Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation

Student Name _
Rebecca Tuchscherer____________________________________________
The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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. Give examples of situations that illustrate you are applying each criterion, giving a
thorough description of the situation and how your response meets the criterion. The spaces will expand as
you type in them. Attach documents as needed.

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

Daily Schedule predictable, yet flexible

1. Where is your schedule posted in room?

Schedule is posted on the wall in changing room. We have a half wall between the room and changing room

2. Describe how your schedule is appropriate to the ages of children in room - different from a schedule for
preschoolers.

It is very vague no specific set time or requirements. Breakfast, diapers, free play, circle time group if they want,
projects, outside time, diapers, lunch, naps when they want, more free play, all based on their own schedule.

3. Explain how your schedule is followed as appropriate, but flexibly adjusted to needs of children - designed to meet
needs of individual children. Give an example of a time when you adjusted the schedule and how the adjustment
was appropriate.
We try to do things at the same time every day like group activities but when babies/children need to be fed,
changed or are tired they get what they need. I adjust my schedule daily to accommodate the needs of the
children.

4. Explain how your transitions are handled smoothly.

Transitions are usually handled by singing songs and dancing or reading stories to help calmly and easily move
from one activity to the next.

5. Give examples of how you are responsive to a childs need to rest or be active - tired child is put down to sleep
or provided a quiet place to rest before scheduled nap time or allowed to be active if not tired when other
children are sleeping.
When a child needs to sleep we lay them down and let them rest. If a child is not sleepy we engage the child in floor
time activities while others are sleeping

6. Does your schedule have indoor and outdoor experiences planned and provided daily as weather permits how
often do you take the children outside? What conditions prevent you from getting the children outside?
Yes. We have outside time Twice a day once in the morning and once in the afternoon. If its too hot, to cold, or raining,
storming. Inclement weather.

Scaffolds child learning

7. Describe examples of situations where you assisted a child with a process they may not be able to complete
without assistance, in a way that encourages them to gain mastery.
Putting own shoes on when they come off help by showing the child the correct foot and how to put your foot in and
assist in process as needed.
Self- feeding we allow them to have the spoon and experience their food while showing them how to use it we also
have a spoon of our own to make sure they get some of the food.

8. Describe examples of a situation where you adjusted your support to fit the skill level of each child.
I like to do one on one time with each child if I can that way I can teach them at their level not all on the same
level all children develop and learn differently. I will help one child a little more or less with the same task as
another child depending on their abilities in completing the task.

Group Size and Ratio

9. Group size and adult to child ratio meets or exceeds licensing regulations for the age group- What is the typical
group size and ratio in your room? Never exceed ratio we usually have 5 to 8 under 2s so we have two teachers at
all times.

10. Are all the children present in the room regular members of this group? Are children sometimes moved into or out
of your room to meet ratios?
With the exception of the new 6 and 8 week olds that just started all children are a regular part of the group. The
only time they move is at the very end of the day never to help meet ratios.

Additional criteria for self-assessment that are not on Observation Checklist:

Children are provided varied learning opportunities that foster positive identity and an emerging sense of self and others.
Give examples of how you promote each childs positive identity - posting family pictures, providing play props that reflect cultural

backgrounds of children, displays or posters celebrating differences, mirrors and opportunities for self-exploration, etc.

I have picture cubes with pictures of each child in the classroom along with pictures from home. Posters on the wall of all different
children doing different things. A big wall mirror and some of the toys have little mirrors.

How do you create a climate of respect for infants? Give examples of situations where you were 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.
I have an infant who when they are hungry will cry in a certain way and put figures in their mouth. I will talk to them and tell them
Im making a bottle and what Im doing while Im doing it.
I try to notice little cues from the children when they cry or are trying to communicate to help me to know what they may be trying to
say or what they need.

Give examples of situations where you were able to:

interact with children without using physical punishment or any form of psychological abuse
I dont believe you should use physical punishment or psychological abuse ever.

recognize health and safety hazards and protect children from harm
By stopping a child from climbing on objects where they can fall and hurt them selves.
Cleaning toys and seats on a daily basis.

encourage and provide children with a variety of opportunities for learning

I have a good variety of learning toys available at all times such as counting and color sorters ,counting peg balls, shape sorters,
cooking toy that does colors and names five foods. I have a lot of books I rotate in and out. I keep a basket available to them at all
times.

encourage and provide children with a variety of social experiences

they are typically in a group so I like to at least once a day try to encourage all of them to sit and listen to a story or a 5 minute
group activity like ring around the Rosie, dancing or singing our ABCs

adapt and respond to changing and challenging conditions in ways that enhance program quality
When there was a request for a new room arrangement from one of my assistants we all sat down together and discussed
what they would like and why and came up with an arrangement that suited everyone.

communicate with children and families

I am there four mornings a week so I greet every parent that comes into my classroom talk about how their evening was and how the
child/children are doing when they ate things like that. I talk to the children all day long even though they dont respond.

Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation
Student Name ___
Rebecca Tuchscherer__________________________________________
The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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. Give examples of situations that illustrate you are applying each criterion, giving a
thorough description of the situation and how your response meets the criterion. The spaces will expand as
you type in them. Attach documents as needed.

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

Supports language development

1. Give examples of situations where you responded to each child using simple and appropriate language, expanding
on childs vocalizations, words and questions.

This is something I do all the time .I like to take every opportunity to talk with them. When they are being changed,

fed, or just playing.

