+words)thatreinforcestheresourcescollected.

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CongratulationsonbeginningYOURChildDevelopmentAssociate(CDA)credentialingprocess!

ThefollowingstepswillhelpyoutounderstandhowyoucanobtainaCDACredentialspecializingineitherbirthto3yearoldchildrenor3-5yearoldchildren.

Step1:PrepareAnyTimeBeforeYouApply• HighSchoolEducationorenrolledasaJr.

orSr.inanECEprogram.• ProfessionalEducation–120clockhours,

including10hoursineachofthe8CDASubjectAreas

• Providetranscriptsandcertificates

WithinThreeYearsofSubmittingApplication

• WorkExperience–480hoursofexperienceworkingwithchildrenagesbirth-5,ingroupsof5ormore,inastateapprovedfacilitywith10ormorechildrenenrolled.

WithinSixMonthsofSubmittingtheApplication

• FamilyQuestionnaires• ProfessionalPortfolio

Step2:Apply• IdentifyaCDAProfessional

DevelopmentSpecialistandobtainherorhisIdentificationNumber

• Secureyourdirector’spermissionforyourVerificationVisit

• SubmittheCDAapplicationtothe

Councilandpaythe$425.00assessmentfee.

Step3:DemonstrateOncetheCouncilhasapprovedyourapplicationandprocessedyourpayment,youmustscheduleandcompletethefollowing:• YourVerificationVisit

BringyourcompletedProfessionalPortfoliotoyourverificationvisitsothatyourPDSpecialistcanreviewit.

• YourCDAExam

Step4:Earn• EarnyourCDACredentialand

receiveanincreaseinpay.

Step5:Renew• RenewyourCDACredential3years

fromwhenyoureceivetheCDAlicense.

• EarnasecondCDACredentialinthe

otherarea.

*Sign up for the CDA class with the Center Director to complete your portfolio, finalize your CDA steps, and receive your CDA License.

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MY CDA Professional Portfolio

TheProfessionalPortfolioisintendedtobeareflectiveprofessionaldevelopmentexperienceforyou.YouareencouragedtouseandaddtoyourPortfolioasyougrowthroughoutyourcareer.YourProfessionalPortfoliomustinclude:

1. TheMyCDAProfessionalPortfoliocoversheet(TheChildDevelopmentAssociateNationalCredentialingProgramandCDACompetencyStandardsPreschoolEdition,Bookpg.131).ThiscoversheetcanbeusedasachecklistasyoubuildyourPortfoliotoensurethatyourcompletedPortfoliocontainsalloftherequiredcontents.

2. The(tabA)SummaryofMyCDAEducationcoversheet(Bookpg.133)followedbyyourtranscripts,certificates,letters,trackingsheets,etc.

3. The(tabB)FamilyQuestionnairescoversheet(Bookpg.135-136)followedbyyourcompletedfamilyquestionnairesandtheSummarySheet(Bookpg.137).

4. (tabsC-H)SixreflectiveStatementsofCompetence,followedbytherelatedResourceCollectionitems,andreflectiveresourceparagraphs.

5. Your(tabI)ProfessionalPhilosophyStatement,whichsummarizesyourprofessionalviewpointandmaytakeintoaccountnewideasyoulearnedduringthebuildingofyourPortfolio.

Place the ‘My CDA Professional portfolio” cover sheet behind this page.

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A. Summary of My CDA Education

IncludedbehindthispageistheSummaryofMyCDAEducationcoversheet(CDABookpg.133)followedbytheeducationand

experiencetrackingsheets,transcripts,certificates,andotherofficialdocumentation.

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A. Clearfield High School 2017-2018 “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, etc.

