CDA protfolio2015update

NANNY WREN
PRESCHOOL TEACHER AND SO MUCH MORE

WHY I CHOSE TO BE AN EARLY CHILDHOOD
EDUCATOR
• Why I chose to become a Early Childhood Professional:
Why have I chosen to become an Early Childhood Educator? Tough question to summarize there are so many
reasons.
• I Have always enjoyed the company of children.
• I have not lost the ability to see the world through the eyes of a child
• I am able to make almost any moment a opportunity to learn
• I am creative and there is no one more creative than a child.
• I believe learning never stops no matter what your age.
• The opportunity to help prepare a young mind for the academic world thrills me.
• The fact the world has become “hands off” saddens me because a warm hug or smile can make all the
difference in a persons day. Perhaps even a life time.

MY PHILOSOPHY
WREN LYNN RICHINS
• It is my goal to run a comprehensive preschool program that is designed to meet the needs of all children who
attend and their families.
• A positive academic and social environment and developmentally appropriate experiences will be provided to help
children develop social competence and academic success. By focusing on all aspects of learning and development,
children will achieve the desired outcomes necessary for lifelong learning while having fun.
•
I recognize that each child has a unique cultural background that has been nurtured by his/her parents. it is my
belief that the diverse backgrounds of families involved in the program enrich the classroom environment and enhance
the learning experiences for everyone. I welcome the role of parents as the primary teachers and nurturers of their
children. By working in partnership with parents and building strong relationships with them I know the involvement
between the home and school to facilitate the child’s development during this crucial stage of life.

Class Summary Report
Continued

CERTIFICATE OF ATTENDANCE AND COMPLETION

PROFESSIONAL DEVELOPMENT RECORDS

PROFESSIONAL DEVELOPMENT RECORDS CONTINUED

HEAD START INDIVIDUAL TRAINING

COMPLETION OF CDA CLASS AT HEAD START

CERTIFICATE OF ACHIEVEMENT PRESCHOOL
EDUCATION

CERTIFICATE OF COMPLETION CHILD ABUSE AND
NEGLECT

CERTIFICATE OF COMPLETION MEDICATION
ADMINISTRATION IN CHILD CARE PART 1

CERTIFICATION OF COMPLETION MEDICATION
ADMINISTRATION IN CHILD CARE PART 2

THE FOLLOWING LESSON PLAN WAS CREATED
FROM RANGER RICK J.
DECEMBER/JANUARY 2015

Each star is a good dead that I had done
that day. This was Amy’s way of showing
me I was doing good too. When she ran
out of stars she put the whole sticker
remnant on there for more starts. I was
a very good student that day. 

BIBLIGOGRAPHY OF CHILDREN’S BOOKS

BIBLIOGRAPHY OF CHILDREN’S BOOKS

STATE LICENSING AGENCY & INFORMATIONAL LINKS
• Montana DPHHS
• This website has all of the listed website links you will find below as well as
several other services.
•
Website: http://dphhs.mt.gov/
• Early Childhood Services Bureau
• Assist with finding quality childcare
• Website: http://dphhs.mt.gov/hcsd/ChildCare
• Phone: 111 N. Jackson
• Arcade Building, 5th Floor
• P.O.. Box 202925
• Helena, MT 59620-2925
• Early Childhood Services Bureau: (406) 444-1788
• Child Care Unit:866) 239-0458 FREE
• CACFP (888) 307-9333 FREE
• * Abuse/Neglect:
• Child Projection/child welfare
• Website: http://dphhs.mt.gov.CFSD
• To report abuse or suspected abuse call
• Phone: 1 (866) 820-5437

HRDC COMMUNITY ACTION SERVICES
• Community based services. This site can
assist with finding and obtaining housing
assistance, SNAP benefits, training and
classes to teach parents how their children
grow and what they can expect
• Web site: http://hrdc7.org/
• Phone 406 247 4732
• Disabilities:
• Developmental Services Division
• Website: http://dphhs.mt.gov/dsd/ddp
• Developmental Services Division
• 111 Sanders, PO Box 4210
• Helena, MT 59604
• 406-444-4545
• Toll Free Number 296-1197 FREE
• Voice/Hearing and Speech Impaired 6-444-2590
• Administrator; Rebecca de Camara
•