2. Give examples of situations where you helped children understand spoken language by using pictures, familiar
objects, body language and physical cues.
We do a short group time (if they want) I use visual aids like letters, numbers, shapes colors. I will also point to things
and tell them what it is like nose, ears, eyes mouth.

3. Give an example of a situation where you described things and events to each child as child experiences them used parallel talk.
During changes, feedings, picture day, activities like paining hands and feet.

4. Give an example of a situation where you described your actions, thoughts and experiences during interactions
with children - used self-talk.

I explain things that Im doing while Im doing it like preparing plates or cups. I will also tell them how I
remember when I was little I like the color red. For example

5. Give examples of situations where you provided a variety of opportunities to develop vocabulary through books,
experiences, field trips/walks and conversations.

Leaf hunt for fall explained fall colors and talked about the different weather and types of leaves and trees. We read
stories every day and a basket of books that I rotate in and out is available to them all the time. Group time.

6. Give examples of situations where you provided opportunities to communicate with each child in language their
family uses or understands - use of some words in familys home language, or are familiar with names or terms
used for items like childs blanket or pacifier.

If the family has a different word for pacifier such as nuk, paci, whatever it happens to be or a blanket is called
something else we will use those words so the child is familiar with and we can better understand them and what they
may want.

Observes and assesses development

7. Describe how you use different observation tools or methods to document child activities and skills provide
samples of completed observations and explain the observation tools and how you use them.

We have a note book that is on a shelf each child has their own section and observations made by anyone throughout
the day are noted for later use in portfolio. We also share information like shes starting to try to pull herself up so lets
keep a better eye on progress with that.

8. Describe how you use observations to interpret and assess each childs development do you use a
developmental checklist or other assessment tool? How often? Do you use an informal method of remembering
and considering childrens abilities and interests? Do you set goals for each child?
I have a checklist my director provided me. I look at it at least once a week because they master some of them so

fast you may not even realize they are doing it. Goals are set using the checklist and changed as they reach them.

9. Describe how your observations are used to modify curriculum, environment and your interactions give examples
of activities planned to meet observed interests of the infant/toddlers. We plan according to goals set for each
specific child. Coloring is something one of my boys likes to do so I will try to plan at least one coloring or painting
activity a week.

Additional criteria for self-assessment that are not on Observation Checklist:

Describe some warning signs you look for that would indicate a child has a developmental delay or concern.

Delay in movement, not making noises at all, one limb not moving like the other.

Give examples of interactions you have with infants or toddlers to aid in assessing child abilities and needs.
One on one time especially on the floor is a good way to be able assess ability, talking or reading is another thing I do to help
assess abilities. Observation while outside or during free play.

Supports Social-Emotional Development

Give examples of situations where you:

were attentive and responsive to an infant or toddler

I always try to respond in a nurturing way in any situation. Like when they cry or may need something or want my attention.
I have one little boy who is constantly yelling for me and I always answer him.

facilitated a childs social competence

we have one little boy who observes more than interacts he seems to like blocks in particular so I will try to do group block play
and try to encourage him to play with others or even playing near them with the same toy.

facilitated a childs ability to learn through interacting with others

By providing and encouraging lots of group activities. Such as cooking in the kitchen, blocks, or story time.

helped a child recognize and name their own feelings and others feelings
When a child is unhappy, sad, or happy I will ask/tell them this is the feeling and try to explain the situation that may
have caused this feeling. Like your angry because he took your toy lets ask him nicely to give it back.

helped a child learn the skills needed to regulate their emotions, behavior, and attention
When a child is screaming because another child took something or they want something another child has I encourage use of
language if possible please say give it back or tell teacher he took it not scream. I will also try to redirect the child to a similar
activity or toy.

helped a child develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity,

and mastery
I try to make learning fun like singing ,if Im excited so are they, I use different voices when reading and I try to create an environment
that fosters learning. I also will encourage exploration.

Promotes Physical Development

Give examples of how you prepare the environment to offer movement challenges and support childrens emerging physical skills in
ways that allows them to:

move freely
My room has a big open area to allow freedom of movement.

achieve mastery of their bodies through self-initiated movement

I have toys that allow for specific stages of movement textured mats for beginning movers, stand behind or pull
self-up on toys and push behind toys. I encourage movement by putting interesting things around the room.

practice emerging skills in coordination, movement and balance

We use walkers, push and pull toys and have several things they can use to pull themselves up. Today we used a card
board box which allowed her to stand with freedom of movement as she chooses and it makes noises when she hits hit.
We also have balance boards and balance beams.

work on perceptual-motor integration

I try to offer different textures as well as sensory bottles, and visually stimulating toys they need to move to reach.
We have slides, naturally rough ground outside, and daily interactions.

Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation
Student Name ___
Rebecca Tuchscherer__________________________________________
The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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. Give examples of situations that illustrate you are applying each criterion, giving a
thorough description of the situation and how your response meets the criterion. The spaces will expand as
you type in them. Attach documents as needed.

COMPETENCY 3. Adapt an infant or toddler environment to meet the needs of the infants,
toddlers and caregivers who use it.

Materials and equipment

1. Give examples of how your environment provides for childrens safety while being appropriately challenging in
good repair, age appropriate, addresses the range of abilities of children in room.

We have low shelves, areas for them to crawl, play on floor gyms, or with toys. We have toys like rattles and spinners
for younger children
and big blocks and cars for older ones. Toys and shelves are cleaned daily, soft toys are put in
laundry as needed or once a week. Vacuuming is done once a day.

2. Give examples of how your environment is rich in variety to encourage exploration, experimentation, and

discovery mix of open-ended and self-correcting, cause & effect, sensory appeal, etc.

