Classroom Observation Tool For Toddlers Children And Young People Essay

Published Date: 23 Mar 2015

Instructions: Spend some time simply observing the classroom before recording. Use the checkboxes to note when you observe specific indicators. Focus on the experiences of individual children, not just a general sense of the classroom overall. Note evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be fully met. Provide comments if you circle "Yes but." If you observe all indicators in the criterion, check Yes. Count the number of Yes boxes for each topic area and standard.

Number

NAEYC Accreditation Criterion

1.B.01

Teaching staff foster 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.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

It was clear that even the youngest teachers were already "used" to kids. There was mostly (95%+) THE INDICATED BEHAVIORS.

1.B.02

Teaching staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Most of the teachers were very kind and responsive. One was a little harsh - but that was over the fenced area at the Pre-K's.

1.B.03

Teaching staff are consistent and predictable in their   physical and   emotional care of all children.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Again, there were obviously some children who were "needy" - constant crying. I assumed nothing was really wrong with them. They just wanted attention, but it did seem two or three of these cryers were left alone for too long (5 - 6 minutes), with no adult close by.

1.B.04

Teaching staff encourage and recognize children's work and accomplishments.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I observed several classrooms (5) and the instructors praised the children often with smiles and kind words.

1.B.05

Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate ways to children's   positive initiations,   negative emotions, and   feelings of hurt and fear   by providing comfort, support, and assistance.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I observed that the instructors responded more to positive than negative. One teacher was very constant in applying physical attention to one of the more difficult children, but the face / wrods were not as kind as the gestures.

1.B.06

Teaching staff encourage children's appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness).

Fully met? (circle): Yes Yes, but No

Evidence/comments: I observed no children acting really badly for their age. The instructors were not restricitive - allowing the children to be children.

1.B.07

Teaching staff evaluate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to  differing abilities,  temperaments,

  activity levels, and   cognitive and   social development.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

The teachers and the students and admin staff, of course, all have their own personalities and it ranges throughout the day. No one I know is perfvectly consistent and that is not expected.

1.B.08

Teaching staff support children's competent and self-reliant exploration and use of classroom materials.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw the instructors allow the toddlers to roam wherever they wanted with little to no intervention.

1.B.09

Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw no instances of abuse.

1.B.10

Teaching staff never use threats or derogatory remarks, and do not withhold nor threaten to withhold food as a form of discipline.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw no instances of abuse.

1.B.13

Teaching staff adjust their interactions to infants' and toddlers'/twos' various states and levels of arousal.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

1.B.14

Teaching staff quickly respond to infants' and toddlers'/twos' cries or other signs of distress by   providing physical comfort and   needed care.   Teaching staff are sensitive to infants' and toddlers'/twos' signals and learn to read their individual cries.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I observed that the problem children were generally left alone longer than the compliant, well-behaved children.

1.B.15

Teaching staff talk frequently with children and listen to children with attention and respect. They

respond to children's questions and requests.

use strategies to communicate effectively and build relationships with every child.

engage regularly in meaningful and extended conversations with each child.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I observe that in rare instances during my visits, the communications between the instructors and the children was respectful and consistent.

1.C.02

Teaching staff support children's development of friendships and provide opportunities for children to play with and learn from each other.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

The toddlers had quite a bit of interaction with each other. Again, distinct personalities already. Some children very gregarious, others preferred play time alone.

1.C.03

Teaching staff support children as they practice social skills and build friendships by helping them  enter into,  sustain, and  enhance play.

Fully met? (circle): Yes Yes, but No

Evidence/comments: I sam several instances where the teachers were encouraging the children to group together for common play such as on the slides in the playground, and helping set the food out at lunch.

1.C.04

Teaching staff assist children in resolving conflicts by helping them   identify feelings,  describe problems, and   try alternative solutions.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

The conflicts were all very minor, except one where one child I think accidently bopped another on the head in the gym.

It was resolved in under a minute, though.

1.C.05

Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw no evidence of the above issues.

1.C.06

Teaching staff facilitate positive peer interaction for children who are   socially reserved or withdrawn and for  those who are bullied or excluded.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw no evidence of the above issues.

1.D.01

Teaching staff counter 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.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw no evidence of the above issues.

1.D.02

Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom  rules,  plans, and  activities.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I observed that at this age, there was limited ability of the children to actively understand and participate, though there was more on the activity side and none on the rules side. There are extensive rules posted everywhere.