• Montana Bridge to Benefits
• Assist families with children who have disabilities
• Website lists other agencies
• Webistes;
http://mt.bridgetobenefits.org/Disability_Service.html
• Toll Free Phone: 1-800-245-4743 FREEDisabilities:
•
• AWARE Inc.
• Assists families with children who have disabilities
• Website: http://aware-inc.org/
• Toll Free Phone:1-800-432-6145
•
Early Childhood Intervention
• Billings Public Schools
• 2016 Grand Avenue • Billings, MT 59102
• Ann Witts
• P:406-281-5885 • F: 406-245-1149
•
Webiste: http://www.ecibillings.org/

• Financial Assistance:
• Family Connections
• 202 2nd Avenue South
• Suite 201
• Great Falls Montana
• Phone: 406 761 6010
• Toll Free 1 800 696 4503
• Fax 406 453 8776
• Provides Services to assist families in finding and financing
child care services as well as provide training.
• Website: http://childcaresolutionsmt.org/
•
• Child Support Enforcement Division
• Assist with child support services
• Website: http://dphhs.mt.gov/CSED
•
Healthy Montana Kids
• http://dphhs.mt.gov/HMK
• Phone: (888) 706-1535

•
Family Services:
• Family Planning:
• Helen McCaffrey, MPH
• Section Supervisor, Women’s and Men’s Health Section
• Montana Department of Public Health and Human Services
• 1400 E Broadway A116
• Helena MT 59620
• Phone:-444-0983
• Fax: 406-444-2750
• E-Mail: hmccaffrey@mt.gov
•
Montana Association for the Education of Young Children
•
Website: http://www.mtaeyc.org/
•
• National Association for family child care
• 1743 West Alexander Street Suite 201
• Salt Lake City, Utah 84119
• Phone: 801-886-2322
•
Webstie: http://www.nafcc.org/
•

• Translatores:
•
Gateway Language services:
• For non english speaking families
• Website: http://www.gatewaylanguages.com/
• Phone:(888) 625-1304
•
TranslationAZ
• For non english speaking families
• Website: http://www.translationaz.com/
• Phone: toll free 100 620 4789
•
Montana Bridge to Benefits
• Assist families with children who have disabilities
• Website lists other agencies
• Webistes;
http://mt.bridgetobenefits.org/Disability_Service.html
• Toll Free Phone: 1-800-245-4743 FREE
•
•
Training opportunities & Articles
• Building Better Brains, Part 3 : When Tuesday, March 3, 2015
6:30 p.m. - 8:30 p.m.
• Where HRDC 7 North 31st Street Billings, MT 59101
• General Info: Understanding principles of child development
and learning
• Program: Early Childhood Provider Services
• Details:
• Early childhood educators have known for years that the early
years are important learning years and now science validates
this. This course will explore the brain, functions of the brain
and the relationship of planning for learning for specific brain
development.
• Register
• You are able to complete the 5-part series for a single 10 hour
certificate, or you may receive a certificate for each session.
Cost is $10 or $50 for all the sessions. Char Kenney @ 247-
4750
• - See more at:
http://www.hrdc7.org/calendar/2015/03/03/%0A%20%20%2
0%20%20%20%20%20building-better-brains-part-
3/#sthash.LZEblZNR.dpuf
•

THE WHOLE CHILD BY PBS:
WEBSITE: HTTP;//WWW.PBS.ORG/WHOLECHILD/ABC/
• PBS has been empowering parents and children for years. This site goes through the stages of child
growth from physical development to communication skills.
• Also teaches parents how to understand how media affects their children
•
Article:
• Dealing with Feelings:

Emotional Health
It takes a lot of patience combined with good judgment and
warm, nurturing relationships to raise emotionally healthy,
comfortable and cheerful children. But no matter what you do,
your children are still going to feel sad, afraid, anxious, and
angry from time to time. Your challenge, as a parent, is to learn
how to help your children cope with their feelings and express
them in socially acceptable ways that don't harm others and that
are appropriate to their age and abilities.
Importance of Trust
The most important factor in fostering mental health in your child
is the quality of the relationship you have with her. Without the
presence of trust in this relationship, it's impossible for your child
to feel safe, close, or comfortable. Trust has its roots in infancy,
when babies gain confidence that they can depend on adults
around them to meet their basic needs. From your baby's
perspective, reasonably prompt and consistent care is an
essential ingredient in developing trust. When her needs are
responded to, your baby develops trust and confidence, and
feels valued and important.

