Teacher/Capstone Student: _Jane Hatch_ ________ Program Name: __Innovation Station__________________________________

Date: ___4/27/15___________ Age range of children: __4 -8 mos.__________

Observer: __ Margaret (Meg) Gleason_________________

Wisconsin Infant Toddler Credential

Capstone Observation Checklist
The NAEYC criteria for National Accreditation are used for the Capstone Observation Checklist to demonstrate alignment with the
Standards and to familiarize the student with this national accreditation process.
Note to Qualified Observer completing the Checklist refer to the candidates Self Evaluation Checklist as you observe
her/him in the classroom to guide you in rating her/his understanding, application and performance on each
criterion. Candidate should provide you with a copy of their completed Self-Evaluation Checklist.

Competencies
1. Articulate a philosophy of infant toddler care that embodies elements of quality infant toddler programs.
2. Analyze and support development of infants and toddlers (birth to 36 months).
3. Adapt an infant or toddler environment to meet the needs of the infants, toddlers and caregivers who use it.
4. Establish ongoing relationships with families.
5. Adapt caregiver practices to respond to the cultural and individual differences of children and families served.
6. Integrate strategies that support diversity and anti-bias perspectives.
7. Work collaboratively with community resources.
8. Demonstrate professional behaviors.
9. Implement effective teaching strategies to promote the development and learning of infants and toddlers age birth to
36 months.

Used with permission from NAEYC and adapted by Joan Klinkner MS

COMPETENCY 1. Articulate a philosophy of infant toddler care that embodies elements of quality infant toddler programs.
2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Daily Schedule predictable, yet flexible

X
Posted in room
X
Appropriate to the ages of children in room - different from schedule for preschoolers
X
Followed as appropriate, but flexibly adjusted to needs of children - designed to meet needs of
individual children
X
Transitions are handled smoothly
X
Is responsive to childs need to rest or be active - tired child is put down to sleep or provided a quiet
place to rest before scheduled nap time or allowed to be active if not tired when other children are
sleeping
X
Indoor and outdoor experiences planned and provided daily as weather permits
Comments: The plan posted in the room is of activities introduced when children are awake, have had basic needs met, and revolve around a
concept, which is Creepy Crawlers for the current 2 weeks. Transitions to diaper changing, feeding or soothing to sleep are handled respectfully
as Jane lets the child know what is going to happen before picking the child up. Outdoor play was not observed during the 11-1:30 time period
but was being prepared after some childrens afternoon nap.
Scaffolds child learning
X
Caregiver assists child with a process they may not be able to complete without assistance, in a
way that encourages them to gain mastery
X
Caregiver adjusts support to fit the skill level of each child
Comments: Jane assisted several children to sit up with legs spread enough for balance and assisted others who wanted to roll over but were
obstructed by a pillow or toy.
Group Size and Ratio
Group size and adult to child ratio meets or exceed licensing regulations for the age group
All children present are regular members of this group
Comments: Two teachers were present at all times to care for the 7 children present.

X
X

COMPETENCY 2. Analyze and support development of infants and toddlers (birth to 36 months).
2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Supports social-emotional development (Rated under Competency 9)

Supports physical development (Rated under Competency 3)

Supports language development
X
Caregiver responds to each child using simple and appropriate language, expanding on childs
vocalizations, words and questions
X
Caregiver helps children understand spoken language by using pictures, familiar objects, body
language and physical cues
X
Caregiver describes things and events to each child as child experiences them - uses parallel talk
X
Caregiver describes actions, thoughts and experiences - uses self-talk
X
Caregiver provides a variety of opportunities to develop vocabulary through books, experiences,
field trips/walks and conversations
X
Caregiver provides opportunities to communicate with each child in language their family uses or
understands - use of some words in familys home language, or familiar with names or terms used
for items like childs blanket or pacifier
Comments: Jane used simple language to reflect the expressions of emotions she saw or heard. She used objects such as instruments and
sang words to songs that related to what the child was doing. She talked about experiences that she knew children had had the day before,
such as staying at Grandpas. Children did not get outside of the room for an excursion during the observation but might go out after nap.
Observes and assesses development
X
Uses multiple observation tools or methods to document child activities and skills provides
samples of observations or describes methods
X
Observations include interpretation and assessment of development
X
Observations are used to modify curriculum, environment and caregiver interactions caregiver
gives examples of activities planned to meet observed interests
Comments: Jane uses sticky notes to note any development towards a milestone and seeks to have one sticky note for each child in a two
week period so that the observation can be entered into the formal assessment. She also used updated intake forms (every 4 months). These
are all used to write bi-weekly plans of activities that meet childrens interests, color-coded to help development in all domains.
COMPETENCY 3. Adapt an infant or toddler environment to meet the needs of the infants, toddlers and caregivers who use it.
2
Observed
one or more
instances or
examples

