Teacher/Capstone Student: ______Lisa Jackson_________________________________ Program Name: ___Innovation

Station______________
Observer: _____Margaret (Meg) Gleason________________________________

Date: ______11/26/14_______________

Wisconsin Infant Toddler Credential

Capstone Checklist
The NAEYC criteria for National Accreditation are used for the Capstone Checklist to demonstrate alignment with the Standards and
to familiarize the student with this national accreditation process.
Competencies
1. Articulate a philosophy of infant toddler care that embodies elements of quality infant toddler programs.
2. Analyze and support development of infants and toddlers (birth to 36 months).
3. Adapt an infant or toddler environment to meet the needs of the infants, toddlers and caregivers who use it.
4. Establish ongoing relationships with families.
5. Adapt caregiver practices to respond to the cultural and individual differences of children and families served.
6. Integrate strategies that support diversity and anti-bias perspectives.
7. Work collaboratively with community resources.
8. Demonstrate professional behaviors.
9. Implement effective teaching strategies to promote the development and learning of infants and toddlers age birth to
36 months.

Used with permission from NAEYC and adapted by Joan Klinkner MS

Indicator Definitions:
Not present: 0 means you observe no evidence that the statement accurately describes the professional being observed;
and/or you observe evidence of behavior contrary to the statement.
Emerging:
1 means you observe a little evidence that the statement accurately describes the professional.
Present:
2 means you observe some evidence that the statement accurately describes the professional, but some
criteria are missing.
Mastered:
3 means you observe a great deal of evidence that this statement accurately describes the professional and
there are no missing criteria.
Note to Qualified Observer completing the Checklist refer to the candidates Self Evaluation Checklist as you observe
her/him in the classroom to guide you in rating her/his understanding, application and performance on each
criterion. Candidate should provide you with a copy of their completed Self-Evaluation Checklist.
Criteria Shading Key:
The criteria outlined in this checklist have been color coded to assist the Qualified Observer complete the evaluation.
No Shading
= Readily observable
Darker Shading = Observable through classroom climate
Light Shading
= Assessed through documentation provided by the student.
These criteria might also be observed or verified through observation.

COMPETENCY 1. Articulate a philosophy of infant toddler care that embodies elements of quality infant toddler programs.

NAEYC CRITERIA
Observable NAEYC Accreditation Criteria for the Curriculum Standard
2.A.07 The curriculum guides the development of a daily schedule that is predictable
yet flexible and responsive to individual needs of the children. The schedule
provides time and support for transitions.
includes both indoor and outdoor experiences.
is responsive to a childs need to rest or be active.

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As the consistent teacher in the classroom,
Lisa assures that children have
opportunities to play in areas that
accommodate small groups but notes
when an individual child moves to wash
hands or be alone.

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(Examples of how the teacher does each criterion are provided and observed.)
2.L. Curriculum Content Area for Cognitive Development: Social Studies
2.L.01 Children are provided varied learning opportunities that foster positive identity
and an emerging sense of self and others.
(Examples of how the teacher does each criterion are provided and observed. For
example, family pictures, play props that reflect cultural backgrounds of children, displays
or posters celebrating differences, mirrors and opportunities for self exploration, etc.)

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Lisa quietly asked a child if he needed a
new diaper and asked other children if they
could let others know what they needed by
using words.

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3.B. Creating Caring Communities for Learning

3.B.03 Teacher develops individual relationships with children by providing care that is
responsive, attentive, consistent, comforting, supportive, and culturally
sensitive.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

3.B.09/3.E.07. Teacher creates a climate of respect for infants by looking for as well as
listening and responding to verbal and nonverbal cues; and actively seek to
understand infants needs and desires by recognizing and responding to their nonverbal
cues and by using simple language.

Children seemed comfortable asking for

what they wanted as Lisa has a quiet but
positive manner that is comforting (she
assisted children in finding other
opportunities besides hiding behind coats),
attentive (esp. during diaper changing) and
supportive of new language
Lisa thanks children for their helpful actions and
approaches children individually to ask a child if s/he
is ready to try going potty.

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(Examples are provided and teacher behavior is observed to adhere to this criterion.)
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3.E. Responding To Childrens Interests and Needs

Lisa has arranged the equipment to

accommodate the special cooking

3.E.02 Teacher scaffolds childrens learning by

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materials that mimic Thanksgiving meal

preparation and sat at the childrens level
to scaffold the learning with vocabulary,
modeling, and problem solving.

modifying the schedule,

intentionally arranging the equipment, and
making themselves available to children.