1.D.03

Teaching staff anticipate and take steps to prevent potential behavior problems.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

1.D.04

Teaching staff help children talk about  their own and  others' emotions. They provide opportunities for children to  explore a wide range of feelings and the different ways that those feelings can be expressed.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Again, limited because of the developmental age of toddlers.

1.D.05

Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children. They

model turn taking and sharing as well as caring behaviors.

help children negotiate their interactions with one another and with shared materials.

engage children in the care of their classroom.

ensure that each child has an opportunity to contribute to the group.

encourage children to listen to one another.

encourage and help children to provide comfort when others are sad or distressed.

use narration and description of ongoing interactions to identify pro-social behaviors.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Again, limited because of the developmental age of toddlers. There is a 1:5 ratio and generally when in a group - which is all the time, all of the above is at least modeled or encouraged.

1.E

Addressing Challenging Behaviors

1.E.03

Rather than focus solely on reducing the challenging behavior, teachers focus on

teaching the child social, communication, and emotional regulation skills and

using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the child's appropriate behavior.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Most of this was being taught from a modeling (by the instructors). Not too much intellectualizing…again, seems age dependent.

1.E.04

Teaching staff respond to a child's challenging behavior, including physical aggression, in a manner that

provides for the safety of the child.

provides for the safety of others in the classroom.

is calm.

is respectful to the child.

provides the child with information on acceptable behavior.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I observed no toddler aggression, and only three children who had some challenging behavior (all three were "cryers"). However, in the classroom, teachers were highly positive reinforcers of positive behaviors and mostly ignored the bad behaviors.

1.F.01

Teaching staff actively teach children  social,  communication, and  emotional regulation skills.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Saw this constantly from staff & instructors throughout facility.

1.F.02

Teaching staff help children manage their behavior by guiding and supporting children to

persist when frustrated.

play cooperatively with other children.

use language to communicate needs.

learn turn taking.

gain control of physical impulses.

express negative emotions in ways that do not harm others or themselves.

use problem-solving techniques.

learn about self and others.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Again, mostly saw positives - toddlers' "visible" absorption and understanding are limited.

2.A.04

The curriculum can be implemented in a manner that reflects responsiveness to  family home values, beliefs, experiences, and   language.

Fully met? (circle): Yes Yes, but No

Evidence/comments: At this age, children's developmental skills in language are so limited, that curriculum does not directly address.

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 child's need to rest or be active.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same as above. Saw evidence in the older: pre-K, though.

2.A.08

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 children's 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 children's special needs.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same as above: limited formal curriculum.

2.A.10

The curriculum guides teachers to incorporate content, concepts, and activities that foster

  social,   emotional,   physical,   language, and   cognitive development and   that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same as above: limited formal curriculum.

2.A.11

The schedule   provides children learning opportunities, experiences, and projects that extend over the course of several days and it incorporates time for:

  play,   self-initiated learning,   creative expression,

  large-group,   small-group, and   child-initiated activity.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly.

2.A.12

The curriculum guides teachers to plan for children's engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly.

2.B.01

Children have varied opportunities to engage throughout the day with teaching staff who

are attentive and responsive to them.

facilitate their social competence.

facilitate their ability to learn through interacting with others.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

All the instructors were constantly engaged. Even the 1:5 ratio meant the instructors were constantly interacting with their charges.

2.B.02

Children have varied opportunities to recognize and name   their own and   others' feelings.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Limited vocabulary and I saw little negative acting out between the children.

2.B.03

Children have varied opportunities to learn the skills needed to regulate their emotions, behavior, and attention.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

2.B.04

Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

The instructors and staff were very attentive, but not smothering - even in the infant rooms.

2.B.05

Children have varied opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-social behavior.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same as above.

2.B.06

Children have varied opportunities to

interact positively, respectfully, and cooperatively with others.

learn from and with one another.

resolve conflicts in constructive ways.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Same as above, but I saw almost no conflicts.

2.B.07

Children have varied opportunities to learn to understand, empathize with, and take into account other people's perspectives.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Limited development of toddlers means this is not fully utilized yet.

2.C.

Areas of Development: Physical Development

2.C.03

Children are provided varied opportunities and materials that support fine-motor development.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Drawing centers, etc. all available inside room and out in play area. Though I did not see any children take advantage of these activities except a few in the classrooms. The children seemed more into gross motor development.

