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每一个统计ement below refers to behaviors or attributes you should demonstrate when interacting with children, families, or colleagues. Some of the competencies are directly observable during your typical workday. Other competencies may be assessed through conversations with your trainer, coach, or administrator. For each of the statements, select your current level of mastery. A similar version of this tool will be used by your trainer, coach, or administrator to guide their observation of your competencies in this content area.

1Emerging

You believe you need more information to understand or incorporate a particular competency into your practice

2Developing

You believe you have an understanding of the competency, and are working to properly apply it your work

3Mastered

You believe you have fully mastered and consistently implement a particular competency

Competency Reflection Notes
I

Direct Observation
1 Respond sensitively to children’s temperaments and preferences. 1 2 3

2 Acknowledge and show excitement when children make discoveries. 1 2 3
3 Respond to children’s feelings, comments, questions, and concerns. 1 2 3
4 Use children’s home languages in the classroom or program setting. 1 2 3
5 Encourage children as they try out new ideas and activities. 1 2 3
6 Be responsive to the emotional well-being of each child in care. 1 2 3
7 Meet children’s needs in a timely manner. 1 2 3
8 Respond in a similar fashion to boys and girls. 1 2 3
9 Redirect children to safe activities when needed. 1 2 3
10 Help children put strong emotions into words. 1 2 3
11 Demonstrate a calm, soothing voice and demeanor when children are coping with stressful experiences. 1 2 3
12 Encourage children to use their words with adults as well as with their peers. 1 2 3
13 Assist children as they explore new activities without taking control. 1 2 3
14 Offer children opportunities to choose what they will do, how they will do it, and with whom. 1 2 3
II

Observation or Conversation
1 Establish a sense of community in the classroom. 1 2 3

2 Be sensitive to children’s unique backgrounds and needs. 1 2 3
3 Reach out to families of children in the program and learn about their lives. 1 2 3
4 Model a healthy self-image and self-esteem. 1 2 3
5 Identify families’ strengths in order to support children’s sense of self. 1 2 3
6 Invite families to share their traditions and culture in the classroom. 1 2 3
7 Model kindness and respect in interactions with children, families and co-workers. 1 2 3
III

Environmental Evidence
1 Plan consistent, interesting experiences and activities that support a sense of belonging. 1 2 3

2 Display photographs of children’s families in the classroom. 1 2 3
3 Organize materials and toys so that all children can actively participate. 1 2 3
4 Plan activities that enable children to express themselves and explore their sense of self. 1 2 3
Ⅳ

Concluding Reflections

My overall strengths in this area:

I want to strengthen my practice in:

My plans to achieve these goals: