ࡱ> KMJG  Gbjbjَ b C] L pttttttt  $  ttttt ttpt.tt t D,rr T tT"F  Professional Resource File Table of Contents Part I - Autobiography Part II - Statements of Competence Competency Goal I To establish and maintain a safe, healthy learning environment Competency Goal II To advance physical and intellectual competence Competency Goal III To support social and emotional development and provide positive guidance Competency Goal IV To establish positive and productive relationships with families Competency Goal V To ensure a well run, purposeful program responsive to participant needs Competence Goal VI To maintain a commitment to professionalism Autobiography Carolyn Brown My first opportunity to work with preschool children was with the Head Start Program in Gary, Indiana in 1970. I was hired as a college assistant to a teacher that had a wonderful way with children. The experience made me realize how much I wanted to work with children as a career. It wasnt until 1978 I received my degree in elementary education and I became a teacher in Nebo, Kentucky at the elementary school. I love using whole language and the developmental approach and in 1988, I was hired as the child care director at the Child Care Research Center, where my staff and I have developed the center curriculum in or multi-age center to include different subjects and cultures. In 1993 and 1995 I experienced the NAEYC self-studies with my staff. It was at this time I recognized the importance of the CDA and the Reason I want a CDA is I believe it has already enhanced my understanding of child development and it has helped me to grow as an individual and as a child care professional. I believe being a certified CDA promotes quality childcare not only in our community but in those communities around us. Statements of Competence Competency Goal I To establish and maintain a safe, healthy learning environment Functional Area: Safe Candidate provides a safe environment to prevent and reduce injuries. Goal for the children: to experience different textures on the playground in a safe environment Activities: Our Center maintains a safe, clean, attractive playground. When weather permits our program is moved to the out-of-doors. Picnic tables are available for learning centers. Large and small motor skills are challenged by swings, a slide, merry-go-round and other equipment. Sand, sawdust, grass, dirt, cement, and water are the many choices of textures for play. The children and staff maintain the playground several times during the day. The equipment is maintained throughout the year and the sawdust cushioning replaced in the summer as ell as the sand. Function Area: Healthy Candidate promotes good health and nutrition and provides an environment that contributes to the prevention of illness. Goal for the children: To explore the basic hygiene practice of hand washing. Activities: A low-level hand-washing sink is provided for the children in the all-purpose room for easy hand washing supervision. Before meals the children wash their hands. If they sneeze the children wash their hands. After art activities the children wash their hands. Soap and paper towels are provided as well as proper disposal containers. The center is licensed by the Health Department and the Department of Human Resources. The regulations of these departments are licensing codes including provisions for safety and health such as sanitation, water quality, and fire protection. Our staff act to prevent illness and accidents, and are prepared to deal with emergencies should they occur, and also educate children and sometimes parents, concerning safe and healthy practices. 3. Functional Area: Learning Environment Candidate uses space, relationships, materials, and routines as resources for construction an interesting, secure and enjoyable environment that encourages play, exploration, and learning. Goal for the children: To provide learning centers that are interesting, inviting, and age-appropriate. Activities: Space for preschool children is arranged to encourage small groups or individual activities including block building, a dress up area, small manipulatives, or a quiet book center. Other areas for art, math and science are provided and changed to encourage the childs interest. We have a hard surface floor to make clean up easy for messy projects. A carpeted area and sturdy furniture provide comfort to the children during story time, music, or dance (exercise). Competency Goal II To advance physical and intellectual competence Functional Area: Physical Candidate provides a variety of equipment, activities, and opportunities to promote the physical development of children. Goal for the children: To provide out-of-doors activities to promote large and small motor skills. Activities: The outdoor environment fosters growth and development through opportunities for exploration and learning. Our playground has been described as a "nature center". The program is designed for the staff to move where the children's interest may take them. Activity areas are defined clearly by arrangement. Some spaces are small to minimize distractions. Some spaces are open to encourage learning to ride a bike, or play volleyball. We have shade or sun, space for digging, climbing, and balancing. Chalk for drawing or hopscotch. Jumping ropes, blocks, trucks, cars, shovels, buckets are choices for small motor skills. Water play might include making a dam or playing with bubbles. Seasonal hiking or snow sledding are very popular and a fun experience for the children and staff. 