Name____________________________________

CDA Subject Area (CDA pg 8 and 38)

PATHWAY COURSE HOURS VERIFY Total hrs

1. Planning a safe, healthy

learning environment

CD ECE A ECE B ECE 2 Intern &/or the

paid center Job 5.91 5.3 7.75 5 p/ sem 3

26 hrs +

2. Advancing children’s physical

and intellectual development


paid center Job 5.50 12 3 2 p/ sem 3

25 hrs +

3. Supporting children’s Social &

Emotional development



19 hrs +

4. Building productive

relationships with Families


paid center Job 3.13 2 2 2 p/ sem 3

9 hrs +

5. Managing an effective program



32 hrs +

6. Maintaining a commitment to

Professionalism



22 hrs +

7. Observing and recording

children’s behavior


paid center Job 1.41 3 7.25 4 p/ sem 5

20 hrs +

8. Understanding principles of

child development



22 hrs +

TOTAL possible Education hours


paid center Job 41.77 42.46 37.82 19 p/ sem

Total # sem__

37 job _____ intern

175 hrs or more

TOTAL possible Lab Experience Hours


paid center Job 0 6 44 66 p/ sem

Total # sem__

520.41 job 132 intern

791 hrs or more

Instructor Verification Signature _________________________ Date _________

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PRESCHOOL CDA EXPERIENCE HOURS outside of the CHS Early Childhood Pathway Courses

In order to count for lab experience hours, the professional experience setting needs to include at least a group of 5 children between the ages of 3-5 years old. A total of 10 must be enrolled in the center.

Name: __________________________________

Date Time In

Time Out

Total # of Minutes

Location of Experience

Verification

(Totalminutes÷60) TOTAL Education hours _____________________________________

TOTAL Lab Experience Hours ________________________________

Instructor Verification Signature ___________________ Date _________

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CDA education hours received outside of Clearfield High School ECE pathway

CDA Subject Area (CDA pg 8 and 38)

LOCATION PATHWAY COURSE and HOURS RECEIVED VERIFY Total hrs

1. Planning a safe, healthy

learning environment

Course Hours

2. Advancing children’s physical

and intellectual development

Course Hours

3. Supporting children’s Social &

Emotional development

Course Hours

4. Building productive

relationships with Families

Course Hours

5. Managing an effective program

Course Hours

6. Maintaining a commitment to

Professionalism

Course Hours

7. Observing and recording

children’s behavior

Course Hours

8. Understanding principles of

child development

Course Hours

CDA LAB / EXPERIENCE HOURS

Instructor Verification Signature _________________________ Date _________

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B. Family Questionnaires IncludedbehindthispageistheFamilyQuestionnairescoversheet(Bookpg.135-136)andtheFamilyQuestionnaireSummarySheet(Bookpg.137)followedbyallofyourreturnedFamilyQuestionnaires.ThePDspecialistisaskedtoNOTreadyourprivatequestionnairesjustcountthem.

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TOUCHING THE FUTURE

I don't wear power suits, make speeches, or drive a fancy sports car. I've never talked on a car phone, made a big sale, or been elected to the Senate.

I don't "do lunch", have a big impressive office or carry a beeper. I spend my days wiping away tears, giving hugs, and serving chicken nuggets.

A good day is when I go through a whole day without a temper tantrum, bite mark, or a toilet training accident.

My "office" is a room full of brightly colored toys and laughing children. You may not think that what I do is very important and you may even whisper behind my back

"what a waste of a good mind." But I know better. I make a difference because I'm changing the world one child at a time. Everyday I'm getting the once in a lifetime chance to touch the future.

I'm proud to say "I'm a child care provider"

~~By Marti Doyle~~

IncludedbehindthispageistheFamilyQuestionnairescoversheet(Bookpg.135-136)andtheFamilyQuestionnaireSummarySheet(Bookpg.137)followedbyallofyourreturnedFamilyQuestionnaires.ThePDspecialistisaskedtoNOTreadyourprivatequestionnairesjustcountthem.

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(C-H) Competency Statements, Resource Items, and Resource

Paragraphs

SixReflectiveStatementsofCompetenceeachfollowedbyitsrelatedResourceCollectionitemsandResourceParagraphsasoutlinedontheMyCDAProfessional

Portfoliocoversheet(pg131)

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C. StatementofCompetenceI:Toestablishandmaintainasafe,healthylearningenvironment

CDA Competency

Standard I Functional Areas Definitions

I. To establish and maintain a safe, healthy learning environment

1. Safe 2. Healthy 3. Learning Environment

1. Candidate provides a safe environment and teaches children safe practices to prevent and reduce injuries. 2. Candidate provides an environment that promotes health and prevents 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.

