Classroom Portfolio Labels Infant/Toddler/Two/Preschool

Classroom Portfolio Labels – Infant/Toddler/Two/Preschool Use these Classroom Portfolio labels to label pieces of evidence included in the Classroom Portfolio. This resource is an optional resource for programs. These labels apply to mixed-age groups that serve infants, toddler/twos, and preschool-aged children.

These labels were designed to be used with Avery 5160 (1” x 2 5/8”) labels or a similar product. You may notice that some criteria do not fit on one label. In these cases, the criterion language appears on two labels and includes a “1 of 2” and “2 of 2” note at the top of each label.

Certain criteria have been intentionally removed from this resource. Read more.

Topic Area 1.A. Building Standard 1: 1.A.01 Teachers work in partnership with Positive Relationships families, establishing and maintaining regular, Relationships Among Teachers and ongoing, two-way communication. Families

1.A.05 Teachers share information with families 1.A.03.a Teachers communicate with family 1.A.03.b Teachers communicate with family about classroom rules, expectations and routines members on an ongoing basis to a. learn about members on an ongoing basis to b. ensure a not only at enrollment but also as needed children’s individual needs. smooth transition between home and program. throughout the year.

1.C.03.a Teaching staff support children as they 1.C.03.b Teaching staff support children as they Topic Area 1.C. Helping practice social skills and build friendships by practice social skills and build friendships by helping them helping them Children Make Friends a. enter into [play] b. sustain [play]

1.C.03.c Teaching staff support children as they Topic Area 1.D. Creating a 1.D.01.a Teaching staff counter potential bias practice social skills and build friendships by and discrimination by helping them Predictable, Consistent, a. treating all children with equal respect and c. enhance play and Harmonious Classroom consideration,

1.D.01.d Teaching staff counter potential bias 1.D.01.b Teaching staff counter potential bias 1.D.01.c Teaching staff counter potential bias and discrimination by and discrimination by and discrimination by d. providing models and visual images of adult b. initiating activities and discussions that build c. intervening when children tease or reject roles, differing abilities, and ethnic or cultural positive self-identity and teach the valuing of others, backgrounds that counter stereotypical differences, limitations,

1.D.02.a Teachers provide children opportunities 1.D.02.b Teachers provide children opportunities 1.D.01.e Teaching staff counter potential bias to develop the classroom community through to develop the classroom community through and discrimination by participation in decision making about classroom participation in decision making about classroom e. avoiding stereotypes in language references. a. rules b. plans, and

1.D.02.c Teachers provide children opportunities to develop the classroom community through 1.D.04.a Teachers help children talk about 1.D.04.b Teachers help children talk about participation in decision making about classroom a. their own [emotions] b. others’ emotions. c. activities.

1.D.04.c [Teachers] provide opportunities for Topic Area 2.A. children to c. explore a wide range of feelings Standard 2: and the different ways that those feelings can be Curriculum: Essential expressed. Curriculum Characteristics

2.A.07.c The curriculum guides the development 2.A.07.a The curriculum guides the development 2.A.07.b The curriculum guides the development of a daily schedule that is predictable yet flexible of a daily schedule that is predictable yet flexible of a daily schedule that is predictable yet flexible & responsive to individual needs of the children. and responsive to individual needs of the and responsive to individual needs of the The schedule children. The schedule children. The schedule c. is responsive to a child’s need to rest or be a. provides time and support for transitions. b. includes both indoor and outdoor experiences. active.

2.A.08.a Materials and equipment used to 2.A.08.b Materials and equipment used to 2.A.08.c Materials and equipment used to implement the curriculum reflect the lives of the implement the curriculum reflect the lives of the implement the curriculum reflect the lives of the children & families as well as the diversity found children & families as well as the diversity found children and families as well as the diversity in society, including in society, including found in society, including a. gender, b. age, c. language, and

2.A.08.d Materials and equipment used to implement the curriculum reflect the lives of the 2.A.08.e Materials and equipment e. provide for 2.A.08.f Materials and equipment children and families as well as the diversity children’s safety while being appropriately f. encourage exploration, experimentation, and found in society, including challenging. discovery. d. abilities.