(Examples of teacher scaffolding child learning are provided and observed.)

Observable NAEYC Accreditation Criteria for the Teachers Standard

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6.A.02 When working with children, teacher demonstrates the ability to

Lisa thanks children for pro-social

behaviors and models using thank-you.
She draws children away from potential
health or safety hazards (like sitting under
the coats). She encouraged a child with
stacking cups to reorder them to make
them fit inside of each other. She responds
to childrens typical struggle over materials
by assisting problem solving. She was not
seen communicating with any family
members at this time.

interact with children without using physical punishment or any form of

psychological abuse.
recognize health and safety hazards and protect children from harm.
encourage and provide children with a variety of opportunities for learning.
encourage and provide children with a variety of social experiences.
adapt and respond to changing and challenging conditions in ways that enhance
program quality.
communicate with children and families.
(Examples are provided and teacher behavior is observed to adhere to each criterion.)

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10.B Management Policies and Procedures

10.B.12 Written procedures address the maintenance of developmentally appropriate
teaching staff-child ratios within group size to facilitate adult-child interaction and
constructive activity among children.
Ratios of 1: 3 in groups of 6 children or 1:4 in groups of 8 children are maintained during all
hours of operation
(Appropriate staff ratio is observed.)

Lisa supervised the side of the room

furthest from Sarah with about half of the
children but moved to assist a hand
washing child and a child who took out
materials that Sarah was unable to notice
so that all 8 children were supervised at all
times.

COMPETENCY 2. Analyze and support development of infants and toddlers (birth to 36 months).
NAEYC CRITERIA

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2.B Areas of Development: Social-Emotional Development

2.B.01.02.03.04 Children have varied opportunities to engage throughout the day with
teacher who
is attentive and responsive to them.
facilitate their social competence.
facilitate their ability to learn through interacting with others
recognize and name their own and others feelings
learn the skills needed to regulate their emotions, behavior, and attention.
develop a sense of competence and positive attitudes toward learning, such as
persistence, engagement, curiosity, and mastery.
(Examples are provided and teacher behavior is observed to adhere to each criterion.)

2.C. Areas of Development: Physical Development

2.C.01 Infants and toddlers/twos are provided an environment that allows them to
move freely and achieve mastery of their bodies through self-initiated movement.
They have multiple opportunities to practice emerging skills in
coordination, movement, and balance, as well as
perceptual-motor integration

Lisa followed children and noted their

actions to see who needed assistance and
encouraged them to interact positively She
offered to hold materials while children used
the bathroom or put materials away on
another side of the room to put them at ease.
Children looked to her with an expectation
that she would always assist them or be
interested in their activities

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Children have opportunities to utilize

sensory materials where they might stand at
a sensory table or easel or table to cook at
or move boots or pull up pants after going
potty.

Children had access to markers and paper,

pouring, basting and tongs and measuring
cups, puzzles with large protruding pieces or
knobs, keys and locks to pretend to open,
etc.

(Examples are provided of how teacher prepares environment to offer movement

challenges and supports childrens emerging physical skills.)
2.C.02 Infants and toddlers/twos have multiple opportunities to develop fine-motor skills
by acting on their environments using their hands and fingers in a variety of ageappropriate ways.
(Examples are provided of how teacher supports childrens emerging manipulative skills.)

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2.D. Areas of Development: Language Development

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2.D.02.03.04 Children are provided opportunities to experience oral and written

communication in a language their family uses or understands.
Children have varied opportunities to develop competence in verbal and nonverbal
communication by
responding to questions.
communicating needs, thoughts, and experiences.
describing things and events
Children have varied opportunities to develop vocabulary through conversations,
experiences, field trips, and books.
(Examples are provided of how teacher supports childrens emerging communication
skills and supports familys home language.)
3.A. Designing Enriched Learning Environments
3.A.03 Teacher supports childrens needs for physical movement, sensory
stimulation, fresh air, rest, and nourishment.
(Examples are provided of how teacher supports these needs.)
3.G. Using Instruction to Deepen Childrens Understanding and Build Their Skills and
Knowledge
3.G.02 Teacher uses multiple sources (including results of informal and formal
assessments, as well as childrens initiations, questions, interests, and
misunderstandings) to
identify what children have learned.
adapt curriculum and teaching to meet childrens needs and interests.

