All Comp Self Eval 2014

Wisconsin Infant Toddler Professional Credential
Capstone Checklist Self Evaluation
Student Name Linda Voss
The NAEYC criteria for National Accreditation is used for the Capstone Checklist to demonstrate alignment with the Standards and to familiarize the student with
this national accreditation process.
Complete the self evaluation, including descriptions of behaviors and/or situations that illustrate how you meet the criteria. Attach documents as
needed to show meeting of the criteria, and use separate paper if you need more space. In some cases, documentation may be what you are using for
a sample in your portfolio. Then indicate what the sample is and what category it is for.
Indicator Definitions:
Not present: 0 means you observe no evidence that the statement accurately describes the professional being observed; and/or you observe
evidence of behavior contrary to the statement.
Emerging: 1 means you observe a little evidence that the statement accurately describes the professional.
Present: 2 means you observe some evidence that the statement accurately describes the professional, but some criteria are missing.
Mastered: 3 means you observe a great deal of evidence that this statement accurately describes the professional and there are no missing criteria.
COMPETENCY 1. Articulate a philosophy of infant toddler care that embodies elements of quality infant toddler programs.
NAEYC CRITERIA
Observable NAEYC Accreditation Criteria for the Curriculum
Standard
2.A.07 The curriculum guides the development of a daily schedule
that is predictable yet flexible and responsive to individual needs of
the children. The schedule
provides time and support for transitions.
includes both indoor and outdoor experiences.
is responsive to a childs need to rest or be active.
(Examples of how the teacher does each criterion are provided and
observed.)
comments
I have a daily schedule posted and it covers all areas

and is easily adaptable and flexible
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I sing clean up songs and also give cues that we will be

getting ready to do something different.
I take the children out daily, weather providing and

there are small slides and climbing toys for them.
I can adjust the schedule if it seems little ones need a

morning nap or are transitioning from 2 naps to 1 nap. I
also have an indoor climber for them to practice their
gross motor skills and be active. We also like to dance.
2.L. Curriculum Content Area for Cognitive Development: Social

Studies
2.L.01 Children are provided varied learning opportunities that foster
positive identity and an emerging sense of self and others.
(Examples of how the teacher does each criterion are provided and
observed. For example, family pictures, play props that reflect cultural
backgrounds of children, displays or posters celebrating differences,
mirrors and opportunities for self exploration, etc.)
3.B. Creating Caring Communities for Learning
3.B.03 Teacher develops individual relationships with children by
providing care that is responsive, attentive, consistent,
comforting, supportive, and culturally sensitive.
(Examples are provided and teacher behavior is observed to adhere to
this criterion.)
3.B.09/3.E.07. Teacher creates a climate of respect for infants by

looking for as well as listening and responding to verbal and
nonverbal cues; and actively seek to understand infants needs and
desires by recognizing and responding to their nonverbal cues and by
using simple language.
this criterion.)
3.E. Responding To Childrens Interests and Needs

3.E.02 Teacher scaffolds childrens learning by
modifying the schedule,
intentionally arranging the equipment, and
making themselves available to children.
(Examples of teacher scaffolding child learning are provided and
observed.)
comments
I have mirrors on one side of our shelves and also on the
climber. They love to look at themselves. I also have
collages of each child and their families posted low for them
to look at. I need to add more pictures of diverse cultures.
comments
I always greet each child by name when they arrive. I give
lots of individual attention during diapering and make sure
they all get time on my lap.
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I pay close attention to each child to learn their non -verbal cues. I
teach sign language during meal times and they can tell me if they
want more or are all done. I speak to them in simple language but
not baby talk. I am able to respond to their non-verbal cues
because I know each child and can tell if it is urgent or if I should let
them figure out a problem.
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I observe the children at play and look for what interests them
and bring in toys and also music that I know they will enjoy.
If I see a problem with a room arrangement I will change it
accordingly. I am always available for hugs and comforting
and also to help them try new things. I also sit with them at
meal time and talk with them and encourage them to try new
foods.
Observable NAEYC Accreditation Criteria for the Teachers

Standard
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interact with children without using physical punishment or any

form of psychological abuse.
I am able to redirect if a child is doing something he

shouldnt. I have semi separated areas so the children can
play alone or in groups.
recognize health and safety hazards and protect children from

harm.
My room is very safe and I am always on the lookout for

unsafe things like a broken toy etc.
encourage and provide children with a variety of opportunities for

learning.
I switch out toys every few months so no one gets bored. I

make toys like oatmeal boxes with a hole in the cover to help
them use their fine motor skills putting things in and out.
We do group dancing and story time.
6.A.02 When working with children, teacher demonstrates the ability to
encourage and provide children with a variety of social experiences.

adapt and respond to changing and challenging conditions in ways
that enhance program quality.
communicate with children and families.
each criterion.)
10.B Management Policies and Procedures

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

I send daily news letters with pictures telling families about
their childs day.
comments
We follow the states policy of a 4 to 1 ratio. I have four
babies age 9 to 13 months in my room.
My room is set up for 4 children if it needed to change we
could add an extra teacher but this has never happened.
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COMPETENCY 2. Analyze and support development of infants and toddlers (birth to 36 months).
NAEYC CRITERIA
2.B Areas of Development: Social-Emotional Development
2.B.01.02.03.04 Children have varied opportunities to engage throughout
the day with teacher who
is attentive and responsive to them.
facilitate their social competence.
facilitate their ability to learn through interacting with others
recognize and name their own and others feelings
learn the skills needed to regulate their emotions, behavior, and
attention.
develop a sense of competence and positive attitudes toward
learning, such as persistence, engagement, curiosity, and mastery.
each criterion.)
comments
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I only have 4 babies in my room and I give them all the

