Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation

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Student Name Rachel Miliacca

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.)

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

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My transitions consist of talking and singing songs to the

children. I give them time to respond to my transitions. An
example of a transition is my Wash your Hands and Face
with a wash cloth song after meal and snack time. The
children respond by holding their hands out for me to wash
and then I hand them the wash cloth for them to practice
washing independently.
I go for a stroller ride twice a day for 30 minutes each. (If
weather does not permit an outside stroller ride, I can take
them for a stroller ride inside.)
I respond to the childrens need of rest by rocking them to
sleep and then placing them in their cribs.
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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.

I use mirrors throughout the classroom at various heights. I

also have provided a bar/mirror area where the children can
stand and talk with the baby in the mirror or talk to other
friends in the mirror.
I have multicultural posters hanging in various centers
throughout the classroom showing children and adults
playing with the materials.
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I develop individual relationships with the children through
our one on one time. I am responsive and attentive to their
cues when playing with them.
I am in my classroom every day and our routines are
consistent without much change.
I give plenty of hugs and special tender attention to each
child
I adhere to the culture of our parents by not feeding the
children anything that I do not have permission to give the
child. An example is giving the infant water, or introducing a
sippy cup to the child.
I use sign language for routine tasks and watch for the
children to begin using sign language to show their wants
and needs.
I can determine if a cry is due to hunger or time for a nap.
I use simple language for routine needs of the children.

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(Examples are provided and teacher behavior is observed to adhere to

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

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By having two teachers in the classroom I am able to modify
scheduled activities according to the childs needs.
I have baskets of toys that I am able to rotate throughout the
day and intentionally arrange them in different areas of the
room so that the children are moving around during the day.

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 making themselves available to children.

(Examples of teacher scaffolding child learning are provided and
observed.)

A good portion of the play time I are positioned on the floor

playing with the children and making myself available to all
the children.
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10.B Management Policies and Procedures

I use positive reinforcement, or the re-direct method for

guidance in the classroom.
An inspection of the classroom before the day begins is
standard practice in the classroom. Throughout the day toys
are inspected and equipment is checked for safety.
My classroom is center based which gives the children a
variety of opportunities throughout the day. Some examples
are block center, basket center, ball center, and book center.
I provide the children with a variety of social experiences
when we take our inside and outdoor walks. Our classroom
never travels alone. We usually combine with either the one
year old or the 2 year old classrooms for our walks. Another
example is our art time. We combine with the 1 year old
classroom and use this as a learning experience for both
classrooms.
By being able to take inside stroller rides, I adapt to the ever
changing weather in our area.
I am able to communicate with the families through our daily
sheets. Every sheet that goes home has a personal comment
on it about the day. Also I have supplied every parent with
both my email address and my cell phone number if they
have any other questions.
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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

Our parent handbook states that our staff-child ratio for my

classroom is 1:4 or 2:8. I also have the ability to use the
floater in our center for additional help if needed.
If needed I do have the option to ask for further assistance
from officer personnel.

Observable NAEYC Accreditation Criteria for the Teachers

Standard
6.A.02 When working with children, teacher demonstrates the ability to
interact with children without using physical punishment or any
form of psychological abuse.
recognize health and safety hazards and protect children from
harm.
encourage and provide children with a variety of opportunities for
learning.
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.
(Examples are provided and teacher behavior is observed to adhere to
each criterion.)

maintained during all hours of operation

(Appropriate staff ratio is observed.)

COMPETENCY 2. Analyze and support development of infants and toddlers (birth to 36 months).
NAEYC CRITERIA
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2.C. Areas of Development: Physical Development

I am attentive and responsive to the needs of the children.

I continually encourage children to interact while playing
with toys. I get down on the floor to play with the children
and invite other children to play with us.
As the children are floor playing together they are learning
to interact with each other. While I interact with them, I am
introducing simple sign language encouraging them to
communicate with others.
Although the children are not yet able to regulate their
emotions, as they cry due to hungry or frustration I am
verbally communicating with them what emotion they may
be feeling as a way to introduce the label to their emotions
and behaviors.
When a child tries or is able to accomplish an activity such
as stacking two blocks, I ask for a group clap to convey a
positive attitude. This also gives the child a sense of
competence when they are able to successfully stack those
blocks.
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2.C.01 Infants and toddlers/twos are provided an environment that

allows them to move freely and achieve mastery of their bodies through

I have multiple centers set up throughout the room to

encourage movement.

