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CDA Portfolio Guide

2018 ed.

CDA Portfolio GuideWriting a Statement of Competence (CS)

Using your own paper, prepare a written statement, approximately 200+ words in length, on your own teaching practices and beliefs. Refer to each unit’s competency statement instructions, the section format below, and the sample that follows.• WHY section:

• Introduce or briefly restate, in your own words, the Competency Statement.

• D escribe why you think the competence is important for you as a caregiver, to the children, to the families of the

children, to other employees, and to the center or school.

• HOW section:

• Name the functional area.

• Restate or introduce the functional area’s definition in your own simplified words.

• Provide at least three specific examples that you can or will do to meet each of the listed functional area(s).

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TOUCHING THE FUTUREI don't wear power suits, make speeches, or drive a fancy sports car.I've never talked on a car phone, made a big sale, or been elected to

the Senate.I don't "do lunch", have a big impressive office or carry a beeper.

I spend my days wiping away tears, giving hugs, and serving chicken nuggets.

A good day is when I go through a whole day without a temper tantrum,bite mark, or a toilet training accident.

My "office" is a room full of brightly colored toys and laughing children.You may not think that what I do is very important and you may even

whisper behind my back"what a waste of a good mind." But I know better.

I make a difference because I'm changing the world one child at a time.Everyday I'm getting the once in a lifetime chance to touch the future.

I'm proud to say "I'm a child care provider" ~~By Marti Doyle~~

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See the CDA functional statement packet for example ideas.

Statement of Competence (CS III) Sample:

• WHY section: I will support social and emotional development and provide positive guidance by developing a warm, positive, and trusting relationship with the children and their families because, I also feel that many children come from a home where it is unknown how to effectively guide and communicate with a child. This skill will be used and modeled within the center. Through these examples, the children and the families will learn what a strong emotional relationship and sense of self looks like and feels like, what positive social skills are and how to use them, and how to use positive guidance.

• HOW section: Self: I will develop a warm, positive, supportive, and responsive relationship with each child, and help each child learn about and take pride in their own individual and cultural identity. My environment will be a place where children can develop their own individual talents through appropriate DAP play. I will use the children’s names and acknowledge their culture to build self-identity. Children will have marked space to store their things and their work. I will encourage children to do those tasks that they can do. Social: I will help each child function effectively in the group, learn to express feelings, acquire social skills, and make friends, and promotes mutual respect among children and adults. My environment will be a place where children can interact and play with each other. Props for curriculum areas will represent many cultural groups. I will encourage cooperation and respect between children rather than competition. Guidance: I will provide a supportive environment and uses effective strategies to promote children’s self-regulation and support acceptable behaviors, and effectively intervenes for children with persistent challenging behaviors. The room environment, space, and materials will provide ample opportunities for appropriate playing and choices. I will verbally and non-verbally sincerely acknowledge when a child is exhibiting appropriate behaviors. I will stick to routine and schedules so children know what to expect. I will model appropriate and expected social skills. I will help children use their words rather than emotions. (320 words)

Resource Collection (RC)

Read the assignment instructions and collect or create the given resource materials.

Resource Paragraph (RP / CS)Write an extension paragraph (30+ words) that reinforces the resources collected.

Congratulations on beginning YOUR Child Development Associate (CDA) credentialing process!

The following steps will help you to understand how you can obtain a CDA Credential specializing in either birth to 3 year old children or 3-5 year old children.

*** see pg 131 of the CDA National Program Book to finalize this portfolio.

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Step 1: PrepareAny Time Before You Apply

High School Education or enrolled as a Jr. or Sr. in an ECE program.

Professional Education – 120 clock hours, including 10 hours in each of the 8 CDA Subject Areas

Provide transcripts and certificates

Within Three Years of Submitting

Step 2: Apply Identify a CDA Professional

Development Specialist and obtain her or his Identification Number

Secure your director’s permission for your Verification Visit

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MY CDA Professional Portfolio

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Step 1: PrepareAny Time Before You Apply

High School Education or enrolled as a Jr. or Sr. in an ECE program.