I have several different toys, shape sorters, cars, rattles, blocks (hard and soft), boxes, stuffed toys, pillows, and music
toys. Most with different areas to play. Outside I have a sensory table and sand box with sand toys.

3. Give examples of how your environment promotes sensory and fine motor learning invites a range of
movement and manipulation, (items to stack, nest, roll, push, pull, fit together, take apart, etc.); has varying
textures, varying materials (not all plastic), and materials are mouth able and touchable.
I have sensory bottles the children made, a variety of stacking toys, shape sorters, hard and soft rings, hard and
soft blocks(with to textures on each block). I have teethers, sets of toy keys, and rattles.

4. Give examples of how your environment promotes action through self-initiated movement to promote gross motor
skill practice materials children can push, pull, crawl, climb, pull up, stand, etc.

I have push, pull, and ride on toys. The shelves are appropriate height to pull self-up. I utilize things like boxes which
can be used for all kinds of things pushing, pulling, standing on, or sitting in. we have climbers outside and inside during
colder months.

5. Give examples of how your environment promotes interaction between children - promotes communication (toy
phone) and cooperation to operate (see-saw), etc.

I have toy phones would promote communication skills, small teeter totters encourage cooperation, kitchen and cooking
sets promote group play and social skills.

6. Give examples of how your environment is organized to support independent use has low, open shelves, bins or
baskets, picture/word labels, etc.

My shelves are all low with baskets on them the children can reach. The shelves are not labeled but is something I am
working towards accomplishing by taking pictures and printing them to visually show where toys belong.

7. Give examples of how you rotate materials to reflect changing curriculum and to accommodate new interests and
skill levels storage space in center has materials to rotate into and out of room, etc.

I will switch toys from storage when they seem to get bored or if I notice one is enjoying something we do not have out
on a regular basis. I change things so they are out all the time like puzzles if the age and interests are there. Some toys
also change with seasons.

8. Give examples of how you have or might add or adapt materials to accommodate a childs special needs.

I have never had a special needs child but, would rearrange the room accordingly and add any toys and equipment
needed.

9. Give examples of how your environment has sufficient soft elements to provide comfort and responsiveness
pillows, mats, couch, covers for wash ability, etc.

I have several pillows, blankets, and soft toys. Soft blocks are big enough to sit or lay on. I also have a soft textured
floor mat and play gyms.

10. Give examples of some play/learning materials that you created made from variety of found natural, or real
materials, and familiar household objects for children to explore.

Sensory bottles the children made from acorns, colored water, marbles, beads, and feathers. Cars/trains (cardboard

boxes), flash cards, and ABC books.

11. Give examples of how the materials are in sufficient quantities to occupy every child in activities that meet his or
her needs.

Having at least 2 of every toy. Different materials and skill levels like shape sorters with 6 shapes and one with 5 or 3
shapes. Stacking rings one hard with 5 rings and one soft with 2 rings.

Indoor space
12. Give examples of how your environment has protected places for children to play individually- activity blanket,
infant nest, divided spaces, etc.

I have an area where they can cuddle with soft animals or pillows and read. I also try to keep blocks and other toys on
separate sides of the room.

13. Give examples of how your environment has places for children to play with peers spaces divided by low
shelves for partner play, equipment designed for two children at a time, etc.

My room is not very big so this is a challenge. I do have a small 2 child Lego table and a rocking boat/stairs meant for
2-4 children.

14. Give examples of how your environment has places for children to be all together large open rug area, tables
and chairs to sit together for meals, etc.

I have an open area in the room. There is also a small table and chairs for eating and activities.

15. Give examples of how your environment has equipment such as tables and chairs that are sized to the children
using them childrens feet touch floor and table top is about mid chest height, climbers not too big or too small
for children.
My table is 12 inches from floor to top, the chairs are 5 inches from floor to seat, and All the childrens feet touch the
floor to allow them to seat themselves or get up on their own. The climber I use is 22 in from the floor to standing
base and has 2 steps to get up.

16. Give examples of how your environment has space that is divided into areas that are supplied with materials
organized to support play and learning.
We have a quiet corner for reading. I try to keep blocks and other toys separated on different side of the room.

17. Give examples of how your environment has areas with pathways for children to move between areas without
disturbing other children and barriers to protect non-mobile children (if applicable).
I have a separate area for reading, group, and quiet time. The blocks are on one side of the room and the active
toys are on the other to allow a place for them to build and have separate active play.

18. Give examples of how your environment has ways to moderate or minimize visual and auditory stimulation-

window shades, curtains, dimmers, sound absorbing materials, etc.

My windows have shades and curtains. Lights are either on or off no dimmer. There is no separation from noise.

19. Give examples of how your environment has places for displaying childrens work artwork on walls or shelves,
photos of activities, work samples, etc.

I hang projects from the ceiling and on the walls. I also have picture blocks with pictures of the children doing different
things.

20. Give examples of how your environment has defined spaces for families to sign in and out, gather information
about childs day parent info board with schedule posted, curriculum activities, parent pockets or bins for notes,
daily care sheets, clipboards, child notebooks, place to sit and write or dress/undress child, etc.

We sign children in and out of classrooms, parents only need to punch them in upon entering or leaving the center. I
have a schedule for children posted on the wall and we have individual cubbies for storage of personal items.

21. Does your room have comfortable adult sized places to sit, hold, cuddle and feed infants or toddlers? Describe
them.
Yes, we have 2 rocking chairs with comfy cushions. We have a stool to sit by high chairs and feed them.