Lisa labels areas and storage items in the

room, including written examples of
childrens names. Children often approach
Lisa with questions, needs and to show her
their accomplishments as she comments
positively on their efforts and provides
vocabulary. Children tend to call any adult
in the room Lisa until they realize that
someone is not their Lisa.
Lisa states that all children in the room are
are primarily English speaking.

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Children were supported in getting ready to go

outside in the snow. Modeling was provided for
eating in a healthy and appropriate manner and
rest was provided on cots after lunch.

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Lisa commented to one child that she had

made many circles on her paper.
Lisa extended songs and finger plays with
finger puppets that matched the theme of
the song.

foster childrens curiosity.

extend childrens engagement.
support self-initiated learning.
(Examples are provided of assessment tools and explanation of how they are
implemented. Informal assessment may include observation, prompting questions,
scaffolding and individualized questioning.)
4.D. Adapting Curriculum, Individualizing Teaching, and Informing Program Development
4.D.06 Teacher observes infants to assess development and use these observations to

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Lisa has utilized the assessment form

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modify the curriculum, interactions, and care. Teacher recognizes

areas where childrens skills and abilities are developing typically.

warning signs of developmental lags or developmental concerns.

provided by the center to assess the skills

and abilities of children and has identified a
possible lag about which she has scheduled
a parent meeting.

(Teacher shows awareness of warning signs and provides examples of use of

interactions with children to aid in assessing child abilities and needs.)

COMPETENCY 3. Adapt an infant or toddler environment to meet the needs of the infants, toddlers and caregivers who use it.
NAEYC CRITERIA
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Observable NAEYC Accreditation Criteria for the Curriculum Standard

2.A.08.09 Materials and equipment used to implement the curriculum reflect the lives of
the children and families as well as the diversity found in society, including gender,
age,
language, and abilities.
Materials and equipment
provide for childrens safety while being appropriately challenging.

Children were supervised for safety in

toileting and washing hands.
Children were allowed to explore the
areas of their choice with special
materials introduced to encourage a
variety of experiments and
experimentations.

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encourage exploration, experimentation, and discovery.

promote action and interaction.
are organized to support independent use.
are rotated to reflect changing curriculum and to accommodate new interests and skill
levels.
are rich in variety.
accommodate childrens special needs.
sensory and motor learning.
their practice of developing physical skills through self-initiated movement.
(Examples of each are provided and observed.)
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3.A Designing Enriched Learning Environments

3.A.02 Teacher designs an environment that protects childrens health and safety at all

Lisa is careful to disinfect tables, sinks,

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times.
(Examples of environmental features that promote health and that promote safety are
listed and observed.)

3.A.04 Teacher organizes space and select materials in all content and developmental
areas to stimulate exploration, experimentation, discovery and conceptual learning.
(Space is arranged so that materials reflect curriculum areas and developmental
domains).

changing tables and bathrooms to

promote health as well as assisting
children to use the bathroom and wash
hands. Lisa was careful to assist
children in keeping the room picked up
in order to keep the spacious areas
safe.
The areas are organized to provide
sensory and exploratory opportunities
in all 5 WMELS domains

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3.E Responding To Childrens Interests and Needs

3.E.01 Teacher reorganizes the environment when necessary to help children explore new
concepts and topics, sustain their activities, and extend their learning.
(Materials are arranged so children can find them, with labels and intentional
organization.)

Special activities are presented to

stimulate new experiences, including
mirroring of possible Thanksgiving
experiences and play in the new
snowfall but children are familiar with
where to find materials to add to extend
play.

3.E.04 Teacher uses knowledge of individual children to modify strategies and materials
to enhance childrens learning.
3.B.02 Teacher creates and maintains a setting in which children of differing abilities
can progress, with guidance, toward increasing levels of:

Most children seemed comfortable

using materials. One little girl who had
been sick joined late and took a while to
warm up to activities and new materials
and Lisa did not have opportunity to
leave the group to assist her.

autonomy, responsibility, and empathy.

(Examples of each are provided and observed.)

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9.A Indoor and Outdoor Equipment, Materials and Furnishings

There is a sufficient quantity of

materials for parallel play with peers

9.A.08 Materials and equipment are available

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without much waiting.

to facilitate focused individual play or play with peers.

in sufficient quantities to occupy every child in activities that meet his or her interests.
(Examples of each are provided and observed.)