Materials and equipment

Provide for childrens safety while being appropriately challenging in good repair, age appropriate,
addresses range of abilities of children in room
Rich in variety to encourage exploration, experimentation, and discovery mix of open-ended and
self-correcting, cause & effect, sensory appeal, etc.
Promote sensory and fine motor learning invite range of movement and manipulation, (stack,
nest, roll, push, pull, fit together, take apart, etc.); of varying texture, varying materials (not all

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

X
X
X

plastic), but mouthable and touchable

X
Promote action through self-initiated movement to promote gross motor skill practice push, pull,
crawl, climb, pull up, stand, etc.
X
Promote interaction between children - promote communication (toy phone) and cooperation to
operate (see-saw), etc.
X
Organized to support independent use low, open shelves, bins or baskets, picture/word labels,
etc.
X
Rotated to reflect changing curriculum and to accommodate new interests and skill levels storage
space in center has materials to rotate into and out of room
NA
Accommodate childrens special needs as present in room
X
Sufficient soft elements to provide comfort and responsiveness pillows, mats, couch, have covers
for washability
X
Some play/learning materials created by caregiver made from variety of found natural, or real
materials, and familiar household objects for children to explore
X
In sufficient quantities to occupy every child in activities that meet his or her needs
Comments: Jane rotates materials into the area where children are playing whenever they seem done with the last materials. These included a
handmade drum. While there arent any children with special needs, there is a range of skills and abilities and the materials are set out so that
children can access them, whether that means hanging over them, within reach or, for some, accessible by a short rolling motion or crawling.

Most materials are sorted into baskets by type (dolls, musical instruments, etc.).
2
Observed
one or more
instances or
examples

Indoor space
Protected places for children to play individually- activity blanket, infant nest, divided spaces
Places for children to play with peers spaces divided by low shelves for partner play
Places for children to be all together large open rug area, tables and chairs to sit together for
meals, etc.
Space divided into areas that are supplied with materials organized to support play and learning
Areas have pathways for children to move between areas without disturbing other children and
barriers to protect non-mobile children (if applicable)
Has ways to moderate or minimize visual and auditory stimulation- window shades, curtains,
dimmers, sound absorbing materials, etc.
Places for displaying childrens work artwork on walls or shelves, photos of activities, work
samples, etc.
Defined spaces for families to sign in and out, gather information about childs day parent info
board with schedule posted, curriculum activities, parent pockets or bins for notes, daily care

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

x
X
X
X
X
X
X
X

sheets, clipboards, child notebooks, place to sit and write or dress/undress child, etc.
X
Caregiver has comfortable adult sized places to sit, hold, cuddle and feed infants or toddlers
X
Caregiver is able to see children in all areas of room
Comments: A protected young infant space is on a quilt behind the shelf next to the food prep and changing sinks. There is space for two
children to lay on quilts under gym sets, next to mirrors. In the center of the room is a large blue mat where several children were seated facing
each other to watch each other and parallel play and make sounds to each other. The rocking chair was not used as several children needed
touch and face to face interaction much of the time, so Jane sat on the mat throughout the observation, when not changing or feeding children.
Outdoor space
X
Equipment designed for age and abilities of infants and toddlers using it
X
Caregiver is attentive to children during outdoor time and promotes their exploration and discovery
Comments: Outdoor space dedicated to infant and toddler use with some of the mats for discovery, could be seen from the center but was not
used during the observation.
COMPETENCY 4. Establish ongoing relationships with families.
2
Observed
one or more
instances or
examples

Establishes and maintains regular, ongoing two-way communication with families with evidence
of multiple methods to:
Gather information from families through use of
intake forms, intake meetings and conferences,
informal conversations, emails, texts or phone
calls

