ICCP Assessments
Assessment: Observe a Program in Action
Program Observation Form
You will need to print this form out and take it with you to your observation.
Program Name:
Program Phone Number:
Program Address:
Room Observed:
Age of children:
Teacher(s): Number of children:
What time of day did you observe?
Date:
Signature of teacher to verify your observation was completed:
Using what you know about high-quality child care environments, what is your first impression
of the room?
Remember: Everything you see during this observation must remain confidential.
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List any examples of parent communication or involvement you can see around the room.
What do you see the children in the room doing independently?
When do you see the teachers assisting children?
How do the teachers give reminders of rules and expectations?
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Describe a transition between activities. What did the teachers do? What did the children do?
Describe a time when a child did not follow a rule or had a conflict with another child.
What did the teachers do? What did the children do?
Did you observe the teachers cleaning and sanitizing the materials, or helping with
handwashing or toileting? Describe what you saw.
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Observe one child for 10 minutes. Write your running record here, using initials or other
symbols instead of the child’s name.
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Observation Reflection
Use your observation notes, memory, and everything you have learned about high- quality child care practices to complete this activity after your observation.
Name three positive things that you saw or heard during your observation.
Describe how the environment, the activities, or the teacher supported children’s
health and physical development.
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Describe how the environment, the activities, or the teacher supported children’s
social and emotional development.
Describe how the environment, the activities, or the teacher supported children’s
language development and communication.
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Describe how the environment, the activities, or the teacher supported the
development of children’s approaches to learning.
Describe how the environment, the activities, or the teacher supported children’s
cognition development and general knowledge.
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If you were a teacher in this classroom, what would you do differently?
What makes this classroom a good place for children?
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Rubric for Evaluation: All items must be met to mark this required assessment as completed.
Met?
The observation form is signed by the classroom teacher(s).
Observations are easily read and demonstrate the participants understanding of course material.
Reflection questions are answered thoughtfully. The answers are easily read and understood.
Instructor comments:
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Assessment: Transition Toolkit
Child care schedules are full of movement and changes. These times, called transitions, can prove challenging for some children who may feel stressed or rushed during routine changes throughout the day. Planning for times of transition is important because it can make the day feel smooth and well-organized. Engaging children in a fun activity is one of the best ways to avoid stressful situations and help children learn positive behaviors. Transition activities can also help young children feel a sense of control and belonging by supporting them to actively participate in their daily schedule.
Common daily transitions in early care and education include arrival and departure times, cleaning up between activities, waiting for lunch, waiting in line, moving from one place to another, diaper changes or bathroom times as a group, handwashing, and rest times.
Activity Directions
For this activity you will create a Transition Tool Kit. The tool kit will be designed to support you in your work with children. As you’ve learned, songs, fingerplays, and short interactive stories can make the difference between a happy clean-up transition and one where everyone – including you – feels stressed and upset. The minimum requirements of your Transition Tool Kit are:
1. Include at least 20 songs, fingerplays, interactive stories, etc. that you could use to help children move between different times of the day. You can find these transition ideas in books, on websites, or write down ones you remember from your own childhood. The transitions you chose should reflect the five WMELS domains.
2. Look for songs, fingerplays, chants, and stories that you can use with a variety of age groups. Your tool kit can concentrate on the age you intend to work with, but you must include at least one transition that will best support children from each the four age groups: infants, toddlers, preschoolers, and school-aged children.
3. At least one of your transitions should include instructions on how to customize it to meet an individual child’s needs. For example, you could include a Spanish- language version for children who speak Spanish as their primary language or add instructions for sign language for a deaf child.
4. Three of the transition activities must be related to the common daily transitions listed above.
5. One transition must include the names of the children. 6. Choose one transition activity to share with your peers during a face-to-face
session.
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Rubric for Evaluation: All items must be met to mark this required assessment as completed.
Met?
20 transition activities are present
Activities are presented in an easy to use format
Activities are easy to read
Some activities include movement
Activities are included for a variety of age groups, including at least one each for toddlers, preschool, and school-aged children.
All WMELS domains are covered in the transitions
At least one transition is customized for an individual child’s needs.
At least three activities are related to daily routines
At least one transition should include the names of the children.
One transition is shared with peers during a face-to-face session
Instructor comments:
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