My ECE and CDA
Professional Portfolio
In this class, you will compile a professional portfolio demonstrating
your knowledge and skills in the area of early childhood education.
To show this, you will be asked to do 6 reflective writings (CS) with
extension paragraphs (ECS) and to acquire resources (RC) applicable to
early childhood.
*** see pg 131 of the CDA National Program Book to put this portfolio in order.
2013-2014 2nd semester
1
Congratulations on beginning the Child Development Associate (CDA)
credentialing process!
The following steps will help you to understand how you can obtain your CDA
Credential.
Step 1: Prepare
Step 2: Apply
Any Time Before You Apply


High School Education
Professional Education – 120 clock hours,
including 10 hours in each of the 8 CDA
Subject Areas
Provide transcripts and certificates


Identify a CDA Professional
Development Specialist and
obtain her or his Identification
Number

Secure your director’s
permission for your Verification
Visit

Submit the CDA application to
the Council and pay the
assessment fee
Within Three Years of Submitting Application

Work Experience – 480 hours of
experience working with children ages
3-5
Step 4: Earn
Within Six Months of Submitting the Application


Family Questionnaires
Professional Portfolio (see next page)

Step 3: Demonstrate
Once the Council has approved your application and
processed your payment, you must schedule and
complete the following:


Your Verification Visit
Bring your completed Professional Portfolio
to your verification visit so that your PD
Specialist can review it.
Your CDA Exam
2
Earn your CDA Credential
Step 5: Renew