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.
(Examples are provided and teacher behavior is observed to adhere to
each criterion.)

self-initiated movement.
They have multiple opportunities to practice emerging skills in
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
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

I set up an obstacle course a few times a week with large

soft blocks so that the children can practice sliding,
climbing, and just moving the blocks.
I offer walk behind toys for the children that are beginning
to walk and to encourage other children to pull up to
walking position.
I offer an exercise bar with mirrors and involve the children
in a game of peek-a-boo while standing at the bar.
I provide many baskets of toys including stacking blocks,
rings, and shape sorters that I rotate around the room
throughout the day.
I encourage fine-motor skills while eating by providing bite
size food for the older infants to pick up with pincers and
feed themselves.

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I continually ask open ended questions to the children and

allow them time to respond.
I have a sign of the month that we work on throughout the
month and include this sign in the monthly newsletter to the
parents.
As I am doing daily routines such as diapers, I am
explaining to children every step as we are doing. Telling
them we are going to change their diaper now, taking the
diaper off, adding cream, putting clothes back on, etc.
Everyday book reading is something that I make sure is
done. A wide variety of books are left out for children to
look through and to enable a child-directed reading time.

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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.

My classroom is set up so that physical movement is

available throughout the day.
If weather permits we are able to go outside for 30 minutes
in the morning and once again in the afternoon. If weather
does not permit then we take a 30 minute stroller ride in our
center.
We have a scheduled sensory activity every week in
addition to the sensory activities that are set up throughout
the classroom.
The children follow their rest and meal times that best
mimic those at home.
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I have a working portfolio for each child in my classroom.

The lesson plans are set up according to individual goals
and needs. Each child has their own lesson plan
throughout the week in addition to adding art, sensory
activity, chapel, and outside time.
I use Developmental Checklists and observations to set
individual goals for the children that I then use to complete
my individual lesson plans.
I will let the child initiate play by choosing the toys they
wish to play with.

(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

areas where childrens skills and abilities are developing typically.

warning signs of developmental lags or developmental concerns.

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I use Developmental checklists to assess the childs
development.
I use these assessments along with observation
documentation to come up with individual goals for each
child. With these developmental checklists, the observation
documentation, and the Wisconsin Model Early Learning

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(Teacher shows awareness of warning signs and provides examples of

use of interactions with children to aid in assessing child abilities and
needs.)

Standards I am able to watch for warning signs of a child

not developing according to the Wisconsin standards.

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.
promote action and interaction.
are organized to support independent use.
are rotated to reflect changing curriculum and to accommodate new interests and
skill levels.
are rich in variety.
accommodate childrens special needs.

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I encourage exploration by providing smaller

centers located throughout the classroom for
individual exploration. For example a basket of
balls on one side of the room and another basket
of musical instruments on the other.
I inspect toys throughout the day and again at
close of room for safety.
One portion of my room has a toy shelf with a
wide variety of toys organized by likeness.
Heavier toys are placed on the bottom shelf and
lighter toys on the top shelf for safety.
Toys are rotated according to themes of the week
and bible story themes.
Walk behind toys are added as the skill levels of
the children change.

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
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.)

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A safety check of the room checking for any
safety issues is done throughout the day.
Cribs are placed in a way that they can be
viewed from any angle in the room. Children

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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

sleeping are checked on every 3 minutes.

I follow YoungStars recommendation for the 14
step diaper changing.
Babys hands are cleaned after every diaper
change with either soap and water, or a baby
wipe.
Childrens hands and faces are washed before
and after every snack or meal with a clean wash
cloth.
I have organized the rooms into small centers
with blocks in the block area, musical
instruments in the music area, books in the quiet
area.
Baskets of manipulative toys are placed on
blankets and rotated throughout the day for the
non-mobile infants.
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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.)

