Angel - AS - Hardback Completed CDA Portfolio

My Professional e-Portfolio

Infant and Toddler Ashley Simmons

Reflective Dialogue Worksheet

(Onsite with the teacher)

RC I-1:

First Aid/Pediatric CPR

RC I-2: Weekly Menu/Feeding Plan Infant Feeding Plan

Toddler Weekly Menu July 2023

RC I-3: Weekly Plans Infant

Weekly Activity Plan

Toddler Weekly Lesson Plan

CS-I: COMPETENCY STATEMENT I To establish and maintain a safe, healthy learning environment.

As a teacher working with young children, I am informed about the importance of providing a safe environment for children to learn and grow. I also prepare appropriate teaching strategies and practices to demonstrate my competencies in the three Functional Areas below to meet Standard I. Safe - I ensure my classroom environment is safe for the children to learn and grow. The classroom environment is free of objects that can put children in danger. All electrical outlets are covered, cleaning supplies/chemicals are stored in locked cabinets, and the floor is checked throughout the day for unsafe conditions. The outdoor play areas are checked thoroughly before the children go outside, especially after the rain. I ensure that the fire extinguisher, smoke detector, and other emergency equipment are checked monthly. I have a fully packed emergency first aid kid ready anytime, and emergency drills are conducted monthly.

Health – I have a daily routine checkup to ensure all the children are healthy and safe. The children and I wash our hands before meals, after toileting, outside play, messy activities, etc. All tabletops, counters, chairs, etc., are cleaned and sanitized after meals., and activities times. Toys are also sanitized weekly and sometimes wash them daily when needed.

Learning Environment – I organized all toys and materials at the level where the children could reach them. The materials and toys are labeled in English, and some are in the children's languages. The walls have colorful pictures and display the children's artwork. Plenty of books in different textures/cultures, with other languages, are available for the children to use. I have seven play stations for children to explore, and the classroom is arranged for the children to explore and play safely. All the equipment and materials are age-appropriate for all the children in my classroom.

CS I a - Menu – The food service staff plans the monthly menus. All meals and snacks meet the guidelines of USDA, and the potion sizes and food preparation procedures meet the children's nutrition needs. I also sit with the children at mealtimes and discuss the meals/snacks with them daily.

CS I b - Room Arrangement – I arranged and structured the classroom in a way that meets the children with their developmental needs and interests in mind. All toys, teaching materials, and activities are age appropriate. My classroom is child-centered and encourages children to play, develop, and learn.

CS I c – I know that children learn best when actively participating in their learning activities. So, my co-teacher and I develop weekly activities based on the developmental milestones and the children's needs and interests. We also use our observation notes and growth charts to plan the lessons and activities for each child, including those with special needs.

The weekly activities and lessons are based on the developmental goals of the children of their age. For example, I plan to match the alphabet to create their first name. Some children can recognize and arrange the alphabet to spell their names. Some children have special needs, and we help them individually to assist and do the whole process together. The main goal of this activity is for all the children to recognize the alphabet and write their names.

Nine Learning Experiences RC II-1 Science/Sensory Age: Young Infants Activity: How Things Move Goal: To help children develop observation, curiosity, and inquiry skills.

Materials: Tracking Colorful blocks Process/Teaching Strategies: Place the child at the table and chair. Move a colorful block across the table within the child’s visual field. Move each block to the left, right, up, and down. Encourage the child to track the block and match the color of the blocks.

Use a different color object and repeat the process.

Developmentally Appropriate: This activity is appropriate for young infants because it encourages observation, curiosity, and inquiry skills.

RC II-2 Language and Literacy

Age: Mobile Infants Activity: Circle time for stories Goal: To help children express themselves verbally and develop language skills.

Materials: The Napping House Storybook Processes/Teaching Strategies: Read the story “The Napping House” to the children.

Afterward, ask the children to point to different characters and pictures in the book.

Developmentally Appropriate: This activity is appropriate for mobile infants because it helps the children to express themselves verbally.

RC II-3 Creative Arts Age: Toddlers Activity: Finger Painting Number 2 Goal: To help children express their creativity through art.