2.A.08.g Materials and equipment 2.A.08.i Materials and equipment 2.A.08.h Materials and equipment g. promote action and interaction. i. are rotated to reflect changing curriculum and h. are organized to support independent use. accommodate new interests and skill levels.

2.A.10.a The curriculum guides teachers to 2.A.08.j Materials and equipment 2.A.08.k Materials and equipment incorporate content, concepts, and activities that j. are rich in variety. k. accommodate children’s special needs. foster a. social [development],

2.A.10.b The curriculum guides teachers to 2.A.10.c The curriculum guides teachers to 2.A.10.d The curriculum guides teachers to incorporate content, concepts, and activities that incorporate content, concepts, and activities that incorporate content, concepts, and activities that foster foster foster b. emotional [development], c. physical [development], d. language [development], and

2.A.10.f The curriculum guides teachers to 2.A.11.a The schedule 2.A.10.e The curriculum guides teachers to incorporate content, concepts, and activities that a. provides children learning opportunities, incorporate content, concepts, and activities that f. integrate key areas of content including experiences, and projects that extend over the foster literacy, mathematics, science, technology, course of several days [and incorporates time e. cognitive development and creative expression and the arts, health and for:] safety, and social studies.

2.A.11.b The schedule [incorporates time for:] 2.A.11.c The schedule [incorporates time for:] 2.A.11.d The schedule [incorporates time for:] b. play, c. creative expression, d. large-group [activity],

2.A.12 The curriculum guides teachers to plan 2.A.11.e The schedule [incorporates time for:] 2.A.11.f The schedule [incorporates time for:] for children's engagement in play (including e. small-group [activity], and f. child-initiated activity. dramatic play and blocks) that is integrated into classroom topics of study.

Topic Area 2.C. Curriculum 2.C.01.a Infants and toddlers/twos are provided 2.C.01.b [Infants and toddlers/twos] have a. an environment that allows them to move multiple opportunities to practice emerging skills Area of Development: freely and achieve mastery of their bodies in Physical Development through self-initiated movement. b. coordination, movement, and balance, and

2.C01.c [Infants and toddlers/twos] have 2.C.02 Infants and toddlers/twos have multiple 2.C.03 Children are provided varied multiple opportunities to practice emerging skills opportunities to develop fine-motor skills by opportunities and materials that support fine- in acting on their environments using their hands motor development. c. perceptual-motor integration. and fingers in a variety of age-appropriate ways.

2.C.04.c Children have varied opportunities and 2.C.04.a Children have varied opportunities and 2.C.04.b Children have varied opportunities and are provided equipment to engage in large motor are provided equipment to engage in large motor are provided equipment to engage in large motor experiences that experiences that experiences that c. develop controlled movement (balance, a. stimulate a variety of skills. b. enhance sensory-motor integration. strength, coordination).

2.C.04.d Children have varied opportunities and 2.C.04.f Children have varied opportunities and are provided equipment to engage in large motor 2.C.04.e Children have varied opportunities and are provided equipment to engage in large motor experiences that are provided equipment to engage in large motor experiences that d. enable children with varying abilities to have experiences that f. help them learn physical games with rules and large-motor experiences similar to those of their e. range from familiar to new and challenging. structure. peers. Topic Area 2.D. 2.D.02 Children are provided opportunities to 2.D.04.a Children have varied opportunities to Curriculum: Areas of experience oral and written communication in a develop vocabulary through Development: Language language their family uses or understands. a. conversations, Development

2.D.04.b Children have varied opportunities to 2.D.04.c Children have varied opportunities to 2.D.04.d Children have varied opportunities to develop vocabulary through develop vocabulary through develop vocabulary through b. experiences, c. field trips, and d. books.

