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Classroom observation software for toddlers kids and teenagers essay

Instructions: Spend some time simply observing the classroom before recording. Use the checkboxes to note when you observe certain indicators. Concentrate on the encounters of individual children, not just a general good sense of the classroom overall. Note evidence concerning whether the criterion is being met or not really. All indicators should be checked for a criterion to become totally met. Provide comments if you circle "Yes but." In the event that you observe all indicators in the criterion, verify Yes. Count the number of Yes boxes for every single topic area and common.

Number

NAEYC Accreditation Criterion

1.B.01

Teaching personnel foster children’s psychological well-being by demonstrating respect for kids and creating a great emotional weather as reflected in behaviors such as for example frequent public conversations, joint laughter, and affection.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

It was distinct that possibly the youngest teachers were already "used" to kids. There is typically (95%+) THE INDICATED BEHAVIORS.

1.B.02

Teaching staff communicate warmth through behaviors such as physical affection, eye get in touch with, modulation of voice, and smiles.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Most of the teachers were incredibly kind and responsive. One was just a little harsh – but that was over the fenced location at the Pre-K’s.

1.B.03

Teaching staff are constant and predictable in their physical and emotional care and attention of all children.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Again, there have been obviously some children who were "needy" – constant crying. I assumed little or nothing was really wrong with them. They merely wanted attention, but it did seem two or three of the cryers were left alone for too long (5 – 6 minutes), with no adult near by.

1.B.04

Teaching staff motivate and recognize children’s work and accomplishments.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

I observed several classrooms (5) and the instructors praised the children generally with smiles and kind thoughts.

1.B.05

Teaching staff function as secure bases for children. They react promptly in developmentally suitable methods to children’s positive initiations, adverse emotions, and thoughts of hurt and dread by providing ease, support, and assistance.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

I noticed that the instructors responded additional to positive than negative. One teacher was very regular in applying physical attention to one of the most difficult children, however the face / wrods were not as kind as the gestures.

1.B.06

Teaching staff inspire children’s ideal expression of feelings, both confident (e.g., joy, pleasure, excitement) and harmful (e.g., anger, frustration, sadness).

Fully met? (circle): Yes Yes, but No

Evidence/remarks: I observed no children acting really badly for his or her age. The instructors weren’t restricitive – allowing the kids to be children.

1.B.07

Teaching personnel evaluate and modify their responses based on individual needs. Teachers range their interactions to come to be sensitive and attentive to differing abilities, temperaments,

activity levels, and cognitive and interpersonal development.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

The teachers and the college students and admin personnel, of study course, all have their individual personalities and it ranges during the day. No one I know is perfvectly constant and that’s not expected.

1.B.08

Teaching personnel support children’s proficient and self-reliant exploration and make use of classroom materials.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

I noticed the instructors permit the toddlers to roam wherever they desired with little to no intervention.

1.B.09

Teaching staff by no means use physical punishment such as for example shaking or hitting and do not engage in psychological misuse or coercion.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw no instances of abuse.

1.B.10

Teaching staff never employ threats or derogatory remarks, and don’t withhold nor threaten to withhold foodstuff as a sort of discipline.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw no instances of abuse.

1.B.13

Teaching staff modify their interactions to infants’ and toddlers’/twos’ many states and levels of arousal.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

1.B.14

Teaching staff quickly respond to infants’ and toddlers’/twos’ cries or other symptoms of distress by featuring physical comfort and needed care. Teaching staff are delicate to infants’ and toddlers’/twos’ signals and figure out how to read their individual cries.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I observed that the situation kids were generally left by itself longer compared to the compliant, well-behaved children.

1.B.15

Teaching staff talk usually with children and pay attention to children with interest and respect. They

respond to children’s problems and requests.

use ways of communicate successfully and build relationships with every child.

engage on a regular basis in meaningful and prolonged conversations with each young one.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I observe that in rare instances within my visits, the communications between your instructors and the kids was respectful and consistent.

1.C.02

Teaching personnel support children’s creation of friendships and offer opportunities for kids to play with and study from each other.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

The toddlers possessed quite a lttle bit of interaction with one another. Again, distinct personalities already. Some children extremely gregarious, others desired play time alone.

1.C.03

Teaching staff support children because they practice social abilities and build friendships by aiding them enter, sustain, and enhance play.

Fully met? (circle): Yes Yes, but No

Evidence/comments: I sam several instances where in fact the teachers were encouraging the kids to group mutually for common play such as for example on the slides in the playground, and aiding set the meals out at lunch.

