Final Assignment

Appendix C Self-Assessment

This Self-Assessment is designed to give you a snapshot of yourself as an early childhood educator at this point in time. It involves reflecting on and reporting on your progress in the topics addressed in Chapters 3, 4, 5, and 6. The scale on the continua ranges from very little knowledge to advanced expertise. If a more in-depth assessment is called for you may also construct a portfolio that provides examples of your work for each topic that is relevant to your professional development.

Chapter 3—Knowledge and Skills

Review the items in each category of core knowledge and skills presented in Chapter 3 and rate your stage of development—from Beginning to Mastery—by circling one of the numbers. The five steps on the continuum are:

Beginning—I know/can do very little

Emerging—I know/can do some

Developing—I know/can do quite a bit

Competency—I know/can do this quite well

Mastery—I can mentor or teach in this area

1. Child Development

Beginning Emerging Developing Competency Mastery

Knowledge of domains of development.

1 2 3 4 5

Knowledge of the sequence of development for ages 0–8.

1 2 3 4 5

Knowledge of the principles and theories of child growth and development.

1 2 3 4 5

Skill in applying knowledge of development in planning a program for children.

1 2 3 4 5

2. Observation, Assessment, and Documentation

Beginning Emerging Developing Competency Mastery

Knowledge of a range of observation techniques.

1 2 3 4 5

Skill in observing children objectively.

1 2 3 4 5

Skill in using observation to individualize learning and modify the learning environment.

1 2 3 4 5

Skill in selecting and implementing appropriate assessment for a group of children.

1 2 3 4 5

Skill in identifying concerns about a child’s development.

1 2 3 4 5

Skill in documenting children’s learning in a variety of ways.

1 2 3 4 5

Skill in sharing what I know about children’s development with others.

1 2 3 4 5

3. Health, Safety, and Nutrition

Beginning Emerging Developing Competency Mastery

Knowledge of how to keep children safe and healthy.

1 2 3 4 5

Skill at maintaining a healthy environment.

1 2 3 4 5

Basic knowledge of nutrition.

1 2 3 4 5

Knowledge of food safety issues.

1 2 3 4 5

Knowledge of potential hazards, safety procedures and first aid techniques.

1 2 3 4 5

Knowledge of methods of communicable disease control.

1 2 3 4 5

Skill in maintaining a safe physical environment.

1 2 3 4 5

Skill in adherence to sanitation procedures.

1 2 3 4 5

Skill in planning and providing healthful snacks.

1 2 3 4 5

Skill in protecting children from injuries.

1 2 3 4 5

Skill in assessing health and safety issues.

1 2 3 4 5

4. Relationships and Guidance

Beginning Emerging Developing Competency Mastery

Knowledge of the impact of relationships and guidance practices on children’s development.

1 2 3 4 5

Knowledge of developmentally and culturally appropriate guidance principles and practices.

1 2 3 4 5

Skill in creating a secure, respectful classroom climate.

1 2 3 4 5

Skill in creating a classroom community in which children treat each other with fairness and respect.

1 2 3 4 5

Skill in using guidance practices that foster self-esteem, self regulation, and positive relationships.

1 2 3 4 5

5. Learning Environment

Beginning Emerging Developing Competency Mastery

Knowledge of the role of the learning environment in an ECE program.

1 2 3 4 5

Knowledge of appropriate materials for children of different ages.

1 2 3 4 5

Knowledge of areas that are included in learning environment and how they can reflect the age of the children served.

1 2 3 4 5

Knowledge of design principles for early childhood environments.

1 2 3 4 5

Chapter 4—Behaving Like a Professional

Review the following aspects of professional behavior presented in Chapter 4 and assess yourself using the rubrics presented here.

Communication and Relationships

Beginning Emerging Developing Competency Mastery

Knowledge of central characteristics of good relationships.

1 2 3 4 5

Ability to take another’s point of view.

1 2 3 4 5

Ability to understand children’s verbal and non-verbal communication.

1 2 3 4 5

Ability to understand cultural styles of communication.

1 2 3 4 5

Skill in listening to and using constructive feedback.

1 2 3 4 5

Knowledge of the importance of collaboration with colleagues and with the community.

1 2 3 4 5

Skill in building partnerships within the community.

1 2 3 4 5

Skill in finding and utilizing resoures within the community.