Materials: paint containers with paint, finger paint paper, and smocks.

Processes/Teaching Strategies: Assist each child in putting on their smock. Place all materials on the table and allow the child to create their painting in number two. Place the child’s name and date on the artwork and hang it in the classroom to dry.

Developmentally Appropriate: This activity is appropriate for toddlers because it allows them to let their imaginations run wild. They can use their own idea to create whatever they desire. It also encourages and supports creative thinking skills while learning number 2.

RC II-4 Fine Motor (Indoor Activity) Age: Young Infants Activity: Handprints and fingerprints paintings Goal: To help children develop the small muscles in their hands and fingers.

Materials: Pudding, smock bibs, and construction paper Processes/Teaching Strategies: Place a spoonful of pudding on a sheet of construction paper. Assist the children in using their hands and fingers to create a handprint design on the paper and allow them to create more independently.

Developmentally Appropriate: This activity is appropriate for young infants because it helps them develop muscles in their hands that will be needed for the manipulation of objects. Using the fingers to create artwork also provides the foundation and support for future self-help and writing skills.

RC II-5 Gross Motor (Outdoor Activity) Age: Mobile Infants Activity: Sing and Dance Goal: To help children develop large motor skills by using the large parts of their body.

Materials: A device to put on music (iPad/computer), Processes/Teaching Strategies: Put on body movement songs and encourage the children to listen to the music and follow the instructions, body movement (high, low, over, under, around, front, and back). For example, songs like Head Shoulders Knees and Toes, Jump! Music by Miss Patty.

Developmentally Appropriate: This activity is appropriate for Mobile Infants because it encourages the children to move the large parts of their body by stretching, jumping, swaying, and bending).

RC II-6 Self-Concept

Age: Toddlers Activity: Presenting “All About Me Poster” Goal: To help children accept and appreciate themselves and others.

Materials: All About Me poster Processes/Teaching Strategies: During group activity time, read each child’s poster that their parent made for “All About Me.” Go through their poster and interact with them and give them a chance to present themselves like as favorites, family members, and everything they love about themselves. Afterward, let the children see themselves in a mirror and encourage them to touch their eyes, nose, mouth, hair, ears, etc.

Developmentally Appropriate: This activity is appropriate for toddlers because it helps children build positive self-esteem and accept and appreciate themselves.

RC II-7 Emotional Skills/Regulation

Age: Young Infants Activity: Learning emotions Goal: Help children express their feelings and expressions.

Materials: Different emotion flashcards Processes/Teaching Strategies: Place the children in a circle. Go through each emotion, express them, and ask them to make different expressions according to the different emotion flash cards (happy, smile, sad, cry, angry, surprise, etc.).

Developmentally Appropriate: This activity is appropriate for young infants because it encourages the children to express feelings and emotions.

RC II-8 Social Skills Age: Mobile Infants Activity: Chu Chu Train number 1-10 Puzzles Goal: To help children learn how to interact positively with their peers.

Materials and processes: Puzzles to create an image of a train Teaching Strategies: Place several three pieces of puzzles on the table. Encourage the children to take the puzzles apart and put them back together in ascending order from 1 to 10. While putting them back together, children will take turns to put them back and learn their numbers simultaneously.

Developmentally Appropriate: This activity is appropriate for mobile infants because it encourages them to interact positively with each other and develops cognitive and social skills.

RC II-9 Mathematics Age: Toddlers Goal: To help the children identify basic shapes.

Activity: Identifying and Matching shapes Materials: Basic shapes flashcards and shapes puzzles board Teaching Strategies: Discuss with the children the basic shapes on the shape board and go through them one by one in the flashcards. Afterward, let them try to match the shape cards to the matching shapes on the puzzle board.

Developmentally Appropriate: This activity is appropriate for toddlers because it helps children learn matching skills.

CS-II: COMPETENCY STATEMENT II To advance physical and intellectual competence.

In my classroom environment, I use teaching strategies, activities, and resources to help improve children’s physical, cognitive, and intellectual skills. As a teacher, I understand that these skills are essential for children’s growth and development. The children in my care are physically active and also actively engaged in learning language and problem-solving. Therefore, our weekly lesson plan also includes activities that help children engage with materials that will help them physically or intellectually to meet the goal of Standard II. Physical: We have a balance of both fine motor skills and gross motor skills in our daily lesson plan.