22. Are you able to see children in all areas of room? Describe how.
Yes, Our changing room has a half wall to allow site when changing. We have a safety mirror placed on the wall
near the ceiling so you can see all areas of the room. All shelves are low to allow vision over them.

Outdoor space
23. Give examples of how your outdoor play space has equipment that is designed for age and abilities of infants
and toddlers using it.
There are several different sizes of climbers and swings from smaller to larger. All swings are infant swings but are
different heights. Our sandbox has side high enough a crawling infant cannot access but short enough a toddler
can.

24. Give examples of situations that show you are attentive to children during outdoor and indoor time and promote
their exploration and discovery.
When the children want help to do something like get in swing or one toy box I help. One of them will say follow me
so I do, we just wonder around the play yard. If they want me to I will sit and play in the sand box.

Additional criteria for self-assessment that are not on Observation Checklist:

Give examples of situations where you used your knowledge of individual children to modify strategies and materials to enhance
childrens learning.

If I know a child can do something like a chunky 4 piece puzzle I will move them up to a 6 or 8 piece puzzle. If they can climb stairs in

changing room we may try the bigger climbers outside. If they can successfully manipulate a chunky crayon I will give them a smaller
size next time. If they can name all the shapes we use daily I will add a new one specifically for that child.

Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation
Student Name ___
_Rebecca Tuchscherer_________________________________________
The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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. Give examples of situations that illustrate you are applying each criterion, giving a
thorough description of the situation and how your response meets the criterion. The spaces will expand as
you type in them. Attach documents as needed.

COMPETENCY 4. Establish ongoing relationships with families.

Establishes and maintains regular, ongoing two-way communication with families with evidence of multiple
methods to:
1. Give examples of what you do to gather information from families through use of:

intake
forms
We have parents fill out an intake form before starting and update every 2 months or as their child starts
something new such as food.
intake meetings and conferences
We do not have conferences I briefly (while attending to the children) meet new parents as they are taking a
tour.

informal conversations, emails, texts or phone calls

I talk to most of the parents every morning and some evenings. I will also text, call or message them if I have a
question or just to send an update or picture.

2. Give examples of what you do to provide information to families through use of:
daily care sheets
We have daily reports that note diapers, meals, naps, bottles, medicine, activities we have done, stories, read
and notes about what they may need.

parent information boards

We have parent boards in the front hall by the time clock for the parents to see as they punch in and out.
newsletters or other print

I dont do newsletters, but will send home reminders for holiday celebrations or special activities. There is a calendar
hat the director
does monthly that includes all special activities being done in all rooms that all parents
eceive.

informal conversations, emails, texts or phone calls

I will send videos, pictures, or talk with parents informally every day. I recently sent a video to a mother of her
daughter standing holding on for the first time.
regular parent-teacher conferences
This is not something I do. I do talk to parents every day about their childs progress.

3. Give examples of what you do to promote family involvement through:

opportunities for participating in events or classroom activities during the day
We invite parents to participate or visit whenever they have free time.
opportunities to participate in family social events during evenings or weekends
The only events the center holds are for work nights or older classes.

requests for assistance with preparations, events or donations of materials

We do celebrations for holidays and occasionally just for fun like pajama day. For these we ask for treats,
materials, and participation from the parents. We also ask for materials for everyday use in projects.

participate in parent advisory council or input into program operation

Our center is run by a Parent Board.

4. Give examples of what you do to work with families on shared caregiving issues such as special needs, foods
being served and consumed, daily care issues, separation issues, etc.

I try to accommodate the parents as much as possible. They know their childs needs. If a parent has an issue
with something I will speak with the parent and director to try to solve the problem. All this is within guidelines set by the
state I cannot do things that are not allowed to be done at a child care facility.

Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation
Student Name _
_Rebecca Tuchscherer___________________________________________
The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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. Give examples of situations that illustrate you are applying each criterion, giving a
thorough description of the situation and how your response meets the criterion. The spaces will expand as
you type in them. Attach documents as needed.

COMPETENCY 5. Adapt caregiver practices to respond to the cultural and individual differences
of children and families served.

Evidence of knowledge of families served

1. Describe whether or not your intake form gathers information on family culture, values, traditions, priorities,
language and terms used for caregiving. Describe whether, when and how you ask parents/families about these
topics.
Our intake forms do not ask for most of these things. We do ask for primary language and comfort words, and
objects or actions for soothing. I prefer to ask all these types of things upon starting so I know from the
beginning how to plan and communicate with the child and their family.

2. Describe any items you have that show evidence of families present in your care environment pictures, artifacts
of family members, household practices, play materials contributed to classroom, etc.
I ask for family pictures twice a year to display in our picture blocks. We have had parents bring in toys,
blankets, and stuffed animals
From home to help the child feel more comfortable.

3. Describe how you provide support for the development and maintenance of each childs home language and family
traditions signs and labels in room use home language of families in program as well as dominant language, you
use some terms in childs home language, examples of adapting to familys caregiving preferences, etc.
We have not had any none English speaking families. We have had a few bilingual and I have learned some of
the Spanish terms to communicate better with the children. I will ask parents what words they use for some things like if
the child has a blanket I will ask what they refer to it as.

Evidence of knowledge of children served

4. Describe how you adjust materials and interactions to match each childs level of skill and understanding you
provide a range of puzzles and construction materials for range of abilities in room, give example of a situation
where you adapted materials to match a childs abilities, etc.
I have puzzles from 3 pieces to 8 or more pieces, our blocks range from large soft blocks to small hard ones.
We have rattles, two levels of shape sorters, one soft two ring stacker and one hard 5 ring stacker. Large squishy trucks
to small hard trucks. I will switch toys in and out of storage depending on interests and skill level for example a larger
kitchen set.