Iwill

CSI

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CS/RPIa SampleMenu(fromRCI-2)

ReflectonthesamplemenuforResourceCollectionI-2thatyouparticipatedinservingand/ordesigning:Ifyoudesignedthemenu,howdoesitreflectyourcommitmenttochildren’snutritionalneeds?Ifyouservedthemenubutdidnotdesignit,whatareitsstrengthsand/orwhatwouldyouchange?

CS/RPIb RoomEnvironment

ReflectontheroomenvironmentinwhichyourVerificationVisitObservationwilloccur:Howdoestheroomdesignreflectthewayyoubelieveyoungchildrenlearnbest?Iftheroomwasnotdesignedbyyou,whatdoyouseeasitsstrengthsand/orwhatwouldyouchange?

CSI

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CS/RPIc WeeklyPlan(fromRCI-3)

ReflectontheweeklyplanyouincludedinyourResourceCollectionI-3.Howdoesthisplanreflectyourphilosophyofwhatyoungchildrenneedonaweeklybasis?Iftheplanwasnotdesignedbyyou,whatdoyouseeasitsstrengthsand/orwhatwouldyouchange?

RCI-1.CPRandFirstAidTraining

Includeyourvalidandcurrentcertificate/cardsofcompletionofa)anyfirstaidcourseandb)aninfant/child(pediatric)CPRcourseofferedbyanationallyrecognizedtrainingorganization(suchasAmericanRedCrossortheAmericanHeartAssociation)Onlinetrainingisnotacceptable.Certificationmusthavebeenwithinthepastthreeyears.

Makeacopyofyourcertificateandplaceitonorbehindthispage.*WhentheCDAcouncildoesyourevaluation,theywillwanttosee

youroriginalcertificate.

CSI&RCI

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RCI-2Weeklymenu

Provideacopyofoneweeklymenuforchildren.InordertocompletetherelatedCompetencyParagraph(CPI-a),themenu,ideally,shouldbeonethatyouhaveparticipatedinservingordesigning.

Monday Tuesday Wednesday Thursday FridayBreakfast(atleast2fooditemsandadrink)

Lunch(atleast3fooditemsandadrink)

Snack(atleast1fooditemandadrink)

RCI-2

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• RCI-3WeeklyLessonPlansProvideasampleofaweeklyplanthatincludesgoalsforchildren’slearninganddevelopment,abriefdescriptionofplannedlearningexperiences,andalsoaccommodationsforchildrenwithspecialneeds.Indicatetheagegroup(s)forwhichtheplanisintended.

WeeklyTheme

AgeGroup

VocabularyWords

FactualStatements

Standard Learning Objectives: Through participating in the planned centers, how will the children understand the concepts?

Example: The children will use senses to explore objects in the environment as they discover that an apple has seeds inside of it when it is cut open.

The children will =========================================================================

Desired Standard Outcome: ______________________________________________________________

Goal to meet it: (As they/when they/by/through/etc) __________________________________________

Monday Tuesday Wednesday Thursday Friday

GroupTime(songs,stories,games,

etc.)

GrossMotor/OutdoorActivities(1ideaeachday)

Smallgroupactivities/centers(1activityineachcurriculumarea)

Language & Literacy

Music Art Science Math

SpecialNeedsAccommodations(Hearing,seeing,speech,limitedmobility,medicalcondition,physicallyimpaired,30monthsorless,intellectuallyimpairedetc.)

Write1specialneed:

Choose2activitiesfromaboveandwritehowyouwouldadjusttheactivityforthespecialneed.

RCI-3

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D. StatementofCompetenceII:ToadvancephysicalandintellectualcompetenceCDA Competency

Standard II Functional Areas Definitions

II. To advance physical and intellectual competence

4. Physical 5. Cognitive 6. Communication 7. Creative

4. Candidate uses a variety of developmentally appropriate equipment, learning experiences, and teaching strategies to promote the physical development (fine and gross motor) of all children. 5. Candidate uses a variety of developmentally appropriate learning experiences 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.