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

X
Provide information to families through use of
daily care sheets, parent information boards, newsletters or other print, informal conversations,
emails, texts or phone calls, regular parent-teacher conferences offered
X
Promote family involvement through
opportunities for participating in events or classroom activities during the day, opportunities to
participate in family social events during evenings or weekends, requests for assistance with
preparations, events or donations of materials, participate in parent advisory council or input into
program operation, etc.
X
Work with families on shared caregiving issues such as special needs, foods being served and
consumed, daily care issues, separation issues, etc. (provides evidence or examples)
Comments: Jane requests updates to intake forms every 4 months and has informal conversations with parents at drop off time, as evidenced
by information sharing between teachers. The Director spoke of family events. Parents often share information regarding foods introduced, daily
care issues such as the need to one childs temporary inhaler.

COMPETENCY 5. Adapt caregiver practices to respond to the individual differences of children and families served.
5

2
Observed
one or more
instances or
examples

Evidence of knowledge of families served

Intake form or interview gathers information on family culture, values, traditions, priorities, language
and terms used for caregiving (review form used and communication used in addition to written
form)

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Evidence of families present in care environment pictures, artifacts of family members, household
practices, play materials contributed to classroom, etc.

Support for development and maintenance of childs home language and family traditions signs
and labels in room use home language of families in program as well as dominant language,
caregivers use some terms in childs home language, examples of adapting to familys caregiving
preferences, etc.

Evidence of knowledge of children served

X
Adjusts materials and interactions to match childs level of skill and understanding range of
puzzles and construction materials for range of abilities in room, examples provided of adapting, etc.
X
Provides progression of learning opportunities to maximize development adding materials of
increasing difficulty as child masters activities, etc.
X
Adjusts interactions to childs temperament and level of arousal moves faster for active child,
slows down for reactive child, provides longer adjustment for tentative child, aware if child is
reacting negatively to being held too much or too closely, etc.
X
Adjusts care routines to align with childs and familys preferences familiar lull-a-bye for nap ritual,
introduction or serving of foods match family preference or avoid child allergies, etc.
Comments: Jane updated the intake form supplied to parents on regular intervals. She posted pictures of the families and other diverse
families. While the families were predominant English speakers, Jane did have information regarding the nicknames and words used by
families.
Materials such as gyms to place over infants lying on quilts, instruments and busy boxes for sitting children, and instruments were provided to
meet the abilities of children of different developmental levels. Interactions were adjusted for those children needing more attention and for
those who did not want overstimulation.
Discussions of introduction of foods generally takes place at drop off, particularly on Monday mornings to reflect changes that happened over
the weekend.

COMPETENCY 6. Implement strategies that support diversity and anti-bias perspectives.

(provides examples of and observed behavior consistent with the following)

2
Observed
one or more
instances or
examples

Strategies to counter bias in child attitudes and behavior

Treating all children with equal respect and consideration

Offer activities and discussions to build positive self-identity and valuing of differences

Avoiding stereotypes in language references firefighter instead of fireman, etc.

Intervening when children tease or reject others

Strategies to counter bias in materials and adult attitudes and behavior

NA

Multicultural materials (dolls, play props, books, pictures, posters, play food, clothing items, etc.)
reflect the lives of the children and families as well as the diversity found in society, including
no stereotypical representations (images of
members of ethnic groups in only traditional garb or only females in nurturing roles, only males as
construction workers or doctors, etc.), reflect range of diversity, especially children and families in
the program

No observed use of stereotypical language or bias toward or against a child or group

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Comments:
Each child was given fair treatment and equal respect. Children were not spoken of by gender or race but by name or by the color of their
clothing (to the observer). Children were spoken to in a positive way regarding their preferences and desire for attention or physical contact.
Pictures of the families and other diverse families were posted and Jane spoke to children about relatives that she knew children had spent time
with as an extended group of people who love the child.
COMPETENCY 7. Work collaborative with community resources
2
Observed
one or more
instances or
examples

Knowledge of any child with an IFSP and communicates effectively with families, colleagues and
specialists to implement plans as needed (or knowledge of process that would be used)
Information on community resources is available for parents brochures, handouts, binder or list is
available and known to caregiver and used to refer families as needed
Awareness of community resources available to support and expand professional skills and
knowledge brochures, handouts, binder or list is available

