Each statement 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.
Each statement below refers to behaviors or attributes staff should demonstrate when interacting with children, families, or colleagues. Many of the competencies are directly observable. Other competencies may be assessed through conversations with the staff member or by examining the environment. Ask the staff member to complete the caregiver version of this competency reflection. For each of the statements, mark the level of mastery the staff member currently displays. Meet to discuss your observations and the staff member’s thoughts and comments.
1 Emerging
You believe you need more information to understand or incorporate a particular competency into your practice
Staff member is building their understanding and use of the practice
2 Developing
You believe you have an understanding of the competency, and are working to properly apply it your work
Staff member understands the practice and is working to consistently or fully implement it
3 Mastered
You believe you have fully mastered and consistently implement a particular competency
Staff member consistently displays or implements practice in an appropriate manner
| Competency | Reflection | Notes | |||
|---|---|---|---|---|---|
| I | Direct Observation | ||||
| 1 | Model positive behavior and healthy techniques for expressing strong emotions. | 1 | 2 | 3 | |
| 2 | Remain close by during play and social interactions. | 1 | 2 | 3 | |
| 3 | Acknowledge, validate, and respond to children’s needs, emotions, and concerns. | 1 | 2 | 3 | |
| 4 | Responsive to children’s interaction attempts, and build on what they say when responding. | 1 | 2 | 3 | |
| 5 | Include emotion words in conversations with children. | 1 | 2 | 3 | |
| 6 | Follow children’s cues and preferences. | 1 | 2 | 3 | |
| 7 | Encourage children to use their words to resolve peer conflicts. | 1 | 2 | 3 | |
| 8 | Engage in frequent, developmentally appropriate social interactions with children and adults throughout the day. | 1 | 2 | 3 | |
| 9 | Ask children meaningful questions about their interests, feelings, experiences, etc. | 1 | 2 | 3 | |
| 10 | Model social skills by making eye contact, using good manners, and showing empathy to others. | 1 | 2 | 3 | |
| 11 | Show respect for all children. | 1 | 2 | 3 | |
| 12 | Provide consistent expectations and classroom routines. | 1 | 2 | 3 | |
| 13 | Minimize waiting time during transitions. | 1 | 2 | 3 | |
| 14 | Offer opportunities for exploration and independence. | 1 | 2 | 3 | |
| 15 | Talk with children about their day, what activities are next, and provide warnings before transitions. | 1 | 2 | 3 | |
| 16 | Listen attentively to what children have to say. | 1 | 2 | 3 | |
| 17 | Recognize positive accomplishments. | 1 | 2 | 3 | |
| 18 | Help children feel welcome, comfortable, and supported. | 1 | 2 | 3 | |
| 19 | Embed activities about emotions into daily routines. | 1 | 2 | 3 | |
| II | Observation or Conversation | ||||
| 1 | Observe the children to learn about their interests, temperament, and culture. | 1 | 2 | 3 | |
| 2 | Maintain developmentally appropriate expectations for the children in care. | 1 | 2 | 3 | |
| 3 | Continually evaluate and examine the environment’s influence on children’s behavior. | 1 | 2 | 3 | |
| 4 | Embed opportunities throughout the day for children to relax. | 1 | 2 | 3 | |
| 5 | Recognize that all behavior, especially challenging behavior, communicates a message. | 1 | 2 | 3 | |
| 6 | Sensitive to children’s and families’ unique needs and backgrounds. | 1 | 2 | 3 | |
| 7 | Limit the number of transitions per day. | 1 | 2 | 3 | |
| 8 | Identify times of day when children may have difficulty expressing their emotions. | 1 | 2 | 3 | |
| 9 | Introduce books that help children discuss emotions and social situations. | 1 | 2 | 3 | |
| 10 | Share classroom activities and experiences with families that help children practice social-emotional skills. | 1 | 2 | 3 | |
| III | Environmental Evidence | ||||
| 1 | Arrange the environment to promote children’s success. | 1 | 2 | 3 | |
| 2 | Provide books that discuss feelings and social interactions. | 1 | 2 | 3 | |
| 3 | Provide materials and experiences related to children’s emerging skills. | 1 | 2 | 3 | |
| 4 | Provide duplicates of favorite toys and materials. | 1 | 2 | 3 | |
| 5 | Provide books, pictures, and other materials that talk about different emotions. | 1 | 2 | 3 | |
| 6 | Provide visual reminders of the daily schedule. | 1 | 2 | 3 | |
| 7 | The daily schedule includes small-group and large-group activities, both indoors and outdoors. | 1 | 2 | 3 | |
| 8 | All activity areas are easy to enter and exit. | 1 | 2 | 3 | |
| 9 | There is a quiet, calm area for children to visit when they feel strong emotions. | 1 | 2 | 3 | |
| 10 | Activity areas are arranged purposefully to encourage positive interactions. | 1 | 2 | 3 | |
| 11 | Activity areas/materials are clearly labeled. | 1 | 2 | 3 | |
| 12 | Provide stuffed animals or puppets to act out situations in which children are experiencing strong emotions. | 1 | 2 | 3 | |
| 13 | Plan meaningful, fun experiences that acknowledge children’s individual backgrounds and differences. | 1 | 2 | 3 | |
| Ⅳ | Concluding Reflections | ||||
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My overall strengths in this area:
Staff member's overall strengths in this area
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I want to strengthen my practice in:
Mutually identified goals in this area:
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My plans to achieve these goals:
Follow-up plans and training to support these goals:
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