NCI- Competency Standards I

Establish a safe and healthy learning environment

As a candidate I provide a safe environment. I prepare together with

the children rules, reinforcing and modeling them daily. In this way, I make
sure to prevent and reduce accidents. I promote good health by teaching and
modeling to children the correct way to wash their hands whenever
necessary. I make sure that daily mealtimes are pleasant and familiar. I
encourage parents to prepare healthy food for their children at home on a
daily basis. I organize the classroom space, materials, daily schedule and
routine in order to create a safe, interesting and enjoyable environment. I
encourage participation, play, exploration and learning for all children,
including children with special needs.

CS I a - Since this menu was not designed by this candidate my personal

suggestion would be to have more variety of liquids at breakfast and lunch
for the children and to strongly emphasize drinking water at mealtime as it is
the best source of energy and is the healthiest by providing them with a
choice of a pitcher of water at the table.I would also strongly emphasize
drinking water at mealtimes as it is the best source of energy and is the
healthiest and provide them with a choice of a pitcher of water at the table. I
would also recommend offering children more opportunities to eat fresh,
non-canned vegetables. At snack time I would recommend promoting the
consumption of fresh fruit as it is more nutritious and promotes good
nutrition from an early age. I would also recommend increasing food portions
as some children are left hungry.
 CS I b - I maintain learning areas designed to facilitate and assist children's
learning progress through play. This is why I make sure that the classroom
environment is organized with appropriate, accessible and organized
materials. I would recommend that you be provided with a comfortable,
distraction-free space to hold a group meeting on a daily basis. In this way, I
encourage the participation and integration of all children, including children
with special needs. You would also encourage more outdoor activities with
the children for their physical development without leaving out the parents.

CS I C - This planning is based on the creative curriculum offered by the

program, which I understand provides activities at all stages of children's
development. Challenging but achievable activities are planned to help them
achieve goals and everyone progresses. My suggestion would be to
recommend a computer area for the child to interact with technology to
prepare them for a better future in a fun way with educational programs.
Another area I would like to emphasize would be drills by offering the
children something more concrete such as educational videos and photos of
different drills such as earthquake, fire, tsunami and others.

NCII- Competency Standards II

Promote physical and intellectual competence
As a childhood candidate, I provide a variety of opportunities to promote
physical, cognitive, creative and communicative development. For physical
development I offer them different activities where each child can stimulate
their muscles, for the bulk I offer them opportunities to jump run balance
among others. For the fine arts I offer play dough, manipulative toys, etc. In
the cognitive area I provide activities such as story reading where I develop a
wider vocabulary and comprehension which helps them to internalize
everything they learn in a clearer way. I use a variety of materials such as:
paint, paper, scissors among others for children to develop and express their
creativity.

CS II a - Play is the best context for reinforcing children's learning.

Therefore, I provide them with the time needed to complete an activity,
make sure the equipment is in good condition and provide them with
activities that allow them to use their body, muscles and brain. I provide
them with enough puzzles for the younger children and more complicated
ones for the older ones, providing them with challenges but not allowing
them to get frustrated. I adapt activities and materials for children with
disabilities. I provide them with space outdoors to run and jump. They climb
the stairs to slide down the slide and kick balls. While playing, they use their
senses to discover their surroundings.

NC II b - The activity helps children develop children's cognitive area. It is a

challenge, but at the same time an attainable achievement for them. This
helps the child to show interest in completing this and the following tasks
that I plan for them. I provide them with real experiences, such as activities
to explore shapes, colors and sizes. In this way, I help to broaden the
children's thinking. I facilitate creative problem-solving skills, such as during
daily activities and routines. I encourage them to think, talk about what they
see, smell, hear, taste and touch. I stimulate curiosity, knowledge and
research by asking cause and effect questions.

NC II c- The activity I chose encourages young children to use their

movement to explore and learn about their environment. I provide children
with activities that engage them in the creative artistic process and build on
their experiences. I make sure there are enough materials such as: glue,
scissors, markers, finger paint, plasticine, among others. I encourage children
to choose their own roles, creating and using props in their own way in
dramatic play. I encourage children to identify and imitate creative forms
found in the art, music and dances of their culture. In this way, these
activities stimulate children's appreciation for art and at the same time foster
their intellectual development.

