Reflective Analysis of Portfolio Artifact

Rationale/Reflection
NAEYC Standard:
STANDARD 6. BECOMING A PROFESSIONAL
Candidates prepared in early childhood degree programs identify and conduct themselves as members of the
early childhood profession. They know and use ethical guidelines and other professional standards related to
early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable,
reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a
variety of sources. They are informed advocates for sound educational practices and policies. (NAEYC, 2010)

Brief Description of Evidence:

As part of my ECED 255 Generalist Practicum class in the fall of 2014, I reviewed ten classrooms using
the Early Childhood Environment Rating Scale (ECERS). This meant ten three hour observations and ten half
hour interviews over the course of one month. During these observations I reviewed all the materials in the
classrooms as well as listening to teacher/child interactions. I also made notes about what was good in different
areas, as well as what needed fixed and how to fix it according to the ECERS regulations and the opinion of my
mentor.

Analysis of What I Learned:

As a result of completing this project, I learned how to involve myself with the early childhood field.
Before completing this project I had never heard of ECERS and thought that the only guide lines that centers
had to follow were State and NAEYC. Doing this project helped me to learn more about different types of
certifications that centers can have.

How This Artifact Demonstrates my Competence on the NAEYC

Standard:
This artifact demonstrates my competence on the NAEYC Standard 6: Becoming A Professional by
showing my ability to conduct myself as a member of the early childhood profession while in the classroom
observing. It shows that I know and am capable of using ethical guidelines and professional standards. This
artifact particularly highlights my ability to be a continuous, collaborative learner while using critical and
reflective perspectives, as I had to observe each class, note certain practices, and then reflect on the efficacy of
those practices in each classroom. During these observations I had to make informed decisions about how to fix
potential issues within the classrooms that integrated knowledge from a variety of sources. I can use this artifact
later in my career to hold my own classroom to the high standards of the ECERS regulations.