Renew your CDA Credential

Earn a second CDA Credential
A. Layton High School “Summary of My CDA Education” (Refer to CDA pg. 131 & 132)
To complete the CDA license within the high school Early Childhood Education Pathway (Child Development, ECE 1A, ECE 1B, and ECE 2),
students need 480 lab experience hours and 120 total training hours, with at least 10 hours in each subject area and a C or better in the
pathway classes.
To this summary, attach school transcripts, state certificates, and official documents proving education hours and any further education
hours gained in other courses beyond the ECE pathway courses. ie: Adult Roles, Human Development, Sociology, Psychology,
workshops, courses, etc.
Name____________________________________
CDA Subject Area
(CDA pg 8 and 38)
PATHWAY COURSE HOURS
VERIFY
1. Planning a safe, healthy
learning environment (16.3
hrs)
CD
1A
1B
2
4.91
5.3
4.75
2
2. Advancing children’s physical
and intellectual development
(20.5 hrs)
CD
1A
1B
2
4.50
12
2
2
3. Supporting children’s Social &
Emotional development (14.41)
CD
1A
1B
2
10.16 1.75
.50
2
4. Building productive
relationships with Families
(7.63 hrs)
CD
1A
1B
2
3.13
2
.50
2
5. Managing an effective program
(22.66 hrs)
CD
1A
1B
2
Intern
2.5
11.5
6.66
2
20
6. Maintaining a commitment to
Professionalism (12.74)
CD
1A
1B
2
Intern
2.5
4.08
4.16
2
20
7. Observing and recording
children’s behavior (22.01)
CD
1A
1B
2
Intern
1.41
7.25
3.6
9.75
8. Understanding principles of
child development (16.49)
CD
1A
1B
2
6.66
2.83
3.5
2
TOTAL Course Education Hours
CD
1A
1B
2
TOTAL Education hours
(132.74) Just the 4 courses
TOTAL Lab Experience Hours
(123.46) Just the 4 courses
Intern
Intern
Intern
Intern
Intern
Intern
35.77 46.71 25.67 23.75 40
CD
1A
1B
2
2.66
17.3
37.50 66
Intern
520.41paid
132 intern
Instructor Verification Signature _________________________ Date _________
3
CDA EDUCATION and EXPERIENCE HOURS
outside of the Early Childhood Pathway Courses
Name: __________________________________
Date
Time
In
Time
Out
Total # of
Minutes
Location and/or
Education course
Verification
(Total minutes ÷ 60)
TOTAL Education hours _____________________________________
TOTAL Lab Experience Hours ________________________________
Instructor Verification Signature ___________________ Date _________
B.
“Family Questionnaires”
will be done once all of the requirements
for your CDA education and experience hours have been met.
4
Competency Statements (CS)
On your own paper, prepare 6 written reflections, 175 – 200 words in length, on your own teaching
practices and beliefs. Begin each reflective statement describing why you think the competence is
important for you as the caregiver, to the children, the families of the children, other employees, and
to the center or school. Finally, include at least three specific examples that you will do to meet each
of the listed functional area(s).
Reflective Competency Statement (CSIII) Sample:
I will support social and emotional development and provide positive guidance by developing a warm, positive, and trusting
relationship with the children and their families. I also feel that many children come from a home where it is unknown how to
effectively guide and communicate with a child. This skill will be used and modeled within the center. Through these examples, the
children and the families will learn what a strong emotional relationship and sense of self looks like and feels like, what positive social
skills are and how to use them, and how to use positive guidance.
Self: My environment will be a place where children can develop their own individual talents through appropriate DAP play. I will
use the children’s names and acknowledge their culture to build self-identity. Children will have marked space to store their things
and their work. I will encourage children to do those tasks that they can do.
Social: My environment will be a place where children can interact and play with each other. Props for curriculum areas will
represent many cultural groups. I will encourage cooperation and respect between children rather than competition.
Guidance: The room environment, space, and materials will provide ample opportunities for appropriate playing and choices. I will
verbally and non-verbally sincerely acknowledge when a child is exhibiting appropriate behaviors. I will stick to routine and schedules
so children know what to expect. I will model appropriate and expected social skills. I will help children use their words rather than
emotions. (240 words)
Resource Collection (RC)
Read the instructions and collect or create the assigned resource materials.
Extension Competency Statement (ECS)
Some of the competency statements and resources will ask for extension paragraphs that reinforce the
resources for that section. These should be solid one paragraph thoughts as they relate to your
experience with the resources.
C.
Competency Statement I & Resource Collection I
Competency
Statement I
To establish and
maintain a safe,
healthy learning
environment
Functional Areas
1. Safe
2. Healthy
3. Learning
Environment
Definitions
1. Candidate provides a safe environment and
teaches children safe practices to prevent and
reduce injuries.
2. Candidate provides an environment that
promotes health and prevents illness, and
teaches children about good nutrition and
practices that promote wellness.
3. Candidate organizes and uses relationships,
the physical space, materials, daily schedule, and
routines to create a secure, interesting, and
enjoyable environment that promotes
engagement, play, exploration, and learning of
all children including children with disabilities
and special needs.
CS I
5
 ECS I-a Sample Menu from RC I-2
Reflect on the sample menu you wrote in Resource Collection (RC) I-2. How does it
reflect your commitment to children’s nutritional needs? What are its strengths and
what would you change?
 ECS I-b
Room Environment
Reflect on the room environment in which you are currently providing care or where
your verification visit observation will occur.
How
does the room design reflect the way you believe young children learn best? If the
room was not designed by you, what do you see as its strengths and/or what would
you change?
 ECS I-c Weekly Plan
Reflect on the weekly plan you wrote in Resource Collection (RC) I-3. How does this
plan reflect your philosophy of what young children need on a weekly basis? If the plan
was not designed by you, what do you see as its strengths and/or what would you
change?
 RC I-1 CPR and First Aid Training
Include your valid and current certificate/cards of completion of a) any first aid course
and b) an infant/child (pediatric) CPR course offered by a nationally recognized training
organization (such as American Red Cross or the American heart Association) Online
training is not acceptable. Certification must have been within the past three years.
Make a copy of your certificate and place it behind this page.
* When the CDA council does your evaluation, they will want to see
your original certificate.
CS I & RC I
6
 RC I-2
Weekly menu
Provide a copy of one weekly menu for children. In order to complete the related
Competency Statement (CS I-a), the menu, ideally, should be one that you have
participated in serving or designing.
Monday Tuesday
Wednesday Thursday Friday
Breakfast
(at least 2
food items
and a drink)
Lunch
(at least 3
food items
and a drink)
Snack
(at least 1
food items
and a drink)
RC I
7
 RC I-3
Weekly Lesson Plans
Provide a sample of a weekly plan that includes goals for children’s learning and development, a brief
description of planned learning experiences, and also accommodations for children with special needs.
Indicate the age group(s) for which the plan is intended.
Weekly Theme
Age Group
Vocabulary Words
Objective Goals
Factual Statements
(Why are you doing this activity? You may not use the word “learn”.)
Monday
Tuesday
Wednesday Thursday
Friday
Group Time
(songs, stories,
games, etc.)
Small group
activities
Language &
Literacy
Music
Art
Science
Math
(1 activity in each
curriculum area)
Outdoor
Activities
(1 idea each day)
Special Needs
Accommodations
Choose 1 activity each day.
(Hearing, seeing,
speech, physical
struggles, broken
leg/arm, etc.)
Self-Selected Activities (SSA)
Dramatic Play
Blocks
Sensory Table (sand
and water)
Fine Motor
Library Corner
Optional extra activity
RC I
8
D.