attention they want when they need it. There are times when
they all want to sit on my lap. I take turns when reading
books so everyone has a chance to pick a book and sit on my
lap. I give lots of hugs and affection and they are very
bonded to me.
When the children are playing I ask a child can you give
another child a block. I use their names and all the children
in my room know their names. I am working on getting them
to recognize the other children in my room names.
When a child is upset I hold them and talk with them calmly.
If they were hurt I make sure it is not serious, if they are
upset about something another child has done I talk about
how it makes them feel.
I watch as the children play with blocks. I sit near because
they usually like to know down bocks other children stack. I

tell them you may knock down your own blocks but not
someone elses. I demonstrate to them that they each can
build and knock down their towers.
2.C. Areas of Development: Physical Development
comments
2.C.01 Infants and toddlers/twos are provided an environment that

allows them to move freely and achieve mastery of their bodies through
self-initiated movement.
My room has enough space for them to crawl, walk and run.
I have a soft climber for them to use and soft pads on part of
the floor for them to roll and lie on and tumble about.
They have multiple opportunities to practice emerging skills in
I have open areas for dancing. My shelves are low and

labeled so they can find toys they want. I bring in phone
books for them to practice stepping on and off of. I have soft
low couch for them to climb on.
coordination, movement, and balance, as well as

perceptual-motor integration
(Examples are provided of how teacher prepares environment to offer
movement challenges and supports childrens emerging physical
skills.)
2.C.02 Infants and toddlers/twos have multiple opportunities to develop
fine-motor skills by acting on their environments using their hands and
fingers in a variety of age-appropriate ways.
(Examples are provided of how teacher supports childrens emerging
manipulative skills.)
2.D. Areas of Development: Language Development

2.D.02.03.04 Children are provided opportunities to experience oral and
written communication in a language their family uses or understands.
Children have varied opportunities to develop competence in verbal and
nonverbal communication by
responding to questions.
communicating needs, thoughts, and experiences.
describing things and events
Children have varied opportunities to develop vocabulary through
I have a sensory table in my room and I put many different

items in it. I put tissue paper for them to rip and tear. I put
silk leaves for them to hold and examine. I put water in it for
them to use small cups etc. to scoop and pour. I put oatmeal
in it for them to scoop and pour. I put cotton balls in it for
them to feel and throw. I am always looking for ideas for
items to put in my sensory table for infants age 8 mo. To 14
mo.
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I talk to my babies all the time. I use simple language but not
baby talk. I ask them questions and wait for a response. I
am teaching simple sign language at the table to help them
tell me if they want more or all done etc. When a child is
trying to tell me something I get down to their level and look
in their eyes and ask them what is it you need? They can
usually show me as they dont have words yet. They point
and or take my hand and lead me to what they want.
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conversations, experiences, field trips, and books.

(Examples are provided of how teacher supports childrens emerging
communication skills and supports familys home language.)
3.A. Designing Enriched Learning Environments

3.A.03 Teacher supports childrens needs for physical movement,
sensory stimulation, fresh air, rest, and nourishment.
(Examples are provided of how teacher supports these needs.)
3.G. Using Instruction to Deepen Childrens Understanding and Build

Their Skills and Knowledge
3.G.02 Teacher uses multiple sources (including results of informal and
formal assessments, as well as childrens initiations, questions, interests,
and misunderstandings) to
identify what children have learned.
adapt curriculum and teaching to meet childrens needs and
interests.
foster childrens curiosity.
extend childrens engagement.
support self-initiated learning.
(Examples are provided of assessment tools and explanation of how
they are implemented. Informal assessment may include observation,
prompting questions, scaffolding and individualized questioning.)
4.D. Adapting Curriculum, Individualizing Teaching, and Informing
Program Development
4.D.06 Teacher observes infants to assess development and use these
observations to modify the curriculum, interactions, and care. Teacher
recognizes
I also sit with them and we look at the big book of first words
and ask them what or where is a certain animal or item. I
also read books to them.
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I take the children out whenever (weather providing). I take my

sensory table out and put sand or rice or water in it for them to play
in. I provide spoons and cups and funnels etc. for them to use in
sensory table. We have nap time daily at about 12:15. We serve 2
meals and a snack daily and I sit with the children and encourage
them to try the food. I show them by example that it is yummy.
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I do assessments every 3 months. I work with them on body

parts and as they start to understand this I reinforce it with
songs or practice. I make sure my curriculum is age
appropriate. I bring in new things for the children to look at
and change out my toys and am always looking for
interesting things to show them, for instance when the school
bus is picking up the before school kids I have my little ones
at the window to see the bus. I tell them it is a big yellow bus.
We will then sing the wheels on the bus song complete with
motions. I let the children have lots of free play and will look
to add something to extend the play such as when we are
dancing I will then possibly bring out bubbles for them to try
to pop or give them scarves to dance with.
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As the children learn things I add new or different things to
work on another skill they have not mastered. An example of
this is if they all can follow simple instructions I make the
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areas where childrens skills and abilities are developing typically.
warning signs of developmental lags or developmental concerns.
(Teacher shows awareness of warning signs and provides examples of

use of interactions with children to aid in assessing child abilities and
needs.)
instruction a bit harder. I may say could you please bring me

that toy and point. When they get good at this I may say
could you bring me a ball and not point. I pay close attention
to each individual child and do not compare their skills but
do watch for things a child should be typically doing and
make not if they seem to be a bit behind.