Children in my care are provided with age-appropriate toys and materials like blocks and arts and crafts that can help improve their fine motor skills. Regarding gross motor skills, we have outdoor time where children can play in the playground with balls, walk, climb, crawl, and run around the playground. In addition, the children have music and dance time after circle time to sing and do movements involving large muscles to help with their gross motor skills.

Cognitive: There are many activities and materials for the children to explore, learn, and grow. The materials include different kinds of puzzles, building blocks, and number-counting games that stimulate children’s curiosity and encourage them to try and observe the activities. We also have a daily lesson plan that helps children to think, solve problems, and learn the language.

Communication: As a teacher, communication is key to building relationships with the children.

Throughout the day, we greet them in the morning and make conversation when they are playing, like asking questions, engaging with them, and teaching them new words. During story time, asking questions and letting the children express their thoughts and feelings or tell their own stories are also ways to improve their communication skills with the teachers and their peers.

Creatives: Children are highly creative. The children in my care have many opportunities to be creative, explore, and learn. Activities and materials like building blocks, finger painting, hand painting, and other art and crafts activities that allow the children to do their own work and be creative and give them a space to talk/express their own work can improve their creativity skills.

CS-II a: Body Movement Song, this activity allows children to learn different parts of their body and also make large movements like jumping, hopping, turning, pointing, and shaking can improve their fine and gross motor skills.

CS-II b: Shape puzzles: this activity allows children to think and solve problems.

CS-II c: Circle Time is when children learn new language skills. We learned from flash cards, singing, and making conversation by asking questions like “What color/number/alphabet is this/that?”

CS-II d: Building blocks, this activity allows children to be creative by building their own, giving them the space to talk about what they built and asking different questions to make them think.

RC III: Bibliography  Cultural or Linguistic group identity Title: Everywhere Babies Author: Susan Meyers, illustrated by Marla Frazee Publisher: Red Wagon Books Copyright: 2001 Summary: This book celebrates the diversity of babies all over the world and how babies might sleep, eat, play, and live differently but are all loved equally.

 Gender Identity Title: Introducing Teddy A gentle story about gender and friendship Author: Jessica Walton, illustrated by Dougal MacPherson Publisher: Bloomsbury Publishing Copyright:2016 Summary: This story is about being true to yourself and being a good friend. Introducing Teddy can also help children understand gender identity.

Children with Special Needs Title: Don't Call Me Special: A First Look at Disability Author: Pat Thomas, Illustrator: Lesley Harker Publisher: Sourcebooks Copyright:2002 Summary This book helps children understand more about different kinds of physical disabilities.

Separation/Divorce/Remarriage/ Family Structures Title: Living with Mom and Living with Dad Author: Melanie Walsh Publisher: Candlewick Copyright:2012 Summary: This simple, warm, lift-the-flap book with bold and colorful illustrations is a reassuring representation of separation for the youngest children.

Phases of

the cycle of life from human reproduction to death

Title: Little

Miss, Big Sis

Author: Amy Krouse Rosenthal, Peter H. Reynolds Publisher: Harper Festival Copyright:2020 Summary: The perfect picture book for children expecting a new sibling.

Other topics

Title: Chicka Chicka Boom Boom Author: Bill Martin Jr., illustrated by Lois Ehlert Publisher: Little Simon Copyright:2012 Summary: This book is an educational and fun read telling the story of alphabet letters trying to make their way up a coconut tree.

Title: The Very Hungry Caterpillars Author: Eric Carle Publisher: World Publishing Company Copyright:1969 Summary: The book includes counting, days of the week, food, and a butterfly’s life cycle, which contribute to young children’s education.

Title: Grandma and Me Author: Karen Katz Publisher: Little Simon Copyright:2002

Summary: This book celebrates the love and time shared between a special Grandma and her grandchildren.

Title: The Family Book Author: Todd Parr Publisher: Little, Brown Books for Young Readers Copyright:2003 Summary: This book detailed the daily lives of all kinds of families.