Iwill

CSII

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CS/RPIIaLearningExperiences(fromRCII)

PickoneoftheninelearningexperiencesyouchoseforyourResourceCollectionII.Howdoesthisexperiencereflectyourpersonalphilosophyofhowyousupportyoungchildren’sphysicaldevelopment?

CS/RPIIbLearningExperiences(fromRCII)

PickanotheroneoftheninelearningexperiencesyouchoseforyourResourceCollectionII.Howdoesthisexperiencereflectyourpersonalphilosophyofhowyousupportyoungchildren’scognitivedevelopment?

CSII

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CS/RPIIcLearningExperiences(fromRCII)

PickathirdlearningexperienceyouchoseforyourResourceCollectionII.Howdoesthisexperiencereflectyourpersonalphilosophyofhowyousupportyoungchildren’screativedevelopment?

CS/RPIIdCommunicationandLanguageDevelopment

Describewaystopromotethecommunicationandlanguagedevelopmentamongallchildrenincludingduallanguagelearners.

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RCII.NineLearningExperiencesCompile9learningexperiencesthatcovereachofthefollowingcurriculumareasbelow.

RCII-1Science/Sensory RCII-2LanguageandLiteracy

RCII-3CreativeArts

RCII-4FineMotor(IndoorActivity)

RCII-5GrossMotor(OutdoorActivity)MusicandMovement

RCII-6SelfConcept

RCII-7EmotionalSkills/Regulation

RCII-8SocialSkills

RCII-9Mathematics

v Theseshouldbe,butmaynotbelimitedto,activitiesyouhaveplannedandusedinpastlessons.Writeyourdescriptionsinthepagesprovided.

v ItisbesttoincludeaVisual/Sample/Pictureofyouractivityandplaceitinanoptional,butpreferred,plasticsheetcover.

RCII

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II.1ScienceandSensory

Agegroup

Activity





Goal to meet it: (As they/when they/by/through/etc) __________________________________________

MaterialsneededProcessandteachingstrategies HowisthisactivityDevelopmentallyAppropriateforthisagegroup?

RCII

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II.2LanguageandLiteracyAgegroup

Activity





Goal to meet it: (As they/when they/by/through/etc) __________________________________________ MaterialsneededProcessandteachingstrategies HowisthisactivityDevelopmentallyAppropriateforthisagegroup?

RCII

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II.3CreativeArtsAgegroup

Activity





Goal to meet it: (As they/when they/by/through/etc) __________________________________________ MaterialsneededProcessandteachingstrategiesHowisthisactivityDevelopmentallyAppropriateforthisagegroup?

RCII

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II.4Finemotor(indooractivity)Agegroup

Activity





Goal to meet it: (As they/when they/by/through/etc) __________________________________________ Materialsneeded

Processandteachingstrategies HowisthisactivityDevelopmentallyAppropriateforthisagegroup?

RCII

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II.5GrossmotorAgegroup

Activity





Goal to meet it: (As they/when they/by/through/etc) __________________________________________ MaterialsneededProcessandteachingstrategiesHowisthisactivityDevelopmentallyAppropriateforthisagegroup?

RCII

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II.6Self-ConceptAgegroup

Activity







RCII

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II.7EmotionalSkills/RegulationofyouremotionsAgegroup

Activity







RCII

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II.8Socialskills Agegroup

Activity







RCII

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II.9MathematicsAgegroup

Activity





Goal to meet it: (As they/when they/by/through/etc) __________________________________________ MaterialsneededProcessandteachingstrategiesHowisthisactivityDevelopmentallyAppropriate?

RCII

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(Optional)MusicandMovementAgegroup

Activity





Goal to meet it: (As they/when they/by/through/etc) __________________________________________ MaterialsneededProcessandteachingstrategies HowisthisactivityDevelopmentallyAppropriate?

RCII

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E. StatementofCompetenceIII:Tosupportsocialandemotionaldevelopmentandtoprovidepositiveguidance

CDA Competency Standard III

Functional Areas Definitions

III. To support social and emotional development and to provide positive guidance

8. Self 9. Social 10. Guidance

8. Candidate develops a warm, positive, supportive, and responsive relationship with each child, and helps each child learn about and take pride in their own individual and cultural identity. 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.

