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
CD ECE A ECE B ECE 2 Intern &/or the
paid center Job 5.50 12 3 2 p/ sem 3
25 hrs +
3. Supporting children’s Social &
Emotional development
CD ECE A ECE B ECE 2 Intern &/or the
paid center Job 10.16 1.75 2.50 2 p/ sem 3
19 hrs +
4. Building productive
relationships with Families
CD ECE A ECE B ECE 2 Intern &/or the
paid center Job 3.13 2 2 2 p/ sem 3
9 hrs +
5. Managing an effective program
CD ECE A ECE B ECE 2 Intern &/or the
paid center Job 2.5 11.5 6.66 2 p/ sem 10
32 hrs +
6. Maintaining a commitment to
Professionalism
CD ECE A ECE B ECE 2 Intern &/or the
paid center Job 2.5 4.08 4.16 2 p/ sem 10
22 hrs +
7. Observing and recording
children’s behavior
CD ECE A ECE B ECE 2 Intern &/or the
paid center Job 1.41 3 7.25 4 p/ sem 5
20 hrs +
8. Understanding principles of
child development
CD ECE A ECE B ECE 2 Intern &/or the
paid center Job 10.66 2.83 4.5 2 p/ sem 3
22 hrs +
TOTAL possible Education hours
CD ECE A ECE B ECE 2 Intern &/or the
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
CD ECE A ECE B ECE 2 Intern &/or the
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
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) __________________________________________
MaterialsneededProcessandteachingstrategies HowisthisactivityDevelopmentallyAppropriateforthisagegroup?
RCII
22
II.2LanguageandLiteracyAgegroup
Activity
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) __________________________________________ MaterialsneededProcessandteachingstrategies HowisthisactivityDevelopmentallyAppropriateforthisagegroup?
RCII
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II.3CreativeArtsAgegroup
Activity
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) __________________________________________ MaterialsneededProcessandteachingstrategiesHowisthisactivityDevelopmentallyAppropriateforthisagegroup?
RCII
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II.4Finemotor(indooractivity)Agegroup
Activity
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) __________________________________________ Materialsneeded
Processandteachingstrategies HowisthisactivityDevelopmentallyAppropriateforthisagegroup?
RCII
25
II.5GrossmotorAgegroup
Activity
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) __________________________________________ MaterialsneededProcessandteachingstrategiesHowisthisactivityDevelopmentallyAppropriateforthisagegroup?
RCII
26
II.6Self-ConceptAgegroup
Activity
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) __________________________________________ Materialsneeded
Processandteachingstrategies HowisthisactivityDevelopmentallyAppropriateforthisagegroup?
RCII
27
II.7EmotionalSkills/RegulationofyouremotionsAgegroup
Activity
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) __________________________________________ Materialsneeded
Processandteachingstrategies HowisthisactivityDevelopmentallyAppropriateforthisagegroup?
RCII
28
II.8Socialskills Agegroup
Activity
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) __________________________________________ Materialsneeded
Processandteachingstrategies HowisthisactivityDevelopmentallyAppropriateforthisagegroup?
RCII
29
II.9MathematicsAgegroup
Activity
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) __________________________________________ MaterialsneededProcessandteachingstrategiesHowisthisactivityDevelopmentallyAppropriate?
RCII
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(Optional)MusicandMovementAgegroup
Activity
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) __________________________________________ MaterialsneededProcessandteachingstrategies HowisthisactivityDevelopmentallyAppropriate?
RCII
31
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
33
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_____________________________________________________________________________
Publisher:_______________________________________________Copyrightdate______________
ShortSummaryoftheage-appropriate children’s book: What area of a child’s life or challenges does this book support and explain how::
3. 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:
4. 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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5. 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:
6. 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:
7. 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:
36
8. 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:
9. 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:
10. 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:
RCIII
37
F. StatementofCompetenceIV:Toestablishpositiveandproductiverelationshipswithfamilies
CDA Competency Standard IV
Functional Areas Definitions
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
38
CS/RPIVa CommunicationwithFamilies
Howdoyouensurethatfamiliesarekeptawareofwhat’shappeningintheirchild’sdaily/weeklylifeinyourprogram?
CS/RPIVb AwarenessofChildren’sHomeLife
Howdoyouensurethatyouareawareofwhat’shappeningineachchild’shomelife?Howdoesthatawarenessdirectyourteachingpractices?
CS IV
39
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
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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.
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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
Functional Areas Definitions
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?
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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.
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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
Functional Areas Definitions
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
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CS/RPVIa EarlyChildhoodProfessional
Reflectonwhyyouchoosetobecomeanearlychildhoodprofessional.
CS/RPVIb IndicatorsofProfessionalism
Reflectonwhatyoubelievearethemostimportantindicatorsofprofessionalismthatyoupossess.
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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.
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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.
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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.
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I. Professional Philosophy Statement
Yourgoalistosummarizeyourprofessionalbeliefsandvaluesaboutearlychildhoodeducation.
Identifyyourpersonalvaluesandbeliefsaroundteachingandlearning:• Howdoyoubelieveyoungchildrenlearn?• Basedonthis,explainwhatyoubelieveyourroleisastheirteacherandcaregiver.
• Beyondteachingandlearning,reflectandwriteaboutwhatyoubelievearetheotherimportantaspectsofyourroleinthelivesofchildrenandfamilies.
• Nomorethan2pages.Writeortypethisstatementintheboxonthefollowingpage.
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