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reschool Eduction inal aluation by Cooperating Teacher Due: Nolater than Taceday, May 8,201 Soden meanacs anal tudent throughout hirer student etching experience pease esate the tent to which he wing NAEYC (National Associaton forthe Education of Young Crea) Sundari ere ood teacher candidates using the allowing rubs ‘Standard: Prometing Child Development and Leurning Cras Snes ether enderstanding of young chiens characteris and eas, anf hip ‘mens evelopment and earning cet ronments that arc ea, epee apnoea ee Punsaciiierwehliie | Pansaciiier reenter concern tadeveopmentst | anawarenes of ‘eet the vou developmental eves interes. andstenets | devdopmenalerlsor | ees tan tehiren ‘hilren sad obervs the Strength an interes of ildrer dbus on them lyearren atiesor ‘Fins have ie sgn = and plas actviesto ect chldetccemeiencesr | crn eemeencsand | Sateen ae ‘sural dione done | see one sole lo or inaar Sevlopmentadierences, Frovidesmesty teacher. | Provides opporunisesfor | -andurespurpeem oor fdreced acter Indrpendestexplration, | Szatepes daring childrens Provides ide tie for Interveningenyoentance | exporaton, 2 Elden to explore thech'semlraton, Independent ‘Actes ae eer any of | Avie are evelopment | — and ean vac oP ‘ooadvanced for crenand | appropriate and catenin.” | inrucioat ache ethos Aosonens are not made | Aeties ae sje x. Tesponsetochidrens cee | reponse childrens terest rcticum Stdent knows abut understand nd vale the importance an complex characteristic of children's miles EEmimtntes. They ue ths understanding t create respec, reciprocal relationships that supportsed sent bese ond to vole al fails in thet children's developmen sndlcraing Pe ae area a Seodeemre [raceme | theres erctrcmenng | Gletnee tein | tices Sorermpsarice’® | ada 2 [NAEYC Standard: Observing. and Aseing io Soppor® Practicum Stdent know about and understand the goals benefits, and ses f assessment ‘observations, docamentaen and other efecive sessment rofessionals to postvly influence hiren's development Deere Ce aE trconandnrotennie | wicca 2 oo Saseccaaest NAEYC Standard Using Developmental Eectve Approaches to Connect wth hilren and Famies (Teaching Learning) iene ee ee recent” [etme acura. | 3 on a mga | eae oe sete en sore, 3 = a rane oe Fevernondeatoa”— Ursa apararal —| “amano rmcppereerayeces [ona oisae” | sae Felstonelige ober feescnginconestonset” | 3 neler goat Cleary states measurable selo/objectves ‘Standard Using Content Knowledge Yo Wald Weaning Carta ‘crept adieu met fede dines ig iplnet and re expres ht proeteyosive development and earning fo each oe chil Student understands the importance of deveopmeral domains aed nde oe ines tov the essen concept Ing tals, and structure of content seas, lode sa cco thelr understanding, ude uss ther Knowle and oer aera he stenting cura tht proms comprehensive development snd learfag ates every ‘rridesKsrsngeperenes Disign larig expences] —and proves pan Tor al iatarenoedeelopmenally | thiteredeveopmensiy | exandagnanioe eeviencer sppe appropriate and chalga ‘Standard 6: Becoming aProfssonst Sieg ewyand condos theives a member tthe xt coo profesin. They kn nd ethics pds ace, Theyarcomtineayclaborive lanai eet work, making normed decison tha ategraenowiedge roms ant of advocates for sound educational acces tn poe, a aoe ya cooperating teacher, staffand | cooperating teacher, staff ‘cooperating teacher. 3 Seige tes | pee Seer ee fe mogectte [ees ae iecateret im [iota ‘Completes askin atime coenierncncriganre Lisadn Nice Bred, Practicum eaten’ Senate Instructor Snir: NAEYC Standards 16 ey eens 1, thy 16.28 3, 40,4560

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