Running head: COMPETENCY STATEMENT 1

Competency Statement

Jeni Tetamore

Rasmussen College

Author Note

This Competency Statement being submitted on January 27, 2017 for Kimberly Capron

EC110.EEC1202 Section 01 Early Childhood Education Curriculum and Instruction course.

Running head: COMPETENCY STATEMENT 2

Competency Statement

Establishing a working relationship, one where the families not only feel valued, but an

integral part of their childs education is essential in any teaching practice. I approach teaching

with the philosophy that the world is the classroom and all of life is a learning possibility.

Therefore, all interactions become positive, become productive, and become essential. Building

this relationship, this give-and-take with families is then the foundation of their childs learning

experience.

CG 4.1 Ensuring Families Are Kept Aware

There are many tools in which to communicate what is happening with a child left in a

centers care. One of the most profound is an individual rooms bulletin boards, walls, and even

the ceiling showcasing childrens art projects, writing, and creations. When rotated on a regular

schedule and paired with posted curriculum standards, parents are able to discern what new skills

their children are acquiring and how. Other tools would include using Journey Books

(portfolios), monthly newsletters, and conversations. However, perhaps my favorite tool is

Tadpole. With this program, we are able to send our daily reports through the app or email,

include pictures, videos, and more in a safe and secure manner. Since it is a program designed

for daycare providers, it allows teachers to input what are curriculum and activities are for the

day, days, weeks, even months ahead of time, then tag the children who participated in the event

at the time of occurrence. With these tools all working together, parents are able to be a part as

much as they choose and feel included in the minutiae of their childs lives.

CG 4.2 Being Aware

Knowing the children in our classroom on a personal level is paramount to their and our

success. One of the first steps is holding a Needs and Services meeting with parents of all
Running head: COMPETENCY STATEMENT 3

incoming children and ensuring that the child is there. This gives not only the parents an

opportunity for one-on-one attention with the teacher to voice any concerns they have,

communicate any known issues, but also allow the teacher to interact with the child and see how

the child relates to them, to their parents, to the school, etc. This will very much determine how

we address the childs individual curriculum and interactions as it will also inform us as to

whether this child is an ESL learner, has developmental delays or gifts, behavioral concerns, and

more. Further information and relationship building will occur as the child grows in the school

and we get to know the parents on a more personal basis. Conversations, casual and friendly, will

continue to apprise us of how things are going at home, concerns, and milestones. Then, adding

in twice-yearly parent/teacher conferences ensures that the lines of communication always

remain open in both directions. By keeping those lines open, I can ensure that I am addressing

immediate and present needs in each child, differentiating my practice to fit not only standards

and expectations, but the individuals requirements.

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