1.C.04

Teaching staff assist children in resolving conflicts by assisting them identify feelings, describe complications, and try alternative solutions.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

The conflicts were all very minimal, except one where one child I believe accidently bopped another on the head in the fitness center.

It was resolved within a minute, though.

1.C.05

Teaching staff guide children who bully, isolate, or hurt other children to understand and follow the rules of the classroom.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

I saw no evidence of the above issues.

1.C.06

Teaching staff facilitate great peer interaction for kids who happen to be socially reserved or withdrawn and for those who are bullied or excluded.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

I saw no evidence of the above issues.

1.D.01

Teaching staff counter potential bias and discrimination by

treating all children with equal respect and consideration

initiating activities and discussions that build confident self-identification and teach the valuing of distinctions.

intervening when children tease or reject others.

providing models and visual images of adult functions, differing skills, and ethnic or cultural backgrounds that counter stereotypical limitations.

avoiding stereotypes in vocabulary references.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw no proof the above issues.

1.D.02

Teachers provide children opportunities to build up the classroom network through participation in decision producing about classroom rules, programs, and activities.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

I observed that as of this age, there is limited ability of the kids to actively understand and participate, though there was more on the experience area and none on the rules side. There are intensive rules posted everywhere.

1.D.03

Teaching staff anticipate and do something to prevent potential behavior problems.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

1.D.04

Teaching staff help children talk about their unique and others’ emotions. They offer opportunities for children to explore a variety of feelings and the several ways that those feelings can be expressed.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Again, limited as a result of the developmental years of toddlers.

1.D.05

Teaching staff promote pro-social habit by interacting in a respectful manner with all personnel and children. They

model convert taking and sharing and caring behaviors.

help kids negotiate their interactions with each other and with shared elements.

engage children in the care of their classroom.

ensure that every child has an opportunity to donate to the group.

encourage children to listen to one another.

encourage and help kids to provide ease and comfort when others are sad or distressed.

use narration and information of ongoing interactions to recognize pro-social behaviors.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Again, limited as a result of the developmental era of toddlers. You will find a 1:5 ratio and generally when in a group – which is on a regular basis, each of the above reaches least modeled or motivated.

1.E

Addressing Challenging Behaviors

1.E.03

Rather than focus exclusively on reducing the complicated behavior, teachers focus on

teaching the child social, communication, and emotional regulation skills and

using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the child’s suitable behavior.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Most of this had been educated from a modeling (by the instructors). Not really too much intellectualizing…again, seems age dependent.

1.E.04

Teaching staff react to a child’s challenging tendencies, including physical aggression, in a manner that

provides for the protection of the child.

provides for the safety of others in the classroom.

is calm.

is respectful to the kid.

provides the child with information on suitable behavior.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

I noticed no toddler aggression, and just three children who had some challenging behavior (all three had been "cryers"). Even so, in the classroom, teachers had been highly positive reinforcers of great behaviors and mostly ignored the terrible behaviors.

1.F.01

Teaching personnel actively teach children public, communication, and psychological regulation skills.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Saw this frequently from personnel & instructors throughout facility.

1.F.02

Teaching staff help kids manage their patterns by guiding and supporting children to

persist when frustrated.

play cooperatively with different children.

use language to communicate needs.

learn turn taking.

gain control of physical impulses.

express negative emotions with techniques that do not harm others or themselves.

use problem-solving techniques.

learn about self and others.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Again, mostly observed positives – toddlers’ "visible" absorption and understanding are limited.

2.A.04

The curriculum can be implemented in a fashion that reflects responsiveness to house values, beliefs, experiences, and language.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments: At this age, children’s developmental expertise in language are so limited, that curriculum will not directly address.

2.A.07

The curriculum guides the production of a daily timetable that is predictable yet versatile and responsive to individual needs of the children. The schedule

provides time and support for transitions.

includes both indoor and outdoor experiences.

is attentive to a child’s have to rest or be active.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same as above. Saw proof in the more aged: pre-K, though.

2.A.08

Materials and devices used to put into practice the curriculum reflect the lives of the kids and families in addition to the diversity within society, including gender, time,

language, and abilities.

Materials and equipment

provide for children’s protection while being appropriately complicated.

encourage exploration, experimentation, and discovery.

promote action and interaction.

are organized to support independent use.

are rotated to reflect changing curriculum also to accommodate new pursuits and skill levels.

are rich in variety.

accommodate children’s special requirements.

Fully met? (circle): Yes Yes, but No

Evidence discover how to write a high school essay/comments:

Same as over: limited formal curriculum.