1 2 3 4 5

Work Ethic

This rubric uses a four-point scale:

Not at all Sometimes Most of the time Consistently

I know my job and make a concerted effort to do my best.

1 2 3 4

I have a positive attitude about children and families.

1 2 3 4

I have a positive attitude about my job.

1 2 3 4

I am punctual.

1 2 3 4

My attendance is good.

1 2 3 4

I comply with expected dress standards.

1 2 3 4

Summary: Communication/Relationships/Work Ethic

Describe your strengths in the area of communication and relationships.

Describe areas of communication and relationships on which you need to more work.

Describe your strengths in the area of work ethic.

Describe aspects of work ethic in which you could improve.

Moral and Ethical Behavior

Personal Values and Morality

Beginning Emerging Developing Competency Mastery

Awareness of my personal values and morality.

1 2 3 4 5

Awareness of how my personal values and the morality impact my work.

1 2 3 4 5

Professional Ethics

Beginning Emerging Developing Competency Mastery

Knowledge of the difference between personal and professional morality.

1 2 3 4 5

Knowledge of the function of ethical guidelines.

1 2 3 4 5

Knowledge of early childhood educators’ moral obligations.

1 2 3 4 5

Knowledge of the NAEYC Code of Ethical Conduct and Statement of Commitment (or another code that is used in my workplace).

1 2 3 4 5

Knowledge of my ethical responsibilities.

1 2 3 4 5

Knowledge of the symptoms of child abuse and practices for reporting abuse.

1 2 3 4 5

Ability to identify ethical issues in my workplace.

1 2 3 4 5

Ability to determine if an ethical issue is a responsibility or a dilemma.

1 2 3 4 5

Ability to come to a justifiable resolution for a hypothetical ethical dilemma.

1 2 3 4 5

Ability to identify and describe an ethical dilemma in my workplace.

1 2 3 4 5

Ability to come to a justifiable resolution to a dilemma I have identified at my workplace.

1 2 3 4 5

Ability to help others learn about the basics of professional ethics including using a code of ethics.

1 2 3 4 5

Ability to help others learn to analyze ethical dilemmas.

1 2 3 4 5

Codes of Ethics

This section uses a four-point scale.

Not at all Sometimes Most of the time Consistently

I use a code of ethics to guide the resolution of ethical dilemmas.

1 2 3 4

Chapter 5—Personal Attributes

Review the three sections in Chapter 5 and consider your personal and professional attributes using the following items as a guide.

What do you bring to the workplace?

Plot your temperament on the continua presented in Figure 5.1 (page 5). How would you describe yourself on each of the traits of temperament? What are implications of knowing about your temperament for your work with children? Describe two things that you will do based on reflecting about your temperament.

Have a friend/colleague/classmate plot your temperament, compare, discuss.

Which of the Multiple Intelligences described by Howard Gardner in Figure 5.2 (page 78) best characterizes you? Are there other intelligences that you demonstrate as well? Which intelligence or intelligences would you say characterize you least? What implications does this have for your work with children? Describe two things that you will do based on reflecting on your intelligences.

What you are like as a person?

What events or experiences in your life caused you to choose early childhood education as a career? How do you think the experiences of your childhood impact the way you work with children and families? What are implications of this knowledge for your work with children?

• How do friends and relatives usually describe your personality? How would you describe your personality? What are implications of the characteristics of your personality for your work with children?

Who are you in the workplace?

How would you describe your relationships with children, family members, and colleagues?

How would you describe your intellectual inclinations?

What are you curious about? What are you reading about? What are you interested in learning more about?

Look at the moral attributes described on page 82. Which do you think best describe you?

Do you think you are passionate and dedicated to your work? What do others tell you about how you approach your work?

Summary: Personal Attributes

What are the implications of these questions for you as an early childhood educator?

What are your areas of strength?

Which aspects do you need to think about and work on more?

Chapter 6—Doing Your Best for Children

Professional Engagement

Review the following aspects of professional engagement and assess yourself using the rubric that follows.

Not at all Sometimes Most of the time Consistently

I attend and actively participate in staff meetings.

1 2 3 4

I attend and participate in in-service training.

1 2 3 4

I read publications written for educators.

1 2 3 4

I read books related to my field.

1 2 3 4

I attend conferences run by professional organizations in my state and nationally.

1 2 3 4

I consult with colleagues, administrators, and supervisors about my work.

1 2 3 4

I consult with other educators in person or electronically.

1 2 3 4