Iwill

CSIII

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CS/RPIIIaDevelopingChildren’sSelf-Concept

Describesomeofthewaysyousupportthedevelopmentofchildren’spositiveself-conceptsandgrowingsocial/emotionalskills.

CS/RPIIIb GuidingYoungChildren’sBehavior

Reflectonyourpersonalphilosophyofguidingyoungchildren’sPOSITIVEbehaviors.Howisyourprofessionalphilosophysimilarordifferentfromhowyouwereguidedasachild?Howdoyouconstructivelydealwithyoungchildren’schallengingbehaviors?

CSIII

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RCIII.Bibliography

Provideinformationfortendevelopmentallyage-appropriatechildren’sbooksthatyouhaveusedwithyoungchildren.Eachbookshouldsupportadifferenttopicrelatedtochildren’slivesandchallenges.Areasorchallengesofchildren’slivesthatbookscouldaddressandsupport:Culturalandlinguisticgroupidentity;genderidentity;childrenwithdisabilitiesorspecialneeds;separation,divorce,remarriage,orblendedfamilies;everydayactivitiesandroutines;and/orthecycleoflifefromhumanreproductiontodeath,topicsthatreflectthechildrenandfamilieswithwhomareinyourcare,

children’sself-conceptandself-esteem,tohelpchildrendealwithlife’schallenges….

SAMPLEFORMATFORBOOKBIBLIOGRAPHYBook title and

optional picture Author and Illustrator

Publisher and Copy right date

Summary Area or challenge

by Robert Kraus and Jose Aruego

HarperTrophy

Jan. 20th, 1994 ISBN-13: 9780064433488

Leo couldn't do anything right. He couldn't read. He couldn't write. He couldn't draw. When Leo's father asks what the matter with Leo is, Leo's mother explains that he's simply a late bloomer. In his own good time, Leo does read, he does write, and he does draw.

Children grow and develop at their own rate and time.

1. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________

Publisher:_______________________________________________Copyrightdate______________

ShortSummaryoftheage-appropriate children’s book: What area of a child’s life or challenges does this book support and explain how:

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2. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________


ShortSummaryoftheage-appropriate children’s book: What area of a child’s life or challenges does this book support and explain how::

3. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________



4. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________



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5. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________



6. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________



7. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________



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8. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________



9. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________



10. TitleoftheBook_____________________________________________________________________

Author_____________________________________________________________________________



RCIII

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F. StatementofCompetenceIV:Toestablishpositiveandproductiverelationshipswithfamilies

CDA Competency Standard IV


IV. To establish positive and productive relationships with families.

11. Families

11. Candidate establishes a positive, responsive, and cooperative relationship with each child’s family, engages in two-way communication with families, encourages their involvement in the program, and supports the child’s relationship with his or her family.

Iwill

CS IV

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CS/RPIVa CommunicationwithFamilies

Howdoyouensurethatfamiliesarekeptawareofwhat’shappeningintheirchild’sdaily/weeklylifeinyourprogram?

CS/RPIVb AwarenessofChildren’sHomeLife

Howdoyouensurethatyouareawareofwhat’shappeningineachchild’shomelife?Howdoesthatawarenessdirectyourteachingpractices?

CS IV

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CS/RPIVc FamilyQuestionnairesFeedback

ReflectonthefeedbackyoureceivedintheFamilyQuestionnairesyoucollected.Explainhowtheresponsessurprisedyou,confirmedyourownreflectionsaboutyourselfand/orgaveyouanewgoalforprofessionalgrowth.

CS IV

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RCIV-CreateaFamilyResourcesGuidethatyoumightchoosetosharewiththefamiliesyouserve.Theguideshouldincludehelpfulworkinginformationyouthinktheymightneed.Ataminimum,youmustincludethefollowingrequireditems.Addanyotheritemsthatchildrenwithinyourcaremightalsoneed.Thefollowingwebsitemighthelpwithcontactideas.www.careaboutchildcare.utah.gov

§ RCIV-1FamilyCounselingProvidethecontactinformation(agencyname,phonenumber,website,address,etc.)ofalocalagencyinthecommunitywhereyouworkthatprovidesfamilycounseling.

