Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Copy of NAEYC Standards Portfolio

No description
by

Kayla Runnion

on 6 December 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Copy of NAEYC Standards Portfolio

NAEYC Standards Portfolio
Key elements of Standard 1
1a: Knowing and understanding young children’s characteristics and needs, from birth through
age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

From being in many different classrooms, I have had the opportunity to work with many different children. I have been able to see and recognize children's needs and characteristics at early ages. I have worked with children in poverty to children who come from middle-class families. It is important for all children to have access to their needs. Food, shelter, clothing, and education is a need for children that some do not all receive. From being in different types of classes I have seen the effects. The needs and types of influences comes hand in hand. When children are not getting their needs, more than likely they are experiencing the wrong influences. It is important as teachers to know where children are coming from. Also, as a teacher, it is our responsibility to provide a safe, comforting, supporting, and respectful environment for our students. School is often a get away place for some children,; school may be the only place they receive a hot meal.

I chose this picture because it represents all the children I have worked with. They are all truely different in every way possible. They all have different needs, and characteristics.



Standard 2 : Building Family and Community Relationships
Key elements of Standard 2
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in young children’s development and learning

I meet this standard by my experience in the classrooms and seeing how different teachers communicate, and keep the parents involved. Children come from all different situations, backgrounds, and families. It is important that as a teacher, we are aware of these differences. Knowing how diverse the students are will help planning, and reaching every student. Talking to the parents about their child is one thing, but getting them involved in their learning is another. As teachers we need to talk to them, and help them understand what is going on and what they can do. Parents should be involved with every aspect of their child's learning. Teachers can send home brochures to help with reading, give them website sources, anything that will help them guide their child's learning at home. In a preschool class I observed in the teacher asked the parents to volunteer a day, and give a little presentation that related to their letter of the week. An example would be one mother volunteered to show her violin on the "V" week. The kids loved this, and so didn't the parents. This activity got the parents involved and the children had the experience of different things they may not have had if just the teachers taught it. Weekly newsletters about what is going on in class is a great way to keep everyone involved. With a newsletter going home, the parents then know what to talk about to the child, and what they are looking forward to the following week.

I chose this picture because it is picture of a daily journal that would go home to parents. This keeps the parent involved and they know what is going on in our classroom.
Standard 3 : Observing, Documenting, and Assessing to Support Young Children and Families
Key elements of Standard 3
3a: Understanding the goals, benefits, and uses of assessment – including its use in development
of appropriate goals, curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for
children with disabilities.
3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.

I meet this standard of assessment because I have had experience using and making assessments. I know in an early childhood environment we need to use observations and anecdotal records to do our assessments. Having the children draw pictures, and say their alphabet aloud are all records. The goal of assessment is to see if the child has mastered the content he/she needs to know. Using photos and video is often very beneficial in a earl childhood setting. Children often move fast, so capturing video or pictures will allow concrete evidence for the parents and for the teacher. It is also important to communicate assessments with parents. If there is a problem have evidence to show the parents. This way they can see it for themselves and not just listening to the teacher telling them. A portfolio is a great way to have assessments together. This is a great way to show progress to the child and parents.

I chose this picture because it is an example of an assessment that could easily be recorded by a picture. Many other things can be recorded by pictures such as paintings, drawings, and writings.
Standard 4 : Using Developmentally Effective Approaches
Key elements of Standard 4
4a: Understanding positive relationships and supportive interactions as the foundation of their
work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches 4d: Reflecting on own practice to promote positive outcomes for each child

I meet this standard by my experience in the classrooms and seeing how different teachers communicate, and keep the parents involved. Children come from all different situations, backgrounds, and families. It is important that as a teacher, we are aware of these differences. Knowing how diverse the students are will help planning, and reaching every student. Talking to the parents about their child is one thing, but getting them involved in their learning is another. As teachers we need to talk to them, and help them understand what is going on and what they can do. Parents should be involved with every aspect of their child's learning. Teachers can send home brochures to help with reading, give them website sources, anything that will help them guide their child's learning at home. In a preschool class I observed in the teacher asked the parents to volunteer a day, and give a little presentation that related to their letter of the week. An example would be one mother volunteered to show her violin on the "V" week. The kids loved this, and so didn't the parents. This activity got the parents involved and the children had the experience of different things they may not have had if just the teachers taught it. Weekly newsletters about what is going on in class is a great way to keep everyone involved. With a newsletter going home, the parents then know what to talk about to the child, and what they are looking forward to the following week.

