Critical Performance Assignments

1. Critical Performance Assignments • Philosophy of Early Childhood Paper • Professional Development Plan • Early Childhood Program Observations

2. Early Childhood Program Observations Brief Summary of Information from Blackboard

3. The early childhood educator… • designs and organizes learning environments, experiences, and instruction • creates appropriate learning environments • introduces, implements, facilitates, and manages development and learning • assesses children’s cognitive, emotional, social, communicative, and physical development in a variety of natural environments for infants, toddlers, preschool children and kindergarten children with and without disabilities knowledge of these natural environments is essential for the early childhood educator

4. Required 15 clock hours of observation in an early childhood program…not the home

5. 3 Hours Each • an infant program • a toddler program • a preschool program (ages three and/or four) • a kindergarten classroom (Fall & Spring Only) • During Summer Sessions, one 3 year old and one 4 year old class can be observed instead of one preschool and one kindergarten. • a program that serves infants and toddlers with special needs or preschoolers with special needs

6. The hours do not have to be consecutive …..you can observe • 1 hour on Monday, 1 hour on Tuesday, and 1 hour on Friday or • 3 hours on Thursday or • 30 minutes a day until you are finished or • Any other combination that works for you and the program

7. In Blackboard • Click on Assignments • Click on Critical Performance Folder • Click on Classroom Observations

8. Classroom Observations • Observation Overview • Observation Directions: Word File • The Instructor Letter: Word File • Verification Observation Form: Word File • Program Matrix Form: Word File • Observation Form: Word File • Observation Criteria and Scoring Rubric: Word File

9. Observation Directions • Visually survey the whole classroom. Describe the physical appearance of the classroom, including the arrangement of equipment and materials. What does the room arrangement and choice of equipment tell you about the type of early childhood program you are observing?

10. Observation Directions • As you observe in the classroom or program, notice how the children aregrouped. What does the grouping arrangement tell you about the type of program you are observing?

11. Observation Directions • Observe how the teacher relates to the group of children. Does she/he more often address individual children or the whole group? What type of language and behaviors do you observe that indicates the teacher’s support for each individual child?

12. Observation Directions • What evidence demonstrates that the teacher recognizes that children are connected to their families and cultures? Does the environment promote positive relationships with families?

13. Observation Directions • Note examples of spontaneous curriculum that may have emerged from the children’s curiosity or interests. How did the teacher connect the children’s ideas with the actual learning experiences? Did the teacher demonstrate flexibility when facilitating activities? Is the classroom more teacher-directed or child-directed?

14. Observation Directions • Ask about the program’s philosophy on how children learn.

15. Observation Directions • Describe the group of children in the classroom. • ages • Genders • level of activity • teacher-child ratio

16. Observation Directions • If you are observing during arrival or departure time, note the types of families delivering or picking up the children. Observe the adults who are picking up children. • Do they read bulletin boards? • Do they talk with the teachers about the child’s day? • Do they talk with the child about his/her day? • What type of information is posted for parents?

17. Observation Directions • Are children with special needs included in this program? How are their unique needs being met?

18. Observation Directions • Be Objective! • Write what you see • Write what you hear • Do not write what you think, except for

19. The Instructor Letter To Whom It May Concern: Students from the CFS 192, Introduction to Working with Young Children and Families, at Western Kentucky University are required to conduct 15 hours of classroom observations in a variety of early childhood settings. These observations include a minimum of three clock hours each in an infant setting, toddler setting, preschool setting, kindergarten setting, and a setting serving children with disabilities. As the Instructor of this course, I would appreciate your cooperation in allowing students to conduct a portion of the required observations in your setting. It is a Western Kentucky University requirement that students residing in Kentucky submit documentation of a physical exam, TB skin test, and a criminal record check prior to making their observations. The students have also been provided information regarding professional behavior for field experiences. If you need to contact me, please feel free to call 270-745-4041 or 800-882-7482, or email me at connie.smith@wku.edu. Thanks for contributing to the professional development of students interested in early childhood education. Connie Jo Smith, Ed.D. CFS 192 Instructor Optional

20. Verification Observation Form Verification of Observation FormTo be completed by CFS 192 students for each observation conducted and signed by teacher observed or director of program. Student Name:____________________________________________ Name of Program Observed: _________________________________Age Group Observed:_______________________________________ Time Observation Began: _______ Time Observation Ended __________ Verification Signature: ________________________________________---------------------------------------------------------------------------------------------------

21. Program Matrix Form

22. Observation Form Observation Form Student Name: Name of Program: Dates of Observations: Time Observation Began: Observation Setting (infant program, etc.):

23. Scoring Rubric Comments:

25. 100% Spelling, Grammar, and Format Counts!

26. Check Blackboard • For more detailed information in Critical Performance Folder • For due dates • For directions about submitting work

27. Please remember to thank the teachers and administrators who open their doors to you. It takes extra time on their part and they should know that you appreciate them for helping you learn more about programs for young children.

28. Confidentiality • Confidentiality is a critical element of professionalism and must be respected during observations. • Do not discuss anything you observe with friends, families, or other students, unless it is for the purpose of your professional development. • When you request permission to observe, the program may ask you to sign a confidentiality agreement.

29. I hope this review will be helpful to you as you plan for your observations.