Student Name - Linda Voss
COMPETENCY 3. Adapt an infant or toddler environment to meet the needs of the infants, toddlers and caregivers who use it.
NAEYC CRITERIA
Observable NAEYC Accreditation Criteria for the Curriculum Standard
2.A.08.09 Materials and equipment used to implement the curriculum reflect the
lives of the children and families as well as the diversity found in society, including
gender, age,
language, and abilities.
Materials and equipment
provide for childrens safety while being appropriately challenging.
encourage exploration, experimentation, and discovery.
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My room is age appropriate and gender

appropriate. I do not have any bilingual
children or special needs children in my
group and neither are the children in the near
future moving up to my room. It would be
possible to adapt to either of these groups as
needed.
The environment is very safe yet

appropriately challenging. I am always on the
lookout for problems or anything that needs
replacing or repair.
The room is set up in areas. I have a

housekeeping-dramatic play area, complete
with dishes, play food, stove and sink.
I bring in materials as I change themes for the
month. An example would be; A fall theme I
add art ideas, pumpkins for rolling and lifting

and silk leaves in my sensory table. I also
bring in gourds for holding and touching and
exploring.
promote action and interaction.
I have a soft climber where all the children

can play on. Also I find that the children play
together in the housekeeping dramatic play
area.
I have areas where children can look at books

independently and also I will move puzzles or
other toys to the table and let one or two
children play with them by themselves.
are rotated to reflect changing curriculum and to accommodate new interests

and skill levels.
I switch out books and toys as needed to

keep boredom at bay and keep things new
and interesting and more challenging.
are organized to support independent use.
are rich in variety.
There are areas that promote fine motor a,

skills and others promote gross motor skills.
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There are also areas for cognitive

development and imagination.
accommodate childrens special needs.
sensory and motor learning.
their practice of developing physical skills through self-initiated movement.

(Examples of each are provided and observed.)
3.A Designing Enriched Learning Environments
I do not have any special needs children but

if I did my room could be made to
accommodate.
I have a sensory table and put many different
materials in it. Some natural some man
made. My room is easy to move around in
whether or not the child can walk or crawl.
Children can crawl, pull themselves up on
shelving, climb our soft climber, run, and roll
comfortably.
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3.A.02 Teacher designs an environment that protects childrens health and safety
at all times.
(Examples of environmental features that promote health and that promote safety
are listed and observed.)
There is a sink, with soap dispenser and hand

sanitizer right next to the changing table.
There is also bleach/water mix for sanitizing
changing table. This is also near the eating
area so hand washing is easily promoted.
All electric outlets are covered. There are no

cords from blinds or drapes.
3.A.04 Teacher organizes space and select materials in all content and
developmental areas to stimulate exploration, experimentation, discovery and
conceptual learning.
(Space is arranged so that materials reflect curriculum areas and developmental
domains).
3.E Responding To Childrens Interests and Needs
I have areas or centers in my room. I have

dramatic play area, gross motor area, fine
motor area, sensory area. Toys are in the
areas for each developmental domain.
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3.E.01 Teacher reorganizes the environment when necessary to help children

explore new concepts and topics, sustain their activities, and extend their learning.
(Materials are arranged so children can find them, with labels and intentional
organization.)
I move the sensory table outdoors and fill it

with water or sand or dirt. Baskets and
shelves are labeled with pictures.
3.E.04 Teacher uses knowledge of individual children to modify strategies and

materials to enhance childrens learning.
One thing I modified was that I put light

Velcro on our puzzle pieces and the puzzle so
that the kids just didnt dump all the puzzles.
It takes a bit of effort to remove the piece yet
does not interfere with putting it back in the
correct place. I found this to be better. It
helped them focus on the pieces themselves
instead of the dumping motion. There are
plenty of baskets to dump.
3.B.02 Teacher creates and maintains a setting in which children of differing
I have children that do not walk and some
abilities can progress, with guidance, toward increasing levels of:

autonomy, responsibility, and empathy.
9.A Indoor and Outdoor Equipment, Materials and Furnishings

9.A.08 Materials and equipment are available
to facilitate focused individual play or play with peers.
in sufficient quantities to occupy every child in activities that meet his or her
interests.
9.A.09 Teacher arranges the environment to be welcoming and accessible. A
welcoming and accessible environment contains elements such as
multicultural materials that promote appreciation for diversity while being
respectful of the cultural traditions, values, and beliefs of families being
served;
clearly defined places where families can gather information regarding the daily
schedule and upcoming events;
clearly defined places where families sign in, sign out, and gather information
about their childs day;
places for displaying childrens work; and

features that moderate visual and auditory stimulation.
that do. Children can crawl and pull

themselves up to a stand on low shelves or
tables. I have different type blocks and also
shape sorters. I make toys out of containers
with holes cut in the top for children to put
things in and take things out. Children can
work independently and also together in most
areas. I support empathy by modeling the
behavior of kindness and concern.
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Most of my areas are designed to facilitate

play alone or as a group. There are enough
toys indoors and equipment outdoors that all
children can play independently and with
their own interests.
I should look to add more multicultural work

on our walls. I have a basket of dolls of
different nationalities and several hard books
about different cultures.
There is a parent board on the wall with any

information a parent or another teacher
needs. Daily schedule as well as individual
schedules are posted. I have a clip board
where the children are signed in and out and
they are also signed in at out at the entrance
via computer. I have a daily sheet the parents
fill out giving me information about their
morning before coming to my room such as
last diaper, feeding what time they woke up
etc.
I display childrens work all over the room
and change it as our themes change. I send
their work home for parents to display also.

I also hang mobiles and other items for our
different themes, but I do not overdue so the
room seems over stimulating.
9.A.12 Indoor space is designed and arranged to

accommodate children individually, in small groups, and in a large group.
My room is not set up for large groups. The

most number of children in my room is 4.
divide space into areas that are supplied with materials organized in a manner
to support childrens play and learning.
My room is divided into areas that support

learning and play.
provide semiprivate areas where children can play or work alone or with a
friend.
provide children with disabilities full access (with adaptations as necessary) to

the curriculum and activities in the indoor space.
9.A.13 Teacher selects and uses materials, equipment, and furnishings to

support the curriculum,
meet program goals, and
foster the achievement of desired outcomes for children.
My room is big enough for the 4 children to

play alone or with another child. And areas
are defined.
I have not hand a child with disabilities but
feel if I did my room would absolutely
accommodate them with few changes.
I work with my director and choose
equipment and furnishings that works with a
curriculum for my age group. Age
appropriate toys and puzzles and books
along with homemade things for them to use
their fine motor and cognitive skills such as
items in the sensory table and art projects.
Also I often make in and out toys out of
oatmeal containers or baby wipe containers
etc.