Professional Education – 120 clock hours, including 10 hours in each of the 8 CDA Subject Areas

Provide transcripts and certificates

Within Three Years of Submitting

Step 2: Apply Identify a CDA Professional

Development Specialist and obtain her or his Identification Number

Secure your director’s permission for your Verification Visit

Step 3: DemonstrateOnce the Council has approved your application and processed your payment, you must schedule and complete the following:

Your Verification VisitBring your completed Professional Portfolio to your verification visit so that your PD Specialist can review it.

Your CDA Exam

Step 5: Renew Renew your CDA Credential 3 years

from when you receive the CDA

license.

Earn a second CDA Credential in the

*Sign up for the CDA class with the Center Director to complete your portfolio, finalize your CDA steps, and receive your CDA License.

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The Professional Portfolio is intended to be a reflective demonstration of your professional development experience and skills in the area of early childhood. You are encouraged to use and add to your Portfolio as you grow throughout your career. Your Professional Portfolio must include:

1. The My CDA Professional Portfolio cover sheet (The Child Development Associate National Credentialing Program and CDA Competency Standards Preschool Edition, Book pg. 131). This cover sheet can be used as a checklist as you build your Portfolio to ensure that your completed Portfolio contains all of the required contents.

2. The (tab A) Summary of My CDA Education cover sheet (Book pg. 133) followed by your transcripts, certificates, letters, tracking sheets, etc.

3. The (tab B) Family Questionnaires cover sheet (Book pg. 135-136) followed by your completed family questionnaires and the Summary Sheet (Book pg. 137).

4. (tabs C-H) Six reflective Statements of Competence, followed by the related Resource Collection items, and reflective resource paragraphs.

5. Your (tab I) Professional Philosophy Statement, which summarizes your professional viewpoint and may take into account new ideas you learned during the building of your Portfolio.

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Place the ‘My CDA Professional portfolio” cover sheet behind this page.

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A.Summary of My CDA

Education

Included behind this page is the Summary of My CDA Education cover sheet (CDA Book pg. 133) followed by the education and

experience tracking sheets, transcripts, certificates, and other official documentation.

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A. Layton High School 2017-2018 “Summary of My CDA Education” (Refer to CDA pg. 131 & 132)To complete the CDA license within the high school Early Childhood Education Pathway (Child Development, ECE 1A, ECE 1B, and ECE 2),

students need 480 lab experience hours and 120 total training hours, with at least 10 hours in each subject area and a C or better in the pathway classes.

To this summary, attach school transcripts, state certificates, and official documents proving education hours and any further education hours gained in other courses beyond the ECE pathway courses. ie: Adult Roles, Human Development, Sociology, Psychology, workshops,

etc.

Name____________________________________

CDA Subject Area (CDA pg 8 and 38)

PATHWAY COURSE HOURS VERIFY Total hrs

1. Planning a safe, healthy learning environment

CD ECE A ECE B ECE 2 Intern &/or the paid center Job

5.91 5.3 7.75 5 p/ sem 3

26 hrs +

2. Advancing children’s physical and intellectual development


5.50 12 3 2 p/ sem 3

25 hrs +

3. Supporting children’s Social & Emotional development


10.16 1.75 2.50 2 p/ sem 3

19 hrs +

4. Building productive relationships with Families


3.13 2 2 2 p/ sem 3

9 hrs +

5. Managing an effective program CD ECE A ECE B ECE 2 Intern &/or the paid center Job

2.5 11.5 6.66 2 p/ sem 10

32 hrs +

6. Maintaining a commitment to Professionalism


2.5 4.08 4.16 2 p/ sem 10

22 hrs +

7. Observing and recording children’s behavior


1.41 3 7.25 4 p/ sem 5

20 hrs +

8. Understanding principles of child development


10.66 2.83 4.5 2 p/ sem 3

22 hrs +

TOTAL possible Education hours


41.77 42.46 37.82 19 p/ sem Total # sem__

37 job_____ intern

175 hrs or more

TOTAL possible Lab Experience Hours


3 35 44 66 p/ sem Total # sem__

520.41 job132 intern

791 hrs or more

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Instructor Verification Signature _________________________ Date _________

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PRESCHOOL CDA EXPERIENCE HOURS outside of the LHS Early Childhood Pathway Courses

In order to count for lab experience hours, the professional experience setting needs to include at least a group of 5 children between the ages of 3-5 years old. A total of 10 must be enrolled in the center.