Topic Area 2.E. Curriculum 2.D.06.a Children have varied opportunities and 2.D.06.b Children have varied opportunities and materials that encourage them to have materials that encourage them to have Content Area for Cognitive discussions to solve problems that are [both] discussions to solve problems that are [both] a. interpersonal and b. related to the physical world. Development: Early Literacy 2.E.01.a Infants have varied opportunities to 2.E.01.b Infants have varied opportunities 2.E.01.c Infants have varied opportunities to experience songs, rhymes, routine games and to experience songs, rhymes, routine games and experience songs, rhymes, routine games and books through books through books through a. individualized play that includes simple b. daily opportunities for each child to hear and c. access to durable books that enable children’s rhymes, songs, and interactive games (e.g., peek- respond to various types of books, including picture independent exploration. a-boo). books, wordless books, and books with rhymes.

2.E.02.b Toddlers/twos have varied 2.E.02.a Toddlers/twos have varied opportunities to 2.E.02.c Toddlers/twos have varied opportunities to experience books, songs, experience books, songs, rhymes, and routine opportunities to experience books, songs, games through rhymes, and routine games through rhymes, and routine games through a. individualized play that includes simple rhymes, b. daily opportunities to hear and respond to c. access to durable books that enable songs and sequences of gestures (e.g., finger plays, various types of books, including picture books, independent exploration. peek-a-boo, patty-cake, This Little Piggy). wordless books, and books with rhymes.

2.E.02.d Toddlers/twos have varied 2.E.03.a (1 of 2) Children have opportunities to opportunities to experience books, songs, become familiar with print. They are actively rhymes, and routine games through involved in making sense of print, and they have 2.E.03.a (2 of 2) a. Items belonging to a child d. experiences that help them understand that opportunities to become familiar with, are labeled with his or her name pictures represent real things in their recognize, and use print that is accessible environment. throughout the classroom:

2.E.03.b (1 of 2) Children have opportunities to 2.E.03.c (1 of 2) Children have opportunities to become familiar with print. They are actively become familiar with print. They are actively involved in making sense of print, and they have involved in making sense of print, and they have 2.E.03.b (2 of 2) b. Materials are labeled. opportunities to become familiar with, opportunities to become familiar with, recognize, and use print that is accessible recognize, and use print that is accessible throughout the classroom: throughout the classroom:

2.E.03.d (1 of 2) Children have opportunities to become familiar with print. They are actively 2.E.03.c (2 of 2) c. Print is used to describe involved in making sense of print, and they have 2.E.03.d (2 of 2) d. Teaching staff help children some rules and routines. opportunities to become familiar with, recognize print and connect it to spoken words. recognize, and use print that is accessible throughout the classroom:

2.E.04.a Children have varied opportunities to 2.E.04.b Children have varied opportunities to a. be read books in an engaging manner in group 2.E.04.c Children have varied opportunities to c. b. be read to regularly in individualized ways or individualized settings at least twice a day in explore books on their own and have places that including one-to-one or in small groups of two full-day programs and at least once daily in half- are conducive to the quiet enjoyment of books. to six children day programs.

2.E.04.d Children have varied opportunities to d. have access to various types of books, 2.E.04.e Children have varied opportunities to 2.E.04.f Children have varied opportunities to including storybooks, factual books, books with e. be read the same book on repeated occasions. f. retell and reenact events in storybooks. rhymes, alphabet books, and wordless books.

2.E.04.g Children have varied opportunities to 2.E.04.h Children have varied opportunities to 2.E.04.i Children have varied opportunities to g. engage in conversations that help them h. be assisted in linking books to other aspects of i. identify the parts of books and differentiate understand the content of the book. the curriculum. print from pictures.