COMPETENCY 4. Establish ongoing relationships with families.

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

1.A.03 Teacher communicates with family members on an ongoing basis to
learn about childrens individual needs and
ensure a smooth transition between home and program.
(Examples and materials are provided of how teacher gathers information
from families)
intake forms
intake meetings and conferences
informal conversations, emails or phone calls
I have daily sheets that I fill out for parents each

day. It tells of their eating, sleeping and diapering.
It also tells of the day they had and what was their
favorite part.
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The parents fill out the top part of daily sheet to tell
me of their morning. What time they woke up, what
they ate and when was their last diaper change. It
also tells me of their mood.
Intake forms are filled out by parents before child
starts our program and kept in office and in my
room
We do not do conferences.
I speak with the parents each morning and evening
briefly. I call if I have any questions and also can
contact them via e-mail. I do a daily news letter
complete with pictures.
1.A.05 Teacher shares information with families about classroom rules,

expectations, and routines not only at enrollment but also as needed
throughout the year.
(Examples and materials are provided of how teacher gives information to
families)
Daily classroom routine is posted on wall.

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Daily care sheets
Daily sheets provided
Parent information boards
Parent information board available
Newsletters or other print
I send daily news letters
Informal conversations, emails or phone calls
I speak with parents in person, by phone if needed

and via e-mail.
3.F Making Learning Meaningful for All Children

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

7.A.10 The teacher works with families on shared child caregiving issues,
including routine separations, special needs, the food being served and
consumed, and daily care issues.
(Examples are provided and observed of daily discussions during arrival and
pick up times, formal conferences, and informal meetings, calls, etc.)
comments
Parents are welcome to stay anytime and usually
do on first day of their child entering daycare. We
have several parties in which parents and children
participate. We have a fall festival, A winter party,
an ice cream social and Summer picnic.
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When a child has a separation issue I explain that

most children go through phases of separation. I
explain to them it is always best to say good-bye
and not sneak out while I distract the child, and I
have a handout to give them on the issue. If there
are any allergies I have it posted and have a
refrigerator in my room to keep their special food
or milk available. I keep track in writing on their
daily sheet of what foods were consumed. If
bottles are given that is also written down with
amount consumed and time given.

Student Name - Linda Voss
COMPETENCY 5. Adapt caregiver practices to respond to the cultural and individual differences of children and families served.
NAEYC CRITERIA
1.B Building Positive Relationships between Teachers and Children
1.B.07 Teacher evaluates and changes responses based on individual needs. Teacher
varies interactions to be sensitive and responsive to differing abilities, temperaments,
activity levels, and cognitive and social development.
1.B.13 Teacher adjusts interactions to infants and toddlers/twos various states and levels
of arousal.
(Examples are provided of situations where teacher is aware of and has adapted
responses based in individual characteristics.)
comments
I realize that each of the babies in my room
are unique and develop at different rates.
Some enjoy messy play in sensory table or
while doing art and others do not want to
get their hands messy. If we are finger
painting I give the child a paint brush. I do
not ever force them to participate in things
they are unsure of. I just let them observe
others and encourage them to try it.
I always try do calm activities before nap
and active things in the mornings and after
nap.
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3.B Creating Caring Communities for Learning

3.B.01
Teachers daily interactions demonstrate knowledge of
the children they teach.

the childrens families.
the social, linguistic, and cultural context in which the children live.
(Formal and informal methods in place to promote knowledge of children and families;
examples of specific families and children given.)
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I greet the children by name when they
arrive and ask the parents how the child is
doing this morning. They also fill out a
daily sheet that tells me what time the child
awoke, and if they had anything to eat. It
also tells me when their last diaper was
and what their mood was this morning. I
have each family do a collage with pictures
of family members and pets. I make an
effort to know the parents first names and
also if their child has siblings, I learn their
names too.
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We also have a form that parents fill out

when they enroll that tells us lots of
information. We have several gettogethers each year so families and
teachers can get to know each other
better. Our Fall festival is next week.
3.B.10 Teacher individualizes routine care (e.g., learning to use the toilet and to feed
oneself) by incorporating family practices whenever possible and by respecting the home
culture and the familys preferred language.
(Examples are provided of situations where teacher has adapted care routines to align
with family culture and practices.)
I dont have any children that the family

speaks a different language in their home.
I do have a few different feeding methods
requested and I always follow their wishes.
One child is still getting 2 bottles a day and
one is starting to be weaned from bottles
but may need one occasionally depending
on how much they eat. One childs
parents bring food as they are very health
conscious. Another child is allergic to
several things and when I am serving
these things I keep him in a low high chair
near us but he cant reach any of the foods
he should not eat.

3.E Responding To Childrens Interests and Needs
3.E.05 Teacher uses the needs and interests of infants to influence schedules, routines,
and learning experiences.
(Examples are provided of situations where teacher has adapted to meet individual
needs.)
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Right now I have two children that just

turned 1 and two that are a little over 14
months. The two 1 year olds do not walk
yet. When we go outside I have to ask for
help to carry one of the non-walkers and
we each hold the hand of the other walking
child.
I am aware of one child in my room that

still wants a morning nap on occasion. I
adjust our time going outdoors until after
his 30 min. nap. I also have the 3 other
children play in another area or at the table
when he is napping.
3.F.05 Teacher supports the development and maintenance of childrens home language
whenever possible.
(Examples are provided of situations where teacher has inquired about and/or
incorporated use of home language.)
3.G Using Instruction to Deepen Childrens Understanding and Build Their Skills and
Knowledge
3.G.03 As children learn and acquire new skills, teacher
uses knowledge of childrens abilities to fine-tune their teaching support.
adjusts challenges as children gain competence and understanding.
(Examples of teacher scaffolding in specific situations are provided and observed.)
comments
The only time I ever had a child who
spoke 2 languages was when I taught in
the twos room. He spoke English and
French but the mom wanted us to speak
English to him as they speak French at
home and this will help him with his
English. I did learn a few French words
just to make him feel a bit at home.
Words like Merci and Bonjour etc.
comments
I bring in harder puzzles when they
master the easy ones. I add more
things to do for art as their fine motor
skills develop. I watch for a child to
mimic sounds and repeat the sounds he
makes and also speak words to the
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children that they can try and repeat.

An example of these are Hi, Baby, Byebye, up, I also work on animal sounds
with them as they become more vocal. I
ask them questions and wait for a
response. I teach them simple sign
language so they can communicate
before they can speak and after they
know one sign I add another.

Student Name- Linda Voss
COMPETENCY 6. Implement strategies that support diversity and anti-bias perspectives.

NAEYC CRITERIA
1.D Creating a Predictable, Consistent, and Harmonious Classroom
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1.D.01 Teacher counters potential bias and discrimination by
treating all children with equal respect and consideration
initiating activities and discussions that build positive self-identity and

teach the valuing of differences.
intervening when children tease or reject others.
providing models and visual images of adult roles, differing abilities, and
ethnic or cultural backgrounds that counter stereotypical limitations.
avoiding stereotypes in language references.
(Examples are provided of situations where teacher would act to counter
bias in child attitudes and behavior)

3.B.04 Teacher is active in identifying and countering any teaching
practices, curriculum approaches, or materials that are degrading toward
gender, sexual orientation, age, language, ability, race, religion, family
structure, background, or culture.
(Examples are provided of situations where teacher shows an appreciate for
diversity and would act to counter bias in materials and adult attitudes
and behavior)
9.A Indoor and Outdoor Equipment, Materials and Furnishings
score
I treat all babies equally. I am not biased and love

and care for them equally.
With my age group there arent many things to say as
they are so young. I do bring out dolls and play with
them and they are diverse in ethnicity.
My children are too young for teasing. If I saw older
kids in my center teasing or rejecting I would talk
with them about kindness and that we are all equal.
comments
score
3
There are no practices or curriculum that is

degrading in my room. I work alone in my room so
there are not any adult situations to encounter. I
treat all people, parents and co-workers with respect
disregarding race or cultural background.
comments
score
9.A.09 Teacher arranges the environment with multicultural materials that

promote appreciation for diversity while being respectful of the cultural
traditions, values, and beliefs of families being served.
(Examples of multicultural, non-stereotypical and inclusive materials are
provided and observed.)
I have dolls of different races and books. I post

family collages that are laminated and low so babies
can look at them. If by chance I would get a child of
different cultural background I would ask questions
to learn if they do things differently at home or
celebrate different Holidays etc. So far I have had
only 1 mixed race baby, all the other children I have
had were Caucasian. I am aware that they could be
Jewish and would be aware of this. When I was in
the twos room I had one child that had one Jewish
parent and one Catholic. We celebrated both
Holidays.

COMPETENCY 7. Work collaboratively with community resources.

NAEYC CRITERIA
comments
score
3.A.01 Teacher and other program staff (or related colleagues) work as a
team to implement daily teaching and learning activities, including
Individualized Family Service Plans (IFSPs), Individualized Education
Programs (IEPs), and other individual plans as needed.
(Examples are provided of situations where teacher works as a team
with co-workers and other professionals to meet child and family needs.)
I work in a room alone but when I take my break

someone fills in for me. I always fill them in on what is
needed with each child at that time. I also have a
folder for a sub. In case I am out for the day. It has
each childs routine and their needs listed. I also have
it posted on the wall. I have my lesson plan posted also
and leave a note for the sub on any art project needed
to be completed and other ideas for things that might
be helpful to her.
Teacher provides information to connect families with community

resources. (List of community resources is available, report of referrals to
Birth-3, CCR&R, library, YMCA, etc.)
My director has lots of information for referrals and I am

free to ask her for that information or I would tell my parent
to talk with the director directly. I have not had to refer
anyone.
Teacher is aware of community resources available and uses them to

support and expand professional skills and knowledge.
I am aware of resources available and do have a list

that I hope to put in a binder when I find time. I
compiled this list for the previous course Family and
Community Relationships

COMPETENCY 8. Demonstrate professional behaviors.

NAEYC CRITERIA
6.A Preparation, Knowledge, and Skills of Teaching Staff
comments
score
6.A.01 All teacher knows and uses ethical guidelines in their conduct as members of the
early childhood profession. (Teacher can identify ethical responsibilities and provide
examples of ethical conduct.)
I feel I am an ethical person and I think

much of it is common sense. I am
aware of my responsibilities and if I had
any questions or a dilemma I would
look to the Code of Ethical Conduct and
also the principles described by naeyc.
I am comfortable talking with the
director and she is very professional
and a huge help to all of us working
there.
Teacher is a member of professional organizations, or participate and contribute in

some way to professional development.
I am not a member of any professional

organizations pertaining to my career at
this time. I have only worked in a
daycare setting for 3 years. In the future
I may join naeyc.
Teacher works as a team, communicating and cooperating respectfully, and sharing

planning and decision making of program practices.
I work alone in a room with 4 children

but I do also start in a different room as
I am an opener of our center. I am the
first to greet parents, children and coworkers as they arrive. I also make
sure each room is ready to receive
children. Many times the cleaning
person moves furniture and does not
move it back. I always try to be helpful
in this area. I get along very well with
all my co-workers and am happy to help
them with anything they need. Many
seem to come to me for things like
ideas for lesson planning and art
projects. I am a saver and I have
stencils for just about anything. I
participate in our staff meetings and am
always open to new ideas. Also I make
sure anyone filling in for me knows
each childs schedule as it is posted on
the wall. I have a folder for them with a
copy of the lesson plan and any art
projects that could be done while I am
away. If there ever is a question they
know they are free to text me at any
time. I also ask my subs if they have
any ideas for lesson plans or themes or
art so they feel that they are important
to me and the kids.

