Self-Assessment: Teaching Practices (Page 1 of 5)

The NAEYC criteria for National Accreditation is the basis of the self-assessment criteria to demonstrate alignment with the Standards and to
familiarize students with this national accreditation process.

Give examples of situations that show you are attentive to children during outdoor and indoor time
and promote their exploration and discovery. Give examples of situations where you adjusted your
interactions to match a child’s temperament and level of arousal—move faster for active child, slow
down for reactive child, provide longer adjustment for tentative child, aware if child is reacting
negatively to being held too much or too closely, etc.
I really have learned a lot about my role as a teacher in problem solving time in my classroom.
I have really slowed down and been receptive and responsive to my children’s optimum
stress level and provided attention ONLY when the child is about to give up or when there is a
safety issue and I need to give the words or actions to the child or children. I like to take 10
counts now to observe and provide feedback only if needed. It has changed my teaching style
immensely. I had a child who was pulling his friends in a big wooden wagon and it got stuck
in the grass. I waited, counted to 10, and observed him. All of a sudden 2 peers came over and
pushed the wagon from the back and they all worked as a team to get the wagon unstuck. Wah
la and it was solved. I gave feedback by saying “I really liked how you came over and helped
Simon push his wagon out of the grass!” to foster more interactions like this and give positive
reinforcement.

Give an example of a situation where you were attentive to a child during care routines such as
diapering/toileting, feeding and nap routines—opportunities to build relationships, language, and build
child’s self-awareness and self-help skills.
I always like to diaper or toilet the children because I am face to face with the children a lot
and we can discuss how their day has gone, how their nap was and really interact one on one
vs them in a group which they tend to gravitate towards. They are 2 and they “hunt and
gather” a lot. During meal times I sit with 4 children and we talk about all sorts of things and I
add to the conversation to keep it going and to facilitate language and LISTENING skills for
each child. They love to go in to stories about their meal times or what they did at home. Gives
us a window in to their home life and a pride in letting us know their “story”.
Give an example of a situation where you were attentive to a child during play interactions. Describe
what you consider to be an appropriate balance between child-initiated and caregiver-initiated
learning activities. Give examples of situations where you initiated a new experience, and situations
where you supported child-initiated activities.
I like to set up the environment for parallel play and alone time so the child can decide where
they want to play. I usually encourage interactions in the beginning of the day or when we
have put out new toys or activities. I then take a step back and am available to the children, but
let them absorb themselves in their play or activity without creating or stopping any moments
they are having. I used to clean around them to keep the environment safe an organized, but
realized through my readings and videos that I need to support problem solving and
OBSERVE the play and set the PACE of the room by modeling a calm and a quiet ( 2 year
old style). They started to calm down and sit down because I was calm and sitting. Yahooooo!
I love to watch them outside by a tree in the woods digging and discovering all sorts of things
and talking about it amongst themselves. I will sometimes sit down in a spot outside and talk
about what’s around us and then let them go in and explore and figure things out in the “wild”.
It is really fun to observe them without toys and how long the play can go on.
Describe examples of situations where you assisted a child with a process they may not be able to
complete without assistance, in a way that encourages them to gain mastery—how did you adjusted
your support to fit the skill level of each child?
We put out Legos and a child was new to the concept of how they interlocked together. I sat
down with him and modeled how to connect the Legos one on top of the other. He likes to
build towers with everything and knock it down so I added the piece of connecting them really
high and then knocking them down. We started to build side by side and he started to master
the connecting and even added some to the sides of the blocks and different directions instead
of parallel. I stepped back and another child joined him and they both built towers and crashed
them down together. Now he is the master Lego builder and has added cars and people to his
creations and they don’t always crash down but get added for a Lego town or zoo!!

Self-Assessment: Teaching Practices (Page 2 of 5)

Describe how you know and use each child’s name during interactions.
I know my children’s names and used them when interacting with them all day. I call them by
their surname and sometimes use their last name. We ask the parents to fill out the name they
would like to be called in the Introductory Form. We have started calling each other by our full
name and sometimes the children add “Mr.” or “Miss” to each other. One child came in from
home with this verbiage and the kiddos all picked up on it. I had “nicknamed” children in the
past like Gracie Goose and realized maybe they don’t want to be called that and I really had to
stop and call them by the name their parents had put on the form.