2.A.10

The curriculum guides teachers

to include content, concepts, and activities that foster

social, mental, physical, vocabulary, and cognitive advancement and that integrate key areas of content material including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social analyses.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Same as in this article: limited formal curriculum.

2.A.11

The schedule provides kids learning opportunities, activities, and tasks that extend during the period of several days and it incorporates time for:

play, self-initiated learning, innovative expression,

large-group, small-group, and child-initiated activity.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Yes. Each instructor (which there is three assigned per class on average) has all of these published and the teachers make reference to the schedule regularly.

2.A.12

The curriculum tutorials teachers to plan for children’s engagement in take up (including dramatic take up and blocks) that is integrated into classroom topics of study.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. Each instructor (which there is three designated per class typically) has most of these posted and the teachers make reference to the schedule regularly.

2.B.01

Children have varied opportunities to engage throughout the day with teaching staff who

are attentive and attentive to them.

facilitate their sociable competence.

facilitate their capability to learn through interacting with others.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

All the instructors were regularly engaged. Even the 1:5 ratio intended the instructors were constantly interacting with their charges.

2.B.02

Children have varied chances to recognize and name their unique and others’ feelings.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Limited vocabulary and I noticed little negative acting out between the children.

2.B.03

Children have varied options to learn the skills needed to regulate their emotions, habit, and attention.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

2.B.04

Children have varied prospects to develop a sense of competence and confident attitudes toward learning, such as for example persistence, engagement, curiosity, and mastery.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

The instructors and personnel were very attentive, but not smothering – even in the infant rooms.

2.B.05

Children have varied possibilities to build up skills for entering into social teams, developing friendships, understanding how to help, and different pro-social behavior.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Same as above.

2.B.06

Children have varied possibilities to

interact positively, respectfully, and cooperatively with others.

learn from and with one another.

resolve conflicts in constructive techniques.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments: Identical to above, but I saw almost no conflicts.

2.B.07

Children have varied opportunities to learn to understand, empathize with, and take into account other people’s perspectives.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Limited creation of toddlers means this is simply not fully utilized yet.

2.C.

Areas of Advancement: Physical Development

2.C.03

Children are given varied opportunities and products that support fine-motor advancement.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Drawing centers, etc. all available inside area and out in play area. Though I did not see any children take good thing about these activities except a few in the classrooms. The children seemed more into gross motor creation.

2.D.01

Children are given with opportunities for words acquisition that

align with this program philosophy.

consider family perspectives.

consider community perspectives.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments: Once again, toddler limitations, but within program posted guidelines.

2.D.02

Children are given opportunities to experience oral and written communication in a words their family members uses or understands.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments: As above.

2.D.03

Children have varied options to develop competence in verbal and nonverbal connection by

responding to questions.

communicating desires, thoughts, and experiences.

describing things and events.

Fully met? (circle): Yes Yes, but No

Evidence/comments: As over, but instructors not at all limiting children’s efforts – and largely encouraging their understanding.

2.D.04

Children have varied chances to develop vocabulary through conversations, encounters, field trips, and literature.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Conversations and experiences, yes. Not however in the book level – though there was a reading time assigned.

2.D.05

Children who will be nonverbal are given alternative communication strategies.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

All the children were variously verbal.

2.E.02

Toddlers/twos have varied possibilities to experience books, songs, rhymes, and routine video games through

individualized play that includes simple rhymes, music, and sequences of gestures (e.g., finger takes on, peekaboo, patty-cake, this little piggy).

daily opportunities to listen to and respond to various types of books including photo books, wordless books, and literature with rhymes.

access to durable literature that enable independent exploration.

experiences that help them recognize that pictures represent real items within their environment.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Time is set aside everyday for these actions as age appropriate to toddlers. The concentration was in the first of all area mentioned: simple items.

2.E.03

Children have opportunities to be familiar with printing. They are actively involved with making sense of print, plus they have opportunities to be acquainted with, recognize, and use printing that is accessible through the entire classroom:

Items belonging to a child are labeled with his or her name.

Materials are labeled.

Print is used to spell it out some rules and routines.

Teaching staff help children recognize print and connect it to spoken words and phrases.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

No yet developing in this generation.

2.F.01

Infants and toddlers/twos are provided varied opportunities and supplies to

use vocabulary, gestures, and materials to convey mathematical concepts such as for example more and much less and big and tiny.

see and touch numerous shapes, sizes, colours, and patterns.

build number recognition, using objects in the environment.

read books that include counting and styles.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Children encouraged and an array of these things available through the center.

