PORTFOLIO CHECKLIST
STANDARD 1: Safe & Healthy Learning Environment
RESOURCE COLLECTION
 RC I-1 (optional): Your valid and current certificates of completion or cards from a) any first
aid course and b) an infant/child (pediatric) CPR course
o EVALUATION - since this is OPTIONAL, it is not required. If you have one and can
include it, I will add an assignment in and give you and “Exceeds.” This will slightly
help your overall average for the “Safe & Healthy Learning Environment” standard.
If you don’t have one, I will make you “exempt” for this assignment, and it will not
count against you.
 RC I-2: A copy of one weekly menu. In order to complete your related Reflective
Competency Statement on this topic, the menu would ideally be one that you have
participated in serving to and/or designing for children. If this is not possible, or if you work
in a program that does not serve meals, you may substitute a group care menu found on
the internet.
o EVALUATION - The menu was self-designed, included all servings that would be
covered during the day, and indicates serving sizes. Food choices were nutritious,
balanced, and encouraged self feeding and motor skill development (age specified).
 RC I-3: A sample of your weekly plan that includes goals for children’s learning and
development, brief descriptions of planned learning experiences, and also Indicate the age
group(s) for which the plan is intended.
o EVALUATION - A full week’s (5 days’ worth) of activities are planned from 9am – 5
pm. Schedule demonstrates variety within a routine and balance between choice,
group, and structured learning time. Activities are age appropriate and briefly
described. Includes overall goals for that week’s learning and development.
COMPETENCY STATEMENTS Write at least one paragraph on each of the following:
 CS Ia Reflect on the sample menu in the Resource Collection (RC I-2): If you designed the
menu, how does it reflect your commitment to children’s nutritional needs? If you did not
design it, what are its strengths and/or what would you change?
o EVALUATION - Discusses the menu nutritional needs of a particular age. Discussed
typical physical development of the age and promotes skill development through selffeeding.
 CS Ic Reflect on the weekly plan you included in your Resource Collection (RC 1-3). 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?
o EVALUATION - States your personal philosophy about early childhood education.
Discusses what you intend for the child to get out of this weeks activity. References
developmental milestones for a specific age across different developmental contexts.
STANDARD 2: Physical & Cognitive Development
RESOURCE COLLECTION
Four learning experiences/activities (may be a lesson plan), written in your own words. For each experience, indicate the
age group (3s, 4s or 5s) and list the intended goals, materials and processes/teaching strategies. For each activity,
discuss why it is developmentally appropriate for that age group. You need to select and Include four out of the six
from each of the following curricular areas. You can complete up to two additional resources (optional) to include one
from each of the following six:
 RC II-1 Science/Sensory (may be your file folder game, if applicable)
 RC II-2 Language and Literacy (can be your read-aloud experience) (may be your file folder game, if applicable)
 RC II-3 Creative Arts
 RC II-4 Fine motor (please choose an indoor activity)
 RC II-5 Gross motor (please choose an outdoor activity)
 RC II-9 Mathematics (may be your file folder game, if applicable)
o
EVALUATION - for each resource, I will evaluate if the activity targets (whichever curricular area
specified). The plan includes a relevant ECIA Standard, specific objectives (stated in student’s own
words), and processes/teaching strategies (including a valid assessment). Student lists intended ages
and discusses why it is developmentally appropriate for that age group.
o
OPTIONAL RESOURCES – if you complete any resources above the required 4, I will drop off your 2
lowest scores. If all your scores on all resources are “Secure” or “Exceeds” I will enter additional
data points that will increase your overall percentage in category “Physical and Cognitive
Development.” If you do not complete any additional resources above the required four, you will not
be penalized.
COMPETENCY STATEMENTS
Prepare at least one paragraph on each of the following. Please specifically
mention which reference you are speaking by the appropriate code about in each competency statement:
 CS II a Pick one of the nine learning experiences you chose for your Resource Collection (RC II). How does this
experience reflect your philosophy of how to support young children’s physical development?
o
EVALUATION – philosophy is clearly stated and reflects analysis and synthesis of in-class education
about physical development. Clear examples of how to support and encourage the development of
gross motor skills, fine motor skills, dexterity, and coordination are illustrated and explained.
 CS II b Pick another of the nine learning experiences you chose for your Resource Collection (RC II). How does
this experience reflect your philosophy of how to support young children’s cognitive development?
o
EVALUATION - philosophy is clearly stated and reflects analysis of major developmental theories as
well as current research/best practices in early cognitive development. Clear examples of how to
support and encourage the development of executive function and reasoning skills are illustrated and
explained.
 CS II c Pick a third learning experience you chose for your Resource Collection (RC II). How does this experience
reflect your philosophy of how to support young children’s creative development?
o
EVALUATION - philosophy is clearly stated and reflects analysis and synthesis of how to foster creativity
and individuality in the early childhood classroom. Examples of how to encourage creativity through art,
music, and dramatic play are illustrated and explained in context of the age.