Baskets are rotated throughout the day to

encourage exploration of new interests and
concepts.
When toys are not being played with, I will rotate
them out for a new toy.
I have arranged the toy shelf with like toys, and
re-arrange them throughout the day.

3.E.04 Teacher uses knowledge of individual children to modify strategies and

materials to enhance childrens learning.
3.B.02 Teacher creates and maintains a setting in which children of differing
abilities can progress, with guidance, toward increasing levels of:

I offer individual lessons plans based on goals for

each child in the classroom.
I will rotate walk behind toys for children as they
begin to stand and walk.
I spend one on one time with each child working
on their goals at their level. I spend many hours
on the floor playing with the children and working
on physical development.

autonomy, responsibility, and empathy.

(Examples of each are provided and observed.)

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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.
(Examples of each are provided and observed.)

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.
(Examples of each are provided and observed.)

9.A.12 Indoor space is designed and arranged to

accommodate children individually, in small groups, and in a large group.
divide space into areas that are supplied with materials organized in a manner
to support childrens play and learning.
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

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I have a wide variety of toys and equipment
placed throughout the classroom in separate
smaller centers for the children to play with
individual or if they chose with their peers.
I have a wide variety of blocks in the block area
for the block activities.
I have a basket of different musical instruments
for the children to play with.
I have multicultural books and dolls for the
children to play with.
I have a clearly defined area for the parents to fill
out their daily sheets where I greet them every
day.
Each child has their own cubbies for diapers and
wipes, extra clothing, and food items clearly
labeled with the childs name and completely
accessible to the parents.
I have a bulletin board with our newsletter which
includes upcoming events and lesson plans for
the week.
I have a bulletin board displaying the childrens
art work.
I am able to turn off all or part of the lighting
during naps or to transition to quiet time.
Each child has a mail folder displayed just
outside the classroom for important take home
documents.
I have an open concept classroom with small
centers organized throughout the classroom.
I have a felt board for small group play or large
group play depending on the individual childrens
desires.
I do have a library area where the children have
access to board books and cloth books. In this
area I have special books for one on one time

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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.

with the children.

I can adjust my lesson plans to accommodate
children with disabilities.
My lesson plans are based on individual goals to
help foster the achievement of each childs
developmental needs.

(Examples of each are provided and observed.)

COMPETENCY 4. Establish ongoing relationships with families.
NAEYC CRITERIA
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

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 care sheets

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I have Intake forms on file in my classroom which are
updated every three months which outline the childs
routines and schedules.
I ask that parents send a brief written schedule along
with their child on the first day which includes all the
daily routines for my reference.
I have set aside time for informal conversations both at
drop off and at pick up.
I supply all my parents with my email address, and my
cell phone number for questions or concerns.

Each day a daily care sheet is filled out by parent

letting me know where the child is on his/her routine.
Daily care sheets are filled out indicating naps, diaper
changes, meals, and at least 2 positive comments
about the childs day.
I submit a monthly newsletter article to our centers

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 Parent information boards

Newsletters or other print
Informal conversations, emails or phone calls

newsletter which informs parents of what we have done

and what we will be doing in the coming months.
All parents have my email, and cell phone number
should they have any questions or concerns that they
may think of after hours.
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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.)

Children are involved twice a year singing in church for

the congregation. Parents and families are invited to
attend these special programs.
I have developed a Parent Night Out program where
the teachers plan theme oriented activities and snacks
so that the parents can have a needed night out from
the children for a minimal donation.
An annual spaghetti dinner, and also a brat fry allows
parents to network with other parents and spend time
in the classroom observing childrens work and
connecting with the staff.
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I send home a note anytime I want to share a new
experience with the child that involves food, or drink.
This would include any sensory activity that involves
food.
If I feel child is in need of diaper cream, this is indicated
under diaper changes on daily sheets.
Suggestions for adding foods are discussed at pick up
or drop off, and followed up with a small note on daily
sheets.

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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

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I am able to change the toys according to

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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.)

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.)