2.E.05.a Children have multiple and varied 2.E.05.b Children have multiple and varied 2.E.05.c Children have multiple and varied opportunities to write: opportunities to write: opportunities to write: a. Writing materials and activities are readily b. Various types of writing are supported, c. Children have daily opportunities to write or available in art, dramatic play, and other learning including scribbling, letter-like marks, and dictate their ideas. centers. developmental spelling.

2.E.05.d Children have multiple and varied 2.E.05.e Children are given the support they 2.E.05.f Children are given the support they opportunities to write: need to write on their own, including access to need to write on their own, including access to d. Children are provided needed assistance in the f. printed words about topics of current interest, writing the words and messages they are trying e. alphabet [both of] which are made available at [both of] which are made available at eye level to communicate. eye level or on laminated cards. or on laminated cards.

2.E.05.g g. Children see teaching staff model functional use of writing and are helped to 2.E.07.a Children are given opportunities to a. 2.E.07.b Children are given opportunities to discuss the many ways writing is used in daily recognize [letters] and b. write letters. life.

Topic Area 2.F. Curriculum 2.F.01.a Infants and toddlers/twos are provided 2.F.01.b Infants and toddlers/twos are provided varied opportunities and materials to varied opportunities and materials to Content Area for Cognitive a. use language, gestures, and materials to b. see and touch different shapes, sizes, colors, convey mathematical concepts such as more and and patterns. Development: Early less and big and small. Mathematics 2.F.02 Children are provided varied 2.F.01c. Infants and toddlers/twos are provided 2.F.01.d Infants and toddlers/twos are provided opportunities and materials to build varied opportunities and materials to varied opportunities and materials to understanding of numbers, number names, and c. build number awareness, using objects in the d. read books that include counting and shapes. their relationship to object quantities and to environment. symbols.

2.F.05.a Children are provided varied 2.F.05.b Children are provided varied 2.F.03 Children are provided varied opportunities and materials that help them opportunities and materials that help them opportunities and materials to categorize by one understand the concept of measurement by using understand the concept of measurement by using or two attributes such as shape, size, and color. a. standard [units of measurement] and b. non-standard units of measurement.

2.F.06 Children are provided varied opportunities and materials to understand basic 2.F.07 Children are provided varied 2.F.08 Children are provided varied concepts of geometry by, for example, naming opportunities to build an understanding of time opportunities and materials that help them and recognizing two- and three-dimensional in the context of their lives, schedules, and recognize and name repeating patterns. shapes and recognizing how figures are routines. composed of different shapes.

Topic Area 2.G. Curriculum 2.G.01.a Infants and toddlers/twos are provided 2.G.01.b Infants and toddlers/twos are provided varied opportunities and materials to varied opportunities and materials to Content Area for Cognitive a. use their senses to learn about objects in the b. discover that they can make things happen Development: Science environment. and solve simple problems.

2.G.02.a Children are provided varied opportunities 2.G.02.b Children are provided varied and materials to learn key content and principles of opportunities and materials to learn key content science such as 2.G.02.c (1 of 2) Children are provided varied and principles of science such as a. the dif-ference between living and nonliving opportunities and materials to learn key content b. earth and sky (e.g., seasons; weather; geologic things (e.g. plants versus rocks) and life cycles of and principles of science such as various organisms (e.g., plants, butterflies, features; light and shadow; sun, moon, and humans). stars).

2.G.02.c (2 of 2) c. structure and property of 2.G.03 Children are provided varied matter (e.g., characteristics that include concepts 2.G.04 Children are provided varied opportunities and materials that encourage them like hard and soft, floating and sinking)and opportunities to use simple tools to observe to use the five senses to observe, explore, and behavior of materials (e.g., transformation of objects and scientific phenomena. experiment with scientific phenomena. liquids and solids by dissolving or melting).

2.G.05.b Children are provided varied 2.G.06 Children are provided varied 2.G.05.a Children are provided varied opportunities and materials to opportunities and materials that encourage them opportunities and materials to b. represent and document their findings (e.g., to think, question, and reason about observed a. collect data [and to] through drawing or graphing). and inferred phenomena.