5. Functional Area: Cognitive Candidate provides activities and opportunities that encourage curiosity, exploration, and problem solving appropriate to the developmental levels and learning styles of children. Goal for the children: To promote critical thinking skills by allowing children to make choices. Activities: The minute a child enters the center the child is free to make choices in the language are center, play dough, puzzles, or another small manipulative choice. Our center has a written statement of its philosophy and goals for children. The program has a written curriculum plan that is flexible to a child's individual needs and interests. The learning environment and activities for children reflect the program philosophy and its goals. The curriculum encourages children to be involved in the learning process. A variety of activities and materials are offered for the child to experience and pursue their own interests. Modifications have been made in the environment and staffing for children with special needs. The staff make appropriate professional referrals where necessary. 6. Functional Area: Communication Candidate actively communicated with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communication thoughts and feelings. Goal for the children: To help promote children to use their speaking skills. Activities: Children are encouraged to verbalize feelings and ideas. Sometimes a child forgets to use words and may whine or cry. We talk to the child and encourage them to use their words. New words are introduced to children when themes change. An example would be the winter theme included penguins, ice, and cold. Our Native American Theme included igloo, pellets, and canoe. Our tasting centers introduce new kinds of foods. The science center introduces concepts of seeds and plants. The staff have a verbal and written system established for sharing information about children. Any change in a child's physical or emotional development is documented. Parents are informed about critical issues that could affect them. Conferences are held twice a year and offered at other times as needed. Children are encouraged to verbalize feelings and ideas. Staff intervene quickly when children respond physically or inappropriately. 7. Functional Area: Creative Candidate provides opportunities that stimulate children to play with sound, rhythm, language, materials, space, and ideas in individual ways and to express their creative abilities. Goal for the children: To help promote creative expression in drama Activities: A drama center with hats, clothing, and a mirror provide the children with an opportunity to become and be able to do anything. They can be a hairdresser, a dad, doctor, or scientist. The staff provides a variety of developmentally appropriate activities and materials that are selected to emphasize learning through themes. Long range and daily activities reflect commitment to goals including fostering positive self confidence in children, helping develop social skills, encouraging children to think, reason, question, and experiment. The staff encourages language development through interaction with children. An appreciation for the arts, and cultural diversity through physical and nutritional practices are accomplished by the curriculum themes. 8. Functional Area: Self Candidate provides physical and emotional security for each child and helps each child to know, accept, and take pride in himself or herself and to develop a sense of independence. Goal for the children: To encourage children to use good manners at meal and snack time. Activities: A teacher is seated with the children at mealtime and the conversation is appropriate for the meal. Children are encouraged to speak in complete sentences, for example the child might say, "May I have more milk, please" instead of pointing and saying, "milk." Center staff interacts frequently with the children. The staff expresses respect for and affection toward children by smiling, touching, holding, and speaking to the children at their eye level throughout the day. The staff actively seeks conversations with the children. Staff is available and the waiting for adult time is minimized as much as possible. Staff encourages and shares experiences, ideas and feelings. The staff listens to them with attention and respect. The staff is strategically placed and looks up often from involvement. The staff provides assurance and can be quick to comfort a child in distress. 9. Functional Area: Social Candidate helps each child feel accepted in the group, helps children learn to communicate and get along with others, and encourages feelings of empathy and mutual respect among children and adults Goal for the children: To encourage children to be independent. Activities: When it is time to go outside a child will get his or her own jacket and put it on with little or no assistance from the staff. A child with little or no assistance can take care of their own bathroom needs. At snack or meal times children are encouraged to try different foods. The children are encouraged to be independent. Staff foster this independence in routine activities like picking up toys, going to wash their hands, caring for materials, and knowing their own cubby. Competency Goal III To support social and emotional development and provide positive guidance Functional Area: Guidance Candidate provides a supportive environment in which children can begin to learn and practice appropriate and acceptable behaviors as individuals and as a group. Goal for the children: To allow children to solve their own