Name: __________________________________

Date Time In

Time Out

Total # of Minutes

Location of Experience

Verification

(Total minutes ÷ 60)TOTAL Education hours _____________________________________

TOTAL Lab Experience Hours ________________________________

7 Instructor Verification Signature ___________________ Date _________

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CDA education hours received outside of Layton High School ECE pathway

CDA Subject Area (CDA pg 8 and 38)

LOCATION PATHWAY COURSE and HOURS RECEIVED VERIFY Total hrs

1. Planning a safe, healthy learning environment

Course Hours

2. Advancing children’s physical and intellectual development

Course Hours

3. Supporting children’s Social & Emotional development

Course Hours

4. Building productive relationships with Families

Course Hours

5. Managing an effective program Course Hours

6. Maintaining a commitment to Professionalism

Course Hours

7. Observing and recording children’s behavior

Course Hours

8. Understanding principles of child development

Course Hours

CDA LAB / EXPERIENCE HOURS

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Instructor Verification Signature _________________________ Date _________

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B. Family Questionnaire Included behind this page is the Family Questionnaire cover sheet (Book pg. 135-136) and the Family Questionnaire Summary Sheet (Book pg. 137) followed by all of your returned Family Questionnaires. The PD specialist is asked to NOT read your private questionnaires just count them.

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(C-H) Competency Statements, Resource Items, and Resource

Paragraphs

Six Reflective Statements of Competence each followed by its related Resource Collection items and Resource Paragraphs as outlined on the My CDA Professional

Portfolio cover sheet (pg 131)

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C. Statement of Competence I: To establish and maintain a safe, healthy learning environment

CDA Competency Standard I

Functional Areas Definitions

I. To establish and maintain a safe, healthy learning environment

1. Safe 2. Healthy 3. Learning Environment

1. Candidate provides a safe environment and teaches children safe practices to prevent and reduce injuries. 2. Candidate provides an environment that promotes health and prevents illness, and teaches children about good nutrition and practices that promote wellness. 3. Candidate organizes and uses relationships, the physical space, materials, daily schedule, and routines to create a secure, interesting, and enjoyable environment that promotes engagement, play, exploration, and learning of all children including children with disabilities and special needs.

I will

CS I

CS / RP I a Sample Menu (from RC I-2)

Reflect on the sample menu for Resource Collection I-2 that you participated in serving and/or designing: If you designed the menu, how does it reflect your commitment to children’s nutritional needs? If you served the menu but did not design it, what are its strengths and/or what would you change?

CS / RP I b Room Environment

Reflect on the room environment in which your Verification Visit Observation will occur: How does the room design reflect the way you believe young children learn best? If the room was not designed by you, what do you see as its strengths and/or what would you change?

CS / RP I c Weekly Plan (from RC I-3)

Reflect on the weekly plan you included in your Resource Collection I-3. How does this plan reflect your philosophy of what young children need on a weekly basis? If the plan was not designed by you, what do you see as its strengths and/or what would you change?

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RC I-1. CPR and First Aid Training

Include your valid and current certificate/cards of completion of a) any first aid course and b) an infant/child (pediatric) CPR course offered by a nationally recognized training organization (such as American Red Cross or the American Heart Association) Online training is not acceptable. Certification must have been within the past three years.

Make a copy of your certificate and place it on or behind this page. * When the CDA council does your evaluation, they will want to see

your original certificate.

RC I-2 Weekly menu

Provide a copy of one weekly menu for children. In order to complete the related Competency Paragraph (CP I-a), the menu, ideally, should be one that you have participated in serving or designing.