NC II d - I plan activities to stimulate language development. I provide

storybooks and read during the day in small groups. I use new vocabulary in
the children's language, including English, to expand their knowledge. I
provide the opportunity to talk about what you observe on the cover of the
book. I ask open-ended questions for them to expand their ideas. I plan
rhymes, songs, poems and vocabulary division games and even those of his
own name. These activities promote phonological awareness in children in an
interesting and fun way.

NCIII- Competency Standards III

Support social and emotional development and encourage and
provide positive guidance or direction
This is why I use strategies that encourage positive social skills and emotional
relationships. I treat my children and their parents with respect, as I am a
role model for both. I establish a warm and friendly atmosphere with all of
them. I talk with parents and guide them on the emotional development of
children. I clarify the doubts, preferably, before they approach me to ask. I
work every day developing skills that contribute to the formation of their
character. I constantly use positive methods such as praising them for
following classroom rules. I guide them to help each other and give them
opportunities to learn and serve in their development how to think and
create ideas in the game.

NC III a - As a candidate I encourage the child to learn to express him/herself

spontaneously. When I go to call the child I use his or her name. I give him
confidence and love to make him feel secure and confident. I care about each
child's interests and talk to him/her; I prepare myself to get to know the child
by: making notes, observing the child, making home visits. I plan activities
according to their knowledge. I respect each child's decisions when he/she is
sad or angry. I try to motivate him and make him feel confident. I
congratulate him when the child does something out of the ordinary to make
him feel confident. I promote activities for the solution of social problems. I
bring resources into the classroom so that the children can see and accept
things more clearly. For example: educational talks such as: health habits,
children's rights. I present this in a form according to the child's research.

NC III b Since I have observed that children's behavior is more defiant than
before as well as with respect to adults. I talk to them about home problems
and teach them to respect their parents, family and teachers. I guide them to
help each other and give them opportunities to learn and this will serve them
in their development as they think and create ideas in the game. As a
candidate I provide opportunities for children to direct and control their
behavior and discover their own solutions, providing support when needed. I
explain the rules at the child's level of understanding and/or include the
children in the creation of the rules. I make sure there is enough space at the
table or play areas so that children are not crowded or cramped and
reinforce positive behavior. I provide a private (but well-supervised) space for
children who need some time alone. I provide you with multiple copies of
popular toys to minimize conflicts and waiting in games. I prepare activities
that need to release negative feelings in a peaceful way, such as throwing
foam balls, stuffed bags.

NCV - Competency Standards V

Ensure a well-targeted, purposeful and useful program that

responds to the needs of participants.

As an educator I objectively observe and record information about children's

behavior. Analyzed and evaluated the evidence in order to set goals
appropriate to each child's level. I follow current local child care and early
childhood education regulations and program policies.

NCV a - As a candidate I use various sources of evidence when assessing;

such as written observations, parent feedback, formal and informal
observation tools, individual portfolios, work samples, etc. I access resources
the early learning guide when available as a guide for planning. When I
observe/document, I only record behavioral facts, objective testimonials rather
than their subjective positions or biases that lead to misinterpretations. I seek
resources for information and support if I suspect physical, emotional or
sexual abuse following state laws as responses. I keep up to date records such
as; attendance, accident/incident information, health and emergency form, etc.
As required by regulation. I retain written parental permission slips for all
persons allowed to pick up children from the center. I abide by all legal
requirements of the program. Teamwork with others in the classroom and in
the program, including parents and volunteers. I maintain a professional
relationship with my supervisor and program staff.