2.D.01

Children are provided with opportunities for language acquisition that

align with the program philosophy.

consider family perspectives.

consider community perspectives.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Again, toddler limitations, but within program posted guidelines.

2.D.02

Children are provided opportunities to experience oral and written communication in a language their family uses or understands.

Fully met? (circle): Yes Yes, but No

Evidence/comments: As above.

2.D.03

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.

Fully met? (circle): Yes Yes, but No

Evidence/comments: As above, but instructors definitely not limiting children's attempts - and mostly encouraging their understanding.

2.D.04

Children have varied opportunities to develop vocabulary through  conversations,  experiences,   field trips, and   books.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Conversations and experiences, yes. Not yet in the book stage - though there was a reading time assigned.

2.D.05

Children who are nonverbal are provided alternative communication strategies.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

All the children were variously verbal.

2.E.02

Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through

individualized play that includes simple rhymes, songs, and sequences of gestures (e.g., finger plays, peekaboo, patty-cake, this little piggy).

daily opportunities 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.

experiences that help them understand that pictures represent real things in their environment.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Time is set aside everyday for these activities as age appropriate to toddlers. The concentration was in the first area mentioned: simple items.

2.E.03

Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom:

Items belonging to a child are labeled with his or her name.

Materials are labeled.

Print is used to describe some rules and routines.

Teaching staff help children recognize print and connect it to spoken words.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

No yet developing in this age group.

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.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Children encouraged and a wide range of these items available through the facility.

2.F.02

Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Available but children not yet showing real interest.

2.F.03

Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same

2.F.04

Children are provided varied opportunities and materials that encourage them to integrate mathematical terms into everyday conversation.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same

2.G.01

Infants and toddlers/twos are provided varied opportunities and materials to

use their senses to learn about objects in the environment.

discover that they can make things happen and solve simple problems.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes, throughout the facility

2.H.01

The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw there was AV equipment, but saw none in use for this age group.

2.J.01

Children are provided varied opportunities to gain an appreciation of  art,  music,  drama, and  dance in ways that reflect cultural diversity.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I saw more of this in the pre-K, not toddler, but the posters etc showed a wide variety of people of color, gender and dress.

2.J.02

Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

This was well constructed with large chalk, crayons, craft paper, etc.

2.J.03

Infants and toddlers/twos have varied opportunities to express themselves creatively by

  freely moving to music and   engaging in pretend or imaginative play.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

2.J.04

Children are provided varied opportunities to learn new concepts and vocabulary related to

  art,   music,   drama, and   dance.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

As contained in the schedules - but still limited for the toddlers.

2.J.05

Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools).

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Really not allowed yet in this age group.

2.K.01

Children are provided varied opportunities and materials that encourage good health practices, such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brushing teeth.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Very well documented program and I observed the instructors helping the children with these activities and encouraging some self-suffiency.

2.K.02

Children are provided varied opportunities and materials to help them learn about nutrition, including   identifying sources of food and  recognizing,  preparing,  eating, and  valuing healthy foods.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Again, plenty of signage for this, but age limited.

2.K.03

Children are provided varied opportunities and materials that increase their awareness of safety rules in their  classroom,   home, and   community.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Ditto

2.K.04

Children have opportunities to practice safety procedures.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Ditto. Was glad to see children either helping to open doors or avoiding closing doors.

2.L.01

Children are provided varied learning opportunities that foster positive identity and an emerging sense of   self and   others.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

The instructor were great about letting the children be free to do so.

2.L.02

Children are offered opportunities to become a part of the classroom community so each child feels accepted, and gains a sense of belonging.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

2.L.03

Children are provided varied opportunities and materials to build their understanding of diversity in

 culture,   family structure,   ability,   language,   age,  gender in non-stereotypical ways.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes, but same as general comments: children not yet old enough for these concepts, directly.

2.L.04

Children are provided opportunities and materials to explore social roles in the family and workplace through play.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

NA

2.L.05

Children are provided varied opportunities and materials to learn about the community in which they live.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

NA - some very limited church related community chats.

3.A.01

Teaching staff, program staff, or both 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.

Fully met? (circle): Yes Yes, but No

Evidence/comments: A lot of interaction between staff and instructors. Each child has a folder at their class with a plan and daily, weekly, etc. metrics and reports.