Give examples of situations where you responded to each child using simple and appropriate
language, expanding on child’s vocalizations, words and questions, and helped children understand
spoken language by using pictures, familiar objects, body language and physical cues.
During group time or meal times I ask a lot of questions and initiate conversations with the
children by asking each one something and asking more questions to expand on their
vocabulary or I add words for them to repeat or gestures. We have a lot of visual cues in our
room with posters of familiar objects in their world correlating with numbers, colors, food,
sign language, families, jobs, and places in the world and around our community for them to
see. By the block area we have pictures of buildings familiar to our city and the children as
they create their own buildings and structures. We use a lot of baby sign language still even
though we are getting more verbal to get our words out without being interrupted or over
talking in the room. We use “wait”, “stop”, and “help” often.
Give an example of a situation where you described things and events to each child as child
experiences them—used parallel talk.
I talk a lot when the children are walking around the center’s beautiful property. We walk in
the prairie and the woods and I narrate what we are seeing or hearing. I say “I see you are ….”
and “now you are doing or going…..” to help them describe what they are doing and using the
words. I ask “Maggie I see you are laughing do you like….” or “Does that make you happy
when you….?”
Give an example of a situation where you described your actions, thoughts and experiences during
interactions with children—used self-talk.
Same situation when we are walking through the woods or prairie I talk out loud about what I
am seeing and experiencing to get the children interested in the space and what’s around them.
I am building on their vocabulary development and making it a language RICH
ENVIRONMENT as well. I like to do this with them to build a relationship with them that is
caring and interesting.

Give examples of situations when you use simple rhymes, songs and interactive games with infants
or toddlers (play peek-a-boo, sing during individual interactions, use simple action songs to engage
children’s movement or response during individual or informal small groups, etc.)
I am singing all day using transitional rhymes and songs. When I need to redirect or give
guidance I sing it sometimes to them (“everybody gets a turn”) so it is received as a positive vs
a negative. When we need to get the wiggles out and I see it’s time from their cues I will sing
a song they like to stop the behaviors going on and refocus on a song so they re-center and
calm down or redirect. “Baby Shark” and “If you can hear my voice clap 8 times, touch you
head 5 times, touch your knees 3 times are the ones they love! We have a bag of puppets that
come out at group time or when we need to get a message out to the kiddos and we want it to
come from a place of comfort and get their full attention. We act our sharing, waiting your
turn, or any other social/emotional piece we need to act out.

Self-Assessment: Teaching Practices (Page 3 of 5)

Describe when you would provide daily opportunities for each child to hear and respond to develop
vocabulary using a variety of types of books—picture books, wordless books, books with rhymes,
etc.; individualized book times rather than structured group time. Describe how you would provide
access to durable books that enable independent exploration.
We are book obsessed with a book shelf and multiple wooden baskets around the room for
reading and exploration. We put books in the one spot for individual reading and there is
baskets of books about transportation and jobs by the block and large manipulatives shelf,
books about birds and insects by the baskets of bugs and magnifying glasses. We have all the
books out that is required by NAEYC and those are within the quantities and types needed:
wordless, picture, rhymes, colors, numbers, opposites, ect. I just put out “page books” that we
are ready for and we only have had a few minor rips and tears, but we are getting more
proficient every day.

Give examples of how you would provide varied opportunities and materials for infants and/or toddlers
to:
• Use language, gestures, and materials to convey mathematical concepts such as more/less,
big/small, etc. I do science and baking projects that require the children to measure and count
the amount we are adding to the project or bowl. We ask them to put in more when we need
them to fill the container. We have multiple books on big/small and opposites that we read. I
added a basket of animals with the babies and larger ones to compare sizes. In our sensory
table we use measuring cups and nesting cups to show big and small differences. We eat
family style and let the children dish out their portions on to their plate which teaches them
more and less and we let them pour their milk to give them the language for the “right”
amount.

• See and touch different shapes, sizes, colors and patterns There is puzzles, books, and posters
on shapes in the room at all times. We have books on patterns and we use different magna tiles
and colored blocks to show them shapes, sizes, colors, and patterns as they build with them
and use them off the shelves. We put shapes on our sensory table lid and we have shapes in
foams and objects they match on the table. We will take any colored object we have and put
them in a basket on the table for matching. I use cards that I turn over and we guess where the
matching card is and turn it over. I use age appropriate cards and only 6 at a time.