§ ResourceIV-2TranslationServiceFindoutcontactinformation(agencyname,phonenumber,website,address,etc.)ofatranslationserviceforfamilieswhosehomelanguageisotherthanEnglishaswellasaservicethatprovidesAmericanSignLanguagetranslation. TranslationServicewherethehomelanguageisotherthanEnglish: ServiceforAmericanSignLanguagetranslation

RCIV

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§ ResourceIV-3ChildrenwithdisabilitiesObtaincontactinformationforatleasttwoagenciesinthecommunitythatprovideresourcesandservicesforchildrenwithdisabilities(inmostcommunities,thelocalschooldistrictprovidestheseservices).

1.

2.

§ ResourceIV-4ChildDevelopmentResources

Providealistofthreeormorewebsites,andbriefdescriptionsofeach,thatprovidecurrentinformationtohelpfamiliesunderstandhowyoungchildren,ages3-5yearsold,developandlearn.Printoffandincludeonecurrentarticlefromeachwebsite.Websitesmustcontainarticlesthathelpfamiliesunderstandthedevelopmentandlearningof3-5yearolds.Atleastonearticlemustrelatetochildguidance.. Source#1-ChildDevelopmentandLearningSource#2-ChildDevelopmentandLearningSource#3-ChildGuidance

Print off and place at least THREE Resource IV.4 articles BEHIND this page.

RCIV

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Print off and place at least THREE Resource IV.4

articles BEHIND this page.

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G. StatementofCompetenceV:Toensureawell-run,purposefulprogramthatisresponsivetoparticipantneeds

CDA Competency Standard V


V. To ensure a well-run, purposeful program responsive to participant needs

12. Program Management

12. Candidate is a manager who uses observation, documentation, and planning to support children’s development and learning and to ensure effective operation of the classroom or group. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative co-worker.

CSV

Iwill

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CS/RPVaObservationTool(fromRCV)

Describehowyouusedtheobservationtool/formfromResourceCollectionV.

ImportanceofObservationandDocumentation

Explainwhyobservationanddocumentationformsareanimportantpartofprogrammanagement.

AccurateObservations

Howdoyouensurethatyouareaccuratelyandobjectivelyobservingandtrackingeachchild’sdevelopmentalandlearningprogress?

CSV

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RCVRecordKeepingForms ProvidethreeBLANKsamplesofrecordkeepingformsthatyouuseorhaveused.Includeanaccidentreport,emergencyform,toolorformthatyouhaveusedtoobserveanddocumentachild’sdevelopmental/learningprogress,andacompletedtoolorformthatyouhaveusedtoobserveanddocumentachild’sdevelopmental/learningprogress.

ü ______AccidentReportü ______EmergencyContactFormü ______ObservationFormü ______CompletedObservationFormwithoutthechild’snameonit

Observationformat• 1st.WhatIsaw:Useoneofthetypesofobservationformatstorecordyourfindingsinalldevelopmental

areas.****Alwaysincludethedateoftheobservation,thechild’sname,thegenerallocation/activity,andtime.

AnecdotalObservationformatUsingfactualdescriptiveinformation,detailedexamples,andspecificdialogue;tellthechild’sstory

basedonhowyouseethemineachofthe5areasofDevelopment.PHYSICAL(Thumbfinger=fineandgrossmotorskillsandabilities,movementofthebody)EMOTIONAL(Ringfinger=showingpositiveandnegativefeelingstowardsothers,themself,experiences,andtowardstheirownactions)SOCIAL(Pinkyfinger=interactingwithothers,rulesofplay,manners)COGNITIVE(Pointerfinger=getsmart,learningabouttheirenvironment,understanding,gaininginformation,observing,language)MORAL(Middlefinger=followingdirections,makingrightandwrongchoices)

• 2nd.Sowhat:Summarizingobservationinformationoraninterpretationbyansweringquestionssuchas–**Asummaryoftheirstrength,growth,andtheirinterests.**Whathaveyoulearnedaboutthechild’sdevelopment?**Areyouseeinganypatterns?**Whatmightcauseorexplainthechild’sactions?