3.A.02

Teachers design an environment that protects children's health and safety at all times.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

There were a couple of small concerns, such as outlets in the gym not blocked with childproof covers, and some metal cables and steel pieces to "available" to play with. Playground gates did not all meet federal standards.

3.A.03

Teaching staff support children's needs for  physical movement,  sensory stimulation,   fresh air,   rest, and   nourishment.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

3.A.04

Teachers organize space and select materials in all content and developmental areas to stimulate   exploration, experimentation, discovery and   conceptual learning.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Dedicated learning centers in and out of classrooms.

3.A.05

Teachers work to prevent challenging or disruptive behaviors through

environmental design.

schedules that meet the needs and abilities of children.

effective transitions.

engaging activities.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Mostly third and fourth items for this age group.

3.A.06

Teachers create classroom displays that help children reflect on and extend their learning.

Teachers ensure that children's recent works predominate in classroom displays (e.g., art, emergent writing, graphic representation, and three-dimensional creations).

Some displays are at children's eye level.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Lots of the children;s work displayed, though some way above kids' eye level. Not really a fault. Parents want to see, too.

3.A.07

Teaching staff and children work together to arrange classroom materials in predictable ways so children know where to find things and where to put them away.

Fully met? (circle): Yes Yes, but No

Evidence/comments: The classrooms are generally organized in a uniform manner.

3.B.01

Teaching staff's daily interactions demonstrate their knowledge of

the children they teach.

the children's families.

the social, linguistic, and cultural context in which the children live.

Fully met? (circle): Yes Yes, but No

Evidence/comments: The teachers seem to do nearly 100% of age appropriate interaction with their students.

3.B.02

Teaching staff create and maintain a setting in which children of differing abilities can progress, with guidance, toward increasing levels of:

  autonomy,   responsibility, and   empathy.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

I did not see any evidence of favoritism or holding back / pushing favorites forward. It was very much self-paced.

3.B.03

Teaching staff develop individual relationships with children by providing care that is

  responsive,   attentive,   consistent,   comforting,   supportive, and  culturally sensitive.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Clearly, some of the cryers were well known: could not be consoled, so left alone until they worked themselves out of whatever was distressing them.

3.B.04

Teaching staff are 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.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

No evidence of Title VII issues.

3.B.05

Teachers help individual children learn socially appropriate behavior by providing guidance that is consistent with the child's level of development.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Teachers were positively reinforcing appropriate behavior especially at play time and meals.

3.B.06

Teachers   manage behavior and   implement classroom rules and expectations in a manner that is consistent and predictable.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes.

3.B.07

Teachers' responses to challenging, unpredictable, or unusual behavior are informed by their knowledge of children's   home and   classroom life.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Not surer of the home life aspects, but most of the children had arrived as infants, so well known by the staff.

3.B.08

Teachers notice patterns in children's challenging behaviors to provide thoughtful, consistent, and individualized responses.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

No enough challenging behaviors that this appeared as an overarching problem. Teachers and admin were consistent with what I read and observed.

3.B.10

Teaching staff individualize 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 family's preferred language.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Staff encourage these general standards. I observed no special cultural practices. All children treated the same.

3.B.11

Teaching staff create a climate of mutual respect for children by being interested in their   ideas,   experiences, and   products.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Limited in this age group - due to language development.

3.B.12

Teachers address challenging behavior by

assessing the function of the child's behavior.

convening families and professionals to develop individualized plans to address behavior.

using positive behavior support strategies.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

No so much of number one at this age. I did not observe any of number two. Number three most evident in practice.

3.C.01

Teaching staff supervise by positioning themselves to see as many children as possible.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes, particularly doing head counts moving from one location to another.

3.C.02

Teaching staff supervise infants and toddlers/twos by sight and sound at all times. (This is a required criterion.)

Fully met? (circle): Yes Yes, but No

Evidence/comments:

3.C.03

When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision.

Sides of cribs are checked to ensure they are up and locked.

Teachers, assistant teachers, or teacher aides 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.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

There was a 1:2 ratio in the infant room and 1:5 in the toddler rooms. Staff stayed in the room to personally monitor children. No reliance on electronic monitoring.

3.D.01

Teachers provide time daily for   indoor activities   outdoor activities (except when conditions pose a health risk as defined by local health officials).