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.

the abilities of the children. (For example, I

can add walk behind toys to environment
for children learning how to walk, or I can
add activity blankets for children that can
only lay)
I change my interactions with the children
according to their temperaments. If a child
wishes to be alone, I will re-direct the other
children so they can have their space.
I add a quite area to my room for children
that need quite or independent play and a
busy area for the child that need more
arousal.
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I have an extensive intake form which asks
for details of the childs family, daily home
routines, and skills the child has
accomplished at home. These Intake forms
are updated every 3 months and studied
by teaching staff.
I have a binder with weekly assessment
forms and observation forms to keep track
of any developmental growth.
I have a chance to communicate with every
parent either in person or through texts for
any updates of knowledge or abilities on a
daily basis.
I can write notes on the childs daily sheets
updating the parents of anything that
happened during the day, and with any
questions I need answered about their
daily routines.
I am able to adapt to routine care tasks
according to family preference. For
example I have one family that uses cloth

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(Examples are provided of situations where teacher has adapted care routines to align
with family culture and practices.)

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.)

diapers. I have adjusted the diapering

process to accommodate changing every 1
instead of every 2 hours and have
added to the routine with the storage of
them.
I have adjusted to my daily routine to
accommodate families that wish to have
diaper cream applied at every diaper
change by adding a C next to their name
on our routine board.
I also have a family that uses sign
language. At every daily routine before I
begin, I sign the appropriate sign to let this
child know what I am doing.( Examples are
signing bottle, and diaper change).
I allow the parents to bring in any sippy
cups that their child uses at home for
consistency. If it doesnt matter what kind
of sippy cup, I supply some for them.
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I adjust schedules according to the needs
of the children. If a child needs a nap, or to
eat, I adjust the schedule to their
immediate need.
I can adjust the learning experiences
according to the childs interest by having
numerous baskets of toys I can rotate
throughout the day.
On days where it is nice out, I can send
half of my class outside for a stroller ride
and one of the other teachers will stay
inside for the children that need naps, or
need a snack.
If the children like a certain book, I can
read that book many times to them, or

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allow them to choose a book that interests

them.
3.F Making Learning Meaningful for All Children
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.)

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I have all English speaking families in my

classroom now. I do have a family that
uses sign language on a regular basis for
daily routines.
I have met with Mom to learn the sign
language this family uses at home to make
sure it aligns with our current sign
language curriculum. I have had to make
an adjustment for the sign for bottle.
I share key phrases that I use in the
classroom with parents to make sure they
are in align with what they use at home.
(For example sit on bottom, or use
gentle touches). This gives the parents an
opportunity to share what they use at
home. It also provides consistency for the
children.
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All of my lesson plans are based on
individual goals.
I have a binder with weekly assessments
and observations for each child.
As the individual skills of each child
changes, I pass this along to other
teachers both in my room and in the room
they will be moving into. (Frequent
meetings with the next room teacher as
this child starts to transition to next room)
I rotate toys according to the childs

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physical development. Adding chairs, walk

behind toys, and walking the room with the
children as they develop these skills.
COMPETENCY 6. Implement strategies that support diversity and anti-bias perspectives.
NAEYC CRITERIA
1.D Creating a Predictable, Consistent, and Harmonious Classroom
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 Creating Caring Communities for Learning

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)

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I treat all children with equal respect and consideration.

I initiate activities that include all children to build their
self-identity. For example I encourage and acknowledge
when a child uses a toy in a different way. Crawling
behind a walk behind toy, but still moving the toy. A group
clapp for the child builds their self-identity.
I continually talk to the children about what they are doing
I do intervene when children are playing by encouraging
gentle touches and sharing, or using the re-directing
method if necessary.
I have posters throughout the classroom showing visual
images of both children and adults of different ethnic or
cultural backgrounds

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I have the ability to change activities to be in line with
individual skills.
I have individual lesson plans for the children based on
goals, age, and ability, and the standards set by WMELS.
I consider family structure when art or activities are
planned for some holidays. Example Mothers Day,
Fathers Day, Grandparents Day.
I teach and use some basic sign language in the
classroom.

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9.A Indoor and Outdoor Equipment, Materials and Furnishings

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.)

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I have multicultural dolls for all children to play with in my

classroom.
I have multicultural books available for the children to
play with along with multicultural books that teachers can
share with the children.
I have multicultural as well as diverse posters hanging
throughout the classroom.