9.A.09 Teacher arranges the environment to be welcoming and accessible. A welcoming

and accessible environment contains elements such as
multicultural materials that promote appreciation for diversity while being respectful of
the cultural traditions, values, and beliefs of families being served;
clearly defined places where families can gather information regarding the daily
schedule and upcoming events;
clearly defined places where families sign in, sign out, and gather information about
their childs day;
places for displaying childrens work; and
features that moderate visual and auditory stimulation.

Pictures of diverse families were

interspersed with pictures of the
childrens families, a home-made book
about the favorite foods of each child
and teacher was present. Childrens art
was displayed and families had an
opportunity to display a feather of items
they were thankful for.
Lisas voice was moderated to be
calming and she sang a song of the
childrens choice.

(Examples of each are provided and observed.)

9.A.12 Indoor space is designed and arranged to
accommodate children individually, in small groups, and in a large group.
divide space into areas that are supplied with materials organized in a manner to
support childrens play and learning.
provide semiprivate areas where children can play or work alone or with a friend.
provide children with disabilities full access (with adaptations as necessary) to the
curriculum and activities in the indoor space.
9.A.13 Teacher selects and uses materials, equipment, and furnishings to
support the curriculum,
meet program goals, and
foster the achievement of desired outcomes for children.
(Examples of each are provided and observed.)
COMPETENCY 4. Establish ongoing relationships with families.

Children ate together in a larger group

and went outside together but most
activities were conducted in small
groups in areas of various sizes of their
choosing, including the semi-private
book area.
Materials were presented to all children
to meet any goals and outcomes and
were seamlessly available to all
regardless of abilities.

NAEYC CRITERIA
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1.A Building Positive Relationships among Teachers and Families

1.A.03 Teacher communicates with family members on an ongoing basis to
learn about childrens individual needs and
ensure a smooth transition between home and program.
(Examples and materials are provided of how teacher gathers information from
families)
intake forms

Lisa expects to speak to each parent

who picks up the child at the end of the
day, commenting that the missed paint
on a face would most likely be laughed
at by Dad, indicating her comfort level
in communicating.

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intake meetings and conferences

informal conversations, emails or phone calls
1.A.05 Teacher shares information with families about classroom rules, expectations, and
routines not only at enrollment but also as needed throughout the year.
(Examples and materials are provided of how teacher gives information to families)
Daily care sheets
Parent information boards
Newsletters or other print

Lisa has indicated that she sends home

daily report sheets to augment
information given to a parent at pick-up
and pictures and emails are periodically
sent to parents as well as a parent
board near the door.

Informal conversations, emails or phone calls

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3.F Making Learning Meaningful for All Children

3.F.06 Teacher offers children opportunities to engage in classroom experiences with
members of their families; facilitate connections between families in the program, and
provide other opportunities to connect home and school experiences for children.
(Examples and materials are provided of how teacher promotes family involvement in
classroom as well as in program.)

Lisa states that parents are invited to

participate at any time through
newsletters. Ideas were discussed that
might promote future participation.

7.A Knowing and Understanding the Programs Families

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Lisa states that parent said he does not

7.A.10 The teacher works with families on shared child caregiving issues, including

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routine separations, special needs, the food being served and consumed, and daily care
issues.
(Examples are provided and observed of daily discussions during arrival and pick up times,
formal conferences, and informal meetings, calls, etc.)

use potty chair at home and so Lisa

offered suggestions of ideas that are
working in the classroom.

COMPETENCY 5. Adapt caregiver practices to respond to the cultural and individual differences of children and families served.
NAEYC CRITERIA
1.B Building Positive Relationships between Teachers and Children
1.B.07 Teacher evaluates and changes responses based on individual needs. Teacher
varies interactions to be sensitive and responsive to differing abilities, temperaments,
activity levels, and cognitive and social development.

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Lisa knows her children well and varies her
interaction slightly to meet the needs of the
less verbal, the more aggressive and those
who are unable to socialize easily.

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1.B.13 Teacher adjusts interactions to infants and toddlers/twos various states and levels
of arousal.
(Examples are provided of situations where teacher is aware of and has adapted
responses based in individual characteristics.)
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3.B Creating Caring Communities for Learning

3.B.01

Teachers daily interactions demonstrate knowledge of

the children they teach.

the childrens families.

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Lisa makes comments that shows she

knows the usual responses of children
and families.