Title: Happy Baby, Sad Baby Author: Leslie Patricelli Publisher: Candlewick Copyright:2008 Summary: This book shows the acknowledgment of baby emotions.

CS-III: COMPETENCY STATEMENT III To support social and emotional development and to provide positive guidance.

As an educator of young children, I know the importance of learning about the self and forming connections with others in their surroundings. Therefore, I must provide the children in my classroom with a learning environment where they start learning about themselves and socializing with their teachers, peers, and surroundings. In the classroom, the materials, daily activities, and routines include interacting with peers and engaging and learning about themselves to meet the goal of standard III. Self: In my classroom, I promote emotional development for the children by implementing a daily routine in circle time where we learn about different emotions and recognize them. I encourage them and help them build self-confidence every day. For example, I would praise and compliment them on their activities and achievements. I also allow the children to express themselves and actively listen to them and pay full attention when they talk about their actions or themselves.

Social: Throughout the daily activities, the children in my classroom get plenty of opportunities to interact and learn about one another. For example, I encourage the children to greet or say goodbye to each other with their name’s early morning and afternoon. In addition, there are enough toys and materials for all the students in the classroom. I also encourage the children to share the toys with their friends to create more interaction with their peers.

Guidance: When there is a minor conflict in the classroom between two or more children, I step in and remind them to be nice to our friends and share with one another. I also ask the children what happened and recognize their feelings and emotions, then give them options to do different activities. I always remind the children to be nice to one another and share toys or books with their classmates before the activities start. I form a close connection with individual children and encourage them to form friendships.

CS-III a: In my classroom, I encourage the children to do simple tasks for themselves, like putting their artwork or belongings in their personal box, putting their clothes on/take off, washing their hands and etc. I compliment them for their achievements during activities and use many positive words throughout the day to improve their self-concept.

CS-III b: In daily routine, there is circle time, story time, outdoor time, and playtime, where the children get plenty of opportunities to learn about their peers and interact with one another. Every day,

there are activities for sharing (toys/books), taking turns (introducing/greetings/puzzle time), and being nice to one another (complimenting everyone). In the classroom, we set clear and consistent selfregulatory behaviors, so when some children struggle, we keep encouraging them and using positive and supporting them to overcome them.

RC IV: Family Resource Guide

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RC IV-1 Local Agency-Family Counseling Atlanta Family Counseling (770) 513-8988 www.atlantafamilycounselingcenter.com Our counseling services have helped countless families and individuals take the next step toward wholeness and health.

Family Counseling National Resource Guide– Names of agencies and contact information for family counseling.

RC IV-2 Translation Services 

Lingo 24, INC. (631) 576-8235 www.lingo24us.com Our linguists are official members of professional translator's bodies such as American Translators Association.



American Sign Languages (National Institute On Deafness and other Communication Disorders) www.nidcd.nih.gov (1-800) 241-1044 The NIDCD maintains a directory of organizations that provide information on the normal and disordered processes of hearing, balance, taste, smell, voice, speech, and language.

RC IV-3 Two Agencies- Children With Disabilities 

Babies Can't Wait - www.dekalbhealth.net (404) 294-3700 Babies Can’t Wait is Georgia's early intervention program for infants and toddlers with developmental delays and disabilities and their families.

National Dissemination Center for Children with Disabilities - nichcy.org –National information center that provides information on disabilities and disability-related issues.

Children and youth, from birth to age 22, are the focus 



Helping Hands Pediatric Therapy - (678) 482-6100 www.helpinghandspediatrictherapy.com At Helping Hands Pediatric Therapy, we offer Occupational and Speech Therapy for children with special needs.

RC IV-4 Three or more Websites - Children’s Development/Guidance Child Development 

Brain Development Timeline - http://www.fcs.uga.edu/ext/bbb/brainTimeline.php - This article provides a timeline of brain development in from birth through the life cycle.

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Speech and Language Milestones Chart http://www.ldonline.org/article/Speech_and_Language_Milestone_Chart - This article maps the developmental milestones in young children Guidance

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Setting Rules/Boundaries - http://www.pal.ua.edu/discipline/sa_rules.php This article gives parents steps on Setting limits, boundaries, and how to discipline children.