COMPETENCY 7. Work collaboratively with community resources.

NAEYC CRITERIA
3.A Designing Enriched Learning Environments
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.)

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.)

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I keep a binder of assessments done on the children for
planning and implementing daily teaching and learning
activities.
I keep a folder of physical therapy material passed on to
me for individual children diagnosed with physical
disabilities and reference them often.
I collaborate with the one year old teacher to plan and
implement learning activities together.
I frequently pass along announcements from the local
public library for upcoming programs.
Included in my welcome pack is a brochure from the local
health department which includes many resources
available to the local community.
Included in my welcome pack is a brochure from the USDA

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for parents to meet the dietary guidelines.

Teacher is aware of community resources available and uses them to
support and expand professional skills and knowledge.

I am a subscriber to Wisconsin Childcare Administrators

Association which posts quality training opportunities and
conferences throughout the year.
I receive Exchange magazine which offers many
opportunities for my continuing education.
I attend Appelbaum Training Institute seminars held in my
area.
I have taken numerous on-line trainings through Wisconsin
Early Childhood Association.
I continually check with The Early Education Station for
possible expansion of my professional skills.

COMPETENCY 8. Demonstrate professional behaviors.

NAEYC CRITERIA
6.A Preparation, Knowledge, and Skills of Teaching Staff

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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 have read and adhere to the NAEYC

Code of Ethical Conduct and have passed
copies of it on to other staff members.
I have taken the Wisconsin Model Early
Childhood Standards class and use the
standards as reference when making
lesson plans.
I conduct YoungStar assessments on the
children along with keeping a running
portfolio of each child.
I invite parents to visit my classroom at any
time during the day as part of our open
door policy center wide.

Teacher is a member of professional organizations, or participate and contribute in

some way to professional development.

I am currently a member of WECA

I am currently a member of NAEYC.
I have and will continue to take extra
webinars through the WECA and Registry

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to better develop professionally.

I am continuing my education through
NWTC pursuing many different certificates
and eventually my Associate degree in
Early Childhood Education.
Teacher works as a team, communicating and cooperating respectfully, and sharing
planning and decision making of program practices.

I continually consult with the one year old

teacher as we plan our lessons. We plan
group activities with the infants and the one
year olds.
I attend staff meetings contributing to the
operational aspects of the center as I can.
I help in planning the themes for the year
by submitting a weekly plan for approval
from the teachers and management.
I spend many hours on Saturday helping
put the center back together after the week
including cleaning some days and hanging
bulletin boards on others.

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
1.B Building Positive Relationships between Teachers and Children
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.
encourages and recognizes childrens work and accomplishments.
supports childrens competent and self-reliant exploration and use of

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I communicate with the children through verbal
communication as well as sign language gestures.
For instance asking if the child would like more,
and signing more as I ask.
When I address children I always address them
by their name, get down on their level to look
them in the eye, use a friendly tone of voice, and
smile at them as well as with them.
I clap for the children as they try or master a new
skill. I give them frequent hugs and engage in

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classroom materials.
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.)

frequent one-on-one lap time with each child. For

instance taking a step for the first time, or pulling
themselves up to look in mirror.
I quickly respond to any signs of distress by
providing special hugs for comfort, and any
needed care.
I am able to determine different signals from the
child and will then quickly respond to their needs.
Such as crying because they are hungry, sleepy,
or over whelmed.

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).
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

I identify emotions as I am responding to the child.

For example, if a child is frustrated by a toy, I will
identify that they are frustrated and ask them if
they would like help with the toy. I will then identify
the positive emotion after the child has overcome
the frustrated feelings.
I function as home base by checking in with all the
children and asking them how they are doing even
if I am on the other side of the room. I am letting
them know that I am there for them.
If a child shows fear from other children or a
visitor, I identify that feeling with them and support
them with a hug, and special time with me.

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).
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

I greet each child individually everyday with their

name, and a greeting. I also ask them how they
are doing today.
I use my daily routines as a great opportunity to
have one-on-one time with the children.
I also have one-on-one time with each child during
rocking time, story time, and just sitting on the
floor holding them.

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.