Competency Statement II & Resource Collection II
Competency
Statement II
To advance
physical and
intellectual
competence
Functional Areas
4. Physical
5. Cognitive
6. Communication
7. Creative
Definitions
4. Candidate uses a variety of developmentally
appropriate equipment, learning experiences, and
teaching strategies to promote the physical
development (fine and gross motor) of all
children.
5. Candidate uses a variety of developmentally
appropriate learning experiences and teaching
strategies to promote curiosity, reasoning, and
problem solving, and to lay the foundation for all
later learning. Candidate implements curriculum
that promotes children’s learning of important
mathematics, science, technology, social studies,
and other content goals.
6. Candidate uses a variety of developmentally
appropriate learning experiences and teaching
strategies to promote children’s language and
early literacy learning and help them
communicate their thoughts and feelings verbally
and nonverbally. Candidate helps dual-language
learners make progress in understanding and
speaking both English and their home language.
7. Candidate uses a variety of developmentally
appropriate learning experiences and teaching
strategies for children to explore music,
movement, and the visual arts, and to develop and
express their creative abilities.
 ECS II-a Learning Experiences
Pick one of the nine learning experiences you chose for RC II. How does this
learning experience reflect your personal philosophy of how you support
young children’s physical development?
 ECS II-b Learning Experiences
Pick another one of the nine learning experiences you chose for RC II. How does
this learning experience reflect your personal philosophy of how you support
young children’s cognitive development?
9
 ECS II-c Learning Experiences
Pick another one of the nine learning experiences you chose for RC II How
does this learning experience reflect your personal philosophy of how you
support young children’s creative development?
 ECS II-d Communication and Language Development
Describe ways to promote the communication and language development
among all children including dual language learners.
 RC II.
Ten Learning Experiences
In your own words, describe 10 learning experiences that cover each of the following
curriculum areas below. These should be, but may not be limited to activities you have
written and used in past lessons (CD lesson, 1A theme book, 1A lessons, website ideas, and curriculum
book ideas). It would be best to include a visual, a sample, or a picture of each
activity.
For each experience, indicate the age group (3’s, 4’s, or5’s) and list the intended goals, materials, and
processes/teaching strategies. For each activity, discuss why it is developmentally appropriate for
that age group.
II-1
II-2
II-3
II-4
II-5
o II-6
o II-7
o II-8
o II-9
o
o
o
o
o
o
Science and Sensory
Language and Literacy
Creative Arts
Fine Motor Indoor Activity
Gross Motor Outdoor Activity
Self-Concept (developing and building)
Emotional Skills (Regulating your emotions)
Social Skills (developing and building)
Mathematics
Music and Movement
See sample formats that follow
CS II & RC II
10
II-2
Language and Literacy
Age group
Activity
Vocabulary Words
Factual Statements
Objective Goals
(Why are you doing this activity? You may not use the word “learn”.)
Materials needed
Process and instructions
Explain how this activity meets the criteria for a (DAP) Developmentally Appropriate learning
activity. (What are they learning, why are they learning, how are they learning it, and how does
your activity accomplish all of this?)
RC II sample
11
II-1 Science and Sensory
THIS SAMPLE IS NOT TO
BE DUPLICATED.
II-3
Creative Arts
APPLES
Apple Prints
Concepts: Fruit, Seeds, Taste
Fruits have seeds.
Apples are a fruit
Objectives:
The children will identify that Apples
are a fruit.
The children will analyze that Apples
have seeds.
Supplies: Yellow, Red, Green paint, Cut
apples, & Paper
Process: The children will use half apples to
dip into paint. They will place the paint
dipped apple on the sheet of paper. They
will recognize the parts of the inside of the
apple. Let them taste and explore the apple
before they paint with it.
Curriculum: Science
Value to Children: Active exploration and
hands on learning.
What do you see when you paint with
the apple?
How does the apple taste?
Apple Trees
Concepts: Trees, Fruit, Autumn,
Apples come in colors like red, yellow,
and green
Apples are a fruit that grows on trees.
Objectives:
The children will recognize that
apples come from trees.
The children will use different colors
to represent apples.
Supplies: Yellow, Red, Green, and Brown
paint.
Process: The children will use their hand
and arm dipped in brown paint to make tree
trunk. They will be given different colors
of paints (red, green, yellow and red.) They
will dip their thumbs into the paint and
place them on the tree creating a picture
with leaves and apples on the tree trunk.
Curriculum: Fine Motor, art
Value to Children: Relevant and real
What do apples grow on?
RC II sample
12
E.
Competency Statement III & Resource Collection III
Competency
Statement III
Functional Areas
To support
8. Self
social and
9. Social
emotional
10. Guidance
development and
to provide
positive
guidance
Definitions
8. Candidate develops a warm, positive, supportive,
and responsive relationship with each child, and
helps each child learn about and take pride in their
own individual and cultural identity.
9. Candidate helps each child function effectively in
the group, learn to express feelings, acquire social
skills, and make friends, and promotes mutual
respect among children and adults.
10. Candidate provides a supportive environment
and uses effective strategies to promote children’s
self-regulation and support acceptable behaviors,
and effectively intervenes for children with
persistent challenging behaviors.
 ECS III-a Support Development of Children
Describe some of the ways you support the development of children’s positive
self-concepts and growing social / emotional skills.
 ECS III-b Guiding Young Children’s Positive Behavior
Reflect on your personal philosophy of guiding young children’s POSITIVE
behaviors. How is your professional philosophy similar or different from how
you were guided as a child? How do you constructively deal with young children’s
challenging behaviors?
CS III
13
 RC III.
Ten Book Bibliography
Provide information for 10 developmentally age-appropriate children’s books that
you have used with young children. Each book should support a different topic
related to children’s lives and challenges as listed below.
Areas or challenges in children’s lives that books could address and support:
Cultural and linguistic group identity; gender identity; children with disabilities or special needs;
separation, divorce, remarriage, or blended families; everyday activities and routines; and/or the cycle of
life from human reproduction to death, topics that reflect the children and families with whom are in your
care, children’s self-concept and self-esteem, to help children deal with life’s challenges, etc.
SAMPLE FORMAT FOR BOOK BIBLIOGRAPHIES
Title of the Book _____________________________________________________________________
Author _____________________________________________________________________________
Publisher: _______________________________________________ Copyright date ______________
Short Summary of the age-appropriate children’s book:
What area of a child’s life or challenges does this book support and explain how:
RC III
14
F.
Competency Statement IV & Resource Collection IV
Competency
Statement IV
To establish
positive and
productive
relationships
with families.
Functional Areas
11. Families
Definitions
11. Candidate establishes a positive, responsive,
and cooperative relationship with each child’s
family, engages in two-way communication with
families, encourages their involvement in the
program, and supports the child’s relationship
with his or her family.
 ECS IV-a Keeping Families Aware of center occurrences
How do you ensure that families are kept aware of what’s happening in their
child’s daily/weekly life in your program?
 ECS IV-b Awareness of Child’s Home Life
How do you ensure that you are aware of what’s happening in each child’s
home life? How does that awareness direct your teaching practices?