COMPETENCY 9. Implement effective teaching strategies to promote the development and learning of infants and toddlers age birth to
36 months.
NAEYC CRITERIA
Social Interactions
comments
1.B.01.02.03.04.08.14 Teacher
fosters children's emotional well-being by demonstrating respect for children
and creating a positive emotional climate as reflected in behaviors such as
frequent social conversations, joint laughter, and affection.
expresses warmth through behaviors such as physical affection, eye contact,
tone of voice, and smiles.
is consistent and predictable in their physical and emotional care of all
children.
My children are very attached to me almost to a

fault. They get upset when I leave the room but I
realize this also is helping their development of
trust that I always come back.
encourages and recognizes childrens work and accomplishments.

supports childrens competent and self-reliant exploration and use of
classroom materials.
I praise them and encourage them to try things, I

demonstrate how a new toy or art project works
and then sit back and let them take the lead,
giving encouraging words along the way.
I am affectionate with plenty of hugs, and personal

attention, I smile and laugh with them often.
I am very consistent and they know what to
expect.
score
3
3
3
quickly responds to infants and toddlers/twos cries or other signs of distress

by providing physical comfort and needed care. Teacher is sensitive to
infants and toddlers/twos signals and learn to read their individual cries.
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)
1.B.05 Teacher functions as secure base for children. They respond promptly in
developmentally appropriate ways to childrens positive initiations, negative
emotions, and feelings of hurt and fear by providing comfort, support, and
assistance.
1.B.06 Teacher encourages childrens appropriate expression of emotions, both
positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration,
sadness).
criterion.)
1.B.11 Teacher engages infants in frequent face-to-face social interactions each

day. These include both verbal behaviors (e.g., talking, cooing, repeating infant
sounds, singing) and nonverbal behaviors (e.g., smiling, touching, and
holding).
criterion.)
1.C Helping Children Make Friends

1.C.01 Teacher facilitates an infants social interaction (with other children)
when he or she is interested in looking at, touching, or vocalizing to others.
criterion.)
Unless I have a child on the changing table and

cannot respond immediately I still say I will be
there right away and say are you ok? I let them
know I am sensitive to their needs. I know each
childs cries and know if they are hurt or upset or
being bothered by another child etc.
I am always there for the children and they know

this. When a stranger enters my room some run
to me for comfort and security. I reassure them
that it is ok and this person is our friend or a
parent.
I realize that all emotions are ok and I use words

to them to describe what they are feeling. For
example I say you are frustrated when Henry
takes your toy Or I know you are sad when
mommy leaves but she will be back and I am here
for you.
I make sure each child in my care gets individual

attention. They all want to dance with me so I
take turns with each. I also have one on one
sitting on my lap reading a book. I am a
affectionate person by nature. I sing songs and
dance with them and smile often.
comments
I encourage social play and engage them in play
with each other. I watch closely for any conflicts,
This age group prefers to play next to each other
than with each other at most times but here and
there one will initiate play or dancing or a hug. It
is not always reciprocated.
score
3
Guiding Behaviors
1.B.09.10 Teacher never uses
physical punishment such as shaking or hitting and do not engage in
psychological abuse or coercion. (This is a required criterion.)
threats or derogatory remarks, and do not withhold nor threaten to withhold food
as a form of discipline
(None observed.)
3.A.05 Teacher works to prevent challenging or disruptive behaviors through
environment design, schedules that meet the needs and abilities of children,
effective transitions, and engaging activities
(Examples of lesson plans, activities, and specific situations are provided and
observed.)
comments
I show my displeasure with a behavior with a
facial expression and use words like it hurts when
you bite hit Or, you made Henry sad by hitting
him.
comments
My lesson plans are created to my age groups
abilities. I also take into account each individual
child when coming up with ideas for my lesson
plans. I feel the environment in my room is set up
well with different areas of interest so each child
can play alone or with another child. I supervise
an activity if there is only one toy to be close at
hand if a conflict occurs.
comments
3.B.05.06.07.08 Teacher
helps individual children learn socially appropriate behavior by providing
guidance that is consistent with the childs level of development.
I observe closely and watch for signs of frustration

and understand that with my age group of my
children they do not automatically play well with
others it is a learned skill.
manages behavior and implement classroom rules and expectations in a

manner that is consistent and predictable
I consistently use words and follow through with

actions. An example is a child climbing on a piece
of furniture. I say we do not climb on tables and
remove them from the table.
score
3
score
2
score
3
response to challenging, unpredictable, or unusual behavior are informed by

their knowledge of childrens home and classroom life.
notices patterns in childrens challenging behaviors to provide thoughtful,
consistent, and individualized responses.
criterion.)
If a challenging behavior occurs ie: biting,

screaming etc. I will ask a parent if there are any
changes at home that may be affecting the child
and I also ask if they are seeing this behavior at
home. I work with the child at school by observing
them closely to watch for reasons this behavior is
occurring.
Play Activities
2. Curriculum Content Area for Cognitive Development
score
2.E.01 Infants and toddlers/twos have varied opportunities to experience songs,

rhymes, routine games and books through
I plan for music and movement almost daily as my

age group loves this activity, especially if we cant
get outdoors because of weather.
individualized play that includes simple rhymes, songs, and interactive games
(e.g., peekaboo).
Peek-a boo never gets old! I also sing simple

songs with actions ie: wheels on the bus, itsy bitsy
spider etc.
daily opportunities for each child to hear and respond to various types of books
including picture books, wordless books, and books with rhymes.
access to durable books that enable independent exploration.