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I encourage the children to have social interaction
with their friends in the room. I ask them if they

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(Examples are provided and teacher behavior is observed to adhere to this

criterion.)

would like to come with me to go play with Tom.

I also encourage social interaction with older
children as we take stroller rides through the
center, or on stroller rides outside of the center.
When we walk with the older children, I kneel
down by the stroller and we all wave Hi to the
other children.
As the children leave for the day, we all wave and
say Goodbye to each child as they leave.

Guiding Behaviors
1.B Building Positive Relationships between Teachers and Children
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 Designing Enriched Learning Environments
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.)

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I do not use any sort of physical punishment, or

engage in psychological abuse or coercion with
the children.
I do not use threats or derogatory remarks as a
form of discipline. I do not withhold food as a form
of discipline.
I use positive redirecting and encouragement.
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My lesson plans have age appropriate activities

for the children. I allow for much flexibility in my
activities.
I use song and verbal communications for
transitions during the day. I always communicate
with the children before I pick them up so they
know where they are going and for what reason
I do activities around the needs of the children.
For example, I read a book before a child gets too
tired to listen to it, or an art project after meals
instead of before.

3.B Creating Caring Communities for Learning

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.

When a child needs guidance, I demonstrate to

them the appropriate behavior and then help them
use the same behavior. For example, gentle

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 manages behavior and implement classroom rules and expectations in a

manner that is consistent and predictable
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.
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

touches. I communicate with them that this is a

gentle touch as I show them. Then I take their
hands and help them use gentle touches with their
friends.
I frequently send home notes to parents with key
phrases that we use in the classroom. For
instance if a child stands on a chair I would say to
them, sit on bottom, or feet on the floor. This
way we are using the same language at home
and in the classroom. If parents use a different
key phrase, I will implement that phrase in the
classroom.

Play Activities
2. Curriculum Content Area for Cognitive Development
2.E.01 Infants and toddlers/twos have varied opportunities to experience songs,
rhymes, routine games and books through
individualized play that includes simple rhymes, songs, and interactive games
(e.g., peekaboo).
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)
(Examples are provided and teacher behavior is observed to adhere to this
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.

I provide individualized play time which include

songs, rhymes, and games. For example, while
being held we will use rhymes like If Your Happy
and You Know It, or This Little Piggy.
I sit on the floor by the Library and look at and
read books to the children throughout the day. I
also invite them to pick out a book to look at.
Children have access to books throughout the day
for independent exploration.
I have a felt board in the room with a new nursery
rhyme on every other week and I sit down and do
the nursery rhyme with the children.
When we look at picture books, I count pictures
I have numerous baskets with manipulative toys
for the children to play with. I identify when the
baskets are empty and that we need to fill them
up.
During the daily routine of changing diapers, I
have handing mobiles that we count and say 1, 2,
3 blow as a way to introduce numbers.

(Early math activities)

(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

I have material shape sorters for the children to

play with and I identify the different shapes with
them.
I identify small and large play materials such as
small balls, and big balls.
I count the blocks as we stack them and identify
the colors of the blocks.

2.G.01 Infants and toddlers/twos are provided varied opportunities and materials to

I have several sensory bottles that the children

can explore with.
I have blocks with different textures attached to
them that the children can play with and feel the
different textures.
I have bubble wrap on the wall for the children to
play with.
I have many musical toys and books the children
can freely move to. I encourage children to dance
to the music.
I have hats and mittens out for the children to
engage in pretend or imaginative play.
I play multicultural music throughout the day.
I encourage older infants to express themselves
with age appropriate art materials.

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I continually talk and communicate with the
children with descriptive words.
I use simple sign language for simple words such
as all done, more, bottle.
I ask the children open ended questions, and wait
for them to respond with coos, or smiles. For
instance, I ask them if they want to tell me a story.
I ask them what else happened last night.