5. Give examples of situations where you provided a progression of learning opportunities to maximize each childs
development adding materials of increasing difficulty as child masters activities, etc.
When they can do a 4 piece puzzle I will move them up to the next size. I also have some more advanced foam
puzzles for when they reach that stage. I have added more counting toys or books with more words.

6. Give examples of situations where you adjusted your interactions to match a childs temperament and level of
arousal move faster for active child, slow down for reactive child, provide longer adjustment for tentative child,
aware if child is reacting negatively to being held too much or too closely, etc.

We try to have a time to run and chase inside and outside if they want, or sit and cuddle or read a book. I hold them for
comfort but not so much its all they want. I adjust to what the child/children may require at any point in time.

7. Give examples of situations where you adjusted your care routines to align with childs and familys preferences
familiar lull-a-bye for nap ritual, introduction or serving of foods match family preference or avoid child allergies, etc.
We have one boy whose mother asked if we could just one piece of food on his plate at a time as not to
over whelm him with choices and try to get him to eat. So thats what we do. We have parents who want their children
to have no juice so we give a piece of fruit in its place. If there is something we can do within state guidelines to help
the child and parent feel more comfortable we will do it.

Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation
Student Name _
_Rebecca Tuchscherer___________________________________________
The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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. Give examples of situations that illustrate you are applying each criterion, giving a
thorough description of the situation and how your response meets the criterion. The spaces will expand as
you type in them. Attach documents as needed.

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

Strategies to counter bias in child attitudes and behavior

1. Give examples of situations that show you treat all children with equal respect and consideration.
In the way I interact during routines and play with all children in groups and individually.
By talking to them and listening to them when they talk. Acknowledging their likes, dislikes and feelings.

2. Give examples of situations where you offer activities and talk to children to build positive self-identity and valuing
of differences in infants or toddlers.
When a child comes in and you tell them how pretty their cloths are or how handsome their haircut is .I say
things like I like the train on your shirt is it something you like? or What pretty ponies you have in today!

3. Give examples of situations where you are aware of and avoid using stereotypes in language references
firefighter instead of fireman, etc.
Mail person instead of mailman, firefighter not fireman I never refer to something as being only for boys or for girls
in play or otherwise.

4. Give an example of a situation where you did or would intervene when children might tease or reject others.
I dont get a lot of teasing or rejection in my room. They are all very accepting of each other. If I were to see it I
would try to explain that its not nice to tease it hurts our friends or can you please share your toy with them.

Strategies to counter bias in materials and adult attitudes and behavior

5. Describe the materials you have provided in your environment to address a range of diversity (dolls, play props,
books, pictures, posters, play food, clothing items, etc.)
Posters on the walls of infants and toddlers in different roles and situations. Baby dolls of diversity and
gender, kitchen foods, books that represent different cultures and races.

Explain how the materials reflect the lives of the children and families in your program as well as the diversity found in
society, including gender, age, language, and abilities no stereotypical representations (images of members of ethnic
groups in only traditional garb or only females in nurturing roles, only males as construction workers or doctors, etc.),
reflect range of diversity, especially children and families in the program.
All of the posters and books show different ages, races, and genders of children all dressed the same and
doing the same thing. The baby dolls are different races and genders. The play food is from all around the world.

6. Give some examples of what you would consider to be stereotypical language or bias toward or against a child or
group, and how you might respond if you saw or heard these from adults or children in your classroom.
Any reference to what a child looks like verse their race like if their skin is dark but mom and dads is not
or the type of hair they have. I have had teachers in my room make comments about how an African American girl we
had was a blonde and how that wasnt normal for their race. We also had a native American boy who had long hair that
mom wouldnt cut because it was against their traditions some of the teachers kept telling him he needed a haircut. I

correct things like that by telling them everyone is different and you shouldnt judge them based on what they look like
or their beliefs. We have had teachers tell a boy they cant play with the baby dolls because boys like trucks and balls. I
correct this by explaining to the teacher that we do not encourage gender specific activities if they want to play with
something they are able to thats their choice.

Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation
Student Name _
__Rebecca Tuchscherer__________________________________________
The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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. Give examples of situations that illustrate you are applying each criterion, giving a
thorough description of the situation and how your response meets the criterion. The spaces will expand as
you type in them. Attach documents as needed.

COMPETENCY 7. Work collaboratively with community resources.

Community resources
1. Describe the process you would use to work with a child with an IFSP, including how you would communicate
effectively with families, colleagues and specialists to implement plans as needed. If you have worked with one or
more infants or toddlers who did have an IFSP or special needs, explain how you worked to support the child and
family.

I would collect all the information I could from the family. By talking with them we could create a written plan that could
be distributed to all the teachers working with that child. This would allow us to better care for the child and effectively
include them in the center. I would do any research I could to educate myself including taking classes if there are any
available.

2. Describe how you would provide parents with information on community resources (e.g., health, mental health, oral
health, nutrition, child welfare, parenting programs, early intervention-special education screening and assessment
services, and basic needs such as housing and child care subsidies). Give an example of a situation where you
referred a family to a resource in the community (formally or informally) do you have brochures, handouts, binder
or list available and used to refer families as needed?

I have my new resource file, and have informally suggested once or twice when a parent would complain their bill was
too high they could check into day care assistance. Also I have suggested badger care to a parent.