Lisa gives children individual attention

during diaper changing or toileting and
during lunch to discuss what the child

the social, linguistic, and cultural context in which the children live.
(Formal and informal methods in place to promote knowledge of children and families;
examples of specific families and children given.)
3.B.10 Teacher individualizes routine care (e.g., learning to use the toilet and to feed
oneself) by incorporating family practices whenever possible and by respecting the home
culture and the familys preferred language.

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(Examples are provided of situations where teacher has adapted care routines to align
with family culture and practices.)

is thinking and gives individual

assistance to a child to help settle in for
nap.
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Children are comforted by a familiar schedule but

accommodations are made for late arrivals or early
pick-up

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3.E Responding To Childrens Interests and Needs

3.E.05 Teacher uses the needs and interests of infants to influence schedules, routines,
and learning experiences.
(Examples are provided of situations where teacher has adapted to meet individual
needs.)

3.F Making Learning Meaningful for All Children

3.F.05 Teacher supports the development and maintenance of childrens home language
whenever possible.
(Examples are provided of situations where teacher has inquired about and/or
incorporated use of home language.)

Children are English speaking at home

but Lisa has knowledge of family idioms
and what items from home are
important to the child/family.

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3.G Using Instruction to Deepen Childrens Understanding and Build Their Skills and
Knowledge
3.G.03 As children learn and acquire new skills, teacher
uses knowledge of childrens abilities to fine-tune their teaching support.
adjusts challenges as children gain competence and understanding.
(Examples of teacher scaffolding in specific situations are provided and observed.)

Lisa scaffolds learning by being

available to assist, modify or provide
problem-solving techniques to fine tune
challenges

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COMPETENCY 6. Implement strategies that support diversity and anti-bias perspectives.

NAEYC CRITERIA
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1.D Creating a Predictable, Consistent, and Harmonious Classroom

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1.D.01 Teacher counters potential bias and discrimination by

treating all children with equal respect and consideration

initiating activities and discussions that build positive self-identity and teach the valuing
of differences.
intervening when children tease or reject others.

Lisa treats all children with equal regard

according to their needs and abilities
and encourages a peaceful room
through modeling and problem solving
techniques. Her language shows not
preferences or bias.

providing models and visual images of adult roles, differing abilities, and ethnic or
cultural backgrounds that counter stereotypical limitations.
avoiding stereotypes in language references.
(Examples are provided of situations where teacher would act to counter bias in child
attitudes and behavior)
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3.B Creating Caring Communities for Learning

3.B.04 Teacher is active in identifying and countering any teaching practices, curriculum
approaches, or materials that are degrading toward gender, sexual orientation, age,
language, ability, race, religion, family structure, background, or culture.
(Examples are provided of situations where teacher shows an appreciate for diversity and
would act to counter bias in materials and adult attitudes and behavior)

Displayed materials and books and

pictures show no stereotypes and a
variety of families doing typical living
activities are displayed.

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9.A Indoor and Outdoor Equipment, Materials and Furnishings

9.A.09 Teacher arranges the environment with multicultural materials that promote
appreciation for diversity while being respectful of the cultural traditions, values, and beliefs
of families being served.
(Examples of multicultural, non-stereotypical and inclusive materials are provided and
observed.)

Scents, cooking equipment, pictures of

foods and pictures of families represent
diversity.

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COMPETENCY 7. Work collaboratively with community resources.

NAEYC CRITERIA
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3.A Designing Enriched Learning Environments

3.A.01 Teacher and other program staff (or related colleagues) work as a team to

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Lisa works well with the director in a

respectful manner and is friendly and

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implement daily teaching and learning activities, including Individualized Family Service
Plans (IFSPs), Individualized Education Programs (IEPs), and other individual plans as
needed.
(Examples are provided of situations where teacher works as a team with co-workers
and other professionals to meet child and family needs.)

polite to other staff and plans with the

co-teacher.

Teacher provides information to connect families with community resources. (List of

community resources is available, report of referrals to Birth-3, CCR&R, library, YMCA,
etc.)

Lisa has access to community resources

but has not seen opportunity to share but
discussed asking family members who
have information to share with other
parents.

Teacher is aware of community resources available and uses them to support and
expand professional skills and knowledge.

Lisa has access to community resources

but has not seen opportunity to share
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COMPETENCY 8. Demonstrate professional behaviors.