It's also important to maintain that trustful feeling as your child continues to
grow. One of the easiest ways to build trust is by maintaining an orderly
routine throughout the day so your child can predict what's going to happen
next. Consistent rules that your child understands also add to his sense of
trust. Adults who maintain their self-control encourage children to trust them.
Then children can predict what their responses will be and this breeds
confidence in the relationship. It's also important for rules and tasks to be
appropriate for the child's age and abilities.
Trust between you and your child's other caregivers is also essential. This
connection is important for all children, but especially for children with
disabilities.
Choices and Limits
The toddler's drive toward independence and self-assertion is an important
stage of emotional development. Maintain limits when necessary and
independence when it's possible. Avoid confrontations when you can, insist
on doing things your way when necessary, and provide as many choices for
your child as possible. There are many choices that you can offer, but they are
limited choices: not "do you want to put on a sweatshirt?" but "which
sweatshirt?" not "do you want any vegetables on your plate?" but "do you
want carrots or beans?" You can also give your children choices about their
play and activities. When children are expected to choose for themselves
what they want to do, they have endless opportunities for making decisions.

.
Older children of 4 or 5 years need to reach out to
the world around them, to be a part of and
connected to the group. Try to encourage children of
this age to think things up and try things out. It's
important for them to feel the emotional satisfaction
that comes from experiences of exploring, acting
and doing new things together with friends.
When children don't have opportunities to make
choices, endless struggles result with a spirited child
and a loss of self-confidence in less spirited
children. But not everything is a choice and
sometimes the answer is "no." Learning how to cope
with disappointments, delays, and setbacks

.
s also a critical part of developing a healthy, balanced mental attitude. Try
to reduce the level and frequency of disappointments and frustrations in
order to avoid unnecessary battles.
Feel What You Want, Control What You Do
One of the most valuable skills you can teach your children is how to
express strong emotions without hurting themselves, others, or damaging
property. Help your children learn to feel what they want, but control what
they do. Begin by communicating to your child in a non-judgmental way,
showing him you understand how he feels. Encourage your child to say his
feelings out loud and to tell the other person how he feels. If the child's too
young or inexperienced to know what to say, model a simple sentence for
him to copy. The important thing to remember is that the same rule applies
to you: feel what you want, but control what you do.
Hallmarks of Emotional Health
Here are some ways that can help you decide if your child is doing all right:
•Is your child working on emotional tasks that are appropriate for her age
and ability? For example, if she's two and a half, is she asserting herself
from time to time?
•Is your child able to separate from you without undue stress and form an
attachment with at least one other adult?
•Is your child learning to conform to routines at school without too much
trouble?
•Is your child able to involve himself deeply in play?
•Can your child settle down and concentrate?
•Is your child aware of all her feelings and can she express them without
harming herself or others?

.
This artical comes from the following website:
http://www.pbs.org/wholechild/parents/dealing.html
Parents:
This is a magazine that has several good articles covering all stages of
child development
http://www.parents.com/kids/development/behavioral/
Article:
Onoky Photography/ Veer
As the primary role models in children's lives, parents play a vital part in
showcasing honesty. They also have the most influence when it comes
to instilling a deep-rooted commitment to telling the truth. As children
mature and acquire a more sophisticated understanding of social
etiquette, parents must help children differentiate between little white
lies told to spare people's feelings and downright dishonesty. "All
children lie. Teaching children about the importance of honesty early
and teaching them how to resolve situations so they don't need to rely
on lying will ensure they will be honest -- most of the time," says
Victoria Talwar, Ph.D., associate professor in the Department of
Educational and Counseling Psychology at McGill University in
Montreal. According to

.
the American Academy of Child & Adolescent Psychiatry,
children and adults lie for similar reasons: to get out of
trouble, for personal gain, to impress or protect
someone, or to be polite. At a young age, kids will
experiment with the truth and they continue to do so
through all the developmental stages, with varying
degrees of sophistication and elaboration. For maximum
influence at each developmental stage, address the
subject of lying in an age-appropriate way. Learn how to
respond appropriately to kids of different ages when
they're caught telling a lie.