Fully met? (circle): Yes Yes, but No

Evidence/comments:

About 30% of total time allowed for outdoor play; 20% for gym play. Balance in class.

3.D.02

Teaching staff use routine care to facilitate children's  self-awareness,   language, and

  social interaction.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

One and three, definitely. Language encouraged, but limited formal instruction.

3.D.03

Teachers provide time and materials daily for children to select their own activities.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Constantly and consistently

3.D.04

Teaching staff offer children opportunities to interact with children of various ages.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

The children were segregated by age: 0 to 11 months (infant; 1 to 2 years (toddler); 3 to 5. Separate play areas.

3.D.05

Teachers plan for children to revisit experiences and materials over periods of   days,

  weeks, and   months.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Each child has a development plan and folder with periodic reports included.

3.D.07

At snack times, teaching staff   sit and eat with children and   engage them in conversation. When provided, meals are   served family style, and teaching staff   sit and eat with children and   engage them in conversation.

Fully met? (circle): Yes Yes, but No

Evidence/comments: All children' parents bring their children's food. There are kitchen facilities, but I observed each child had their own cubby with packed food, including the infants who had family supplied formula.

3.D.08

Teaching staff coach and support children as they learn to participate in daily cleanup and maintenance of the classroom.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Limited to children;s personal hygiene at this age.

3.D.09

Teaching staff help children follow a predictable but flexible daily routine by providing  time and  support for transitions.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Completely. Plenty of patience shown during room transitions especially in the Bye Bye Buggies.

3.D.10

Teachers organize time and space on a daily basis to allow children to work or play

  individually and   in pairs,   to come together in small groups, and   to engage as a whole group.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Instructors allowed children to group and ungroup as the child felt.

3.D.11

Teachers create opportunities for children to engage in group projects and learn from one another.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Not really so much projects as free form / discovery acitivites.

3.E.01

Teaching staff reorganize the environment when necessary to help children explore new concepts and topics, sustain their activities, and extend their learning.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. Age appropriate according to what I have reas.

3.E.02

Teachers scaffold children's learning by

modifying the schedule,

intentionally arranging the equipment, and

making themselves available to children.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

The schedule is fairly rigid, and the equipment is certainly arranged. The staff is always available with such a low ratio.

3.E.03

Teachers use children's interest in and curiosity about the world to engage them with new content and developmental skills.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. Age dependent.

3.E.04

Teachers use their knowledge of individual children to modify strategies and materials to enhance children's learning.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

3.E.05

Teachers use the needs and interests of infants to influence schedules, routines, and learning experiences.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Of course, very individualized, though I saw that their feeding times and nap times were highly correlated.

3.E.06

Infants who show interest or pleasure in an activity are encouraged and supported in prolonging that activity.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. One boy was very much into exploring the soft building blocks. Did this for over 30 minutes and seemed very happy in doing so - always looking around to see who was noticing his play.

3.E.07

Teaching staff actively seek to understand infants' needs and desires by  recognizing and responding to their nonverbal cues and by   using simple language.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Lots of cuddling infants. Any chirp or peep got at least a "look" of interest by the staff.

3.F.04

Teaching staff help children understand spoken language, (particularly when children are learning a new language), by using   pictures,   familiar objects,   body language, and

  physical cues.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

NA - but saw some starting in preK

3.F.05

Teaching staff support the development and maintenance of children's home language whenever possible.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

NA. Ditto

3.F.06

Teachers offer children opportunities to engage in classroom experiences with members of their families.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

NA on my days, but I am told this can happen if the family wants to.

3.G.01

Teachers have and use a variety of teaching strategies that include a broad range of approaches and responses.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Teaching strategies are limited at this age.

3.G.02

Teachers use multiple sources (including results of informal and formal assessments, as well as children's initiations, questions, interests, and misunderstandings) to

identify what children have learned.

adapt curriculum and teaching to meet children's needs and interests.

foster children's curiosity.

extend children's engagement.

support self-initiated learning.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

As above, very limited in toddlers.

3.G.03

As children learn and acquire new skills, teachers   use knowledge of children's abilities to fine-tune their teaching support.

 Teachers adjust challenges as children gain competence and understanding.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Ditto

3.G.04

Teaching staff help children   enter into and   sustain play.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Yes. Constant encouragement even for those toddlers who appeared to need more alone time.