ECS IV-c Family Questionnaire Feedback
Reflect on the feedback you received in the Family Questionnaires you collected. Explain how the responses surprised you,
confirmed your own reflections about yourself and/or gave you a new goal for professional growth.
(THIS WILL NOT BE DONE UNTIL THE END OF THE CDA PROGRAM)
CS IV
15

RC IV - Create a Family Resources Guide that you might choose to share with the
families you serve. The guide should include helpful working information you think they
might need. At a minimum, you must include the following required items. Add any other
items that children within your care might also need.
o www.careaboutchildcare.utah.gov
o http://health.utah.gov/licensing/centerinterpretation.htm
 RC IV-1 Family Counseling
Provide the name and contact information (agency name, phone number, website,
address, etc.) of a local agency in the community where you work that provides family
counseling.
 RC IV-2 Translation Service
Find out contact information (agency name, phone number, website, address, etc.) of a
translation service for families whose home language is other than English as well as a
service that provides American Sign Language translation.
o Translation Service where the home language is other than English.
o Service for American Sign Language translation
 RC IV-3 Children with disabilities (two contacts)
Obtain contact information for at least 2 agencies in the community that provide
resources and services for children with disabilities (in most communities, the local
school district provides these services).
 RC IV-4 How young children ages 3-5 develop and learn
Provide a list of 3 websites and brief descriptions of each, that provide current
information to help families understand how young children, ages 3- 5 years old,
develop and learn. Print and include one current article from each website that helps
families understand the development and learning of 3-5 year olds. At least one article
must relate to child guidance.
 Development and learning source #1_____
 Development and learning source #2_____
 Child guidance source_________
Print off and the THREE Resource IV-4 articles
BEHIND this page.
RC IV
16
G.
Competency Statement V & Resource Collection V
Competency
Statement V
To ensure a wellrun, purposeful
program responsive
to participant needs
 ECS V-a
Functional Areas
12. Program
Management
Definitions
12. Candidate is a manager who uses observation,
documentation, and planning to support children’s
development and learning and to ensure effective
operation of the classroom or group. The
Candidate is a competent organizer, planner, record
keeper, communicator, and a cooperative coworker.
Observation Tools
- Describe how you used the observation tool/form used in RC V.
- Explain why observation and documentation forms are an important part of
program management.
- How do you ensure that you are accurately and objectively observing and tracking
each child’s developmental and learning progress?
 RC V Record Keeping Forms
Provide three samples of recordkeeping forms that you use or have used. Include an
accident report, emergency form, and a completed tool or form that you have used to
observe for and document a child’s developmental / learning progress.
Place the three samples of record keeping
forms and observations behind this page.
 ______ Accident Report
 ______ Emergency Form
 ______ Blank observation tool/form
 ______ Completed Observation Form without the child’s name on it.
RC V
17
Place the three samples of record
keeping forms and all observations
behind this page.
RC V
18
ANECDOTAL RECORD OBSERVATIONS
Anecdotal Observation Defined
An anecdotal record is a short story or word picture about something the child has done, or said, or an
interaction between children, or between the child and an adult. As a story, it should have a clear beginning
and an ending. It should have some meaning. It may be funny, it may document a child’s personality, or it
may give an example of the child’s development.
A. Setting up the observation (see page 18)
The Anecdote is written on your own paper, be sure to include your name and period, the
name and age of child, the date, the time, and location or activity being observed.
B. Recording the facts (5 areas of development as show on page 18):
An anecdote should contain only factual information. It should not contain your thoughts or feelings and
you should not presume to know what the child is thinking or feeling. Record what you see in the form of
who, what, where, when and how (using why is your own ending assumption or interpretation).
***Remember to use objective not subjective descriptions
1. IDENTIFY ALL AREAS of DEVELOPMENT – Anecdotes should provide information about a child’s
social, emotional, physical, conceptual-language and/or cognitive level. For example:
Social: Timothy (age 4) went to the block area where Taylor and Collin were building a castle. Timothy watched the boys but did not
attempt to join their play.
Emotional: Dominic (age 2) bit Austin during circle time. Jen told him we aren’t allowed to hurt and bite, and told him he had to sit in the
time-out chair. Dominic screamed loudly for approximately ten minutes even after Jen had returned to talk to him.
Physical: Justin (age 4) was able to push the pedals on the tricycle all the way around for the first time today while we were playing
outside.
Conceptual-Language: The children were playing on the obstacle course. A teacher told Amy (age 3) to go over the block, but she went
around it instead.
Cognitive: Maxine, a high school teacher, had a number of toys sitting on a table. Each one had a match, but all the toys were mixed up.
Maxine picked up a blue teddy bear and asked Gregory (age 3), “Can you find the bear that belongs with this bear?” Gregory picked up a