CS-IV: COMPETENCY STATEMENT IV To establish positive and productive relationships with families.

As an educator of young children, I know the importance of establishing positive, responsive, and cooperative relationships with the parents/guardians of the children in my care. I communicate effectively with the parents/guardians of every child in my care during daily pick up/drop off time and parents conference to help build a positive relationship with them. The parents/guardian must be involved in the child's school life as a teacher, and parents' relation help creates a more extensive support system for the children, and it is also easier to track the child's progress both at school and at home. Therefore, I meet standard IV by having parents involved as much as I can in their child's school life.

CS IV – Families: It is easier to communicate about their child's progress and challenges when we have a positive and responsive relationship with the child's family. I ensure that I communicate with the parents daily to update them about the children's progress throughout the day and discuss what we can do together to improve both at home and at school.

CS IV a: During the daily pickup/drop-off time, I talk with the parents/guardian about the child's activities and progress and update any information necessary from daily or weekly events and activities.

Also, there is a daily report that the parents/guardian receives at the end of the day, where the report informs about the child's activities (mealtime, bathroom use, activities, and any important notes) throughout the day.

CS IV b: Every morning during the school day, at drop-off time, I greet the parents and children, and usually, I have a brief conversation about what is going on in the family. Sometimes, I ask specific questions, for example, when the child looks tired or after the weekend, "How was the weekend, and what did they do?"

CS IV c- Family Questionnaires: The family questionnaire's feedback reflects the trust the parents give me in taking care of their children in my care. In addition, it helps me understand the strengths and weaknesses of my teaching. It also shows the challenges I need to work on to provide adequate and quality care to all the children in my classroom.

RC V: Three Recordkeeping Forms

Emergency Form

Planning for Observations Who will you Observe?

Day 1

Day 2

Day 3

Day 4

Day 5

What objectives/ dimensions will you Observe?

When might you observe these objectives/ dimensions?

CS-V: COMPETENCY STATEMENT V To ensure a well-run, purposeful program that is responsive to participant needs.

As a teacher of young children, I know the importance of following all the state/center guidelines to operate effectively in creating safe, clean, and organized environments for the children. For the whole program to run smoothly, we all must fulfill our responsibilities and follow day-to-day tasks to ensure that we meet the guidelines for safety and a healthy environment for all the staff and children in the center. My co-teacher and I share the classroom responsibilities, and we work together to ensure the classroom is organized, safe, clean, and fun for the children to learn, play, and grow. In addition, I ensure that my classroom is well-prepared for every day to meet the goal of standard V. CS V: Program Management: To run the program smoothly, the program’s administrative and staff members must work together to ensure that the strategies and practices are safe and developmentally appropriate for the children at the center. Communication between staff and parents is also necessary for the success of the childcare program. The staff and teachers must build a positive relationship with the parents to communicate about the children’s progress in their development. Parental satisfaction is what every nursery or development center and I should strive for.

At our childcare center, we do a daily report of each child for the parents, and parents are aware of their child’s daily activities and progress. My co-teacher and I work together to ensure that we document every child’s progress by using observation forms and sometimes collecting pieces of evidence, like the arts and crafts work they do in our class. In addition, we use activities and lessons that are developmentally appropriate for the children in our classroom and set the goal and objective of the weekly lesson to also determine each child’s progress from observing them during the activity and lesson time.

RC VI-1: State Agency Regulation of Child Care Centers and Family Child Care Homes Rules and Regulations Bright From the Start Georgia Department of Early Care and Learning 2 Martin Luther King Jr. Drive SE, 754 East Tower Atlanta, Georgia 30334 Phone: (404) 656-5957 or (888) 442-7735; please see http://decal.ga.gov/BftS/ContactList.aspx for a list of other relevant phone numbers and http://decal.ga.gov/BftS/ContactList.aspx?programId=3 for a list of regional contacts.