NAEYC CRITERIA
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6.A Preparation, Knowledge, and Skills of Teaching Staff

6.A.01 All teacher knows and uses ethical guidelines in their conduct as members of the
early childhood profession. (Teacher can identify ethical responsibilities and provide
examples of ethical conduct.)

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Lisa knows and uses ethical guidelines

that show her professionalism.
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Teacher is a member of professional organizations, or participate and contribute in

some way to professional development.

Teacher works as a team, communicating and cooperating respectfully, and sharing

planning and decision making of program practices.

Lisa has not become a member of a

professional organization at this time
but has become aware of possibilities
to connect to other ECE professionals
at local conferences and gatherings

Lisa plans and works with a co-teacher,

director and other staff to assist
meeting childrens needs, as when a
group of staff helped children with
snow pants, boots, mittens, etc.

COMPETENCY 9. Implement effective teaching strategies to promote the development and learning of infants and toddlers age birth to
36 months.
NAEYC CRITERIA
Social Interactions
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1.B Building Positive Relationships between Teachers and Children

1.B.01.02.03.04.08.14 Teacher
fosters children's emotional well-being by demonstrating respect for children and
creating a positive emotional climate as reflected in behaviors such as frequent social
conversations, joint laughter, and affection.
expresses warmth through behaviors such as physical affection, eye contact, tone of

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Lisa makes herself available to children by

sitting at their level, responding quickly to
needs in a calm and reassuring manner.
Children show an expectation that Lisa is
available to them and do not become

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alarmed and do not panic.

voice, and smiles.

is consistent and predictable in their physical and emotional care of all children.
encourages and recognizes childrens work and accomplishments.
supports childrens competent and self-reliant exploration and use of classroom
materials.
quickly responds to infants and toddlers/twos cries or other signs of distress by
providing physical comfort and needed care. Teacher is sensitive to infants and
toddlers/twos signals and learn to read their individual cries.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)
1.B.05 Teacher functions as secure base for children. They respond promptly in
developmentally appropriate ways to childrens positive initiations, negative emotions,
and feelings of hurt and fear by providing comfort, support, and assistance.
1.B.06 Teacher encourages childrens appropriate expression of emotions, both
positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness).
(Examples are provided and teacher behavior is observed to adhere to this criterion.)
1.B.11 Teacher engages infants in frequent face-to-face social interactions each day.
These include both verbal behaviors (e.g., talking, cooing, repeating infant sounds,
singing) and nonverbal behaviors (e.g., smiling, touching, and holding).

Lisa is warm and positive with children and

they look to her to show appreciation of
their accomplishments and to assist in
helping them deal with negative emotions.

Lisa promptly responds to childrens verbal

and non-verbal attempts to interact.
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(Examples are provided and teacher behavior is observed to adhere to this criterion.)

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1.C Helping Children Make Friends

1.C.01 Teacher facilitates an infants social interaction (with other children) when he or
she is interested in looking at, touching, or vocalizing to others.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

Lisa encourages friendly socialization and

helps children problem solve
disagreements.

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Guiding Behaviors
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1.B Building Positive Relationships between Teachers and Children

1.B.09.10 Teacher never uses
physical punishment such as shaking or hitting and do not engage in psychological

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Lisa uses redirection and gives positive

choices to build positive pro-social

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behaviors.

abuse or coercion. (This is a required criterion.)

threats or derogatory remarks, and do not withhold nor threaten to withhold food as a
form of discipline
(None observed.)
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3.A Designing Enriched Learning Environments

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3.A.05 Teacher works to prevent challenging or disruptive behaviors through environment

design, schedules that meet the needs and abilities of children, effective transitions, and
engaging activities
(Examples of lesson plans, activities, and specific situations are provided and observed.)

Lisa was prepared to begin an engaging

singing time as a transition from lunch to
rest time.

3.B Creating Caring Communities for Learning

3.B.05.06.07.08 Teacher
helps individual children learn socially appropriate behavior by providing guidance
that is consistent with the childs level of development.
manages behavior and implement classroom rules and expectations in a manner that
is consistent and predictable
response to challenging, unpredictable, or unusual behavior are informed by their
knowledge of childrens home and classroom life.
notices patterns in childrens challenging behaviors to provide thoughtful, consistent,
and individualized responses.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

comments
Lisa encourages children to say No thank
you to behaviors that might feel
threatening and understands that some are
only children or are able to get adults in
their lives to accommodate their wants and
understands that they need to learn to
allow other children to complete a task
before taking their materials.