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use their senses to learn about objects in the environment.

discover that they can make things happen and solve simple problems.
(Early science activities)
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)
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)
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)
3.F Making Learning Meaningful for All Children
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.
4.D.05 Teacher talks and interacts with infants to assess and encourage use of
language (e.g., smiles, sounds, eye contact, and cooing).
(Examples are provided and teacher behavior is observed to adhere to this
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.
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

I talk about what the children about what they are

doing during play.
I sit on the floor and let the children initiate what
they would like to do. Many times they will crawl
and get a book or a ball to play with.
I set out theme toys such as hula hoops and balls
for the children to play with when I initiate play, but
then let the child initiate how they are going to
play with them

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.
(Examples are provided and teacher behavior is observed to adhere to this
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.
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

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I have a time in the morning and a time in the
afternoon for a walk. If weather does not permit an
outside stroller walk, we will have an inside stroller
walk through the hallways of the center.
I have access to a toddler playground where when
weather permits we can play in.
I provide play time for the children to select their
own activities. (Free play)
If I am playing with one child and another child
crawls over to join us, I encourage small group
play and invite them to play with us.

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I provide one-on-one attention during daily

caregiving routines.
I use descriptive words to explain step by step
procedures for daily caregiving routines.
I identify childrens body parts such as arms when
changing shirts, legs when changing pants, feet
when putting on socks and shoes.
I encourage social interaction during meal times
and other daily caregiving routines.

Health, Safety & Nutrition

3.C Supervising Children

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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.
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

I position myself in the classroom so that I can

see children playing in all areas of the room.
One teacher in the classroom can see any
sleeping children during sleeping periods.
I have a mirror on handing over the changing
table so that I can see children playing throughout
the classroom.
One teacher walks through crib area and checks
on sleeping children periodically during sleeping
period.

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.
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

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I follow all sanitation procedures including proper
hand-washing when I arrive, before and after
diapers, before and after meals, before and after
preparing bottles, and after wiping noses or eyes
of children.
Toys, furnishings and equipment are sanitized
every night.
I completely sanitize the room and wipe down all
surfaces on Saturday mornings. For example,
cleaning the refrigerator, microwave, garbage
cans, sanitize cribs, and clean sinks.
We do not have a bathroom in the classroom, and
the infants do not use the bathroom.
Infants hands are cleaned with wipes after diaper
changes, and before and after eating, and
throughout the day.
Proper diapering procedures are in place and
followed at each diaper change, including wearing
two gloves for each diaper change, sanitizing
changing table after each use.

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.

I place all children in my classroom on their backs

in their cribs for sleeping.
I remove all clothing with any kind of string such

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(Teacher explains proper procedures for sleep safety, and is observed adhering to
proper and age appropriate procedure for nap routines.)

as sweatshirts, or draw string clothing from child

before putting in crib. Bibs are also removed.
Blankets are not allowed in cribs for sleeping.

5.A.14 (Feeding bottles & cups)

I hold all babies while they drink their bottles.

I only allow children to have their sippy cups while
in the high chairs, or while sitting on the floor near
the refrigerator.
I offer children a drink of water throughout the day
only if approved by parents.
I do not allow children to have any food or drink
while in their cribs or on the floor playing.

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.
(Examples are provided and teacher behavior is observed to adhere to this
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.
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

5.B.12 (Feeding Procedures & Consistent Caregiver)

Teacher is familiar with the infant and feeds him or her whenever the infant

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I label all food, bottles, and cups with a label
stating the childs name and the date every
morning. No food, bottles or cups are allowed to
remain for the next day.
I only warm bottles in the bottle warmer set for the
correct time. All bottles are tested before they are
given to the babies.
I rinse and put all used bottles away immediately
after using.
I have permission for any solid foods given to the
children.
I do not encourage any of the child to consume
juice in the room.
I feed the children when they are hungry, and
according to their home schedule.

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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.
(Examples are provided and teacher behavior is observed to adhere to this
criterion.)

I am standing next to the children during meal

times, interacting with them, and encourage social
interaction with the other children.
I am using descriptive words to identify all the
foods the older infants are eating.
I help children maneuver utensils as they begin to
experiment with feeding themselves.

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I remove toys that have been mouthed or exposed
to body fluids to be sanitized or put in the dish
washer.
I clean up all spills or spit up immediately. I use
Quat to sanitize toys and surfaces. I use gloves to
clean up these spills.
Bigger toys are sanitized thoroughly on
weekends.
I sweep the floor after meal time to remove any
crumbs the babies may find on the floor.

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