I chose this picture because it is a picture of my art class and how I had to develop lessons and use appropriate materials for the age group.
Standard 5 : Using Content Knowledge to Build Meaningful Curriculum
Key elements of Standard 5
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

I have chosen a science lesson plan as my artifact because it represents my capability to use state standards to form an appropriate lesson. I have use content knowledge to plan, use central concepts, and inquiry tools to benefit the lesson. I am able to incorporate the social, emotional, and cognitive development of young children into the lessons.

I chose this picture because it is a picture of me teaching a science lesson. I was able to use age appropriate materials, and content knowledge.
Standard 6 : Becoming a Professional
Key elements of Standard 6
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession

Standard 6 is becoming a professional. I have competency of this standard through my experience at the Parkersburg Art Center. I went from being a volunteer to being offered teaching my own art class. I have worked and been involved with the early childhood field for about 3 years now. As being apart of this organization and being held accountable of my own art classes I uphold ethical standards and early childhood guidelines. Planning my own class has been practice engaging in collaborative learning with projects. I have used technology to teach class and as a professional resource. I have had the opportunity to work with other teachers planning activities, and classes. I plan on continuing my education to work toward my Master's Degree. I have had many different knowledgeable, reflective, and critical perspectives on early childhood education through my experiences in different classes. I have been able to see what works and what doesn't work. I am engaged in advocacy for young children and the early childhood program because it is what is right for these children.

I chose this picture because it represents my own class at art camp. I had the opportunity to plan and organize my own art class for children ages 4-5.
Standard 7 : Early Childhood Field Experiences
Standard 7: Early Childhood Field Experiences
Key elements of Standard 7
7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)
7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)

Standard 7 is about field experience in early childhood settings. I show competency with this standard because I have had the opportunity to be in many early childhood settings throughout the past few years. I have been in kindergarten, prekindergarten, preschool, and day cares.

I have had the opportunity to observe and practice in the 3-5 age group at the Parkersburg Art Center with their ArtStart preschool. I have been with them for the past 3 years. I had the opportunity to do my 100 service learning hours at the art center. I have grown to know the teachers and the students. I have recently been added to the sub list. I have also taught my own art class at the art center to children ages 3-6. This has allowed for practice in a early childhood setting.
I have also had the opportunity to observe and practice with children ages 5-8. My senior year of high school I was able to use one of my class periods and observe a kindergarten class the whole year. This gave my experience in a classroom setting, that is much different from a preschool or prekindergarten setting. This was my first experience in early childhood, and what ultimately made me want to go into education.

I have been able to observe in different early childhood settings. First, I observed in early school grades throughout my first few years in the education classes. This gave me a different point of view of early childhood. I have been in Pre-K and Kindergarten classes.
I have also observed in child care settings. While I was at WVU, I had the opportunity to observe in the WVU Child Learning Center - Day Care. This is where professors and employees of WVU can take their children while they are working. It was a unique experience because the children were so diverse. Many of the children spoke different languages and were from different backgrounds. They had many different things for the children to do and had routines. A lot of the time students from the education department came in and did activities with them, so there were plenty of new faces all the time. It is defiantly an experience I won't forget.

This is a picture from my 45 hour observation in a Pre-K classroom. It was an eye opening experience and I learned a lot!
Kayla Runnion
Standard 1 : Promoting Child Development and Learning
Full transcript