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Children used songs, rhymes and books
that promote language.
A variety of colorful and engaging board
books and class-made books are available
in a comfortable setting.

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Play Activities
2. Curriculum Content Area for Cognitive Development
2.E.01 Infants and toddlers/twos have varied opportunities to experience songs, rhymes,
routine games and books through
individualized play that includes simple rhymes, songs, and interactive games (e.g.,
peekaboo).
daily opportunities for each child to hear and respond to various types of books
including picture books, wordless books, and books with rhymes.
access to durable books that enable independent exploration.
(Early literacy activities)
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

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2.F.01 Infants and toddlers/twos are provided varied opportunities and materials to
use language, gestures, and materials to convey mathematical concepts such as more
and less and big and small.
see and touch different shapes, sizes, colors, and patterns.

Children used measuring cups, counted

and matched materials. Blocks and books
in the room give children opportunities to
explore math concepts.

Children used water in a sensory table to

wash vegetables as an example of using
sense of touch, bubbles and pouring.
Tastes and smells of lunch components
were discussed together.

build number awareness, using objects in the environment.

read books that include counting and shapes.
(Early math activities)
(Examples are provided and teacher behavior is observed to adhere to this criterion.)
2.G.01 Infants and toddlers/twos are provided varied opportunities and materials to
use their senses to learn about objects in the environment.
discover that they can make things happen and solve simple problems.
(Early science activities)
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

2.J.01.02.03 Children are provided varied opportunities to

gain an appreciation of art, music, drama, and dance in ways that reflect cultural
diversity.
explore and manipulate age-appropriate art materials.
express themselves creatively by freely moving to music and engaging in pretend
or imaginative play.
(Creative expression and appreciation for the arts)
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

3.F Making Learning Meaningful for All Children

3F.04 Teacher helps children understand spoken language, (particularly when children
are learning a new language), by using pictures, familiar objects, body language,

18

Children were able to paint at the easel as

one example. Other forms of paintings
were displayed.
Children sang a variety of songs and heard
a variety of types of music while settling to
nap time.
Lisa has access to many styles of music to
play in the classroom

comments
Lisa passed out finger puppets as objects to utilize
while singing so that children could dramatize the

score

words of the songs.

and physical cues.

4.D.05 Teacher talks and interacts with infants to assess and encourage use of language
(e.g., smiles, sounds, eye contact, and cooing).
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

3.G Using Instruction to Deepen Childrens Understanding and Build Their Skills and
Knowledge
3.G.05 Teacher supports and challenges childrens learning during interactions or activities
that are
teacher initiated and
child initiated.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

comments
Much of the observed time was child
initiated but Lisa introduced materials and
described some safe and healthy uses of
them.

score

Caregiving Routines
3.D Using Time, Grouping, and Routines to Achieve Learning Goals
3.D.01.03.06 Teachers
provides time daily for indoor activities outdoor activities (except when
conditions pose a health risk as defined by local health officials).
provides time and materials daily for children to select their own activities.

comments
Lisa provided time for children to choose
indoor activities and to choose those to
play with and assisted children in dressing
for outdoor play in the snow.

score

organizes time and space on a daily basis to offer infants opportunities to play
individually, in pairs, and in small groups.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)
3.D.02 (1.B.12) Teacher
gives one-to-one attention to infants/toddlers during caregiving routines
and uses routine care to facilitate childrens self-awareness, language, and
social interaction.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

19

Lisa provided each child getting a diaper

change, potty training and children who
needed assistance in relaxing for a nap
with personal attention and spoke to
children during lunch about their
observations and preferences.

Health, Safety & Nutrition

comments
Lisa moved to supervise any area not
closely supervised by Sarah.
Lisa positioned herself to watch all napping
children.

score

5.A Promoting and Protecting Childrens Health and Controlling Infectious Disease
5.A.09.10/9.C.06 Sanitation procedures are followed, including the following
Proper hand-washing procedures are followed by adults and children.
Gloves are worn when handling blood or body fluids that might contain blood.
Precautions are taken to ensure that communal water play does not spread infectious
disease.
Regular cleaning and sanitizing of furnishings and equipment is scheduled and
completed.
Bathroom surfaces including potty chairs are cleaned and sanitized as required.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

comments
Lisa assisted children in hand washing and
always remembered to wash her own
hands between activities.

score

5.A.12 Proper procedures are followed to reduce the risk of Sudden Infant Death
Syndrome (SIDS) and to keep infants and toddlers/twos safe while napping.
(Teacher explains proper procedures for sleep safety, and is observed adhering to proper
and age appropriate procedure for nap routines.)