Web Page:http://decal.ga.gov/ChildCareServices/ChildCareServicesMain.aspx

Rules and Regulations - Personal Qualifications Rules and Regulations - Group Size and Adult/Child Ratios

Personnel Qualifications Requirements (Child Care Centers)

Personnel Qualifications Requirements (Family Child Care Homes)

RC VI-2:

Early Childhood Associations (National, regional, state, or local) Click links

1.

Membership | National Association for the Education of Young Children

Join or Renew NAEYC Membership https://www.naeyc.org

2.

Membership BCDI – Atlanta | Home bcdi-atl.org

3.

Membership - Georgia Association on Young Children gayconline.org/causes/membership

4.

Membership - National Head Start Association https://nhsa.org/membership/

5.

Membership - National Head Start Association https://georgiaheadstart.org/

RC VI-3: Legal Requirements Child Abuse and Neglect in your state Click Links

1.

Georgia Laws Governing Child Abuse & Neglect https://www.gacasa.org

2.

DeKalb County Department of Family and Children Services www.dekalbcountyga.gov

3.

Mandatory Reporting of Child Abuse www.georgialibraries.org

CS-VI: COMPETENCY STATEMENT VI To maintain a commitment to professionalism.

As a teacher of young children, I maintain my professionalism by taking the opportunities to continue learning about early childhood education, ensuring that I am meeting the expectations of my center and the families, and building positive relationships with my co-workers, children, and parents to fulfill the needs of the children early education in my care. With the education and training I received in early childhood education, I will continue to provide a safe, fun, and clean environment for the children in my classroom to learn, play, and grow. My attributes meet the goal of standard VI by dressing professionally and respecting everyone around me, being a positive role model for the children, and professionally presenting myself at all times.

CS VI Professionalism – As an educator, I ensure I stay on top of new regulations, training for my center, updated laws, and other developments within early childhood education. I make sure I share outside resources available with families to help with their children's needs. I am kind and loving and show concern about the growth and development of children. All children are given the opportunity to grow and learn in a group setting and one-on-one.

I chose to work with preschoolers because I enjoy watching and guiding them as they explore the world around them. To see the children curious and eager to learn, I make them feel confident by saying, “It’s okay; you can do it”! At a young age, children begin to learn right from wrong. I’m challenged each day by the many questions they have ready to ask. I value my time as well as others. I am passionate about working with preschoolers, which helps me succeed in any career.

CS VI a: I want to become an early childhood professional because I love working with children, and I want to make a small impact in their life, like how the early educators impacted me when I was young. The most critical time of our life is being a child. I see a lot of potential in every child, and I want to create a learning environment where they can freely express themselves, enjoy learning and playing, and grow in a safe and comfortable space.

CS VI b: I believe that the most critical indicator of professionalism that I possess is giving respect. I respect everyone, children, parents, co-workers, and everyone else.

Everyone deserves respect, no matter who they are, and I do it because that is how I want to be treated.

PROFESSIONAL PHILOSOPHY STATEMENT Beliefs and Values: As an educator of young children, I know every child has so much potential and energy that they can be whatever they wish to become. Childhood education is one of the most critical times in life when children have unlimited potential to learn and grow. As a teacher, I believe that children have the potential, and without limitations (unless dangerous or unethical), I will nurture and support them to become anything they wish to become.

How Young Children Learn: I know that children have different learning styles, and it is essential as an educator to provide various learning environments to explore other options and express themselves. As a teacher, it is crucial to promote inclusion and a diverse learning environment, embrace the differences in us, and celebrate everyone.

Role as a Teacher: As a teacher, I respect every individual and pay attention to every child in my classroom without any biases or discrimination against anyone, regardless of race, gender, cultural background, age, or disabilities. As a teacher, I promote a positive image and build a positive relationship with everyone I work with, including families, children, co-workers, and staff members. In my work environment, it is crucial that everyone feels comfortable and safe to express themselves.

Role in the Lives of Children and Families: As a teacher, building a positive relationship with the children and families is essential to learn about them and help them as they truly need. I want to create a safe space where the families and I are comfortable sharing information about their kids and allowing me to take good care of them. I plan to work with the family to help the children grow healthy and strong.

Being a teacher does not end just at the school but is also involved in the children's lives as a teacher plays an important role and impacts the children's education and life later in the future.