2.F.02

Children are provided varied opportunities and materials to build knowledge of numbers, number titles, and their relationship to object quantities and to symbols.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Available but children not yet showing real interest.

2.F.03

Children are provided varied opportunities and elements to categorize by a couple of attributes such as shape, size, and color.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Same

2.F.04

Children are provided varied opportunities and supplies that motivate them to incorporate mathematical terms into everyday conversation.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Same

2.G.01

Infants and toddlers/twos are provided varied opportunities and supplies to

use their senses to understand about objects in the environment.

discover that they can make items happen and resolve simple problems.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Yes, through the entire facility

2.H.01

The usage of passive media such as tv, film, videotapes, and audiotapes is bound to developmentally appropriate programming.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

I saw there was AV equipment, but saw none in use for this generation.

2.J.01

Children are given varied opportunities to get an appreciation of skill, music, drama, and dance in ways that reflect cultural diversity.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

I saw more of the in the pre-K, not toddler, but the posters etc showed a wide variety of folks of color, gender and gown.

2.J.02

Infants and toddlers/twos are given varied opportunities to explore and manipulate age-appropriate art materials.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

This was well designed with large chalk, crayons, craft paper, etc.

2.J.03

Infants and toddlers/twos own varied opportunities to express themselves creatively by

freely going to music and participating in pretend or imaginative take up.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

2.J.04

Children are given varied opportunities to understand new principles and vocabulary related to

art, music, drama, and dance.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

As contained in the schedules – but nonetheless limited for the toddlers.

2.J.05

Children are given varied opportunities to build up and widen their repertoire of abilities that support artistic expression (e.g., cutting, gluing, and looking after tools).

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Really not allowed yet in this generation.

2.K.01

Children are given varied opportunities and resources that inspire good health practices, such as for example serving and feeding themselves, rest, good nutrition, training, hand washing, and brushing teeth.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Very well documented system and I observed the instructors helping the kids with these actions and encouraging some self-suffiency.

2.K.02

Children are provided varied opportunities and products to help them find out about nutrition, including identifying resources of foodstuff and recognizing, preparing, eating, and valuing well balanced meals.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments: Again, plenty of signage because of this, but age limited.

2.K.03

Children are provided varied opportunities and materials that increase their awareness of safety rules within their classroom, home, and community.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Ditto

2.K.04

Children have opportunities to practice safety procedures.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Ditto. Was glad to see children either assisting to open doors or avoiding closing doorways.

2.L.01

Children are provided varied learning opportunities that foster positive identity and an emerging perception of self and others.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

The instructor were great about letting the children be absolve to do so.

2.L.02

Children are offered opportunities to become a section of the classroom community so each young one feels accepted, and benefits a sense of belonging.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

2.L.03

Children are provided varied opportunities and components to build their knowledge of diversity in

culture, family structure, ability, language, age group, gender in non-stereotypical methods.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Yes, but same as general comments: children certainly not yet old plenty of for these concepts, immediately.

2.L.04

Children are given opportunities and supplies to explore social roles in the spouse and children and workplace through take up.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

NA

2.L.05

Children are provided varied opportunities and materials to learn about the community in which they live.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

NA – some not a lot of church related community chats.

3.A.01

Teaching staff, program personnel, or both are a workforce to implement daily coaching and learning actions, including Individualized Family Services Strategies (IFSPs), Individualized Education Applications (IEPs), and other individual plans as needed.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments: A lot of interaction between staff and instructors. Each child includes a folder at their school with an idea and daily, weekly, etc. metrics and information.

3.A.02

Teachers design an environment that protects children’s health and safety all the time.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

There were a few small concerns, such as outlets in the fitness center not really blocked with childproof covers, plus some metal cables and steel items to "available" to enjoy with. Playground gates didn’t all meet federal criteria.

3.A.03

Teaching staff support children’s needs for physical movement, sensory stimulation, fresh air, rest, and nourishment.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

3.A.04

Teachers organize space and select materials in all content and developmental areas to activate exploration, experimentation, discovery and conceptual learning.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Dedicated learning centers in and out of classrooms.

3.A.05

Teachers work to prevent difficult or disruptive behaviors through

environmental design.

schedules that meet the needs and capabilities of children.

effective transitions.

engaging activities.

Fully met? (circle): Yes Yes,

but No

Evidence/comments:

Mostly third and fourth items for this age group.

3.A.06

Teachers create classroom displays that help children reflect on and expand their learning.