Again, children are watched during nap

time to avoid unsafe sleeping practices.

3.C Supervising Children

3.C.01.02.03 Teacher supervises infants and toddlers/twos by sight and sound at all
times. (This is a required criterion.)
Teaching staff supervise by positioning themselves to see as many children as possible.
When infants and toddlers/twos are sleeping, teacher are aware of, and positioned so
they can hear and see, any sleeping children for whom they are responsible, especially
when they are actively engaged with children who are awake.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

20

5.A.14 (Feeding bottles & cups)

Infants unable to sit are held for bottle-feeding. All others sit or are held to be fed.

Children are required to use cups at the

table, only.

Infants and toddlers/twos do not have bottles while in a crib or bed and do not eat
from propped bottles at any time.

Toddlers/twos do not carry bottles, sippy cups, or regular cups with them while
crawling or walking.
Teacher offers children fluids from a cup as soon as the families and teachers decide
together that a child is developmentally ready to use a cup.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

5.B Ensuring Childrens Nutritional Well-Being

5.B.02.10.11
Teacher takes steps to ensure the safety of food brought from home by labeling and
refrigerating appropriately.

comments
Children are fed foods that are preapproved by parents and follow USDA
recommendations.

score

Formula and infant food is handled, warmed, served and disposed of according to
licensing guidelines.
Solid foods and juices are served only as recommended by childs health care
provider and approved by families.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)
5.B.12 (Feeding Procedures & Consistent Caregiver)
Teacher is familiar with the infant and feeds him or her whenever the infant seems
hungry.
Feeding is not used in lieu of other forms of comfort.
Teacher sits with children during meal/snack and promotes childrens feeding skills and
social interactions
(Examples are provided of age appropriate meal times and teacher behavior is observed to
adhere to this criterion.)

21

Lisa models appropriate healthy eating

habits.

5.C Maintaining a Healthful Environment

5.C.02.03 Procedures for standard precautions are used, including
cleaning and sanitizing of surfaces,
use of barriers to minimize contact with body fluids
cleaning spills that occur
cleaning and sanitizing toys that have been mouthed or exposed to body fluids.
(Examples are provided and teacher behavior is observed to adhere to this criterion.)

comments
Lisa is careful to clean spills and sanitize
surfaces between activities.

List of Documents to have on hand prior to the observation:

Status

Physical and Written

Evidence
Family
Communication

Description
Documentation of communication with families
X regarding classroom rules, expectations, routines
X gathering input on family traditions, priorities and preferences.
X through daily notes, weekly/monthly newsletters and displays.

Daily Schedule

Documentation of a daily schedule that includes a balance of:

X indoor and outdoor
X active and quiet
X adult-initiated
X child-initiated activities and
X health and safety practices

Observation &
Assessment

Documentation of use of various observation techniques:

X to record childrens activities, interests, and abilities
X to assess childrens development and progress
X to share information with families
X to assess appropriateness of teaching strategies

22

score

Lesson Plans

Documentation that teachers knowledge of childrens interests, ideas, skills are used:
X to plan and implement activities
X to tailor learning opportunities for groups and individuals
Documentation that children have an opportunity to participate in a wide variety of learning activities,
including art and other creative expression, music and movement, manipulative and construction, and food
preparation.

Competency

1. Articulate a philosophy of infant toddler care that embodies elements of

quality infant toddler programs
2. Analyze and support development of infants and toddlers (birth to 36
months)
3. Adapt an infant or toddler environment to meet the needs of the infants,
toddlers and caregivers who use it
4. Establish ongoing relationships with families
5. Adapt caregiver practices to respond to the cultural and individual differences
of the children and families served
6. Implement strategies that support diversity and anti-bias perspectives
7. Work collaboratively with community resources
8. Demonstrate professional behaviors
9. Implement effective teaching strategies to promote the development and
learning of infants and toddlers age birth to 36 months
NUMBER of ITEMS:
TOTAL SCORE:

23

Number of
items
7

Points Possible for

Competency
21

Total Score for

Competency
20

21

21

24

23

4
6

12
18

11
18

3
3
3
22

9
9
9
66

7
9
8
66

63

189

183