3. Give examples of your use of community resources available to support and expand your professional skills and
knowledge. Have you gone to or used information, services or materials from your local CCR&R, Family Resource
Center, library, professional association or support group, YMCA, health department, etc.?
I have gone to the library in search of resources, also I have talked to a few people at CESA 8. I do internet research
on community resource websites in search of ideas or answers. I have taken classes through work and family
consulting, 25 hours of continued education a year and NWTC classes to further my education.

Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation
Student Name _
Rebecca Tuchscherer____________________________________________
The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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. Give examples of situations that illustrate you are applying each criterion, giving a
thorough description of the situation and how your response meets the criterion. The spaces will expand as
you type in them. Attach documents as needed.

COMPETENCY 8. Demonstrate professional behaviors.

Professional behavior
1. Give examples of how you follow state licensing regulations for the care of infants and toddlers.

I follow all state guidelines for care of infants and toddlers by providing a safe, clean and loving environment.
I only give medications with proper paperwork from parents.
Food is labeled with names dates and contents and hands are washed and areas cleaned before food is handled or
severed.
Children under 1 may not sleep on their tummies whether parents want them to or not unless they can roll themselves.
When anything is in question like how long we can store breastmilk I talk with the director and she contacts our state
agent to get an answer.

2. Describe the responsibilities that you have as outlined in the NAEYC Code of Ethical Conduct. Give an example of
a situation where you behaved ethically in following the principles and ideals listed in the Code.
My responsibilities are to work cooperatively with other teachers and families to build trusting, respective relationships
and provide responsive, healthy, nurturing care for children.

By working and communicating with other teachers and families on a daily basis to ensure everything is running
smoothly and the needs of the children (physical and emotional) are being met in a clean safe and loving environment.
Addressing any concerns that may come to my attention by discussing with other and quickly responding to the issue.
Whether it be arranging the room to better accommodate other teachers or a parent has a concern about their childs
feeding schedule needs to be changed.

3. Describe how you communicate and cooperate respectfully with co-workers and function smoothly as a team to
meet child and family needs. Describe how you share planning or decision making in classroom activities and/or
program practices. FCC providers balance needs of program with needs of own family.
By discussing with other teachers things happening with the children day to day any changes or just how the
childrens day has been.
Not expecting them to do anything I myself wouldnt do.
Planning is primarily done by me the lead teacher but is discussed with others to get their thoughts on goals,
themes and activities.
If someone has an idea thats not planned on we sometimes change our plans to fit it in.

Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation
Student Name ____
_Rebecca Tuchscherer ________________________________________
The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria 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. Give examples of situations that illustrate you are applying each criterion, giving a
thorough description of the situation and how your response meets the criterion. The spaces will expand as
you type in them. Attach documents as needed.

COMPETENCY 9. Implement effective teaching strategies to promote the development and

learning of infants and toddlers age birth to 36 months.

Social Interactions
1. Describe how you know and use each childs name during interactions.
I know the names from memory by repeating them often in conversation so they stick with me.
I use them in interactions by saying name and its your turn or come by me and say their name or you sure are
happy and use their name.

2. Give an example of a situation where you were attentive to a child during care routines.
By talking to and engaging the child during diaper changes and feedings.

3. Give an example of a situation where you were attentive to a child during play interactions.
While rolling a ball back and forth we talk about whats happening now or next. While lying on the floor with them
telling them what toys we are looking at.

4. Give an example of a situation where you read a childs non-verbal and verbal cues and was correct in
interpreting their cues.
When a child cries and I know its for a bottle from the sound and body movements.

5. Give an example of a situation where you responded to a childs needs without undue delay, with sensitivity and
warmth, providing comfort and support to each child as needed.
I always respond to a child as quickly as possible with care comfort and support. For example if a child is crying I
will immediately pick up the child and comfort by either making food/bottle or just snuggling.

6. Describe what you do to establish trusting relationships with each child and function as a secure base for
children, who come for and receive attention, support and comfort.
By cuddling, giving hugs, comfort and love when needed and sometimes just because. Responding to them in a
quick and sensitive manner.

Guiding Behaviors
7. Give an example of situations where you encouraged, acknowledged and named a childs appropriate
expression of emotions, both positive (joy, pleasure, excitement) and negative (anger, frustration, sadness, etc.).
When one child takes a toy from another child I will explain to them its okay to be upset or angry lets ask for it
back.
Its okay to be sad lets see if we can figure out why and try to make you happy.
8. Give an example of a situation where you facilitated a childs social interactions with other children looking at,
touching, vocalizing, entering play, etc.
Letting the children in the room explore the other children using nice touches and gentle hands. By encouraging
them to share toys.

9. Give an example of a situation where you helped a child recognize and name feelings of other children.
When one child hurts another child I will explain to the child that you hurt your friend and point out that they are sad.
If one is crying and another points as if to enquire I will try to explain to them what is going on.
10. Give an example of a situation where you worked to prevent challenging or disruptive behaviors through
environment design by changing the environment to prevent behaviors - defensible spaces provided, equipment

available to children to meet needs for gross motor exploration, adjust levels of light and sound to child responses,
etc.
I have a child in my classroom who liked to try to open the doors to outside or play by the cribs while others are
sleeping in response to this I rearranged the room to help designate an area for them to play in.

11. Give an example of a situation where you worked to prevent challenging or disruptive behaviors by adjusting
schedules to meet the needs and abilities of children and to provide more effective transitions warning of
transition times, gathering times are informal rather than structured group times, no (or limited) waiting times, etc.
If they are hungry they eat or tired they sleep I work around them.