RC I-3 Weekly Lesson Plans Provide a sample of a weekly plan that includes goals for children’s learning and development, a brief description of planned learning experiences, and also accommodations for children with special needs. Indicate the age group(s) for which the plan is intended.

CS I & RC I

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D. Statement of Competence II: To advance physical and intellectual

competence

CDA Competency Standard II


II. To advance physical and intellectual competence

4. Physical 5. Cognitive 6. Communication 7. Creative

4. Candidate uses a variety of developmentally appropriate equipment, learning experiences, and teaching strategies to promote the physical development (fine and gross motor) of all children. 5. Candidate uses a variety of developmentally appropriate learning experiences and teaching strategies to promote curiosity, reasoning, and problem solving, and to lay the foundation for all later learning. Candidate implements curriculum that promotes children’s learning of important mathematics, science, technology, social studies, and other content goals. 6. Candidate uses a variety of developmentally appropriate learning experiences and teaching strategies to promote children’s language and early literacy learning and help them communicate their thoughts and feelings verbally and nonverbally. Candidate helps dual-language learners make progress in understanding and speaking both English and their home language.7. Candidate uses a variety of developmentally appropriate learning experiences and teaching strategies for children to explore music, movement, and the visual arts, and to develop and express their creative abilities.

I willCS II

CS / RP II a Learning Experiences (from RC II)

Pick one of the nine learning experiences you chose for your Resource Collection II. How does this experience reflect your personal philosophy of how you support young children’s physical development?

CS / RP II b Learning Experiences (from RC II)

Pick another one of the nine learning experiences you chose for your Resource Collection II. How does this experience reflect your personal philosophy of how you support young children’s cognitive development?

CS II

CS / RP II c Learning Experiences (from RC II)

Pick a third learning experience you chose for your Resource Collection II. How does this experience reflect your personal philosophy of how you support young children’s creative development?

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CS / RP II d Communication and Language Development

Describe ways to promote the communication and language development among all children including dual language learners.

RC II. Nine Learning Experiences List below and then, using the lesson plan’s that follow, compile 9 learning experiences that cover each of the following curriculum areas below.

These should be, but may not be limited to, activities you have planned and used in past lessons. Write your descriptions in the pages provided.

It is best to include a Visual/Sample/Picture of your activity and place it in an optional, but preferred, plastic sheet cover.

**For the Birth to 36 months CDA credential, write 3 activities for the young infant, 3 for the mobile infant, and 3 for the toddler age children.**

RC II-1 Science/Sensory RC II-2 Language and Literacy

RC II-3 Creative Arts (visual, music, dramatic play)

RC II-4 Fine Motor (Indoor Activity)

RC II-5 Gross Motor (Outdoor Activity)Music and Movement

RC II-6 Self Concept

RC II-7 Emotional Skills/Regulation

RC II-8 Social Skills RC II-9 Mathematics

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RC II

SAMPLE ACTIVITY PLAN for each of the NINE LEARNING EXPERIENCES

II.1 Science and Sensory

Age group Activity

Learning Objectives: In the space below, write an objective for each activity that defines the expectation for specific, observable outcome (what the children will know and be able to do)..

Example: Math, A, The children will (#4) use one to one correspondence when counting objects as they count the number of seeds in an apple.

Content Learning Area _______________ Component letter________ The children will ===============================================================Standard # ____ Foundation Standard (Outcome): _______________________

Measured Strategy: (As they/when they/by/through/etc) ___________________________________

Materials needed

Procedure A detailed description of the activity process.

RationaleWhat makes this activity fit within the identified learning area? What learning area concepts are being discovered? Activities can be placed in different learning areas so explain why you are choosing to put this activity within this learning area for this lesson plan.

Explain how this activity meets the criteria for a (DAP) Developmentally Appropriate learning activity. Use your DAP notes to explain how they are understanding what they are learning, why they are learning it, and how your activity accomplishes all of this?