problems. Activities: Our staff use positive techniques of guidance, redirection, anticipation of and elimination of potential problems, and encouragement of appropriate behavior rather than competition, or comparison, or criticism. The staff is constant, make the rules clear and discuss with the children to make sure they understand the rules. Our staff encourages children to evaluate a problem rather than have the staff give a solution. We want children to recognize other children's feelings. Competency Goal IV To establish positive and productive relationships with families Functional Area: Families Candidate maintains an open, friendly, and cooperative relationship with each child's family, encourages their involvement in the program, and supports the child's relationship with his or her family. Goal for the children: To share personal experience of children with their families. Activities: Our Staff believes parents and other family members are welcomed at the center at any time. Our open visitation was designed to encourage families to stop by throughout the day. We planned an open house to encourage parents to play with their child using make-it take-it activities that were developmentally appropriate and easy to make for the parent heading to work. We know that young children are an integral part connected to their families and we attempt to develop strategies to work with families. We communicate frequently about childcare practices in order to minimize conflicts and confusion for the child. Our staff gives ideas for parents to work with their child at home. We communicate to ensure that children experience smooth transitions into the center. The staff treats children of all races, religious beliefs, family backgrounds and cultures with equal respect and consideration. Staff provides children of both sexes the opportunities to take part in all activities. Our center is a resource for our families and to the community at large. To effectively serve children and families our staff must be knowledgeable about our community and what services it offers in order to refer families to the many different agencies. Competency Goal V To ensure a well run, purposeful program responsive to participant needs Functional Area: Program Management Candidate is a manager who uses all available resources to ensure an effective program operation. The Candidate is a competent organizer, planner, recordkeeper, communicator, and a cooperative co-worker. Goal for the children: To maintain up-to-date and accurate information for each child. Activities: Our staff keeps an up-to-date registration book with each child's form and medical history. If the staff become aware of unusual behavior or health problems the parents are immediately notified. A file with the preschooler's immunizations is kept currents. We have a daily medicine sign-in for children needing medication. As a team we assess needs and strengths of the preschoolers. A lead teacher or the director offers an assessment for preschoolers twice a school year or as needed. A checklist is used almost daily to help gather information for the parent-teacher conference. When presenting culturally appropriate activities to the preschoolers the staff attempt to make it as accurate as possible. Our Native American theme was lead by a teacher that has lived in Alaska and knew many customs and items by their appropriate name. As the director, it is up to me to work with the staff and identify strengths and weaknesses of the program and to develop goals for each new school year and summer. Each year a new parent handbook is printed with any revision clearly identified. Staff personnel policies are revised and updated each year. Benefits for full-time staff include a paid leave, medical insurance, retirement, subsidized childcare, training and education benefits. We make use of many community resources which include but is not limited to: an educational enhancement center and family resource centers. To effectively serve families, the staff must be knowledgeable about the use of expertise of other professionals in the community both as the supplement to the program's resources and as referral sources for parents. Someone on the site is designated as the person in charge to take action in an emergency, if the director is not present. Competency Goal VI To maintain a commitment to professionalism Functional Area: Professionalism Candidate makes decisions based on knowledge of early childhood theories and practices, promotes quality in childcare services, and takes advantages of opportunities to improve competence, both for the benefit of children and families. Goal for the children: To have a well trained staff in developmentally appropriate curriculum practice working with the children. Activities: As a director and childcare worker I am committed to young children, their families, co-workers, and our community. My staff and I are actively involved in trainings and committed to continue to learn and grow as professionals. The center contributes to our child care community by hosting PIPC (Preschool Interagency Planning Council) meetings. We work very hard to maintain high standards of professionalism in our center. We advocate for children and their families through local and state governments. We work with early childhood colleagues locally as well as throughout our state. Our staff holds membership in many professional organizations, we subscribe to professional magazines, and keep in touch with other local childcare workers. 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