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Standard 6 describes the need for educators to be professional and lifelong learners. A core component of professionalism is communication. This artifact reflects on tips for communicating in a professional manner, including things like tone. This document demonstrates an understanding of this standard because professional communication is the foundation for building relationships, advocating for children, and functioning within professional guidelines. The knowledge gained from this study of communication, developed after reviewing literature and media describing “teacher talk,” will serve me in the future. Professional communication is unique, and understanding its components will help me to function within guidelines for ethical and professional conduct as I learn about and communicate new findings to promote the best environments for children.

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Standard 4 reflects the need for developmentally, culturally, and linguistically appropriate practices and positive relationships. This artifact reflects a science lesson plan I implemented in a Head Start classroom focused on recycling. In developing this activity plan, I needed to be mindful of what children likely knew about recycling, the terminology I used, and the materials I chose to have children sort. Recognizing that children from lower income families may not be familiar with some items (like a glass jar of peanut butter rather than a plastic jar) reflects the concepts of this standard. Further, I was intentional in selecting to use language that the children were familiar with to promote understanding. Using physical materials and limiting the sorting activity to ignore the practice of composting were intentional choices made to recognize the ability of children to process new information without becoming too complicated to understand. After the lesson implementation, children discussed with me which items from their meal were recyclable, as well as what items they recycle at home. This expansion contributes to positive relationship development by honoring children’s experiences as important. This experience will guide me in future interactions and activities with children by encouraging me to be intentional in recognizing and meeting the needs of children, and to support positive relationship growth each and every day by acknowledging the importance of talking with children to support relationships.

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ECHD 201 Field Placement Science Lesson Plan (1)

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This artifact is a sample of a Mathematics lesson plan I was able to implement in a Head Start classroom. I developed this lesson after discussing the theme and existing concepts being explored in the classroom. This lesson helped me to align my practice to Standard 5. I was connected virtually to this classroom, which meant I needed to think more deeply about appropriate practices. For example, a math worksheet exploring adding is not best practice. So, by using physical materials, and encouraging children to use their bodies are both evidence of developmentally appropriate approaches.  Further, the children in the classroom demonstrate readiness for the introduction of concepts of addition up to 10. This meant that the expectation I set, that children would be able to identify how many objects there were after adding them together, was appropriate. This experience will guide me in future interactions and activities with children by reminding me to focus on what children are ready for, and to always find ways to be engaging. The experience of a virtual placement was challenging, however it allowed me to explore this standard of professionalism by continuously reflecting on both my expectations of children and how appropriate the methods I chose to use to implement activities were. This process will inform me throughout my career by always reminding me to reflect my knowledge of children and child development through my practice.

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ECHD 201 Math Activity Lesson Plan (1) (1)

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This artifact is an examination of one method of observation: the frequency count. This artifact was developed after examining many different forms of observation, then evaluating the benefits and downfalls of one specific method. Standard 3 specifically describes the need for educators to use appropriate methods of observation and assessment, and to use this information primarily to inform one’s teaching practice. This document describes my growth as a professional by evaluating and recognizing one common method of observation. To truly observe mindfully and ethically, the method being used must be understood thoroughly. This document depicts my understanding of this specific method. This knowledge will serve me in the future by informing me whether a frequency count would be an appropriate method to learn what I hope to from an observation period. For example, if I wanted to determine what a child was interested in, counting how many times a child returned to a particular toy, for example, may help to inform me. However, if I was hoping to gain rich information about the child, this would not be an appropriate method.

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This artifact is an analysis of what assessment means in a DAP environment. After reading about the differences between assessment and testing, I was able to form this document providing my understanding of assessment. I was also able to explore ways in which assessment can, and should, be family-centered. This demonstrates my growing knowledge of Standard 2, which describes the need for educators to build connections and partnerships with families. Observation and assessment are critical components of understanding children’s interests and development. When educators are collecting data, it is important for them to be mindful of what, when, how, where, why, and how the methods will affect both children and their families. However, the use of this data goes much beyond just monitoring progress and informing teaching practice. When this information is shared with families, it serves to honor the knowledge, skills, and involvement of families in children's education. The knowledge gained from this activity will help me to continuously think about partnerships with families and communities in all areas.

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This artifact is a journal reflection of a week I spent in a student teaching experience placement. This journal is a result of careful observation of the classroom, discussion with my mentor, and personal reflection of my experiences. This particular week was the first time I had the opportunity to formally implement and be evaluated on a literacy lesson plan, which also occurred during the week of National Read Across America Day, most often associated with Dr. Suess books. The challenge of this implementation was reconciling the widely debated issues regarding the appropriateness of using these stories within the classroom setting. The decisions surrounding the use of these stories became a question of Professional Standard 1. This artifact demonstrates my growing understanding of this standard, as I describe parts of my experience in really learning about the children making up the classroom environment. Finding ways to both remain sensitive to concerns about inclusivity, celebrating diversity, and honor families who find these books to be classic and a part of what they hope their child will experience requires a deep understanding of the individuals an educator is working with. Further, creating a whole group lesson requiring understanding what skills the children in the class have. The lesson must be exciting and engaging, which in part comes from ensuring the activity is somewhat challenging, but not frustrating for any individuals. The understandings I have developed from this experience will continue to guide me as I navigate issues I will have to face as an early childhood educator. The “right” answer to any issue comes from understanding the individuals one is working with, including their development, interests, and culture.

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Educators must understand how to use observations and assessment appropriately, and recognize the primary goal of informing practice and teaching. Screening and assessment tools used must be grounded in areas of development, ethics, cultural sensitivity, and linguistic appropriateness.

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Early Childhood Educators must understand and apply knowledge of the concepts being shared, how children learn in each discipline, what developmentally appropriate expectations and trajectories are for the age group, and allow their teaching practices to reflect this knowledge.

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Early Childhood Educators must understand children develop within relationships and multiple contexts, across several domains, and with their own unique variations. Educators must make decisions based on evidence and their understandings of early childhood development, individual children, and learning in cultural contexts.

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Educators must remain informed and advocate for children regarding a variety of issues. They must function within professional and ethical guidelines while developing professional relationships with families. Educators are reflective and intentional in their work while continuing to be lifelong learners.

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Educators must understand that positive, caring relationships and interactions are critical in working with young children. Teaching skills must both demonstrate this and be responsive to the unique children in care and their needs. This requires the use of a wide range of developmentally appropriate approaches, remaining both evidence based and mindful of linguistic abilities and cultural considerations.

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Early childhood educators must recognize and value the diversity of families, and use this understanding to build partnerships with families. Environments and relationships must remain responsive, welcoming, and respectful. Utilizing community resources provides support in building connections between community organizations, schools, and early learning settings.

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Standard 6: Professionalism as an Early Childhood Educator 

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Standard 6: Professionalism as an Early Childhood Educator 

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Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

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Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

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Child Observation, Documentation, and Assessment

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Child Observation, Documentation, and Assessment

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Child Development and Learning in Context

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Child Development and Learning in Context