12. Give an example of a situation where you worked to prevent challenging or disruptive behaviors by offering
engaging activities activities are introduced or ended in response to childrens reactions.
If we are doing something and a child reacts negatively I stop that activity. I will try to offer something new to do to
engage the child to stop the behavior.
13. Give an example of a situation where you helped a child learn socially appropriate behavior by providing guidance
that was consistent with the childs level of development for infants, narrates events and feelings for child,
for toddlers, helps child understand how other children are feeling, models and encourages using please, thank
you, excuse me, turn taking, etc.
I teach simple sign language please, thank you, more, sorry etc. I also explain to children when behavior is not ok
like hitting, biting or throwing by telling them it hurts your friends.

14. Give an example of a situation where you implemented appropriate classroom rules and expectations and
helped children understand them in a way that is consistent and predictable.
Setting simple rules like toys stay on the floor or cribs are for sleeping and redirecting them when they are not
following the directions. Telling a child whats happening and what will happen next.
15. Give an example of a situation where you responded to a childs challenging behavior in a way that recognized the
childs temperament, abilities, home life and progress.
By patiently waiting out a temper tantrum and trying to figure out what caused it by calming the child and asking
questions.
16. Describe how you use positive guidance strategies. Describe what you consider to be inappropriate physical
punishment.
By redirecting to a new activity when behavior is inappropriate or explaining what is wrong and why. Any physical
punishment is unacceptable.
17. Describe what you would consider to be inappropriate use of threats or derogatory remarks, or withholding or
threatening to withhold food as a form of discipline.
No threat or derogatory remark is okay. You should never withhold or threaten to withhold something such as food
as a form of punishment.

Play Activities
18. Describe what you consider to be an appropriate balance between child initiated and caregiver initiated
learning activities. Give examples of situations where you initiated a new activity, and situations where you
supported child initiated activities.
Activities with younger children are more often adult initiated. When sitting on the floor I will build blocks to see if I
can engage the children in the same activity or if they are playing cars I will get on the floor and play with them.

Early Literacy
19. Give examples of situations when you use simple rhymes, songs and interactive games with infants or toddlers
- (play peek-a-boo, sing during individual interactions, use simple action songs to engage childrens movement or
response during individual or informal small groups, etc.)
I will sing the clean-up song during clean up time. I take every opportunity to play peek-a-boo like if they are playing
on the climber I will play peek-a-boo over the sides or around it. I like to sing itsy bitsy spider, Im a little tea pot,
songs like that and use actions to accompany words during group times.
20. Describe when you provide daily opportunities for each child to hear and respond to various types of books

picture books, wordless books, books with rhymes, etc. individualized book times rather than structured group
time.
We books of variety such as ABC, Brown Bear, and Poohs book of nursery rhymes on an all-day every day basis.
Books are left on a low shelf fro for children to choose to read alone or we will read it to them.

21. Describe how you provide access to durable books that enable independent exploration.
I have soft finger play books, board books, and plastic books in a basket on a low shelf for the children.

Early Math
22. Give examples of how you provide varied opportunities and materials for infants and/or toddlers to use language,
gestures, and materials to convey mathematical concepts such as more/less, big/small, etc.
I leave out books of colors numbers and letters, I use sign language and encourage them to communicate with me.
I have different size and shape blocks, counting and color fishing jar with Velcro fishing pole, and counting stacking
balls 1-5 of different colors.
23. Give examples of how you provide varied opportunities and materials for infants and/or toddlers to see and touch
different shapes, sizes, colors and patterns.
Soft and hard blocks of varied size and shapes with two different colors and one pattern per block. Color texture
floor mat, shape sorters, books, stuffed animals with different textures.
24. Give examples of how you provide varied opportunities and materials for infants and/or toddlers to build number
awareness, using objects in the environment and reading books that include counting and shapes.
I have books for numbers and shapes out all the time. I count as we do things like cleaning up toys or changing
diapers. I try to have a circle time with them every day where we count to five using our hands.

Early Science
25. Give examples of how you provide varied opportunities and materials for infants and/or toddlers to learn about
objects in the environment.
I allow them to explore the classroom telling them what all the different things are like the sensory jars, bottles and
bags placed around the room.
26. Give examples of how you provide varied opportunities and materials for infants and/or toddlers to discover they
can make things happen and solve simple problems.
I have tunnels for them to crawl through and will hide toys and encourage them to find them. I have shape sorters,
push button toys and pull lever toys.
Creative Expression and Appreciation for the Arts
27. Give examples of how you provide varied opportunities for infants and/or toddlers to explore and manipulate art
materials.
I have coloring with crayons, markers, painting, gluing, tarring, glitter, foamies, and a variety of crafting type
materials.
28. Give examples of how you provide varied opportunities for infants and/or toddlers to express themselves creatively
by freely moving to music and engaging in pretend or imaginative play.
I have a kitchen set, tool bench, baby dolls and some dress up things. I play a variety of music for the children and
encourage them to dance by dancing with them.
29. Give examples of how you expose infants and/or toddlers to art, music, drama and dance that reflects cultural
diversity.
I do art type activities with them every day if possible, I play a variety of music from around the world throughout the
day. I dance with them and encourage imaginative and pretend play.