Teachers ensure that children’s recent functions predominate in classroom shows (e.g., skill, emergent composing, graphic representation, and three-dimensional creations).

Some displays are at children’s eye level.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments: Many of the kids;s work displayed, while some way above kids’ eye level. Not really a fault. Parents want to see, also.

3.A.07

Teaching staff and children work together to set up classroom resources in predictable methods so children know where to find things and where you can put them away.

Fully achieved? (circle): Yes Yes, but No

Evidence/feedback: The classrooms are usually structured in a uniform method.

3.B.01

Teaching staff’s daily interactions show their knowledge of

the kids they teach.

the children’s families.

the cultural, linguistic, and cultural context in which the children live.

Fully met? (circle): Yes Yes, but No

Evidence/responses: The teachers appear to do nearly 100% of age appropriate conversation with their students.

3.B.02

Teaching staff create and keep maintaining a setting in which children of differing skills can progress, with advice, toward increasing degrees of:

autonomy, responsibility, and empathy.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

I didn’t see any proof favoritism or holding back again / pushing favorites forward. It was very much self-paced.

3.B.03

Teaching staff develop individual relationships with children by giving care that is

responsive, attentive, constant, comforting, supportive, and culturally sensitive.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Clearly, some of the cryers were popular: cannot be consoled, hence left only until they proved helpful themselves out of whatever was distressing them.

3.B.04

Teaching staff are lively in determining and countering any coaching practices, curriculum approaches, or materials that will be degrading toward gender, sexual orientation, era, language, ability, race, religious beliefs, family structure, history, or culture.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

No evidence of Title VII issues.

3.B.05

Teachers help individual children learn socially appropriate habit by providing guidance that is regular with the child’s degree of development.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Teachers had been positively reinforcing appropriate behavior especially at take up time and meals.

3.B.06

Teachers manage behavior and implement classroom rules and expectations in a manner that is steady and predictable.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Yes.

3.B.07

Teachers’ responses to tough, unpredictable, or unusual patterns are educated by their understanding of children’s home and classroom life.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Not surer of the home life aspects, but the majority of the children acquired arrived as infants, so well known by the staff.

3.B.08

Teachers notice habits in children’s difficult behaviors to provide thoughtful, consistent, and individualized responses.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

No plenty of challenging behaviors that this appeared as an overarching trouble. Teachers and admin had been consistent using what I read and noticed.

3.B.10

Teaching staff individualize schedule care (e.g., learning to use the toilet and also to feed oneself) by incorporating spouse and children practices whenever you can and by respecting the home lifestyle and the family’s desired language.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Staff motivate these general expectations. I observed no distinctive cultural practices. All children treated the same.

3.B.11

Teaching personnel create a weather of mutual value for children by being considering their ideas, experience, and products.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Limited in this age group – because of language development.

3.B.12

Teachers address challenging behavior by

assessing the function of the child’s behavior.

convening families and experts to develop individualized plans to handle behavior.

using positive habit support strategies.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

No so a lot of number one at this age. I did so not observe any of number two. Number three most evident in practice.

3.C.01

Teaching personnel supervise by positioning themselves to look at as many children as possible.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Yes, particularly doing brain counts moving in one location to another.

3.C.02

Teaching staff supervise infants and toddlers/twos by sight and sound at all times. (That is a required criterion.)

Fully met? (circle): Yes Yes, but No

Evidence/comments:

3.C.03

When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors enable you to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision.

Sides of cribs will be checked to make sure they will be up and locked.

Teachers, associate teachers, or instructor aides are aware of, and positioned to allow them to hear and look at, any sleeping kids for whom they happen to be responsible, specially when they are actively involved with kids who are awake.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

There was a 1:2 ratio in the infant room and 1:5 in the toddler bedrooms. Staff stayed in the room to personally monitor kids. No reliance on electric monitoring.

3.D.01

Teachers provide time daily for indoor activities outdoor actions (except when circumstances pose a wellbeing risk as described by localized health officials).

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

About 30% of total time allowed for outdoor play; 20% for gym take up. Balance in class.

3.D.02

Teaching staff use schedule care to facilitate children’s self-awareness, language, and

social interaction.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

One and three, certainly. Language encouraged, but limited formal instruction.

3.D.03

Teachers provide time and components daily for children to choose their own activities.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments how to write a technical paper:

Constantly and consistently

3.D.04

Teaching staff offer children opportunities to interact with children of varied ages.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

The children were segregated by age: 0 to 11 months (infant; one to two 2 years (toddler); 3 to 5 5. Separate play areas.

