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    Standard 6 Final

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    api-242404728
    This reflective analysis summarizes the candidate's experience meeting NAEYC Standard 6, which requires early childhood professionals to be continuous learners who advocate for best practices. The candidate attended professional development trainings on topics like Conscious Discipline, STEM, and special education. These experiences helped the candidate network within the early childhood field and gain knowledge to better serve children and families. The candidate aims to apply Howard Gardner's theory of multiple intelligences and the principles of Conscious Discipline by creating a culturally respectful classroom where children can develop social-emotional skills and make positive choices.

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    Standard 6 Final

    Uploaded by

    api-242404728
    65 views1 page
    This reflective analysis summarizes the candidate's experience meeting NAEYC Standard 6, which requires early childhood professionals to be continuous learners who advocate for best practices. The candidate attended professional development trainings on topics like Conscious Discipline, STEM, and special education. These experiences helped the candidate network within the early childhood field and gain knowledge to better serve children and families. The candidate aims to apply Howard Gardner's theory of multiple intelligences and the principles of Conscious Discipline by creating a culturally respectful classroom where children can develop social-emotional skills and make positive choices.

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    This reflective analysis summarizes the candidate's experience meeting NAEYC Standard 6, which requires early childhood professionals to be continuous learners who advocate for best practices. The candidate attended professional development trainings on topics like Conscious Discipline, STEM, and special education. These experiences helped the candidate network within the early childhood field and gain knowledge to better serve children and families. The candidate aims to apply Howard Gardner's theory of multiple intelligences and the principles of Conscious Discipline by creating a culturally respectful classroom where children can develop social-emotional skills and make positive choices.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    65 views1 page

    Standard 6 Final

    Uploaded by

    api-242404728
    This reflective analysis summarizes the candidate's experience meeting NAEYC Standard 6, which requires early childhood professionals to be continuous learners who advocate for best practices. The candidate attended professional development trainings on topics like Conscious Discipline, STEM, and special education. These experiences helped the candidate network within the early childhood field and gain knowledge to better serve children and families. The candidate aims to apply Howard Gardner's theory of multiple intelligences and the principles of Conscious Discipline by creating a culturally respectful classroom where children can develop social-emotional skills and make positive choices.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Reflective Analysis of Portfolio Artifact

    Rationale/Reflection
    NAEYC Standard:
    STANDARD 6. BECOMING A PROFESSIONAL
    Candidates prepared in early childhood degree programs identify and conduct themselves as
    members of the early childhood profession. They know and use ethical guidelines and other
    professional standards related to early childhood practice. They are continuous,
    collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on
    their work, making informed decisions that integrate knowledge from a variety of sources.
    They are informed advocates for sound educational practices and policies. (NAEYC, 2010)
    .Brief Description of Evidence:
    Throughout my early education classes I have made professional connections with people locally
    and state wide. At Head Start we are currently implementing the Conscious Discipline. This year I
    attended the Indiana Early Childhood Conference. Currently I am certified in Pediatric Plus (CPR, AED,
    and First Aid for Children, Infants, and Adults). I have received certificates for successfully completing
    professional development on different content areas including (STEM) Science, Technology,
    Engineering, and Math, Project Learning, and Special Education.

    Analysis of What I Learned:


    I learned how to connect and network with individuals in the early childhood field. I know that in
    teaching young children you have to get acquainted with the community helpers in which the child has
    contact with. These trainings and webinars gave me the opportunity to help my children and families have
    better resources. The trainings have allowed me to become more knowledgeable about the early
    childhood field and the children and families in which I serve. The Conscious Discipline is based on a pay
    it forward transformational model. One principal transforms a school and then helps another principal.
    One teacher creates a classroom that becomes a model for others. One child teaches another child the
    essential social skills. Through the trickling down effect I learned that each one can teach and reach one
    especially their own peer.

    How This Artifact Demonstrates my Competence on the NAEYC Standard:


    Howard Gardner thought that mental and physical activity is related. The Multiple
    Intelligence has been applied by teachers and policy makers to the problems of schooling. In my
    classroom I want my children to know that their classroom is a culture. Therefore I will respect,
    learn, and provide developmentally appropriate books, materials, and supplies for each culture
    within my classroom. Using Conscious Discipline has allowed me to help my children make
    better choices while taking ownership. I am able to give my families more information on safety,
    environment, and social emotional development.

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