2.G.08 Children are provided varied Topic Area 2.H. Curriculum opportunities and materials that help them learn 2.H.03.a Technology is used to and use scientific terminology and vocabulary Content Area for Cognitive a. extend learning within the classroom. associated with the content areas. Development: Technology Topic Area 2.J. Curriculum 2.J.01.a Children are provided varied 2.H.03.b Technology is used to Content Area for Cognitive opportunities to gain an appreciation of b. integrate and enrich the curriculum. Development: Creative a. art [in ways that reflect cultural diversity], Expression and the Arts

2.J.01.c Children are provided varied 2.J.01.b Children are provided varied 2.J.01.d Children are provided varied opportunities to gain an appreciation of opportunities to gain an appreciation of opportunities to gain an appreciation of c. drama [in ways that reflect cultural diversity] , b. music [in ways that reflect cultural diversity], d. dance in ways that reflect cultural diversity, [and]

2.J.03 Infants and toddlers/twos have varied 2.J.04.a Children are provided varied 2.J.02 Infants and toddlers/twos are provided opportunities to express themselves creatively opportunities to learn new concepts and varied opportunities to explore and manipulate through freely moving to music. Toddlers/twos vocabulary related to age-appropriate art materials. have varied opportunities to engage in pretend or a. art, imaginative play.

2.J.04.b Children are provided varied 2.J.04.c Children are provided varied 2.J.04.d Children are provided varied opportunities to learn new concepts and opportunities to learn new concepts and opportunities to learn new concepts and vocabulary related to vocabulary related to vocabulary related to b. music, c. drama, and d. dance.

2.J.05 Children are provided varied 2.J.06.a Children are provided many and varied 2.J.06.b Children are provided many and varied opportunities to develop and widen their open-ended opportunities and materials to open-ended opportunities and materials to repertoire of skills that support artistic express themselves creatively through express themselves creatively through expression (e.g., cutting, gluing, and caring for a. music, b. drama, tools).

2.J.06.c Children are provided many and varied 2.J.06.d Children are provided many and varied 2.J.07.a Children have opportunities to respond open-ended opportunities and materials to open-ended opportunities and materials to to the art of express themselves creatively through express themselves creatively through a. other children and c. dance and d. two- and three-dimensional art.

Topic Area 2.K. Curriculum 2.K.01 Children are provided varied 2.J.07.b Children have opportunities to respond opportunities and materials that encourage good to the art of Content Area for Cognitive health practices such as serving and feeding b adults. themselves, rest, good nutrition, exercise, hand Development: Health and washing, and tooth brushing. Safety

2.K.02.a Children are provided varied 2.K.02.b Children are provided varied 2.K.02.c Children are provided varied opportunities and materials to help them learn opportunities and materials to help them learn opportunities and materials to help them learn about nutrition, including about nutrition, including about nutrition, including a. identifying sources of food and b. recognizing [healthy foods], c. preparing [healthy foods],

2.K.02.d Children are provided varied 2.K.02.e Children are provided varied 2.K.03.a Children are provided varied opportunities and materials to help them learn opportunities and materials to help them learn opportunities and materials that increase their about nutrition, including about nutrition, including awareness of safety rules in their d. eating [healthy foods], and e. valuing healthy foods. a. classroom,

Topic Area 2.L. Curriculum 2.K.03.b Children are provided varied 2.L.01.a Children are provided varied learning opportunities and materials that increase their Content Area for Cognitive opportunities that foster positive identity and an awareness of safety rules in their emerging sense of b. home, and community. Development: Social a. self and Studies

2.L.01.b Children are provided varied learning 2.L.02 Children are offered opportunities to 2.L.03.a Children are provided varied opportunities that foster positive identity and an become a part of the classroom community so opportunities and materials to build their emerging sense of that each child feels accepted and gains a sense understanding of diversity in b. others. of belonging. a. culture [in non-stereotypical ways],