.
toddlers and Preschoolers (Ages 2 to 4)
Because toddlers' language skills are just emerging, they
do not have a clear idea yet of where truth begins and
ends. At this age, toddlers also have a fairly shaky grasp
on the difference between reality, daydream, wishes,
fantasies, and fears, says Elizabeth Berger, a Parents
advisor, child psychiatrist, and author of Raising Kids with
Character. "Strong emotions can make a 2- or 3-year-old
insist, 'He ate my cookie!' when a baby brother clearly
did not do anything of the kind," Berger says. Remember
that toddlers are trying to exhibit their independence
and they can make a power struggle out of any
disagreement. So try a mild, diplomatic response that
interjects doubt, such as, "Really? Then those must not
be crumbs I see on your chin." Saying this helps avoid a
battle of the wills. Toddlers are too young to be punished
for lying, but parents can subtly begin to encourage
truthfulness. Consider reading a lighthearted book such
as Nicola Killen's Not Me to illustrate the issue of
truthfulness.

.
Around age 4, as children become more verbal, they can
tell obvious whoppers and respond "No" when you ask
simple questions like, "Did you pinch your sister?" Use
every opportunity to explain what a lie is and why it is bad.
Introduce the subject (ideally, soon after your child tells
the lie so the memory will still be fresh). Start with, "Let's
talk about lying and why it's not okay." "It may not be a
long conversation, but give them the message that
honesty is important," Dr. Talwar says. In response to a
lie, be firm and serious, and say, "That sounds like you're
not telling the truth" or "Are you absolutely sure that's what
happened?" Make it clear that you are not taken in by the
lies, but move on gracefully after listening to and gently
correcting your child. Avoid confronting the child further or
digging for the truth unless the situation is serious and
demands more attention.
The above article is from the website:
http://www.parents.com/kids/development/behavioral/age-
by-age-guide-to-lying/

.
Children's Emotional Development Is Built into
the Architecture of Their Brains
A growing body of scientific evidence demonstrates that emotional development
begins early in life and is closely connected with the emergence of cognitive,
language, and social skills. Early emotional development lays the foundation for
later academic performance, mental health, and the capacity to form successful
relationships. Despite this knowledge, most policies related to early childhood
focus exclusively on cognitive development as it relates to school readiness,
neglecting the importance of such capacities as the ability to regulate one's own
emotions and behavior and to manage successful interactions with other people.
As a result, many of our nation's policies, such as those that regulate child care
provider training, availability of early childhood mental health services, and early
identification and treatment of behavioral disorders, overlook emotional
development as a focus of evaluation and intervention. This report from the
National Scientific Council on the Developing Child presents an overview of the
scientific research on how a child's capacity to regulate emotions develops in a
complex interaction with his or her environment and ongoing cognitive, motor,
and social development. It then discusses the implications of this research for
policies affecting young children, their caregivers, and service providers.
Suggested citation: National Scientific Council on the Developing Child (2004).
Children's Emotional Development Is Built into the Architecture of Their Brains:
Working Paper No. 2. Retrieved from www.developingchild.harvard.edu

.
The previous article is from this
website:
http://developingchild.harvard.
edu/index.php/resources/repor
ts_and_working_papers/workin
g_papers/wp2/