(Early literacy activities)
criterion.)
2.F.01 Infants and toddlers/twos are provided varied opportunities and materials to
use language, gestures, and materials to convey mathematical concepts such as
more and less and big and small.
see and touch different shapes, sizes, colors, and patterns.
build number awareness, using objects in the environment.
read books that include counting and shapes.
(Early math activities)
We look at books daily and I read to the children

individually or as a group.
There are many durable books that my children

do look at.
I have a flannel board and we do different

activities with it including putting items on it and
singing songs. An example of one we are doing
right now is turkey feathers and turkeys.
I have a shape sorter that they love to play with.

When they pick up a piece I tell them it is a blue
square etc.
I will bring in things like leaves, snow, birdseed
and make in and out toys with familiar objects.
(Examples are provided and teacher behavior is observed to adhere to this criterion.
We sing songs using numbers such as 5 little ducks
Comments
2.G.01 Infants and toddlers/twos are provided varied opportunities and materials to
use their senses to learn about objects in the environment.
discover that they can make things happen and solve simple problems.
(Early science activities)
criterion.)
score
I do several sensory activities, like tasting apples

dipped in cool whip (both a sensory and fine
motor activity) I put many different items in my
sensory table for them to play with. I also have
toys that let the child figure out how to accomplish
something (my homemade in and out toys)
2.J.01.02.03 Children are provided varied opportunities to

gain an appreciation of art, music, drama, and dance in ways that reflect cultural
diversity.
explore and manipulate age-appropriate art materials.
express themselves creatively by freely moving to music and engaging in

pretend or imaginative play.
(Creative expression and appreciation for the arts)
criterion.)
I try to provide many different types of music for

them to dance to and enjoy.
Most of our art is finger-painting, or painting with

large paint brushes or sponges. I do let them use
crayons and play dough but they tend to put them
in their mouth.
I play music and let them dance and model

dancing for them. I have a play kitchen area and
some are starting to pretend to cook something
and bring it to me to taste. I model pretending to
taste and enjoy their cooking.
comments
3F.04 Teacher helps children understand spoken language, (particularly when

children are learning a new language), by using pictures, familiar objects,
body language, and physical cues.
We have a large book of words with pictures that

they love and we sit and I name the pictures and
also will ask a child where is the doggie or what
does a kitty say?
4.D.05 Teacher talks and interacts with infants to assess and encourage use of
language (e.g., smiles, sounds, eye contact, and cooing).
I ask a child directly to try to say a word. Some of

my kids are starting to imitate simple words.
When they babble I respond to their babbling by
score
3
criterion.)
3.G Using Instruction to Deepen Childrens Understanding and Build Their Skills
and Knowledge
3.G.05 Teacher supports and challenges childrens learning during interactions or
activities that are
teacher initiated and
child initiated.
criterion.)
saying really or you dont say or other comments

to show I am listening and approve of their use of
communication.
comments
When introducing a new toy I demonstrate how it
is used. I then sit back and let them try it sitting
close in case they need help.
If a child brings me a toy or book I read it to them
or play with it with them. One thing my kids
initiate quite a bit is a game we play called row
row. You will see this when you observe as they
want to do this daily.
score
3
Caregiving Routines
3.D Using Time, Grouping, and Routines to Achieve Learning Goals
3.D.01.03.06 Teachers
provides time daily for indoor activities outdoor activities (except when
conditions pose a health risk as defined by local health officials).
provides time and materials daily for children to select their own activities.
organizes time and space on a daily basis to offer infants opportunities to play
individually, in pairs, and in small groups.
criterion.)
3.D.02 (1.B.12) Teacher

gives one-to-one attention to infants/toddlers during caregiving routines
and uses routine care to facilitate childrens self-awareness, language, and
social interaction.
comments
score
We go outdoors whenever we can and I also have

an indoor climber to help them with their gross
motor skills and balance. We do many indoor
activities like blowing bubbles that normally we do
outside. Also I will put water in my sensory table
for them to play with indoors or out.
Play is what we mostly do in my room. They can

choose to play alone or with others at any time.
I give one on one attention to each of my children,

whether it be reading a book or snuggling or just
holding a child.
I talk to my children during routine care, explaining

everything from putting on a sock and shoe to
diapering and feeding. We eat at a table as a
criterion.)
group so there is much interaction during meal

time. I talk about the food and how yummy it is
and encourage them to try it or to drink their milk.
Health, Safety & Nutrition

3.C Supervising Children
3.C.01.02.03 Teacher supervises infants and toddlers/twos by sight and sound at
all times. (This is a required criterion.)
Teaching staff supervise by positioning themselves to see as many children as
possible.
When infants and toddlers/twos are sleeping, teacher are aware of, and
positioned so they can hear and see, any sleeping children for whom they are
responsible, especially when they are actively engaged with children who are
awake.
criterion.)
5.A Promoting and Protecting Childrens Health and Controlling Infectious Disease
5.A.09.10/9.C.06 Sanitation procedures are followed, including the following
Proper hand-washing procedures are followed by adults and children.
Gloves are worn when handling blood or body fluids that might contain blood.
Precautions are taken to ensure that communal water play does not spread
infectious disease.
Regular cleaning and sanitizing of furnishings and equipment is scheduled
and completed.
Bathroom surfaces including potty chairs are cleaned and sanitized as
required.
criterion.)
comments
I am in a room by myself with up to 4 children. My
changing table is arranged so that I can see what
the others are doing. I position myself so that I
can see each child.
My room is smaller so I can see each child while
they sleep. As they wake up I give them one on
one attention until the others wake up.
comments
I wash hands frequently and before and after
diapering and wiping noses and before serving
meals. I wear a glove when changing a bm diaper
and also if there is blood involved with an injury.
Before filling a swimming pool I clean it with a mild
bleach solution. And wash my sensory table
before and after play.
I have a cleaning schedule on my wall for areas to
be sanitized each day. I wipe down changing pad
with mild bleach after each diaper change. If a toy
is mouthed I put it in my toys to wash bucket.
I wash my table before and after meals with soap
and water followed by mild bleach solution.
score
3
score
3
5.A.12 Proper procedures are followed to reduce the risk of Sudden Infant Death
Syndrome (SIDS) and to keep infants and toddlers/twos safe while napping.
(Teacher explains proper procedures for sleep safety, and is observed adhering to
proper and age appropriate procedure for nap routines.)
5.A.14 (Feeding bottles & cups)