3.D.05

Teachers plan for children to revisit activities and materials over intervals of days,

weeks, and weeks.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Each child includes a development strategy and folder with periodic information included.

3.D.07

At snack times, teaching staff sit and consume with children and engage them in conversation. When provided, foods are served family style, and teaching staff sit and consume with children and engage them in dialogue.

Fully met? (circle): Yes Yes, but No

Evidence/comments: All kids’ parents bring their children’s foodstuff. There are kitchen facilities, but I observed each young one had their personal cubby with packed food, like the infants who had friends and family supplied formula.

3.D.08

Teaching staff instructor and support children because they learn to participate in daily cleanup and protection of the classroom.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Limited to kids;s personal hygiene at this age.

3.D.09

Teaching staff help kids follow a predictable but flexible day to day routine by providing period and support for transitions.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Completely. Plenty of patience demonstrated during room transitions specifically in the Bye Bye Buggies.

3.D.10

Teachers organize period and space every day to allow kids to work or play

individually and in pairs, to get together in small groupings, and to engage all together group.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Instructors allowed children to group and ungroup as the kid felt.

3.D.11

Teachers create possibilities for children to activate in group assignments and study from one another.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Not really so many projects as free kind / discovery acitivites.

3.E.01

Teaching staff reorganize the surroundings when necessary to help children explore brand-new concepts and issues, sustain their actions, and expand their learning.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Yes. Age appropriate according to what I’ve reas.

3.E.02

Teachers scaffold children’s learning by

modifying the schedule,

intentionally arranging the gear, and

making themselves available to children.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

The schedule is fairly rigid, and the gear is certainly arranged. The staff is always available with such a minimal ratio.

3.E.03

Teachers use children’s curiosity in and curiosity about the world to engage them with new content and developmental skills.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. Age dependent.

3.E.04

Teachers use their understanding of individual children to change strategies and materials to enhance children’s learning.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

3.E.05

Teachers utilize the needs and passions of infants to impact schedules, routines, and learning encounters.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Of course, incredibly individualized, though I found that their feeding circumstances and nap moments were highly correlated.

3.E.06

Infants who show curiosity or pleasure in an activity are encouraged and reinforced in prolonging that activity.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. One boy was very much into exploring the delicate building blocks. Does this for over 30 minutes and seemed happy in doing this – always looking around to see who was noticing his play.

3.E.07

Teaching personnel actively seek to understand infants’ needs and desires by recognizing and responding to their nonverbal cues and by using simple vocabulary.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Lots of cuddling infants. Any chirp or peep received at least a "look" of fascination by the staff.

3.F.04

Teaching staff help kids understand spoken language, (particularly when children are learning a new language), by using pictures, familiar objects, body language, and

physical cues.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

NA – but saw some starting in preK

3.F.05

Teaching personnel support the creation and repair of children’s home words whenever possible.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

NA. Ditto

3.F.06

Teachers offer children opportunities to activate in classroom experience with members of their families.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

NA on my days, but I am told this may happen if the family group wants to.

3.G.01

Teachers have and apply a variety of teaching strategies that add a broad range of techniques and responses.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Teaching approaches are limited as of this age.

3.G.02

Teachers use multiple sources (including benefits of informal and formal assessments, as well as children’s initiations, questions, passions, and misunderstandings) to

identify what children have learned.

adapt curriculum and coaching to meet children’s needs and passions.

foster children’s curiosity.

extend children’s engagement.

support self-initiated learning.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

As above, very limited in toddlers.

3.G.03

As children learn and acquire new expertise, teachers use understanding of children’s abilities to fine-tune their coaching support.

Teachers modify challenges as children gain competence and understanding.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments: Ditto

3.G.04

Teaching staff help children enter into and sustain play.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments: Yes. Continual encouragement even for those toddlers who appeared to need more alone time.

3.G.05

Teachers support and task children’s learning during interactions or actions that are

instructor initiated and child initiated.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same as above

4.D.05

Teachers talk and connect to infants to evaluate and encourage use of words (e.g., smiles, looks, eye contact, and cooing).

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Yes. Fairly steady and constant, specifically during feeding when singing / humming were definitely in evidence.

4.D.06

Teachers talk

and interact with individual children and inspire their usage of language to inform assessment of children’s strengths, interests, and needs.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Limited at this stage.

5.A.09

The plan follows these procedures regarding hand washing:

Staff members and the ones children who are developmentally able to learn personal hygiene are taught hand-washing procedures and are periodically monitored.