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RC II

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E. Statement of Competence III: To support social and emotional development

and to provide positive guidance

CDA Competency Standard III


III. To support social and emotional development and to provide positive guidance

8. Self 9. Social 10. Guidance

8. Candidate develops a warm, positive, supportive, and responsive relationship with each child, and helps each child learn about and take pride in their own individual and cultural identity. 9. Candidate helps each child function effectively in the group, learn to express feelings, acquire social skills, and make friends, and promotes mutual respect among children and adults. 10. Candidate provides a supportive environment and uses effective strategies to promote children’s self-regulation and support acceptable behaviors, and effectively intervenes for children with persistent challenging behaviors.

I will

CS / RP III a Developing Children’s Self-Concept

Describe some of the ways you support the development of children’s positive self-concepts and growing social/emotional skills.

CS / RP III b Guiding Young Children’s Behavior

Reflect on your personal philosophy of guiding young children’s POSITIVE behaviors. How is your professional philosophy similar or different from how you were guided as a child? How do you constructively deal with young children’s challenging behaviors?

RC III. BibliographyProvide information for 10 developmentally age-appropriate children’s books that you have used with young children. Each book summary will need to include: the book title, author, copyright and publication date, and a short summary. Each book will need to address and support an area or challenge in a child’s life. Find one book to address each of the 5 following areas or challenges. The other 5 books can support topics of your choice. Cultural or Linguistic group identity, Gender role Identity, Children with special needs, Separation, divorce, remarriage, family structures, Phases of the life cycle from human reproduction to death. Additional topics for the 5 additional books: death, self-concept, emotions, everyday activities, etc.

See SAMPLE FORMAT FOR BOOK BIBLIOGRAPHY BELOW

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SAMPLE FORMAT for the 10 BOOK BIBLIOGRAPHY

Book title and optional picture

Author and Illustrator

Publisher and Copy right date

Summary Area or challenge

by Robert Kraus and Jose Aruego

HarperTrophy

Jan. 20th, 1994ISBN-13: 9780064433488

Leo couldn't do anything right. He couldn't read. He couldn't write. He couldn't draw. When Leo's father asks what the matter with Leo is, Leo's mother explains that he's simply a late bloomer. In his own good time, Leo does read, he does write, and he does draw.

Children grow and develop at their own rate and time.

1. Title of the Book _____________________________________________________________________Author _____________________________________________________________________________Publisher: _______________________________________________ Copyright date ______________Short Summary of the age-appropriate children’s book:

What area of a child’s life or challenges does this book support and explain how:

2. Title of the Book _____________________________________________________________________Author _____________________________________________________________________________Publisher: _______________________________________________ Copyright date ______________Short Summary of the age-appropriate children’s book:

What area of a child’s life or challenges does this book support and explain how::

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F. Statement of Competence IV: To establish positive and productive

relationships with families

CDA Competency Standard IV


IV. To establish positive and productive relationships with families.

11. Families11. Candidate establishes a positive, responsive, and cooperative relationship with each child’s family, engages in two-way communication with families, encourages their involvement in the program, and supports the child’s relationship with his or her family.

I will

CS IVCS / RP IV a Communication with Families

How do you ensure that families are kept aware of what’s happening in their child’s daily/weekly life in your program?

CS / RP IV b Awareness of Children’s Home Life

How do you ensure that you are aware of what’s happening in each child’s home life? How does that awareness direct your teaching practices?

Wait to do this. The following resource paragraph will be done at the end of the CDA process and before the CDA observation.

CS / RP IV c Family Questionnaires Feedback

Reflect on the feedback you received in the Family Questionnaires you collected. Explain how the responses surprised you, confirmed your own reflections about yourself and/or gave you a new goal for professional growth.

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CS IVRC IV - Create a Family Resources Guide that you might choose to share with the families you serve. The guide should include helpful working information you think they might need. At a minimum, you must include the following required items. Add any other items that children within your care might also need. The following website might help

with contact ideas. www.careaboutchildcare.utah.gov

RC IV-1 Family CounselingProvide the contact information (agency name, phone number, website, address, etc.) of a local agency in the community where you work that provides family counseling.