• Build number awareness, using objects in the environment and reading books that include counting
and shapes I am counting everything in our world all day long. I count rocks, sticks, leaves and
anything the children and I encounter out in the world. We count children for ratio and
transitions and we count out loud and the children count with us. I ask them how old they are a
couple times a week at meals and we talk about the number and how old we all are. I am 4!!
Love it thanks kiddos. We have books , puzzles, and posters in our room about numbers every
day. We share toys with our friends so our “gatherers” who like it all only take a certain
number and count it out loud and give some to their peers in the classroom. It really helps the
gathering and the sharing piece comes in to the room.

• Learn about objects in the environment we walk out of the building every day and say “Hello
World” and start our exploration. We stop whenever the children stop to observe and answer
questions or tell them what they are seeing or hearing. Hand exploration is key and we love
them to explore, experiment, and build with all the nature they can find. The outside
environment is so new to a toddler and they can spend all day out there playing and climbing.

• Discover they can make things happen and solve simple problems we do a lot of science, math,
baking, cooking, and building in our room. Just the sand volcano with baking soda and vinegar with
food coloring is done every week. The children love to pour the mixture in to the cup on the mountains
and see the foamy lava come out. Our puzzle shelf is full of small manipulatives that need to be opened
in all different ways to fill up or see what is inside. There is a homemade gadget bar with all sorts of
things to turn on or move that they love. We built a house out of big sticks and they helped bring us
sticks and make the roof. We move the child where we feel they may need some developmental
learning and help encourage it around the room and outside. There is a lot of loose parts and open
ended materials.

• Explore and manipulate art materials We do what we call masterpieces and use some form of
paper or wall paper and start with paints or oils and let them use different mediums or objects
to paint or color. We then let it dry and add to it throughout the week with different materials.
When it is done we hang on the wall in a frame like an Art Gallery and the mural is at their
level and part of their experience daily. We love art and getting dirty with sensory art and
anything that is squishy and squashy. Outside of our room is an outside classroom with walls
to paint or chalk on and an easel for outside art ( if warm lots of water play and art in the
sensory table outside). We will do traveling art and go out in the world and create art with the
natural materials around our center. The teacher usually brings some materials with them in a
bag and we add to it with nature. It’s so beautiful!!

• Express themselves creatively by freely moving to music and engaging in pretend or imaginative
play
We are so lucky to have a gym in our center and we play music on the speaker for them to run
or move around to the words or sound. We add scarves and instruments if they want that. In
our room we have an entire shelf dedicated to different types of instruments or imaginative
materials to dance and engage in the music we play on our CD player. We have very diverse
music available and sometimes will strike up the oldies for them and the teachers to jam along
too. They love the 60’s stuff and seeing their teachers smile and dance is everything to them.
In our dramatic play area there is mirrors and a dress up closet with clothes hanging that we
change out every 3 weeks. We always have hats and bracelets/necklaces available and a bag to
carry our stuff in. We always have cell phones out for them they love. Every 3 weeks we
change the shelf to enhance what they are interested in as a group and as individuals. This
week we have flower shop and flowers, buckets, hoes, butterflies that connect, baskets, and
money for them to sell for “ 2 change please”. We do art to music sometimes and have them
listen as they explore to enhance the experience more. We plan activities and space for
MOVEMENT testing and physical capabilities.

Self-Assessment: Teaching Practices (Page 4 of 5)

Give examples of situations where you:

• Supported children’s emotional well-being by demonstrating respect for children and creating a positive
emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection.
I talk about emotions a lot and have books and flannel stories to label the emotion early on in
the year and then we can talk about them as they come up in the future and they have a name
for it. My co teacher and I have a very respectful and close bond and we sit with the children
and talk to each other and laugh and have social conversations and this is observed and
modeled by the children. If we laugh they say” happy” or “you’re funny Joyce” and they see
us happy and have all the emotions throughout the day. We are cuddle bunnies in the Rabbit
room and spend as much individual time with each child as we can in our laps and near us.

• Established a trusting relationship with each child and expressed warmth through behaviors such as physical
affection, eye contact, tone of voice, and smiles.
I respond to my kiddos with the 3 R’s and use respect first. They are all little humans that are
unique and wonderful. Focus is always on their interests and cues and I always do what I say
and model what they need to see. I focus on building the total person and really build on the
social and emotional and physical development before the cognitive. I get down to their level
most of the day and engage fully with my total attention or come back to them with a “wait”
and finish with another child to totally focus on them. I am consistent in my care and
respecting their individual needs daily with my caregiving routines and in the daily moments
together. Tone of voice is key and with masks on this year our smiles are in our words and out
tone and EYES more than ever!!! I look at my kiddos and smile under my mask and they smile
back so it must be right.