• 3rd.Nowwhat:Howcanyourfindingsbeappliedtothechild?Createanactionplanofgoalsandlearningstandardsthatthecentercanworkonwiththechild.

Place the four samples of record keeping forms behind this page.

RCV

46

PROFESSIONAL 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)

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H. StatementofCompetenceVI:Tomaintainacommitmenttoprofessionalism

CDA Competency Standard VI


VI. To maintain a commitment to professionalism

13. Professionalism

13. Candidate makes decisions based on knowledge of research-based early 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.

Iwill

CSVI

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CS/RPVIa EarlyChildhoodProfessional

Reflectonwhyyouchoosetobecomeanearlychildhoodprofessional.

CS/RPVIb IndicatorsofProfessionalism

Reflectonwhatyoubelievearethemostimportantindicatorsofprofessionalismthatyoupossess.

CSVI

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RCVI-1ChildcareregulatingProvidethenameandcontactinformation(website,phonenumber,address,etc.)ofyourstate’sagencythatregulateschildcarecentersandfamilychildcarehomes.o Note:Theseregulationsareavailableatthewebsitehttp://health.utah.gov/licensing/centerinterpretation.htm

Website,Name,address,andphonenumberofyourstate’sagency

§ VI-1aQualificationrequirementsforpersonnelo Printacopyofthesection(s)thatdescribesqualificationrequirementsforpersonnel(teachers,

directors,andassistants).http://health.utah.gov/licensing/centerinterpretation.htmSeePersonnelsection7

§ VI-1bRatioRequirementso Printoffinformationthatstatestherequirementsforgroupsizeandadult-childratiorequirements.http://health.utah.gov/licensing/centerinterpretation.htmSeeSupervision&Ratiosection11

v PrintoffandplaceyourQualificationRequirementsandRatioRequirementsbehindthispage.

RCVI

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RCVI

v PrintoffandplaceyourRCVIaandbQualificationRequirementsandRatioRequirementsbehindthispage.

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RCVI-2EarlyChildhoodAssociations

Listtwoorthreeearlychildhoodassociations(national,regional,state,orlocal)andincludewebsiteaddresses,anddescribetheprofessionalresourcesandmembershipopportunitiestheyeachoffer.Ie:NAEYC

http://www.cdacouncil.org/resources/find-ece-organizationsCDAprovidessomesuggestions.

Childhoodassociation#1-includewebsiteaddresses,anddescribetheprofessionalresourcesandmembershipopportunitiestheyeachoffer. Childhoodassociation#2-includewebsiteaddresses,anddescribetheprofessionalresourcesandmembershipopportunitiestheyeachoffer.

Childhoodassociation#3-includewebsiteaddresses,anddescribetheprofessionalresourcesandmembershipopportunitiestheyeachoffer.

RCVI

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RCVI-3 ReportingChildAbuseandNeglect

Providesummariesofthelegalrequirementsinyourstateregardingchildabuseandneglect(includingcontactinformationfortheappropriateagencyinyourstate)andMandatoryReportingGuidelines.http://www.capsa.org/en/resources/mandatory-child-abuse-reporting-laws

§ StateAgencyforReportingChildAbuseandNeglectIdentifythecontactinformation(agencyname,phonenumber,website,address,etc.)ofastateagencytowhichyouwouldreportchildabuseandneglect.

§ MandatoryReportingGuidelinesExplainthemandatorychildabuseandneglectreportingguidelinesforyourstate.

RCVI

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I. Professional Philosophy Statement

Yourgoalistosummarizeyourprofessionalbeliefsandvaluesaboutearlychildhoodeducation.

Identifyyourpersonalvaluesandbeliefsaroundteachingandlearning:• Howdoyoubelieveyoungchildrenlearn?• Basedonthis,explainwhatyoubelieveyourroleisastheirteacherandcaregiver.

• Beyondteachingandlearning,reflectandwriteaboutwhatyoubelievearetheotherimportantaspectsofyourroleinthelivesofchildrenandfamilies.

• Nomorethan2pages.Writeortypethisstatementintheboxonthefollowingpage.

cda track and training portfolio guidethe professional portfolio is intended to be a reflective...

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