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

X
X
X

Comments: Jane and the other teachers and Director have spoken about the families abilities to access resources for screening for delays.
Other community resources are included in the Center newsletter. Jane has created available resources through her classwork for any time a
parent might need information.
COMPETENCY 8. Demonstrate professional behaviors
2
Observed
one or more
instances or
examples

Caregiver adheres to state licensing regulations

Caregiver demonstrates behaviors that align within NAEYC Statement of Ethical Conduct

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

X
X

X
Caregiver communicates and cooperates respectfully with co-workers and functions smoothly as a
team to meet child and family needs. Evidence of shared planning or decision making in classroom
activities and/or program practices. FCC providers balance needs of program with needs of own
family.
Comments: Jane adheres to Licensing regulations. She communicated with her co-teacher on the planning for the needs of children and
meeting immediate needs of children and on the needs of the teacher. She communicated with the teacher who gave the co-teacher a break in
a supportive and encouraging way. She communicated respectfully with support staff.
COMPETENCY 9. Implement effective teaching strategies to promote the development and learning of infants and toddlers
2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Social Interactions
X
Caregiver knows and uses childs name during interactions
X
Caregiver is attentive to each child during care routines
X
Caregiver is attentive to each child during play interactions
X
Caregiver reads childs non-verbal and verbal cues and is mostly correct in interpreting them
X
Caregiver responds to each childs needs without undue delay, with sensitivity and warmth,
providing comfort and support to each child as needed
X
Caregiver establishes trusting relationships with each child and functions as a secure base for
children, who come for and receive attention, support and comfort
Comments: Jane used childrens names during interactions and gave her full attention to each child during routines, as well as play. When
unable to meet the cries of a child immediately, Jane spoke to the child reassuringly. She labeled the possible emotion of the child and spoke of
the problem solving measures she planned to take. She sat with children for the majority of the observation to be available to children.
Guiding Behaviors

Caregiver encourages, acknowledges and names childs appropriate expression of emotions,

both positive (joy, pleasure, excitement) and negative (anger, frustration, sadness, etc.)

Caregiver facilitates childrens social interactions with other children looking at, touching,
vocalizing, entering play, etc.

Caregiver helps child recognize and name feelings of other children

Caregiver works to prevent challenging or disruptive behaviors through environment design

defensible spaces provided, equipment available to children to meet needs for gross motor
exploration, adjusts levels of light and sound to child responses, etc.

Caregiver works to prevent challenging or disruptive behaviors through schedules that meet
the needs and abilities of children and effective transitions warning of transition times, gathering
times are informal rather than structured group times, no (or limited) waiting times, etc.

2
Observed
one or more
instances or
examples

Caregiver works to prevent challenging or disruptive behaviors through engaging activities

activities are introduced or ended in response to childrens reactions

Caregiver helps children learn socially appropriate behavior by providing guidance that is
consistent with the childs level of development for infants, narrates events and feelings for
child, for toddlers, helps child understand how other children are feeling, models and encourages
using please, thank you, excuse me, turn taking, etc.

Caregiver implements and helps children understand appropriate classroom rules and
expectations in a way that is consistent and predictable

Caregiver responds to childs challenging behavior in a way that recognizes childs temperament,
abilities, home life and progress (refer to caregivers self-evaluation for examples and observe to
confirm no evidence to the contrary)

Caregiver never uses physical punishment

Caregiver never uses threats or derogatory remarks, and does not withhold or threaten to
withhold food as a form of discipline

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Comments: Jane introduces interaction between children by seating them in a circle and moves to intervene if they pull at each other and
attempt to pull each other down and models Gentle touches. She redirected a child who leaned over with open mouth as though he might bite
and gave him something to chew on.
Play Activities
X
Caregiver supports and challenges childrens learning during interactions or activities that are an
appropriate balance between child initiated and caregiver initiated
Early Literacy

Caregiver provides individualized play that includes simple rhymes, songs and interactive games
(plays peek-a-boo, sings during individual interactions, uses simple action songs to engage
childrens movement or response during individual or information small groups, etc.)
Caregiver provides daily opportunities for each child to hear and respond to various types of books
picture books, wordless books, books with rhymes, etc. individualized book times rather than
structured group time
Caregiver provides access to durable books that enable independent exploration