2.L.03.b Children are provided varied 2.L.03.c Children are provided varied 2.L.03.d Children are provided varied opportunities and materials to build their opportunities and materials to build their opportunities and materials to build their understanding of diversity in understanding of diversity in understanding of diversity in b. family structure [in non-stereotypical ways], c. ability [in non-stereotypical ways], d. language [in non-stereotypical ways],

2.L.03.e Children are provided varied 2.L.03.f Children are provided varied 2.L.04 Children are provided opportunities and opportunities and materials to build their opportunities and materials to build their materials to explore social roles in the family understanding of diversity in understanding of diversity in and workplace through play. e. age [in non-stereotypical ways], [and] f. gender in non-stereotypical ways.

2.L.05 Children are provided varied 2.L.06.a Children have varied opportunities to 2.L.06.b Children have varied opportunities to opportunities and materials to learn about the engage in discussions about engage in discussions about community in which they live. a. fairness, b. friendship,

2.L.06.c Children have varied opportunities to 2.L.06.d Children have varied opportunities to 2.L.06.e Children have varied opportunities to engage in discussions about engage in discussions about engage in discussions about c. responsibility, d. authority, and e. differences.

2.L.07 Children are provided varied 2.L.08.a Children are provided varied 2.L.08.b Children are provided varied opportunities and materials to learn about opportunities and materials to learn how people opportunities and materials to learn how people physical characteristics of their local affect their environment in affect their environment in environment as a foundation for learning a. positive (e.g., recycling) [ways] and b. negative (e.g., polluting) ways. geography.

2.L.10 Children are provided opportunities and Topic Area 3.A. Designing materials that build a foundation for Standard 3: understanding economic concepts (e.g., playing Enriched Learning restaurant, managing a store, and identifying and exchanging money). Teaching Experiences

3.A.01 Teaching staff, program staff or both 3.A.06.b b. [Teachers] ensure that children’s work as a team to implement daily teaching and 3.A.06.a a. Teachers create classroom displays recent works predominate in classroom displays learning activities, including Individualized that help children reflect on and extend their (e.g., art, emergent writing, graphic Family Service Plans (IFSPs), Individualized learning. representation, and three-dimensional creations) Education Programs (IEPs), and other individual and plans as needed.

3.A.07 Teaching staff and children work Topic Area 3.B. Creating 3.A.06.c c. [Teachers ensure that] some displays together to arrange classroom materials in are at children’s eye level. predictable ways so children know where to find Caring Communities for things and where to put them away. Learning

3.B.02.a Teaching staff create and maintain a 3.B.02.b Teaching staff create and maintain a 3.B.02.c Teaching staff create and maintain a setting in which children of differing abilities setting in which children of differing abilities setting in which children of differing abilities can progress, with guidance, toward increasing can progress, with guidance, toward increasing can progress, with guidance, toward increasing levels of: levels of: levels of: a. autonomy, b. responsibility, and c. empathy.

3.B.11.a Teaching staff create a climate of 3.B.11.b Teaching staff create a climate of 3.B.11.c Teaching staff create a climate of mutual respect for children by being interested in mutual respect for children by being interested in mutual respect for children by being interested in their their their a. ideas, b. experiences, and c. products.

Topic Area 3.D. Using 3.D.04 Teaching staff offer children 3.D.05.a Teachers plan for children to revisit Time, Grouping, and opportunities to interact with children of various experiences and materials over periods of Routines to Achieve ages. a. days, Learning Goals

3.D.05.b Teachers plan for children to revisit 3.D.05.c Teachers plan for children to revisit 3.D.06.a Teachers organize time and space on a experiences and materials over periods of experiences and materials over periods of daily basis to offer infants opportunities to play b. weeks, and c. months. a. individually,