Lynn Richins (Wren)
CDA Resources
RC VI-1
State Licensing Contact
Department of Public Health and Human Services
QAD - Licensing Bureau - Child Care Licensing
P.O. Box 202953
Helena, MT 59620-2953
Phone:(866) 239-0458 FREE or visit http://www.dphhs.mt.gov/contact/childcarelicensing.aspx for county child care licensing contacts
Web Page: http://www.dphhs.mt.gov/hcsd/ChildCare.aspx
52-2-723. Requirements for licensure. (1) The department shall include in the minimum standards for day-care centers the following requirements:
(a) The applicant, the applicant's employees, and all those persons who will come in direct contact with the children are of good character.
(b) The staff of the day-care facility is sufficient in number as provided by rule to provide adequate supervision and care of the children in the facility.
(c) Essential programs and practices carried on by the facility staff are developed and carried out with due regard for the protection of the health,
safety, development, and well-being of the children.
(d) Applicant and staff are qualified by practical experience or education or training to give good care and treatment to the children.
(e) Intake records are kept on each child admitted for care.
(f) The applicant and staff limit admissions to the maximum number indicated on the current license.
(g) The applicant will arrange for the necessary precautions to guard against communicable diseases.
(h) Public liability insurance and fire insurance are currently in force for the protection of the operator, the staff, and the facility.
(i) The ages and numbers of children that may be cared for in a day-care facility are specified.
(2) It is the duty of the department or its authorized representative to assist applicants in meeting the minimum requirements.
History: (1)En. Sec. 6, Ch. 247, L. 1965; amd. Sec. 6, Ch. 121, L. 1974; amd. Sec. 1, Ch. 293, L. 1977; Sec. 10-806, R.C.M. 1947; (2)En. Sec. 9,
Ch. 247, L. 1965; amd. Sec. 49, Ch. 121, L. 1974; Sec. 10-809, R.C.M. 1947; R.C.M. 1947, 10-806(part), 10-809(part); amd. Sec. 9, Ch. 606, L. 1981;
Sec. 53-4-508, MCA 1987; redes. 52-2-723 by Code Commissioner, 1989; amd. Sec. 1899, Ch. 56, L. 2009.

52-2-731. Standards for day care. In developing standards, the department shall
seek the advice and assistance of the superintendent of public instruction,
representatives of day-care facilities, specialists in child care, and representatives
of parent groups who use the services of day-care facilities. The standards may
pertain to:
(1) character, suitability, and qualifications of an applicant and other persons
directly responsible for the care of children;
(2) the number of individuals or staff required for adequate supervision and care
of children in day-care facilities;
(3) child-care programs and practices necessary to ensure the health, safety,
safety in transportation, development, and well-being of children;
(4) adequate and appropriate admission policies;
(5) adequacy of physical facilities and equipment;
(6) general financial ability and competence of an applicant to provide necessary
care for children and maintain prescribed standards;
(7) the ages and numbers of children that may be cared for in a day-care facility.
History: En. Sec. 3, Ch. 247, L. 1965; amd. Sec. 3, Ch. 121, L. 1974; R.C.M.
1947, 10-803; amd. Sec. 5, Ch. 606, L. 1981; Sec. 53-4-504, MCA 1987; redes. 52-
2-731 by Code Commissioner, 1989; amd. Sec. 150, Ch. 418, L. 1995; amd. Sec.
350, Ch. 546, L. 1995.

Ratio
37.95.105 DETERMINATION OF NUMBER OF CHILDREN UNDER CARE: COUNTING PROVIDER'S AND OTHER CHILDREN
(1) The department shall make a separate count of children, apart from the initial licensure or registration determination count, to determine the type of license or
registration required. The licensure or registration type count shall not include the provider's own children age six or over who attend school full time. The licensure
or registration type count shall include all children, including the provider's own children under age six, who are present during hours when supplemental parental
care is provided.
(2) The licensure or registration count shall determine:
(a) whether the provider must be registered as a family day care home or group day care home, or licensed as a day care center;
(b) whether the day care facility is in compliance with applicable staff to child ratios;
(c) whether sufficient space is provided; and
(d) whether any other safety, health or program requirements or registration or licensure restriction requiring counting of children is affected or violated.
History: 52-2-704, MCA; IMP, 52-2-704, 52-2-731, MCA; NEW, 2002 MAR p. 2231, Eff. 8/16/02.
37.95.623 DAY CARE CENTERS: CHILD-TO-STAFF RATIOS
(1) The child-to-staff ratio for a day care center is:
(a) 4:1 for children zero months through 23 months;
(b) 8:1 for children two years through three years;
(c) 10:1 for children four years through five years; and
(d) 14:1 for six years and over.
(2) When children of different ages are mixed, the ratio for the youngest child in the group must be maintained.
(3) Only the day care center director, primary caregivers, and aides may be counted as staff when determining the staff ratio.
History: 52-2-704, MCA; IMP, 52-2-703, 52-2-704, 52-2-723, 52-2-731, MCA; NEW, 2006 MAR p. 1424, Eff. 6/2/06; AMD, 2012 MAR p. 1368, Eff. 7/13/12.