• Were consistent and predictable in your physical and emotional care of all children.
I am very consistent in my schedule of the routines and caregiving routines I do daily. The
children love knowing they can trust me and what is coming next. I always let them know
what we are doing and when it is happening. I’m doing it with the child not to the child!

• Encouraged and recognized children’s work and accomplishments.

All of the artwork is displayed at eye level and in frames or on clips on the walls. The kiddos
know whose artwork is whose so it IS important to them. We sit by the children at play time to
observe and scaffold or change play for them if they are about to quit to encourage
development in areas we see they may need.

• Supported a child’s competent and self-reliant exploration and use of classroom materials.
We have low shelves with all the materials for the children allowing them to select and use
things on their own. Things are kept in the same location and changed to accommodate self
-help skills and build the self-concept by the child doing it for themselves ( serving at meals
and pouring own milk out of little pitcher) The children are responsible for their own clothing
and nap stuff putting it on and taking it off and then putting it away. INDEPENDENCE is
encouraged.

• Responded to an infant or toddler’s cries or other signs of distress by providing physical comfort and needed
care.
I look at a child’s cry as a form of communication and let them feel their emotions and redirect
the energy moving into an acceptable way. If they want comfort or words of encouragement
and care I give it to them for an appropriate time and help them gain their own self soothing
techniques. We have one spots for self-soothing and comfort alone with a blanket and a basket
of art books and tiny books for one.

• Were sensitive to an infant or toddler’s signals and learned to read their verbal and nonverbal
communication.
Children need to hear adults use real words to identify the child’s nonverbal communication
and then start to connect the word with the moment or object. The communication must be
clear or the child gets mixed messages (facial expressions or tone). I use dialogue during
caregiving routines and play time. We play games with words singing songs for transitions and
during group times inside and outside. I ask questions so we can build a trust when they need
something and teach baby sign language for easier nonverbal communication when they first
come in to our room. Watching their body movements also aids in giving us cues to what they
are trying to say.

Self-Assessment: Teaching Practices (Page 5 of 5)

Give examples of how you would expose infants and/or toddlers to art, music, drama and dance that
reflects cultural diversity.
We have an array of music from all genres and cultures for our CD player and play them for
dance parties with the appropriate instruments and movements. Our dance parties reflect
cultural diversity by having a drum circle and showing the kiddos the book and the people
reflected in the book that look like us or not like us. We talk about the color of skin and have
art material (crayons) that are used for shading of the skin in pictures. In our dramatic play
area we have clothes, hats, jewelry, food and plates from different cultures and we read books
to show how the outfits and food are used and where. We have several art books in our room
that show different artists and how they paint or the medium they use ( even the recent art on
the Capital Square during BLM this year).

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

• Move freely
Clear pathways that are free of debris that allow safe exploration for the child
We have multiple ramps around our center for teachers and children with diisabilites.

• Achieve mastery of their bodies through self-initiated movement

The children get in and out of child size chairs and couches.
We have a gym and multiple playgrounds that have bikes, trikes, tubes, bridges, and stairs.
The children kick and throw balls inside and outside, We have climbers and slides with a
climbing wall and a climber to get to the top.
• Practice emerging skills in coordination, movement and balance
Boy this is a great one for toddler 2’s!! We play a lot of movement games and listen to songs
that have movement instructions for us to help get our bodies better at coordination and
balance. We do yoga twice a week and it helps with all of these things.
We are outside 3 times a day so we hike around the center in a prairie with rocks and climbing
hills. In the wood we built log climbers and houses to explore and go in and out of on the logs.
We have a big hill we climb and roll down too.

• Work on perceptual-motor integration

In our gym and outside we have balls with a basketball hoop and soccer net to kick in to. We
make chalk games where they have to stomp on the shapes, hop over the logs like frogs, slide
on the line, hop on the letters, and twirl around on the circle 5 times. There are balls and things
to throw in our room in to a basket on the wall or in to laundry baskets or buckets. Just the
woods and grounds outside are full of perceptual-motor integration challenges and
experiences. We have chalk outside and a chalk wall or sidewalk that we draw on and easels
all around the grounds for art and exploration with different materials outside. In our sheds are
bikes, trucks, and mowers to jet around the bike paths and hills.