3.D.06.b Teachers organize time and space on a 3.D.06.c Teachers organize time and space on a 3.D.10.a Teachers organize time and space on a daily basis to offer infants opportunities to play daily basis to offer infants opportunities to play daily basis to allow children to work or play b. in pairs, and c. in small groups. a. individually and

3.D.10.b Teachers organize time and space on a 3.D.10.c Teachers organize time and space on a 3.D.10.d Teachers organize time and space on a daily basis to allow children to work or play daily basis to allow children to work or play daily basis to allow children to work or play b. in pairs, c. to come together in small groups, and d. to engage as a whole group

Topic Area 3.E. Responding 3.E.01 Teaching staff reorganize the 3.D.11 Teachers create opportunities for children environment when necessary to help children to engage in group projects and to learn from to Children’s Interests and explore new concepts and topics, sustain their one another. Needs activities, and extend their learning.

3.E.02.a Teachers scaffold children’s learning 3.E.02.b Teachers scaffold children’s learning 3.E.02.c Teachers scaffold children’s learning by: by: by: a. modifying the schedule. b. intentionally arranging the equipment, and c. making themselves available to children

3.E.03 Teachers use children's interest in and 3.E.04 Teachers use their knowledge of 3.E.05 Teachers use the needs and interests of curiosity about the world to engage them with individual children to modify strategies and infants to influence schedules, routines, and new content and developmental skills. materials to enhance children's learning. learning experiences.

3.E.08.a Teachers use their knowledge of 3.E.08.b Teachers use their knowledge of 3.E.08.c Teachers use their knowledge of children’s children’s children’s a. social relationships [to tailor learning b. interests [to tailor learning opportunities for c. ideas [to tailor learning opportunities for opportunities for groups and individuals], groups and individuals], groups and individuals], and

3.F.01 Teachers use curriculum in all content 3.E.08.d Teachers use their knowledge of Topic Area 3.F. Making and developmental areas as a flexible framework children’s Learning Meaningful for for teaching and to support the development of d. skills to tailor learning opportunities for daily plans and learning experiences. groups and individuals. All Children Topic Area 3.G. Using 3.F.06 Teachers offer children opportunities to 3.F.02 Play is planned for each day. engage in classroom experiences with members Instruction to Deepen of their families. Children’s Understanding and Build Their Skills and 3.G.02.b Teachers use multiple sources 3.G.02.a Teachers use multiple sources (including results of informal and formal 3.G.01 Teachers have and use a variety of (including results of informal and formal assessments as well as children’s initiations, teaching strategies that include a broad range of assessments as well as children’s initiations, questions, interests, and misunderstandings) to approaches and responses. questions, interests, and misunderstandings) to b. adapt curriculum and teaching to meet a. identify what children have learned. children’s needs and interests.

3.G.02.c Teachers use multiple sources 3.G.02.d Teachers use multiple sources 3.G.02.e Teachers use multiple sources (including results of informal and formal (including results of informal and formal (including results of informal and formal assessments as well as children’s initiations, assessments as well as children’s initiations, assessments as well as children’s initiations, questions, interests, and misunderstandings) to questions, interests, and misunderstandings) to questions, interests, and misunderstandings) to c. foster children’s curiosity. d. extend children’s engagement. e. support self-initiated learning.

3.G.06 (1 of 2) Teachers observe infants and 3.G.03.a As children learn and acquire new 3.G.03.b As children learn and acquire new exchange information about their abilities with skills, teachers skills, teachers their families and with other professionals (after a. use their knowledge of children’s abilities to b. adjust challenges as children gain competence getting family consent) who are involved with fine-tune their teaching support. and understanding. the infant’s care.

3.G.06 (2 of 2) Teachers use the information to 3.G.08 Teachers help children identify and use 3.G.09.a Teachers engage in collaborative plan opportunities and provide materials that prior knowledge. They provide experiences that inquiry with challenge infants to develop socially, physically, extend and challenge children's current a. individual children and linguistically, and cognitively. understandings.