Child Development Associate Lynn Richins
Instructor: Marci March 1 2015
Competency Standard II
To advance physical and intellectual competence
Developmental Contexts
Functional area 4 : Physical:
Using skills already learned and developing skills to maintain a healthy body through fun exercises
that would work the large muscle groups of the body such as jumping rope,skipping as well
as hand eye coordination, such as t-ball or a kickball game .
Inside we will work on their fine motor skills, by manipulating playdough into shapes or letters,
coloring pictures and cutting them apart to create our own puzzles.
Discussing how our lunch tastes and how feels or smells will help them with their developing
sense. The use of textured material and surfaces will assist with developing language skills.
Functional Area 5: Cognitive
Building with blocks will help developing cognitive skills. How will we drive through the tunnel if
the end is block? Asking these questions will stimulate them to solve problems. Having the
children describe what is going on in a picture could turn out to be the best story ever told. The
use of descriptive words will encourage communication skills. Role playing with children is a great
way to expose a child to different ideas on how to react or handle difficult situations.
Functional Area 6: Communication
Seeing a child who has their arms folded and bottom lip is a sure sign of unhappiness. Getting
down on the child's eye level and tell them that you see they are unhappy because their arms are
folded and their mouth has a frown on it. Ask them what is wrong, how can you help, is there
another way to deal with the situation at hand? Listen carefully repeat what they child says to
you.
Functional Area 7: Creative
Children are creative creatures, Comment on their choice of socks. “I like that you have chosen to
wear two different colored socks today.” Allow children to be creative with toys is a great way to
build on their confidence. “Look how Bonny is using the asparagus as a screw driver, how
creative!”

Competency Standard: III
To support social and emotional development
and to provide positive guidance
Functional Area 8: Self
Help children understand what they are feeling, give names, I see by your face you are feeling angry right now, What made you angry? How can we fix this
? Maybe some breathing will help you calm yourself down.” Suggestions like these will help children feel secure and that they can deal with these on their own
with practice. Children need to understand what they are feeling and giving “names or labels” will assist them in expressing these feelings, With your
guidance and understanding they will be able to communicate with their peers and adults through the use of words. Not only learning how to deal with their own
feelings but helping peers as well.
Example: Bonnie is frustrated because she can not reach a toy so she starts stomping around, Jeremy see’s this and comments on her actions she yells at him and
he reminds her to breath because when he is upset this is what he does to calm down. Jeremy walks Bonnie through the breathing and asks her why she was so
upset she tells him and he suggests that they ask the teacher for help. “
Functional Area 9: Social
Young children will mimic how they see adults around them act and react to situations. You can set a great example for your children by getting on their level and
acting with them. Or simply by directing them. “I saw you take away the toy from your friend, when we want a toy someone is playing with, we need to ask them
for it. “ Helping or “Giving” them words is also a good way to teach them. “you could say, when you are done with that toy will you please let me play with it?”
Functional Area 10: Guidance
Guidance is something you will do many times during the day. Some are obvious such as setting rules for the classroom and explaining why we need to follow
these rules. Some are less obvious such as , “I am going to wait in line to get a drink a water” The children hear and see you do this, chances are they will also do
this. Children will push limits to see how far they can get before they are reminded of the rules. Letting children know they are straying to far can be tedious,
however it is necessary for them to learn.