 CS II d In an additional paragraph, describe ways to promote the communication/language development
among all children.
o
EVALUATION - philosophy is clearly stated and reflects analysis and synthesis of how young children
construct oral and written communication. Examples of how to encourage speaking, listening, reading,
and writing skills are illustrated and explained in context of the age.
STANDARD 3: Self & Social Development
RESOURCE COLLECTION
 RC 11-6 Self Concept - a resource, activity, or artifact aimed at helping preschoolers establish a positive
self-concept.
o
EVALUATION – artifact is targeted specifically targeted towards establishing and improving a
positive self-concept. Artifact is ready for real-world utilization in the early childhood classroom.
 RC 11-7 Emotional Skills/ Regulation – “emotional vocabulary” cards designed to help preschoolers
distinguish between nuanced emotions and instructing them in how to express them properly.
o
EVALUATION – Adequate variety of emotional terms were selected to teach preschoolers
distinctions between similar emotions (i.e. sadness, disappointment, frustration, anger) while still
providing range of emotions to cover most situations. Emotions are illustrated both as pictures
and as printed words. Relatable examples are provided that a preschooler would be able to
understand. Constructive, age appropriate ways of expressing and handling those emotions are
identified.
 RC 11-8 Social Skills - a resource, activity, or artifact aimed at helping preschoolers interactive in a
constructive manner with their peers and adults.
o
EVALUATION – Artifact is age appropriate and targeted specifically towards improving the social
interactions of preschool children with peers and adults. Artifact is really to be utilized in the real
world.
 RC III (optional) - A bibliography that includes the titles, authors, publishers, copyright dates and short
summaries of ten developmentally appropriate children’s books that you have used with young children.
Each book should support a different topic related to children’s lives and challenges. Subjects should
include:
Cultural or Linguistic Group Identity
Separation/Divorce/Remarriage/Family Structures
Gender Identity
Phases of the cycle of life from Human Reproduction to Death
Children with Special Needs
Other topics that reflect the children and families with whom you
work
o
EVALUATION - A list of 10 developmentally appropriate books. Each book supports a different
topic related to children's lives and challenges. Each listing gave a short summary of the subject
matter & relevance to the preschool environment (in the students own words) enough identifying
information to enable someone to find the book. Again, since this resource is optional, I will
include it only if you earn a “Secure” or “Exceeds” which will improve your overall percentage
in Standard “Self and Social Development.”
COMPETENCY STATEMENTS
Prepare at least one paragraph on each of the following:
 CS IIIa Describe some of the ways you support the development of children’s positive self-concepts and
growing social/emotional skills.
o
EVALUATION – personal philosophy is clearly stated and reflects analysis of development of social
and emotional skills at the preschool age. Philosophy demonstrates understanding and
acceptance of individual differences; celebration of diversity. Clear examples of how to support
and encourage the development empathy, compassion, and understanding of another’s feelings
and perspective are illustrated and explained.
 CS IIIb Reflect on your 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?
o
EVALUATION - philosophy of guiding young children’s positive behavior is clearly stated.
Viewpoints expressed reflect a unique, personal perspective and demonstrates understanding of
what is developmentally appropriate. Student describes how to constructively deal with
challenging behavior.
STANDARD 5: Purposeful Program Management
RESOURCE COLLECTION
 RC V: A completed tool/form that you have used to observe for and document a child’s
developmental/learning progress (Do not include the child’s name or any persomally
identifying information.). If you want to conduct a real-life observation, you need to find a
child and obtain their parent/legal guardian’s consent in writing to observe their child. If
you do not have the opportunity to observe a child in real life, you can complete this
requirement by view Observation Module E1: Enhancing Chilldren’s Play and completing an
anecdotal record.
o EVALUATION – Observation includes factual, descriptive notes written in objective
language on the left hand column. The observer’s comments and interpretations in
the right column. The interpretations demonstrate understanding of preschool
development applied on an individual level.
COMPETENCY STATEMENT Write at least one paragraph on each of the following:
 CS V a: Describe how you would use the observation tool/form you included in the Resource
Collection (RC V) if you were the child’s caregiver? Why are observation and
documentation important parts of program management? How do you ensure that you are
accurately/objectively observing and tracking each child’s developmental and learning
progress?
o EVALUATION - At least 2 specific inferences from anecdote and 2 things the anecdote
tells of the child’s growth and development. Gives recommendations on
plans/strategies to implement with that child to promote development based on the
observation. Articulated why observation is important and how observation can be
utilized as part of managing an early childhood learning center.
 CS Ib (optional) - Reflect on the room environment in which your Observation Visit occurred:
How does the room design reflect the way you believe young children learn best? What do
you see as its strengths and/or what would you change?
o EVALUATION – since we did not get the opportunity to tour a child care center this
term, this is OPTIONAL, not required. If you would like to include it, you may visit a
child care facility on your own and review it. You must include your self-designed
checklist, the date and location you conducted your observation, and a signature from
a supervising employee of the organization. If your reflection is comprehensive and
you complete all this criteria, I will add an extra assignment for “Purposeful Program
Management” and issue you an Exceeds (which could potentially improve your
overall percentage in that category). If you don’t have one, I will make you
“exempt” for this assignment, and it will not count against you.