3.G.12.a Teachers promote children’s 3.G.09.b Teachers engage in collaborative 3.G.11 Teachers are able to determine the engagement and learning by: inquiry with different components of a task and break it into a. responding to their need for and interest in b. small groups of children. meaningful and achievable parts. practicing emerging skills, and

3.G.14 Teachers demonstrate their knowledge of 3.G.12.b Teachers promote children’s 3.G.13 Teachers promote children's engagement content and developmental areas by creating engagement and learning: and learning by guiding them in acquiring experiences that engage children in purposeful b. by enhancing and expanding activities that specific skills and by explicitly teaching those and meaningful learning related to key children choose to engage in repeatedly. skills. curriculum concepts.

Standard 4: Topic Area 4.B. Using 4.B.05.a Staff-developed assessment methods Assessment of Child Appropriate Assessment a. are aligned with curriculum goals. Progress Methods

4.B.05.d Staff-developed assessment methods 4.B.05.b Staff-developed assessment methods 4.B.05.c Staff-developed assessment methods d. provide meaningful and stable results for all b. provide an accurate picture of all children’s c. are appropriate and valid for their stated learners, including English-language learners abilities and progress. purposes. and children with special needs.

Topic Area 4.C. 4.B.05.e Staff-developed assessment methods 4.B.05.f Staff-developed assessment methods e. provide teachers with clear ideas for f. are regularly reviewed to be certain that they Identifying Children’s curriculum development and daily planning. are providing the needed information. Interests and Needs and Describing Children’s 4.C.02 Teachers assess the developmental progress Topic Area 4.D. Adapting of each child across all developmental areas, using 4.C.03 Teachers refer to curriculum goals and a variety of instruments and multiple data sources developmental expectations when interpreting Curriculum, Individualizing that address the program's curriculum areas. Staff with diverse expertise and skills collect information assessment data. Teaching, and Informing across the full range of children’s experiences. Program Development 4.D.01 Teachers or others who know the children and are able to observe their strengths, interests, and needs on an ongoing basis conduct assessments 4.D.03 Teachers interact with children to assess 4.D.06 Teachers observe infants to assess to inform classroom instruction and to make sound their strengths and needs to inform curriculum development and use these observations to decisions about individual and group curriculum development and individualize teaching. modify the curriculum, interactions, and care. content, teaching approaches, and personal interactions.

4.D.08 Teachers observe and document Topic Area 4.E. 4.D.07 Teachers talk and interact with individual children's work, play, behaviors, and interactions children and encourage their use of language to to assess progress. They use the information Communicating with inform assessment of children's strengths, gathered to plan and modify the curriculum and interests, and needs. their teaching. Families and Involving Families in the Assessment 4.E.03 Teachers, families, and relevant specialists have regular opportunities to 4.E.01 Families have ongoing opportunities to participate in two-way communication share the results of observations from home to conferences to discuss each child’s progress, contribute to the assessment process. Standard 7: Families accomplishments, difficulties in the classroom and at home as well as plan learning activities.

7.B.05 (2 of 2) other information that affects the Topic Area 7.B. Sharing 7.B.05 (1 of 2) Program staff communicate with well-being and development of their children. families on a daily basis regarding infants' and Where in-person communication is not possible, Information Between toddlers'/twos' activities and developmental program staff communicate through established milestones, shared caregiving issues, and Staff and Families alternative means.

7.B.06 (2 of 2) other information that affects the 7.B.06 (1 of 2) Program staff communicate with well-being and development of their children. families on at least a weekly basis regarding Standard 9: Physical Where in-person communication is not possible, children's activities and developmental program staff communicate through established milestones, shared caregiving issues, and alternative means. Environment

Topic Area 9.A. Indoor and 9.A.07.a a. Staff organize and group materials 9.A.07.b b. Staff rotate and adapt materials to Outdoor Equipment, on low, open shelves to encourage children to promote learning and extend children’s play use them independently. opportunities Materials, and Furnishings