Resource IV-2 Translation ServiceFind out contact information (agency name, phone number, website, address, etc.) of a translation service for families whose home language is other than English as well as a service that provides American Sign Language translation.

Translation Service where the home language is other than English:

Service for American Sign Language translation

Resource IV-3 Children with disabilitiesObtain contact information for at least two agencies in the community that provide resources and services for children with disabilities (in most communities, the local school district provides these services).

1. 2.

Resource IV-4 Child Development ResourcesProvide at least 3 articles that provide current information to help families understand how young children ages 3- 5 years old develop, learn, and are guided. At least one article must relate to child guidance. Reference the websites and provide a brief description of each article. Print off each article and place it in the portfolio. Source #1 - Child Development and Learning

Source #2 - Child Development and Learning

Source #3 - Child Guidance

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http://www.careaboutchildcare.utah.gov/

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G. Statement of Competence V: To ensure a well-run, purposeful program that is

responsive to participant needs

CDA Competency Standard V


V. To ensure a well-run, purposeful program responsive to participant needs

12. Program Management12. Candidate is a manager who uses observation, documentation, and planning to support children’s development and learning and to ensure effective operation of the classroom or group. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative co-worker.

I willCS V

CS / RP V a Observation Tool (from RC V)

Describe how you used the observation tool/form from Resource Collection V.

Importance of Observation and Documentation

Explain why observation and documentation forms are an important part of program management.

Accurate Observations

How do you ensure that you are accurately and objectively observing and tracking each child’s developmental and learning progress?

CS V

RC V Record Keeping FormsProvide three BLANK samples of recordkeeping forms that you use or have used. Include an accident report, an emergency form, and a completed tool or form that you have used to observe and document a child’s developmental / learning progress. Leave the child’s name off of the observation.

______ Accident Report ______ Emergency Contact Form ______ Completed Observation Form without the child’s name on it

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Place the three samples of record keeping forms IN FRONT OF this page.

Anecdotal Observation format (Cornell notes style)

Child’s name:______________________________ Date:________________________ Time:_________________Activity/location:_____________________________________________________

Record What you are observing. Using factual descriptive information, detailed examples, and specific dialogue; tell the child’s story based on the 5 areas of Development.

PHYSICAL (Thumb finger = fine and gross motor skills and abilities, movement of the body)EMOTIONAL (Ring finger = showing positive and negative feelings towards others, them self, experiences, and towards their own actions)SOCIAL (Pinky finger = interacting with others, rules of play, manners)COGNITIVE (Pointer finger = get smart, learning about their environment, understanding, gaining information, observing, language)MORAL (Middle finger = following directions, making right and wrong choices)

RecallWhat does all of this tell you about the child? Summarize the observation information by answering questions such as – **The child’s strength, growth, and their interests. **What have you learned about the child’s development? **Are you seeing any patterns? **What might cause or explain the child’s actions?

Reflect What will you do with this information to help the child develop? How can your findings be applied to the child? What conclusions can you make, what will you do with this information, how will you apply it, why is this important, how will it make you a better caregiver for this child? Create an action plan of goals and learning standards that the center can work on with the child.

PROFESSIONAL ANECDOTE EXAMPLESMalia- age 2We had a wonderful party today! There were lots of balloons and treats, as well as singing and dancing. We had been singing and dancing for a while, when I realized that I had not seen Malia for a few minutes. I found her in the baby area, lying spread-eagle on the floor, sound asleep. She had a balloon tied to one wrist and a cookie clutched in her hand. There was a trail of cookie crumbs running from her hand to her mouth, and she had frosting smeared around her lips. Interpretation: She had had all the excitement she could take for one day! (what parent would not enjoy this word picture of their child?)

Andy- age 3Andy was playing with some dinosaurs when baby Erin toddled over and grabbed one off the shelf. Andy had not been playing with that particular dinosaur, but when he saw Erin take it, he pushed her down and took it away from her.