Hand washing is required by all staff, volunteers, and children when hand cleaning would reduce the risk of transmission of infectious diseases to themselves and others.

Staff assist kids with palm washing as needed to successfully complete the duty. Children wash either independently or with personnel assistance.

Children and parents wash their hands

on arrival for your day;

after diapering or employing the toilet (use of wet wipes is appropriate for infants);

after handling body fluids (e.g., blowing or wiping a nasal area, coughing on a side, or touching any mucus, blood or vomit);

before meals and snack foods, preparing or serving food, or after handling any raw food that will require cooking (e.g., meats, eggs, poultry);

after playing in normal water that is shared by two or more people;

after handling house animals and other animals or any materials such as for example sand, dirt, or floors that may be contaminated by connection with animals; and

when moving in one group to another (e.g., visiting) that involves contact with infants and toddlers/twos.

Adults likewise wash their hands

before and after feeding a child;

before and after administering medication;

after assisting a kid with toileting; and

after handling garbage or washing.

Proper hand-washing techniques are accompanied by adults and children and include

using liquid soap and jogging water;

rubbing hands vigorously for at least 10 seconds, including back of hands, wrists, between fingers, under and around any jewelry, and under fingernails; rinsing very well; drying hands with a paper towel, a single-employ towel, or a dryer; and staying away from touching the faucet with just-washed hands (e.g., by by using a paper towel to carefully turn off water.)

Except when handling blood or body fluids that may contain blood (when wearing gloves is required), wearing gloves is an optional supplement, however, not a substitute, for hand washing in any required hand-washing situation in the above list.

Staff wear gloves when contamination with bloodstream may occur.

Staff do not use hand-cleansing sinks for bathing kids or removing smeared fecal material.

In situations where sinks are used for both preparing food and other purposes, personnel tidy and sanitize the sinks before using them to get ready food.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments: Very definitely followed: signage, staff helping the children, a number of toddlers trying to help other toddlers. Excellent and complete.

5.A.10

Precautions are taken to make sure that communal water play will not pass on infectious disease. No child drinks the water. Kids with sores on the hands are not permitted to participate in communal water play. Clean potable water can be used, and the water is changed before a new group of children involves participate in the water play activity. When the activity period is finished with each band of children, the drinking water is drained. Alternately, clean potable water flows freely through the water play table and out through a drain in the desk.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

No issues. There have been no water play tables or other immediate water activities.

5.B.02

Staff take steps to guarantee the safety of food brought from your home:

They use families to ensure that foods brought from your home meet up with the USDA’s CACFP food recommendations.

All foods and beverages brought from home are labeled with the child’s name and the date.

Staff ensure that food requiring refrigeration stays cold until served.

Food is presented to supplement foodstuff brought from your home if necessary.

Food that originates from home for sharing among the kids must be either whole fruits or commercially well prepared packaged foods in factory-sealed containers. (This indicator only is an Emerging Practice.)

Fully met? (circle): Yes Yes, but No

Evidence/comments:

All of the above done. There exists a full commercial kitchen as a result of size of the church and all that required refrigeration was given it, and all of the children’s’ foods were appropriately segregated until meal situations.

5.C.02

Procedures for standard safety measures are used and include the next:

Surfaces that will come in contact with potentially infectious body liquids should be disposable or manufactured from a material which might be sanitized.

Staff use barriers and tactics that minimize get in touch with of mucous membranes or of openings in pores and skin with potentially infectious human body fluids and that decrease the pass on of infectious disease.

When spills of body fluids occur, personnel clean them up immediately with detergent followed by water rinsing.

After cleaning, staff sanitize nonporous surfaces by using the procedure for sanitizing designated changing surfaces described in the Cleaning and Sanitation Frequency Desk.

Staff tidy rugs and carpeting by blotting, spot cleaning with a detergent-disinfectant, and shampooing or steam cleaning.

Staff get rid of contaminated components and diapers in a plastic bag with a protected tie that is located in a closed container.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments: Every room, like the gym and outdoors had obviously marked bottles of varied cleaning products appropriately placed away from the kids. Staff used throughout the day.

5.C.03

A toy that a child has positioned in his or her mouth or that is otherwise contaminated by body secretion or excretion is normally either to be (a) washed by hand using normal water and detergent, after that rinsed, sanitized, and atmosphere dried or (b) washed and dried in a mechanical dishwasher before it can be used by another child.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Not 100% sure about this. I observed a UV sterilizer cab used. Some of the toddlers even now had pacifiers.

5.C.O5

Classroom household pets or visiting animals seem to be in good health.