purple cow.
Narrative Summary: What is your “professional” conclusion of this child based on the development that you observed today?
2. WHAT TO INCLUDE AND WRITE ABOUT IN AN ANECDOTE:
To decide if a behavior is significant enough to write as an anecdote, ask yourself; “Is this something that could be
shared with the child’s parents that would give them an indication of their child’ progress in a certain area of development?” or
“Is this something parents would enjoy reading and learning about their child?” Remember that the child is NEVER just sitting
there.
a. DESCRIPTIVE PHRASES: Use precise words to describe behavior—instead of ‘walked’ use ‘strutted’
instead of ‘said’, use ‘whispered’ or mumbled’. Be sure to describe what you see accurately.
b. CHILD’S DIALOGUE: (anecdotes sometimes include dialogue but it is not required) Be sure to
record accurately what the child said and do not add your own words.
3. PAY ATTENTION TO GRAMMAR AND PUNCTUATION: Use correct punctuation. An exclamation point
represents different meaning than a period. A question mark, of course, means a question was asked.
Quotation marks should be used if quoting a child or adult.
C. Ending with a Narrative Summary: Give interpretive comments at the end of the anecdote. Ask yourself,
“What does this behavior mean?” Relate the behavior to an area of development or how the child interacts
with others. You may include personal comments—“I think…” or “It appears that…” What is your “professional”
conclusion of this child based on the development that you observed today?
19
PREFESSIONAL ANECDOTE EXAMPLES
Dominic- age 5-during his kindergarten year
We have been talking about emotions- happy, sad, mad, excited, etc. For circle time today I read a story about Henry who tried repeatedly to
win a race so he could get a prize at a picnic. On Henry’s fourth try at trying to win a race, Dominic, who was very involved in the story, said,
“This is making me nervous!” He was captivated throughout the story and was relieved when Henry finally won a prize. He was so involved
that when I quit reading and there was a moment of quiet, he said, “Karma, you forgot to say ‘Amen!”
Interpretation: Dominic is sensitive to what another person might be feeling.
Marcus- age 4 ½
We try to encourage the children to call us by our names. Today Marcus addressed me, “Teacher, look at this!” I said, “Marcus, do you know
what my name is!? I am sure he was thinking ‘Burgandy’ (my name). But he answered, laughing, “Yah! It’s Burger King!”
Interpretation: Marcus is able to make a joke.
Malia- age 2
We had a wonderful party today! There were lots of balloons and treats, as well as singing and dancing. We had been singing and dancing for
a while, when I realized that I had not seen Malia for a few minutes. I found her in the baby area, lying spread-eagle on the floor, sound asleep.
She had a balloon tied to one wrist and a cookie clutched in her hand. There was a trail of cookie crumbs running from her hand to her mouth,
and she had frosting smeared around her lips.
Interpretation: She had had all the excitement she could take for one day! (what parent would not enjoy this word picture of their
child?)
Andy- age 3
Andy was playing with some dinosaurs when baby Erin toddled over and grabbed one off the shelf. Andy had not been playing with that
particular dinosaur, but when he saw Erin take it, he pushed her down and took it away from her.
Interpretation: Andy doesn’t yet understand that babies need to be treated with patience.
Reggie-age 5-during his kindergarten year
One of the psychology teachers brought the children into her room to demonstrate Piaget’s theory about children. She had two jars that were
wide on the bottom and narrow on top. One of the jars was filled with sand and the teacher had Reggie fill the other jar until it had the same
amount of sand in it. Reggie and the other children all agreed that the jars had the same amount of sand in them. Then the teacher turned
one of the jars over and the level of the sand in that jar appeared higher because it now had a narrower base.
The teacher asked Reggie if the jars still had the same amount of sand in them. Reggie looked disturbed and he said, “I don’t know. That’s just
creepy.”
Interpretation: Reggie doesn’t yet understand conservation of matter from Piaget’s Theory. This is typical for a child at age 5.
Maddie-age 3
I walked into the bathroom and found Maddie changing her doll’s diaper. She had put on rubber gloves and she had found a diaper and some
wipes. She spent several minutes wiping her baby and then putting its diaper on.
Interpretation: Maddie seems to have closely observed the procedure for changing diapers in the Child Care Center.
Rylie-age 3
We were looking at one of the I Spy books and we were trying to find a dolphin on the page. We looked for a long time, but we couldn’t find
it. Finally Rylie jumped off my lap, ran to the shelf, and picked up a plastic dolphin. He ran back and said triumphantly, “Here it is! I found it!”
Interpretation: Rylie is able to make the association between pictures and objects.
Colin- age 4
Cole was crying because he was hurt. Colin ran over to him and hugged him until he felt better.
Interpretation: Colin is aware of the feelings of others and sensitive to help them.
Olivia- age 4 ½
Rylie and Patrick were riding the little push cars wearing nothing but their diapers. Olivia said laughing, “Look, naked babies on the go!”
Interpretation: Olivia seems to enjoy the babies. (what parent wouldn’t enjoy reading this about their child)
EXAMPLES OF REALLY BAD ANECDOTES (or what have been turned in as anecdotes)
Carolyn grabbed a square to put under her bum because she wanted to sit by Maura. (big deal, what has that to do with anything?)