Caregiving Routines
30. Give examples of how you use caregiving routines such as diapering/toileting, feeding and nap routines as
opportunities to build relationships, language, and build childs self-awareness and self-help skills.
I talk with the children during the routines telling them whats next like when changing a diaper I will say now we

pull up our pants if its an

older child I will encourage them to try to do it on their own or with little assistance. This is also done with coats and
shoes.
Health, Safety & Nutrition
31. Describe how you supervise infants and toddlers adequately by positioning self to see as many children as
possible, and when infants and toddlers are sleeping, you are aware of any sleeping child for whom you are
responsible, especially when you are activity engaged with children who are awake.
My room is arranged so that every area can be seen without obstruction of view even from the changing room. If
children are sleeping I am constantly checking on them and making sure all is well.
32. Describe your use of proper hand-washing procedures list the times when you wash your own hands and when
you assist infants and/or toddlers in washing their hands.
I turn the water on wet my hands use soap scrub for 20 seconds and rinse I grab the paper towel dry my hands and
turn the water off with the paper towel. I wash my hands when I arrive at work, before food prep and after, before
and after diaper changes if I wipe a nose etc. They wash hands after changes, before and after lunch, if they wipe
their nose or mouth on them.
33. Describe your schedule for cleaning and sanitizing furnishings and equipment.
I wash sheets and blankets once a week unless more is needed. I sanitize cribs once a week if the same child is
using it or before and after a new child uses it. Vacuuming is done twice a day morning and evening and a sweeper
vacuum is used in between. Highchairs and table are done before and after use, toys are once a week for all of
them and daily for the ones placed in mouths.
34. Describe what it means to use standard precautions - including cleaning and sanitizing of surfaces, use of gloves
and barriers to minimize contact with body fluids, cleaning spills as they occur, cleaning and sanitizing toys that
have been mouthed or exposed to body fluids.
It means to clean and sanitize all items children use or come in contact with. Use gloves when changing, cleaning
up a spit up spot on the floor, or dealing with bodily fluids, to protect from the spread of any diseases that may exist
in the room,

Feeding routines- are conducted according to health and safety procedures

35. Describe your procedures for bottle feeding infants - held for feeding, and do not eat from propped bottles at any
time; and/or your procedures for feeding toddlers. When are infants and toddlers allowed to have bottles or cups?
I make a bottle and sit in a rocking chair with a burp rag rocking and talking to the baby Im feeding. With the
toddlers I will sit on a stool if spoon feed or at the table with them and interact while we eat. They can have a bottle
or cup when they want one.
36. Describe your procedures for handling formula and food according to licensing guidelines - steps to ensure the
safety of food brought from home by labeling and refrigerated appropriately.
All food brought from home is labeled with the childs name, date, and contents of container and refrigerated
immediately if needed. I wash my hands before preparing a bottle or plate of food use a spoon to serve each
separate part of the meal, throw away any uneaten formula or food and send what hasnt been touched to the
kitchen for proper storage.

37. Describe when infants or toddlers are fed. Feeding is not used in lieu of other forms of comfort.
There is a scheduled meal time throughout the center for table food eaters breakfast is 8 am, lunch is 11 am, and
snack is 2:30 pm. If any child under the age of 2 wants to eat before or after these times they do. All children under
2 dictate their own schedule and are fed as they see fit.
38. Describe how you feed each infant or toddler according to childs schedule how do you ensure it is in
accordance with familys practices and regulations?
I try to maintain and follow a schedule given by parents to help with consistency between home and day care.

39. Describe what you do during meal/snack times. Do you sit with children and promote childrens feeding skills and
social interactions?
I sit at the table with them, talk to them, and encourage them to eat. I have a stool for sitting with the ones that eat
in a highchairs so I am at their level. I serve more when more is needed. I provide them with proper utensils if old

enough to try to feed themselves.

40. Describe a typical diapering/toileting routine and how you conduct them according to health and safety
procedures diapers are checked regularly and changed when wet or soiled, disposed of properly with procedures
in place to minimize contact, children using toilets are supported in hygiene practices and practicing self-help skills.
I wash my hands pick the child up carry them to the changing table put on gloves and change their diaper. After I
wash my hands and the childs and sanitize the changing table. Diapers are checked every 2 hours unless needed
before.

41. Describe a typical nap routine and how you conduct them according to safety procedures - infants are placed on
back to sleep, safe sleep environment according to SIDS precautions, cots are appropriately spaced, adequate
transition and time to relax to sleep, etc.
Naps are given when a child is ready for one. All infants are placed on their backs to sleep unless they roll
themselves and blankets are tucked in. children who sleep on cots are 3 feet apart and given the opportunity to
rest as long as they would like.

Additional criteria for self-assessment that are not on Observation Checklist:

Give examples of situations where you:

supported 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.
I am always respectful of children and their feelings. I try to always be positive and happy. I talk with them constantly throughout the
day and will laugh when they do or try to get them to. I am a very affectionate person so lots of cuddles and love.

expressed warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles.
I like to hug, cuddle and use soft warm calm voices.
were consistent and predictable in your physical and emotional care of all children
I try to always be consistent to help to provide a predictable routine so children know what to expect.

encouraged and recognized childrens work and accomplishments.

I cheer for them and tell them how wonderful their work is and tell them how proud and happy I am when they accomplish
something.

supported a childs competent and self-reliant exploration and use of classroom materials.
I encourage them to explore the class room and learn and experience new things on their own.

responded to an infants or toddlers cries or other signs of distress by providing physical comfort and needed care.
When children are upset I respond immediately by picking them up and comforting them. I do whatever they may need done if its
not just a little TLC.

were sensitive to an infants or toddlers signals and learned to read their verbal and non-verbal communication.
I try to always respond in a sensitive manner and try to pick up on any cues they may give me directing me to what they may need.
Like if hands are in their mouth they may be hungry.