3.G.05

Teachers support and challenge children's learning during interactions or activities that are

  teacher initiated and   child initiated.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same as above

4.D.05

Teachers talk and interact with infants to assess and encourage use of language (e.g., smiles, sounds, eye contact, and cooing).

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. Fairly consistent and constant, especially during feeding when singing / humming were always in evidence.

4.D.06

Teachers talk and interact with individual children and encourage their use of language to inform assessment of children's strengths, interests, and needs.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Limited at this stage.

5.A.09

The program follows these practices regarding hand washing:

Staff members and those children who are developmentally able to learn personal hygiene are taught hand-washing procedures and are periodically monitored.

Hand washing is required by all staff, volunteers, and children when hand washing would reduce the risk of transmission of infectious diseases to themselves and to others.

Staff assist children with hand washing as needed to successfully complete the task. Children wash either independently or with staff assistance.

Children and adults wash their hands

on arrival for the day;

after diapering or using the toilet (use of wet wipes is acceptable for infants);

after handling body fluids (e.g., blowing or wiping a nose, coughing on a hand, or touching any mucus, blood or vomit);

before meals and snacks, preparing or serving food, or after handling any raw food that requires cooking (e.g., meat, eggs, poultry);

after playing in water that is shared by two or more people;

after handling pets and other animals or any materials such as sand, dirt, or surfaces that might be contaminated by contact with animals; and

when moving from one group to another (e.g., visiting) that involves contact with infants and toddlers/twos.

Adults also wash their hands

before and after feeding a child;

before and after administering medication;

after assisting a child with toileting; and

after handling garbage or cleaning.

Proper hand-washing procedures are followed by adults and children and include

using liquid soap and running water;

rubbing hands vigorously for at least 10 seconds, including back of hands, wrists, between fingers, under and around any jewelry, and under fingernails; rinsing well; drying hands with a paper towel, a single-use towel, or a dryer; and avoiding touching the faucet with just-washed hands (e.g., by using a paper towel to turn off water.)

Except when handling blood or body fluids that might contain blood (when wearing gloves is required), wearing gloves is an optional supplement, but not a substitute, for hand washing in any required hand-washing situation listed above.

Staff wear gloves when contamination with blood may occur.

Staff do not use hand-washing sinks for bathing children or removing smeared fecal material.

In situations where sinks are used for both food preparation and other purposes, staff clean and sanitize the sinks before using them to prepare food.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Very obviously followed: signage, staff helping the children, a couple of toddlers trying to help other toddlers. Very nice and complete.

5.A.10

Precautions are taken to ensure that communal water play does not spread infectious disease. No child drinks the water. Children with sores on their hands are not permitted to participate in communal water play. Fresh potable water is used, and the water is changed before a new group of children comes to participate in the water play activity. When the activity period is completed with each group of children, the water is drained. Alternately, fresh potable water flows freely through the water play table and out through a drain in the table.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

No issues. There were no water play tables or other direct water activities.

5.B.02

Staff take steps to ensure the safety of food brought from home:

They work with families to ensure that foods brought from home meet the USDA's CACFP food guidelines.

All foods and beverages brought from home are labeled with the child's name and the date.

Staff make sure that food requiring refrigeration stays cold until served.

Food is provided to supplement food brought from home if necessary.

Food that comes from home for sharing among the children must be either whole fruits or commercially prepared packaged foods in factory-sealed containers. (This indicator only is an Emerging Practice.)

Fully met? (circle): Yes Yes, but No

Evidence/comments:

All of the above done. There is a full commercial kitchen due to the size of the church and all that needed refrigeration was given it, and all the children's' foods were appropriately segregated until meal times.

5.C.02

Procedures for standard precautions are used and include the following:

Surfaces that may come in contact with potentially infectious body fluids must be disposable or made of a material that can be sanitized.

Staff use barriers and techniques that minimize contact of mucous membranes or of openings in skin with potentially infectious body fluids and that reduce the spread of infectious disease.

When spills of body fluids occur, staff clean them up immediately with detergent followed by water rinsing.

After cleaning, staff sanitize nonporous surfaces by using the procedure for sanitizing designated changing surfaces described in the Cleaning and Sanitation Frequency Table.

Staff clean rugs and carpeting by blotting, spot cleaning with a detergent-disinfectant, and shampooing or steam cleaning.