NCVI Competency standards VI

Maintain a professional commitment

As a professional in my early childhood education care, I will always be a

lifelong learner. What my profession means is an ongoing process of staying
abreast of the latest research on development and best practices, refining my
own teaching methods and growing as an educator.
NC VI a - I am an early childhood educator. When I say I'm an early
childhood educator, people respond with an "ah," so bland, I'd like to exclaim:
Where else could I tie hair bows, adjust belts, and watch a fashion show on a
daily basis? Where, even if I always dress the same way, will they tell me that
my dress is pretty? Where else, if not there, would a handsome young man
embrace me and tell me he loves me? Where are you so important that you
have to wipe the noses of the stars of the file? Who gets more flowers than
me? Where else could I guide in writing the first letters, a little hand that
might one day write a book? Where else would you receive so many smiles?
Where else would I get a free portrait? Where else do my words cause so
much astonishment? Where else am I welcomed with open arms when I am
absent? Where can you have a front row view of the execution of great works
of art? Where else would you shed tears because you have to end a year of
happy relationships? I feel great working with little ones. I am proud to be an
educator because I sow so much for others to reap. For this reason I became an
educator because I believe that education has the power to transform lives,
families, communities and societies. I am very happy to be an educator,
mother, friend and guide in the growth and development of my children.

NC VI b - I regularly reflect on my performance to identify my professional

development needs. I maintain an active membership in an education
association. I continue to increase my knowledge of child development in
order to help children and their parents deal with typical developmental issues
(such as anxiety, separation, crying, dependency, stubbornness, challenging
behavior, shyness, sexual identity and making friends). I demonstrate a clear
understanding of the expectations of my work. I maintain a positive attitude
and work ethically and always with energy and enthusiasm. I get to work early
every day and have good judgment in making decisions that affect the children
in my care. I conduct myself in a professional manner at all times. Promoting
high quality services for children and their families.
 The testimony of professional philosophy

As an educator, she interacted with institutions and parents regarding the

goals of integral child development. Being a preschool educator gives me the
opportunity to face a box of surprises every day: a smile, a cry, an
achievement, a difficult question to answer, situations that make the academic
exercise a rewarding role and a permanent challenge. Generally speaking, I
can say that my role as a child candidate is didactic and animation, since I
attend to the child both in those scheduled teaching activities as well as in
daily routines and entertainment. I am an organized person who prepares the
space, the materials, the activities, distributing the time, adapting it to the
means available to the group and to the group's goals. I create for the child a
caring, healthy and well being environment, in which he/she will find the
necessary stimuli for learning and to feel comfortable, safe and happy. As an
educator, I motivate and stimulate development in its different facets both
individually and socially. I am an animator and I offer the child actions that
allow him/her to learn, but always motivating and fundamental in the game. I
motivate the child to be interested and awaken his curiosity about things. I
cooperate with the child in his learning, without being directed, without
substituting him in those actions that the child himself can perform. I am
attentive and do not intervene hastily, although I try to help him whenever he
needs it. On the other hand, I maintain my role as an observer, getting to know
the way I relate to the children, their reactions, preferences, ways of playing,
the materials they use most, in short, it is about getting to know the child in
particular, the group and also the environment, so that I can modify their
patterns of action and organization of the means if necessary. I make a
continuous observation of the multiple aspects of the children, their evolution,
relationships, play needs, etc. I stimulate the child's investigative spirit and
autonomy. With its activities and the environment created, I promote the
relationship between the children through shared activities. Encouraging the
child with attitudes of respect, cooperation and freedom, always with positive
attitudes. I deeply respect the child, which led to mutual respect. In my
relationship with the child, the most important thing is to know how to grasp
the different messages they transmit to me, responding to their interests and
favoring communication with them,

Knowing their needs and interests and adapting the educational means to
satisfy them, thus broadening their interests. I am careful not to overprotect
him so as not to limit his possibilities and the development of his autonomy.
As a candidate I serve as a model in many acquisitions (language, for
example), so I am careful in my actions and attitudes towards the child. In a
general way I can say that my main characteristics of my role as a candidate
are conceived in the following aspects. I am a mediator between the child and
knowledge. As an educator, I guide the child, establishing strategies that
facilitate the construction of their own knowledge. Therefore, based on the
characteristics of my role as a candidate I perform the following aspects: I
establish an environment that is conducive to the child's socio-affective
development. I evaluate the curriculum according to the socio-affective and
socio-cognitive requirements of the children. I select learning strategies that
enhance and adopt to cognitive constructs and lead them to teaching. I give
individual follow-up to the children. I create an environment that is conducive
to parent communication and participation in the classroom and in educational
tasks. Teamwork to help identify, diagnose and implement individualized
plans for children with special needs.