Interpretation: Andy doesn’t yet understand that babies need to be treated with patience.

Maddie-age 3I walked into the bathroom and found Maddie changing her doll’s diaper. She had put on rubber gloves and she had found a diaper and some wipes. She spent several minutes wiping her baby and then putting its diaper on.

Interpretation: Maddie seems to have closely observed the procedure for changing diapers in the Child Care Center.

Rylie-age 3We were looking at one of the I Spy books and we were trying to find a dolphin on the page. We looked for a long time, but we couldn’t find it. Finally Rylie jumped off my lap, ran to the shelf, and picked up a plastic dolphin. He ran back and said triumphantly, “Here it is! I found it!”

Interpretation: Rylie is able to make the association between pictures and objects.Colin- age 4Cole was crying because he was hurt. Colin ran over to him and hugged him until he felt better.

Interpretation: Colin is aware of the feelings of others and sensitive to help them.

Olivia- age 4 ½Rylie and Patrick were riding the little push cars wearing nothing but their diapers. Olivia said laughing, “Look, naked babies on the go!”

Interpretation: Olivia seems to enjoy the babies. (what parent wouldn’t enjoy reading this about their child)

H. Statement of Competence VI: To maintain a commitment to professionalism

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CDA Competency Standard VI


VI. To maintain a commitment to professionalism

13. Professionalism 13. Candidate makes decisions based on knowledge of research-based early childhood practices, promotes high-quality in child care services, and takes advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families.

I willCS VI

CS / RP VI a Early Childhood Professional

Reflect on why you choose to become an early childhood professional.

CS / RP VI b Indicators of Professionalism

Reflect on what you believe are the most important indicators of professionalism that you possess.

CS VI

RC VI-1 Child care regulating

Provide the name and contact information (website, phone number, address, etc.) of your state’s agency that regulates child care centers and family child care homes.o Note: These regulations are available at the website

http://health.utah.gov/licensing/centerinterpretation.htm

Website, Name, address, and phone number of your state’s agency

VI-1a Qualification requirements for personnel o Print a copy of the section(s) that describes qualification requirements for personnel (teachers,

directors, and assistants). http://health.utah.gov/licensing/centerinterpretation.htm See Personnel section 7

VI-1b Ratio Requirementso Print off information that states the requirements for group size and adult-child ratio

requirements. http://health.utah.gov/licensing/centerinterpretation.htm See Ratio section 10

RC VIRC VI-2 Early Childhood Associations

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CLASS SET

List two or three early childhood associations (national, regional, state, or local) and include website addresses, and describe the professional resources and membership opportunities they each offer. Ie: NAEYC

http://www.cdacouncil.org/resources/find-ece-organizations CDA provides some suggestions.

Childhood association #1 - include website addresses, and describe the professional resources and membership opportunities they each offer.



RC VI-3 Reporting Child Abuse and Neglect

Provide summaries of the legal requirements in your state regarding child abuse and neglect (including contact information for the appropriate agency in your state) and Mandatory Reporting Guidelines. http://www.capsa.org/en/resources/mandatory-child-abuse-reporting-laws

State Agency for Reporting Child Abuse and Neglect Identify the contact information (agency name, phone number, website, address, etc.) of a state agency to which you would report child abuse and neglect.

Mandatory Reporting Guidelines Explain the mandatory child abuse and neglect reporting guidelines for your state.

RC VI

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http://www.capsa.org/en/resources/mandatory-child-abuse-reporting-laws

http://www.cdacouncil.org/resources/find-ece-organizations

CLASS SET

I. Professional Philosophy StatementThe goal is to summarize your professional beliefs and values about early

childhood education. Identify your personal values and beliefs around teaching and learning: How do you believe young children learn? Based on this, explain what you believe your role is as their teacher and

caregiver. Beyond teaching and learning, reflect and write about what you believe

are the other important aspects of your role in the lives of children and families.

No more than 2 pages.

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