Infants unable to sit are held for bottle-feeding. All others sit or are held to be
fed.
Infants and toddlers/twos do not have bottles while in a crib or bed and do
not eat from propped bottles at any time.
Toddlers/twos do not carry bottles, sippy cups, or regular cups with them
while crawling or walking.
Teacher offers children fluids from a cup as soon as the families and teachers
decide together that a child is developmentally ready to use a cup.
criterion.)
5.B Ensuring Childrens Nutritional Well-Being
5.B.02.10.11
Teacher takes steps to ensure the safety of food brought from home by labeling
and refrigerating appropriately.
Formula and infant food is handled, warmed, served and disposed of according
to licensing guidelines.
Solid foods and juices are served only as recommended by childs health care
provider and approved by families.
All of my kids are old enough to sleep in any

position. I do not use pillows.
All my children sit at the table to eat and use sippy

cups. I have one child transitioning to my room
that still takes a bottle. I hold her when feeding
her bottle.
The rule in my room is no sippy cup leaves the

table area.
I work with parents to let them know that it might
be a good time to start trying a sippy cup. Or if a
parent asks if we could try I am always happy to.
comments
I have a color coded system for anything brought
from home for each child. I have a small fridge in
my room.
One child that is transitioning to my room is the
only one that gets a 50/50 formula and milk
mixture.
I follow the parents suggestions and make
suggestions to parents, I am aware of all allergies
and am very careful that they get only things they
3
3
score
3
3
3
criterion.)
can eat.
5.B.12 (Feeding Procedures & Consistent Caregiver)
We have a schedule of breakfast, lunch and

snack. I am very familiar with my kids and
sometimes I can tell they are hungry and adjust
feeding time or give an extra snack.
Teacher is familiar with the infant and feeds him or her whenever the infant
seems hungry.
Feeding is not used in lieu of other forms of comfort.
Teacher sits with children during meal/snack and promotes childrens feeding
skills and social interactions
(Examples are provided of age appropriate meal times and teacher behavior is
observed to adhere to this criterion.)
5.C Maintaining a Healthful Environment

5.C.02.03 Procedures for standard precautions are used, including
cleaning and sanitizing of surfaces,
use of barriers to minimize contact with body fluids
cleaning spills that occur
cleaning and sanitizing toys that have been mouthed or exposed to body fluids.
criterion.)
The kids in my room feed themselves. I have

been introducing spoons for yogurt or applesauce;
otherwise they eat with their fingers.
comments
I follow procedures for cleaning and sanitizing.
Mild bleach, wiping up spills as they occur, wear
gloves for blood or stool clean up. Have a
sanitizing schedule for cleaning my toys, and
mouthed toys goes into a to wash bucket.
score
3

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Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation

Student Name Linda Voss

I have a daily schedule posted and it covers all areas

I sing clean up songs and also give cues that we will be

I take the children out daily, weather providing and

I can adjust the schedule if it seems little ones need a

2.L. Curriculum Content Area for Cognitive Development: Social

3.B.09/3.E.07. Teacher creates a climate of respect for infants by

3.E. Responding To Childrens Interests and Needs

Observable NAEYC Accreditation Criteria for the Teachers

interact with children without using physical punishment or any

I am able to redirect if a child is doing something he

recognize health and safety hazards and protect children from

My room is very safe and I am always on the lookout for

encourage and provide children with a variety of opportunities for

I switch out toys every few months so no one gets bored. I

We do group dancing and story time.

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

encourage and provide children with a variety of social experiences.

10.B Management Policies and Procedures

I change my room arrangement if needed.

Wisconsin Infant Toddler Professional Credential

Student Name Linda Voss

I only have 4 babies in my room and I give them all the

they usually like to know down bocks other children stack. I

2.C.01 Infants and toddlers/twos are provided an environment that

They have multiple opportunities to practice emerging skills in

I have open areas for dancing. My shelves are low and

coordination, movement, and balance, as well as

2.D. Areas of Development: Language Development

I have a sensory table in my room and I put many different

conversations, experiences, field trips, and books.

3.A. Designing Enriched Learning Environments

3.G. Using Instruction to Deepen Childrens Understanding and Build

I take the children out whenever (weather providing). I take my

I do assessments every 3 months. I work with them on body

areas where childrens skills and abilities are developing typically.

warning signs of developmental lags or developmental concerns.

(Teacher shows awareness of warning signs and provides examples of

instruction a bit harder. I may say could you please bring me

Wisconsin Infant Toddler Professional Credential

Student Name - Linda Voss

encourage exploration, experimentation, and discovery.

My room is age appropriate and gender

The environment is very safe yet

The room is set up in areas. I have a

add art ideas, pumpkins for rolling and lifting

I have a soft climber where all the children

I have areas where children can look at books

are rotated to reflect changing curriculum and to accommodate new interests

I switch out books and toys as needed to

are organized to support independent use.

are rich in variety.

There are areas that promote fine motor a,

There are also areas for cognitive

sensory and motor learning.

their practice of developing physical skills through self-initiated movement.

I do not have any special needs children but

There is a sink, with soap dispenser and hand

All electric outlets are covered. There are no

3.E Responding To Childrens Interests and Needs

I have areas or centers in my room. I have