Professional Philosophy Testimonial

Professional archive
From
CDA Resources
 Coraly Betancourt Diaz
ELMER

Author: Mckee, David

Illustrator: Mckee, David
Publisher: Santillana
Year of publication: 1996

Thematic: Multicultural

Elmer the Elephant is an illustrated tale that tells the story of a colorful
elephant who lives in the village with numerous other animals, as well
as the rest of his species, all of which are gray. Elmer, despite being
loved by all the animals in the village, thinks that everyone laughs at
him for being different. He decides to cross the jungle in search of a
tree with elephant-colored fruit in order to dye his skin. When he
succeeds, he returns to the village where all the animals are saddened
by his absence. A storm is responsible for Elmer's gray paint
disappearing, so he becomes his usual self again, with a variety of
colors. It is then that he realizes that all his classmates love him as he
is, and he decides to organize an annual party: on a day like that, every
year, they will dress up as Elmer and this one as a gray elephant.
 COUNSELING FOR VICTIMS OF GENDER VIOLENCE
OFFICE ORIENTATION LINE
WOMEN'S PROCURATOR

Emergency Line: 911

Carolina Municipal Court
Tel. (787) 752-6900 – (787) 760-7111
Shadai Social Foundation
Services offered: Couples and Family Counseling, Independent Living
Program, Respite Program, Gift of Love Program and Hot Meal Program.
CAROLINA BAPTIST CHURCH
203-7 Ignacio Arzuaga St.
Carolina PR 00986
Tel. (787)276-5000/7761120

Director: Mr. Luis Rivera

AFANA PROGRAM (Family Support Program for Children and
Adults) Women Heads of Service Offering: Counseling and support
services to women heads of household, survivors of domestic violence.
Support group. Guidance on discipline management, stress
management and decision making. Services are offered to offenders
(Law #54). Service Hours: Monday through Friday from 8:00 a.m. to
4:30 p.m.

53 North Santiago Street #53 Altos, Gurabo, PR

Located (in front of the square, house of the domino)
Email:igodiafana@yahoo.com
Tel. (787)737-7636 Fax: (787)737-7636

NCIV
Competency Standard IV

Establish positive and productive relationships with the family.

As a candidate I establish communication with the family, encourage their

participation in the program and support the child's relationship with the
family. I provide them with information on important developments in
children's lives and offer mutual support in nurturing each child's physical,
social, emotional and cognitive development. As a candidate I appreciate the
unique value of each family. I make sure to build a "partnership" with each
family to better support each child's needs.

NC IV a: As a candidate I ensure that the children's families participate in the

program activities by inviting them to it. I prepare typical meals with the
children and invite the parents to participate and give us their ideas. I bring
parents into the classroom to work with their children, giving them
confidence. I regularly hold conferences where families can share information
about children's progress at home and within the program. I provide oral and
written communication with parents in their preferred language. He sent the
messages in the notebook so that the parent is prepared and knows the times of
the meetings and health services that will be given to their child on the day
and time.

NC IV b: As a candidate I visit them at home as needed at least three times a

year and keep records of all interviews. I meet with the father to exchange
impressions so I can make sure what is going on in the children's family lives.
In this way I help the family to understand the importance of their children's
learning. I recommend activities that you as families can do at home to
support your children's development. I provide information to the family with
resources about possible differences or delays affecting hearing and speech. I
empathize with the family on areas that generate stress in parenting, such as
lack of sleep, illness, challenging behavior, providing support and suggestions
for strategy when requested. Sending home articles and brochures on various
topics related to child development.

NC IV c: According to parents' responses on the questionnaires, their

perfection of my work performed in each area described in the questionnaire
demonstrated a high level of competence in the area of safety, educational
encouragement, and affection for parents and children. They also highlighted
their interest in having their children learn English as a second language, even
though most of the instruction is in their native language (Spanish). This
opens a gap for me as a professional to decide to take an English course that
will help me meet the demands of an education that is constantly developing,
improving the quality of teaching. My surprise has been to see how parents
have been able to observe so accurately the quality of my work, both with the
children and the interaction I have with the parents. Many of the parents have
put in writing what they had not verbally expressed to me. It is good to know
that I have impacted parents and children with the strengths that characterize
me and that they themselves have expressed.