Pets or visiting family pets contain documentation from a veterinarian or an animal shelter showing that the animals are totally immunized (if the animal should be hence protected) and that the pet is suitable for connection with children.

Teaching staff closely supervise all interactions between kids and pets and instruct children on safe patterns when in close proximity to animals.

Program staff ensure that any child who is allergic to a kind of animal is not subjected to that animal.

Reptiles are not allowed as classroom household pets because of the risk for salmonella infection.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

NA. I observed no creatures in any of the classes.

9.A.08

Materials and tools are available

to facilitate focused specific play or take up with peers.

in sufficient quantities to occupy every child in actions that meet his or her interests.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments: No additional comments. Plenty of equipment for all.

9.A.09

Program staff arrange the environment to be welcoming and attainable. A welcoming and attainable environment contains factors such as

multicultural components that promote appreciation for diversity while getting respectful of the cultural traditions, ideals, and beliefs of families being served;

clearly defined places where families can gather information regarding the daily schedule and upcoming events;

clearly defined locations where families register, sign out, and gather information regarding their child’s day;

places for showing children’s work; and

features that moderate visible and auditory stimulation.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

All very well considered. Al ot of wall structure displays encouraging a confident atmosphere. Staff nice and friendly.

9.A.12

Indoor space was created and arranged to

accommodate children individually, in small organizations, and in a big group.

divide space into areas that will be given materials organized in a manner to support children’s play and learning.

provide semiprivate areas where children can play or work alone or with a pal.

provide kids with disabilities full gain access to (with adaptations as necessary) to the curriculum and activities in the indoor space.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. This is a sizable facility within a huge established church that is in the area over 150 years. The community is actually well in tune with its children’s desires and wants. very impressive.

9.A.13

Staff select and employ materials, equipment, and furnishings to

support the curriculum,

meet program goals, and

foster the achievement of wanted outcomes for children.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same as above. Incredibly professionally developed incorporating a dedicated organization manager / accountant.

9.B.01

Outdoor play areas, designed with equipment that is age and developmentally suitable and that is located in clearly defined areas with semiprivate areas where kids can play only or with a pal, accommodate

motor experiences, such as jogging, climbing, balancing, riding, jumping, crawling, scooting or swinging.

activities such as for example dramatic play, block setting up, manipulative play, or artwork activities.

exploration of the natural environment, including a variety of natural and manufactured floors and areas with organic materials such as for example nonpoisonous plant life, shrubs, and trees.

The plan makes adaptations so children with disabilities can fully participate in the outdoor curriculum and activities.

Fully fulfilled? (circle): Yes Yes, but No

Evidence/comments:

Yes. As stated, the three age brackets are physically separated (though visible to one another) and with the exception of the fences, mainly because noted, a very safe non-threatening environment.

9.C.06

The routine frequency of cleaning and sanitation in the facility is completed as indicated in the Cleaning and Sanitation Frequency Table.

Staff tidy and sanitize toilet seats, toilet handles, toilet bowls, doorknobs, or cubicle handles and flooring surfaces either daily or promptly if visibly soiled.

Staff tidy and sanitize potty seats, if in use, after each child’s use.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes, as explained elsewhere in this record. A lot of regular washing including 2 dedicated washing support staff (regular).

9.C.07

The building is very well maintained:

Walls, flooring surfaces, furnishings, the outdoor take up area, and apparatus are kept in great repair and so are safe, with no razor-sharp edges, splinters, protruding or rusty nails, or missing parts.

All areas, both indoors and outdoors, are clear of glass, trash, sharpened or hazardous things, and visible soil, and are in a clean state.

Staff observe all areas of the facility, both indoors and outdoors, and take steps to improve or avoid unsafe conditions.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

Spotless, though bathrooms revealed evidence of the children missing the mark. To be expected!

9.C.12

Any body of normal water, including swimming pools, built-in wading pools, ponds, and irrigation ditches, can be enclosed by a fence at least four legs high, with any gates childproofed to prevent entry by unattended kids. To prevent drowning accidents, staff supervise all children by sight and sound in all areas with usage of normal water in tubs, pails, and water tables.

Fully achieved? (circle): Yes Yes, but No

Evidence/comments:

NA

TECA 1311 CLASSROOM OBSERVATION OUTLINE

(my work follows this rubric)

Include the following demographic data for each and every classroom visited

Date of Observation: 9/10. 9/12 2012 for 2012FA-CDEC-1311-2001 – Chris Shelby

Name of Institution or Child care centre: First United Methodist Church,