Collin got to sleep in the blue hiding box today. (who cares? What’s the point of this description?)
Jaxon told me about his Aladdin video. (told you what??)
Jenny is so cute. She has a matching bow for every outfit. (what does this tell except the writer’s opinion about what is cute?)
Andy is really mean to the babies. He is always knocking them down, taking toys from them, and pinching them. He just doesn’t seem to like
them very much. (this is the writer’s opinion, you can’t presume to know why he behaves the way he does…it doesn’t tell us about a specific
incident)
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CHECKLIST / TALLY OBSERVATION #1 DATE: _________ Location_______________
Using the checklist below, identify skills that you observe in the child.
SKILL TO BE OBSERVED
CHECK FOR
EACH TIME
NOTES ON OBSERVATION
Walks steadily
Climbs objects
Hops and / or skips
Runs and/or rides
Balances on 1 foot or an object
Turns pages of book one at a time
Builds a tower of blocks or other item
Draws/paint lines and circles and
pictures
Cuts with scissors
Puzzle, beads, playdough, folds paper…
Uses one hand consistently
Performs self-help skills like (feeding,
dressing, washing, toileting, cleaning…)
Speaks in at least 3 word sentences
Speaks fluently and clear with about a
1000 - 1500 word vocabulary
Use of negative elements (no, don’t, can’t,…)
Use of plural words (cats, cookies, mice)
Answering routine questions.
Following directions
Tells stories or jokes
Makes requests or asks questions
Comprehends math skills like: color,
amount, spatial awareness, numbers,
time, shapes, counting, size, sequencing
Plays cooperatively with others
Affectionate to others
Uses kind words and manners
Shows a desire for independence
Shows pride in work and tasks
Shows persistence to finish or do well
Negative emotions (jealous, negativism,
fear, egocentric, won’t share, ..)
Tries to express emotions verbally
Shares or asks for items instead of
grabbing them away
Extra:
After completing the checklist, write a narrative summary of your findings.
21
CHECKLIST / TALLY OBSERVATION #2 DATE: _________ Location_______________
Using the checklist below, identify skills that you observe in the child.
Attach the 2 Checklist Observations to the BACK OF THE CHILD’S TYPED FINAL REPORT.
SKILL TO BE OBSERVED
CHECK FOR
EACH TIME
NOTES ON OBSERVATION
Walks steadily
Climbs objects
Hops and / or skips
Runs and/or rides
Balances on 1 foot or an object
Turns pages of book one at a time
Builds a tower of blocks or other item
Draws/paint lines and circles and
pictures
Cuts with scissors
Puzzle, beads, playdough, folds paper…
Uses one hand consistently
Performs self-help skills like (feeding,
dressing, washing, toileting, cleaning…)
Speaks in at least 3 word sentences
Speaks fluently and clear with about a
1000 - 1500 word vocabulary
Use of negative elements (no, don’t, can’t,…)
Use of plural words (cats, cookies, mice)
Answering routine questions.
Following directions
Tells stories or jokes
Makes requests or asks questions
Comprehends math skills like: color,
amount, spatial awareness, numbers,
time, shapes, counting, size, sequencing
Plays cooperatively with others
Affectionate to others
Uses kind words and manners
Shows a desire for independence
Shows pride in work and tasks
Shows persistence to finish or do well
Negative emotions (jealous, negativism,
fear, egocentric, won’t share, ..)
Tries to express emotions verbally
Shares or asks for items instead of
grabbing them away
Extra:
After completing the checklist, write a narrative summary of your findings.
22
INDIVIDUAL CHILD OBSERVATIONS, STUDY, AND REPORT
DUE: _______________
1. Select and sign up for a child, ages 2-5.
Begin focusing all of your STUDYING and OBSERVATION WRITINGS on that individual child only. Note his/her verbal and
non-verbal actions, physical skills, cognitive skills, emotions, social interactions, and use of language with other children,
adults, students, etc.
2. Properly record and date all of your observations.
Your name_______
Child’s name_______
Location of observation_______
Class Period_____
Date______
Child’s Age_____
Time______
Activity being observed______
Watch for, identify, and write about with great DETAILED VISUAL EXAMPLES for each area of development. Include
dialogue, specific descriptions of actions, who they were with, etc.
Area of Development
Objective (Factual) Writings **descriptive and with child’s dialogue
Physical
Emotional
Social
Cognitive
Language
(optional) Moral
Finish with a NARRATIVE CONCLUSION that includes a comprehensive overview of what your observation taught you
about the child’s development.
3. All observations will be completed and handed in with each unit sheet. Keep all observations in your ECE/CDA
workbook behind the RC V section. All observations will be used to write your final child report and given to the
child’s guardians.
4. Observations to complete and use in writing the FINAL REPORT
a. ANECDOTES: (textbook) WORKING WITH YOUNG CHILDREN pg 45-46 has good information
 The RC-V section has examples of anecdotal observations.
 You will complete a total of 5 anecdotal observations.
 Remember that these will be sent home to the parents to be thorough and professional.
b. CHECKLIST: (textbook) WORKING WITH YOUNG CHILDREN pg 47 has good information
 Attached are 2 checklists to be completed on the selected child as assigned.
 Remember that these will be sent home to the parents to be thorough and professional. This will be a
great indicator of growth and development for the guardian.
5. CHILD OBSERVATION REPORT - A quarter in the life of the child, this is their story
Remember, this will be given to the child’s family so make it professional.