Staff dispose of contaminated materials and diapers in a plastic bag with a secure tie that is placed in a closed container.

Fully met? (circle): Yes Yes, but No

Evidence/comments: Every room, including the gym and outdoors had clearly marked bottles of various cleaning products appropriately stored away from the children. Staff used throughout the day.

5.C.03

A toy that a child has placed in his or her mouth or that is otherwise contaminated by body secretion or excretion is either to be (a) washed by hand using water and detergent, then rinsed, sanitized, and air dried or (b) washed and dried in a mechanical dishwasher before it can be used by another child.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Not 100% sure about this. I saw a UV sterilizer cab in use. Some of the toddlers still had pacifiers.

5.C.O5

Classroom pets or visiting animals appear to be in good health.

Pets or visiting animals have documentation from a veterinarian or an animal shelter to show that the animals are fully immunized (if the animal should be so protected) and that the animal is suitable for contact with children.

Teaching staff closely supervise all interactions between children and animals and instruct children on safe behavior when in close proximity to animals.

Program staff make sure that any child who is allergic to a type of animal is not exposed to that animal.

Reptiles are not allowed as classroom pets because of the risk for salmonella infection.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

NA. I saw no creatures in any of the classes.

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.

Fully met? (circle): Yes Yes, but No

Evidence/comments: No additional comments. Plenty of equipment for all.

9.A.09

Program staff arrange 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 child's day;

places for displaying children's work; and

features that moderate visual and auditory stimulation.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

All very well thought out. Al ot of wall displays encouraging a positive atmosphere. Staff warm and friendly.

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 children's 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 the curriculum and activities in the indoor space.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. This is a large facility within a large established church that has been in the area over 150 years. The community is obviously well in tune with its children's needs and wants. very impressive.

9.A.13

Staff select and use materials, equipment, and furnishings to

support the curriculum,

meet program goals, and

foster the achievement of desired outcomes for children.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Same as above. Very professionally developed including a dedicated business manager / accountant.

9.B.01

Outdoor play areas, designed with equipment that is age and developmentally appropriate and that is located in clearly defined spaces with semiprivate areas where children can play alone or with a friend, accommodate

motor experiences, such as running, climbing, balancing, riding, jumping, crawling, scooting or swinging.

activities such as dramatic play, block building, manipulative play, or art activities.

exploration of the natural environment, including a variety of natural and manufactured surfaces and areas with natural materials such as nonpoisonous plants, shrubs, and trees.

The program makes adaptations so children with disabilities can fully participate in the outdoor curriculum and activities.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes. As stated, the three age ranges are physically separated (though visible to each other) and with the exception of the fences, as noted, a very safe non-threatening environment.

9.C.06

The routine frequency of cleaning and sanitation in the facility is carried out as indicated in the Cleaning and Sanitation Frequency Table.

Staff clean and sanitize toilet seats, toilet handles, toilet bowls, doorknobs, or cubicle handles and floors either daily or immediately if visibly soiled.

Staff clean and sanitize potty chairs, if in use, after each child's use.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Yes, as stated elsewhere in this document. A lot of consistent cleaning including 2 dedicated cleaning support staff (full time).

9.C.07

The building is well maintained:

Walls, floors, furnishings, the outdoor play area, and equipment are kept in good repair and are safe, with no sharp edges, splinters, protruding or rusty nails, or missing parts.

All areas, both indoors and outdoors, are free from glass, trash, sharp or hazardous items, and visible soil, and are in a clean condition.

Staff observe all areas of the facility, both indoors and outdoors, and take steps to correct or avoid unsafe conditions.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

Spotless, though bathrooms showed evidence of the children missing the mark. To be expected!

9.C.12

Any body of water, including swimming pools, built-in wading pools, ponds, and irrigation ditches, is enclosed by a fence at least four feet in height, with any gates childproofed to prevent entry by unattended children. To prevent drowning accidents, staff supervise all children by sight and sound in all areas with access to water in tubs, pails, and water tables.

Fully met? (circle): Yes Yes, but No

Evidence/comments:

NA

TECA 1311 CLASSROOM OBSERVATION OUTLINE

(my work follows this rubric)

Include the following demographic data for each classroom visited

Date of Observation: 9/10. 9/12 2012 for 2012FA-CDEC-1311-2001 - Chris Shelby

Name of School or Child care center: First United Methodist Church,