Competency Standard: IV
To establish positive and productive
relationships with families
Functional Area 11: Families
Families are important to every child and no two families are the same, Cultural, religious values will vary from family to family, this make each family different. You should be familiar with
each child's family.
You need to build a bond not only with the child but the parents as well. Keeping each other informed as to how the child’s day has been, can be the best tool each of you have.
If there's an upset in the family chances are you may see a difference in the child's behaviors or mannerisms. Should there be an upset at the school letting the parents know there was an
issue will give them a better understanding of why their child may be exploring behaviors they have never seen before.
Keeping each other informed is a great step to being able to assist the child in dealing with situations good or bad. Some of the ways I keep parents informed is by talking with them at pick up
and drop off times. Just a quick “How are things this morning?” and the conversation usually takes off from there. I also send daily notes home with some of the children who have more
intense issues at school. These notes are always kept on as much as a positive note as possible. Negative without positive input is unpleasant . The day is never entirely negative.
When a child is having a “rough” morning often times it is time to slow down and start the day over. this is a learning moment. when positive attention pays off. Or perhaps we just need a
moment of fun. Get the wiggles out! .
I was most certainly surprised at the results of my questionnaire. I am known for letting my expectation being known and for sticking to rules set up in the classrooms, as well as for
being upfront and to the point with parents and children.
I did expect parents to score me lower than they did because of this. I believe in natural consequences tempered with positive guidance this technique often clashes with supervisors, who
often times see it as harsh. As many of the parents thought I was bilegal due to teaching American Sign Language to my students. (this assists with those who have verbal and hearing issues) I
am currently looking into finding a course that teaches so that I may become fluent. I now know all the extra classes I take are paying off and are not a waste of time as I had previously
wondered. learning and implementing new techniques as required or wanted has paid off with good results and the questionnaire also prompted more parental feedback to me as to what
they would like to see. This gives me a foundation to build on. Though not being the Lead teachers means I am extremely limited in areas that I can effect.

Competency Standard: VI a & b
To maintain a commitment to professionalism
CDA Functional Area 13: Professional development
At work or out around town you are always a professional. How you conduct yourself says a great deal about who you are and what you do. When first entered
early education my goal was to become a special education teacher for Kindergarten up. However after about a week, I began to see the need of people who could
help children much earlier than kindergarten. I really starts at birth however with the way that economics in the world are (parents working multiple employments
and parents not being well educated in early childhood education) and the way society puts more on the teacher's plates. it is necessary for well qualified people
to step in and start teaching some very basic social skills and give children a hand up to getting started in school. More and more children are being placed in
daycare spending 8 hours or more in the hands of strangers. While not all daycares are the same, it is my goal that children learn in a fun loving and structured
safe environment. We can teach what parents of yesterday did at home as well as the educational needs of today's world at age appropriate levels. Perhaps even
help a few who may show signs of learnings difficulties, before they learn to hate school
It is so important that we remember that these young children will be in charge of the world soon. It is my goal to teach them love,respect,common courtesy by
demonstrating it daily it is also important to keep up with current educational requirements and research, You can keep current by taking advantage of
opportunities to improve your knowledge and competence not only for your professional growth but your personal as well.
Continuing your early education can be done in several ways,
*Online courses
*Community Colleges
*Community Actions Agency
*Correspondence Courses
*Your employer
there is so much riding on our young children, why not make it a fun loving way to learn. One I hope they carry all through their lives.

Competency Standard: 12
To ensure a well-run purposeful program that
is responsive to participants needs
CDA Functional Area 12:
CSV a:
When we teach we must also make sure we meet not only the educational needs of our students, we also need to meet the legal aspect as well as the parents
needs .
Documentation and Record keeping:
Documentation could mean the difference between getting a child help or not(child observations). Make sure when you are doing an observation that you are
being objective and or Subjective. Do not make assumptions, or judgments. Being able to find the required documentation is just as equally important, being
organized is key to a well run classroom. Protecting yourself through documentation especially when giving medications is also important.
Planning/Communication
Communication is also key to running a smooth classroom, keep parents, staff, children informed of activities and anything you may need for the classroom such as
paper towel rolls.
Staff can pass ideas around for group activities express concerns.
Planning ahead for field trips and even lesson plans is important. If you have a field trip you want to take it is important that you have the necessary
time,personnel, documentation,funds. This also gives parents time to plan around you as well as sign permission slips.
If you decided to have an open house, it would be unwise to tell the parents the day before. They would have no time to make their own plans and chances are no
one would show up.
Would you have the documentation to show parents when they got there?

THANK YOU FOR YOUR TIME
BET YOU NEVER THOUGHT THIS WOULD BE OVER 

CDA protfolio2015update

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