It is impossible to do the whole project satisfactorily at the last minute. Do it consistently and well.

Attached is the outline/explanation for the OBSERVATION REPORT assignment.

Attached is the RUBRIC FOR EVALUATING/GRADING OBSERVATION REPORTS

IT IS A GOOD IDEA TO HAVE SOMEONE PROOF READ YOUR REPORT BEFORE TURNING IT IN SINCE THE CHILD’S FAMILY
WILL BE READING THIS.
23
OBSERVATION REPORT RUBRIC
(Attach this page to the front of your typed report with all written observations.)
Name____________________________________
class period__________
1. INTRODUCTION
avg:
1
2 3

An introduction of who you are and the observation project that you worked on.
2. PHYSICAL DEVELOPMENT (address 8 question guides in essay form)
avg:
Introduction /explanation of physical development
Identify typical behavior of a 3-4-5 year old child.
3 or 4 examples and dates of the child in relationship to the typical behaviors identified
above.
Conclusions and Personal insights/learning about the child in this area of development
3. SOCIAL DEVELOPMENT
(address 6 question guides in essay form)
avg:
1
2
3

1
2
3
2
3
1
2
3
1
2
3
2
3

Introduction /explanation of social development
Identify typical behavior of a 3-4-5 year old child
3 or 4 examples and dates of the child in relationship to the typical behaviors identified
above.
Conclusions and Personal insights/learning about the child in this area of development
4. EMOTIONAL DEVELOPMENT
(address 6 question guides in essay form)
avg:
1
Introduction /explanation of emotional development
Identify typical behavior of a 3-4-5 year old child
3 or 4 examples and dates of the child in relationship to the typical behaviors identified
above.
Conclusions and Personal insights/learning about the child in this area of development
5. COGNITIVE DEVELOPMENT (address 5 question guides in essay form)
avg:
Introduction /explanation of cognitive development
Identify typical behavior of a 3-4-5 year old child
3 or 4 examples and dates of the child in relationship to the typical behaviors identified
above.
Conclusions and Personal insights/learning about the child in this area of development
6. CONCEPTUAL LANGUAGE (address 3 question guides in essay form)
avg:
Introduction/explanation of conceptual language
Identify typical behavior of a 3-4-5 year old child
3 or 4 examples and dates of the child in relationship to the typical behaviors identified
above.
Conclusions and Personal insights/learning about the child in this area of development
7. SUMMARY
(address 7 question guides in essay form)
1
A summative conclusion that addresses the 7 questions in essay form.
8. Checklist Reports
Attach the 2 Checklist Observations and 5 anecdotal reports to the TYPED FINAL REPORT
These will be going home to the parents with the final report.
1
2 3
TOTAL (24) _______ X 10 = _____________/ 240
24
OBSERVATION REPORT ASSIGNMENT
A quarter in the life of the child, this is their story
-
-
Review your observation notes and search for meaning and understanding with regard to each particular area of
development below, and how it relates to the child you are writing about.
Your written report should cover the CHILD’S PROGRESS in various areas of his/her adjustment and
development, any regression you have observed, records of actual events as they happened, records of actual
conversation, examples of behavior in various situations and circumstances, or anything you feel has special
importance and meaning in understanding the child. Actually use your observation notes to provide examples
and dates.
Some general questions and ideas are listed below. However, these are only ideas and should not be used as the
complete basis of your report. Each section should be TYPE WRITTEN IN ESSAY FORM. It should cover as many
ideas and questions as possible. Your own initiative and creativity should be used. For each section, use your
notes and observations.
The REPORT FORMAT – A Quarter in the life of the child
Section #1 – Introduction of you, the assignment, and the child. Think of it as A Quarter in the life of the
child, a story to the parents about their child.
Section #2—Physical Development
1. Discuss gross motor/large muscle development of the child—give examples and dates.
2. Discuss fine motor/small muscle development and eye-hand coordination of the child, give
examples and dates.
3. Are his/her large and small muscle coordination equally developed or is one more developed than
the other? Give examples.
4. Discuss the physical and motor differences between children.
5. Are the child’s body movements quick or slow?
6. Does the child seem “at home” with his/her body, or does he/she seem clumsy, stiff, or unsure?
7. Does the child’s physical development affect his/her behavior and personality?
8. What did you learn about physical development from observing this child?
Section #3—Social Development
1. Discuss the child’s type of play and/or interaction with other children.
2. Look for examples of acceptance or rejection. Can you see reasons for the behavior the child
exhibits?
3. How does the child’s play/interaction seem to affect him/her?
4. Look for examples of specific social behaviors and evaluate them. Is the child outgoing, shy,
withdrawn, pushy, loud, etc.? Is the behavior typical for the child’s age?
5. How does this child relate with other children? Does she/he seek out other children? Does she/he
seek only specific children? Does she/he avoid the other children or specific children? Does she/he
wait until someone seeks her/him out? How does she/he respond to another child’s invitation to
play? Does she/he spend a lot of time watching other children? Is she/he generally a leader or a
follower?
6. What did you learn about social development by observing this child?
7. Does the child’s behavior change when alone vs. with other kids or with different kids? If so, how?
25
Section #4—Emotional Development
1. What emotions did you see? How did you know they were emotions?
2. What seemed to cause the emotions you observed?
3. How much of what the child felt was expressed through his/her body language?
4. Discuss how a child’s feelings are expressed through facial expressions.