X
2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Early Math
X
Caregiver provides varied opportunities and materials to use language, gestures, and materials to
convey mathematical concepts such as more/less, big/small, etc.
X
Caregiver provides varied opportunities and materials to see and touch different shapes, sizes,
colors and patterns
X
Caregiver provides varied opportunities and materials to build number awareness, using objects in
the environment and reading books that include counting and shapes
Early Science
X
Caregiver provides varied opportunities and materials to learn about objects in the environment
X
Caregiver provides varied opportunities and materials to discover they can make things happen
and solve simple problems
Creative Expression and Appreciation for the Arts
X
Caregiver provides varied opportunities to explore and manipulate art materials
X
Caregiver provides varied opportunities to express themselves creatively by freely moving to
music and engaging in pretend or imaginative play
X
Caregiver exposes children to art, music, drama and dance that reflects cultural diversity
Caregiving Routines
X
Caregiver uses caregiving routines such as diapering/toileting, feeding and nap routines as
opportunities to build relationships, language, and build childs self-awareness and self-help
skills
Comments: Jane played a variety of musical styles and brought out instruments for children to manipulate to make sounds. Children were
introduced to orange washable stamp ink on their feet and concepts of sizes of rubber animals and animal skin material patterns. Jane talked to
the child who often needed her nose wiped and hands washed about what was being done and why.

10

Observed
one or more
instances or
examples

Observed
missed
opportunities
or partial
evidence

Observed
evidence
contrary to
this criterion

Health, Safety & Nutrition

X
Caregiver supervises infants and toddlers adequately by positioning self to see as many children
as possible, and when infants and toddlers are sleeping, caregiver is aware of any sleeping child for
whom they are responsible, especially when they are activity engaged with children who are awake
X
Proper hand-washing procedures are followed by caregiver and children
X
Regular cleaning and sanitizing of furnishings and equipment is scheduled and completed
X
Procedures for standard precautions are understood and used, including cleaning and sanitizing
of surfaces, use of gloves and barriers to minimize contact with body fluids, cleaning spills as they
occur, cleaning and sanitizing toys that have been mouthed or exposed to body fluids
Feeding routines- are conducted according to health and safety procedures
X
Infants unable to sit are held for bottle feeding and do not eat from propped bottles at any time;
infants and toddlers do not have bottles or cups while in crib or bed or while playing
X
Caregiver handles formula and infant food according to licensing guidelines - takes steps to
ensure the safety of food brought from home by labeling and refrigerated appropriately
X
Feeding is not used in lieu of other forms of comfort
X
Caregiver is familiar with and feeds infant whenever infant seems hungry - and/or in accordance
with familys practices and regulations
X
Caregiver sits with children during meal/snack and promotes childrens feeding skills and social
interactions
X
Diapering/toileting routines are conducted according to health and safety procedures diapers
are checked regularly and changed when wet or soiled, disposed of properly with procedures in
place to minimize contact, children using toilets are supported in hygiene practices and practicing
self-help skills
X
Nap routines are conducted according to safety procedures - infants are placed on back to sleep,
safe sleep environment according to SIDS precautions, cots are appropriately spaced, etc.
Comments: Jane positioned herself on the floor with all of the infants except a child being fed by the other teacher. She held babies to bottle
feed them unless a child grabbed the bottle to feed himself. She discussed the emerging signs of hunger of a child with the other teacher.

11

Points Possible
for Competency

Competency
1. Articulate a philosophy of infant toddler care that embodies elements of quality infant toddler
programs
2. Analyze and support development of infants and toddlers (birth to 36 months)
3. Adapt an infant or toddler environment to meet the needs of the infants, toddlers and caregivers
who use it
4. Establish ongoing relationships with families
5. Adapt caregiver practices to respond to the cultural and individual differences of the children
and families served
6. Implement strategies that support diversity and anti-bias perspectives
7. Work collaboratively with community resources
8. Demonstrate professional behaviors
9. Implement effective teaching strategies to promote the development and learning of infants and
toddlers age birth to 36 months
TOTAL SCORE:

Total Score for

Competency

20

20

18

17

46

42

14

14

12

12

82

79

212

204

12