5. Do the child’s facial expressions change as she/he is involved in various activities, or do they remain
the same?
6. What did you learn about emotional development by observing this child?
7. Does the child’s behavior change from one location to another? What behaviors would you expect
in the different locations or activities you observed? Is the behavior what you would have expected?
Does the teacher have to remind the child about how to behave in any area?
Section #5—Concept (Cognitive) Development
1. From your observations and your understanding of children, what are the factors in the child’s
environment that influence the development and understanding of concepts?
2. How do you feel TV, movies, video games or other technology has affected the child? Record any
examples you may have seen.
3. What objects, toys, equipment seems to hold the child’s interest? How does he/she express this
interest? Does the child use equipment, toys and other materials in an appropriate manner?
4. Do you feel a child’s toys and play equipment influence their language and concept development?
How or why do you feel this way?
5. Record any adult behavior the child may have role played,
6. Observe the child as she/he is being taught a skill or information. Record what skill is being taught
and the method used to teach it. Is the child interested in learning this skill? What are his/her
responses? How many lessons are necessary for him/her to learn the skill? Does she/he have the
ability to perform the skill?
Section #6 - Influences on the Child’s Language
1. From your observations and your understanding of children, what are the factors in the child’s
environment that influence the development and understanding of language and concepts?
2. Explain the child’s language development skills.
3. What did you learn about language development by observing this child?
Section #7 - SUMMARY
Make sure that your finished summary says exactly what you want it to say. Evaluate your experience in
observing and studying the child you selected, using the following questions. Explain your answers by using
examples from your observations.
1. In what ways has the child changed or developed since you began your observation?
2. Has the child learned any new skills?
3. Has the child made progress in any one area of development (social, physical, intellectual,
emotional, personal behavior, etc.)?
4. What have you learned about the child’s behavior, learning ability, response to adults and other
children, reaction treatment by others, ability to adjust to conditions of life, and ability to cope with
problems?
5. Have you changed any of your ideas about children—their reasons for being as they are, the causes
of their behavior, and better ways of getting the desired response from them?
6. Have you learned anything about yourself? Please explain.
7. Compare the things you have learned from this long-term study with the things you learned in the
lab with your group of children.
26
H.
Competency Statement VI & Resource Collection VI
Competency
Statement VI
To maintain a
commitment to
professionalism
Functional Areas
13. Professionalism
Definitions
13. Candidate makes decisions based on
knowledge of research-based early childhood
practices, promotes high-quality in child care
services, and takes advantage of opportunities to
improve knowledge and competence, both for
personal and professional growth and for the
benefit of children and families.
 ECS VI-a An Early Childhood Professional
Reflect on why you choose to become an early childhood professional or have
spent time taking classes on and learning about children. Why will you be an
advocate for children?
 ECS VI-b Indicators of Professionalism
Reflect on what you believe are the most important indicators of
professionalism that you possess.
 RC VI-1a Child care regulating
Provide the name and contact information (website, phone number, address) of your
state’s agency that regulates child care centers and family child care homes.
Note: These regulations are available at the website of the National Resource Center for
Health and Safety in Child Care (http://nrckids.org/STATES/states.htm).
 VI-1b
Qualification requirements for personnel
Print a copy of the section(s) that describes qualification requirements for personnel (teachers,
directors, and assistants).
 VI-1c Ratio Requirements
Print off information that states the requirements for group size and adult-child ratio
requirements.
Print off and place your VI-1b and VI-1c resources behind this page. RC VI
27
Print off and place
RC VI-1b and RC VI-1c behind
this page.
RC VI
28
 RC VI-2 Early Childhood Associations
List two early childhood associations (national, regional, state, or local). Include
website addresses and describe the professional resources and membership
opportunities they each offer.
 RC VI-3

Childhood association #1 _____

Childhood association #2 _____
Reporting Child Abuse and Neglect
Provide summaries of the legal requirements in your state regarding child abuse and
neglect (including contact information for the appropriate agency in your state) and
Mandatory Reporting Guidelines.
 Name a State Agency for Reporting Child Abuse and Neglect
Identify the contact information (agency name, phone number, website, address, etc.) of
the state agency to which you would report child abuse and neglect.
 Explain Mandatory Reporting Guidelines
Explain the mandatory child abuse and neglect reporting guidelines for your state.
RC VI
29
I. Professional Philosophy Statement
Your goal is to summarize your professional beliefs and values about early
childhood education, child care, and developing children in no more than 2
pages.
Identify your personal values and beliefs around teaching and learning:
 How do you believe young children learn?
 Based on this, explain what you believe your role is as their teacher
and caregiver.
 Beyond teaching and learning, reflect and write about what you
believe are the other important aspects of your role in the lives of
children and families.
Professional Philosophy Statement
30
31