Knowledge

• 1a. Describe the processes of child growth, development and learning in each of the developmental domains for the period extending from prenatal development through adolescence.
• 1b. Identify theorists in child growth and development and describe major theoretical approaches in social/emotional, physical, health and cognitive development.
• 1c. Describe both formal and informal methods of child study.
• 1d. Articulate the influence of social-linguistic and anthropological theories including culture, language, families, and play on a child’s development.

Skills

• 1a. Applies principles of child growth, development, and learning in planning for, and interacting with individual children in a group context.
• 1b. Applies and provides rationale for daily practice based on how they relate to theories of child development in all areas.
• 1c. Conducts daily formal and informal observations and assessments of children based on rationale of child development theory.
• 1d. Utilizes the concepts of culture, language, families, and play when planning for, and interacting with, children on a daily basis.

 

Knowledge

• 2a. Describe essential components of safe and hygienic indoor and outdoor physical environments.
• 2b. Explain the nutritional needs of children including special dietary or cultural needs.
• 2c. Describe emergency first aid and medical procedures. 2d. Delineate the signs of child abuse and neglect.
• 2e. Identify common causes of abuse and characteristics of abusive adults.
• 2f. Explain state statutes and procedures for reporting child abuse and neglect.
• 2g. Describe symptoms of common childhood diseases and related reporting requirements and procedures.
• 2h. Describe common childhood medical conditions.
• 2i. Explain “universal health precautions”.
• 2j. Specify the impact of stress on the physical and mental health of children.

Skills

• 2a. Arrange indoor and outdoor environments to protect the health and safety of children.
• 2b. Develops menus that meet nutritional needs of children, giving attention to special dietary or cultural requirements.
• 2c. Demonstrates appropriate use of emergency medical procedures, first aid, and cardiopulmonary resuscitation for infants through adults.
• 2d. Recognizes indications of child abuse and neglect.
• 2e. Relates in a professional and sensitive manner to both children and adults in suspected abuse situations.
• 2f. Follows correct procedures for reporting child abuse and neglect.
• 2g. Follows procedures for reporting communicable diseases to parents and health authorities.
• 2h. Follows procedures outlined by family and medical practitioners.
• 2i. Utilizes “universal health precautions”.
• 2j. Implements stress-reducing strategies with children and families.

 

Knowledge

• 3a. Explain the developmental approach to teaching and its applications in the classroom for school readiness.
• 3b. Describe the unique developmental and learning needs of children in differing age groups.
• 3c. Describe curriculum content for different age groups and the relationship to developmental practices in the area of cognitive development.
• 3d. Describe how to plan for and accommodate children and families with special needs and challenges.
• 3e. Describe the importance of indoor and outdoor environments in learning, growth and development.
• 3f. Describe the role of play in learning and skill development for children in cognitive development to prepare children for school.

Skills

• 3a. Applies principles of developmental practices in planning daily schedules, learning environments, activities, curriculum, school readiness and program assessment for children.
• 3b. Plans daily lesson schedules, curriculum content, environments, and activities consistent with the needs of different age groups and special needs.
• 3c. Plan activities for children of different age groups that engage the child in learning concepts and skills.
• 3d. Demonstrates ability to plan for and accommodate children and families with differing needs and challenges.
• 3e. Develops indoor and outdoor environments that support children’s learning, growth and development.
• 3f. Demonstrates learning environments that support play and skill development emphasizing the importance of scaffolding and language development.

 

Knowledge

• 4a.Differentiate between positive guidance and negative forms of discipline, and describe their long-term effects.
• 4b. Describe a variety of guidance techniques.
• 4c. Articulate how children develop self-control, social, emotional, and moral competence.
• 4d. Identify the role of diversity as it influences children’s interactions and responses to conflict.
• 4e. Describe the role of learning environments, classroom arrangements, and activities on children’s behavior.

Skills

• 4a. Employs positive, growth-enhancing, self-esteem protecting teaching strategies to encourage appropriate behaviors.
• 4b. Uses a variety of guidance techniques.
• 4c. Provides assistance during conflict resolution, problem-solving, friendship development, and other social interactions which is based on the child’s ability to understand.
• 4d. Supports social interaction by respecting the diversity of children.
• 4e. Creates learning environments that supports the development of self-control and conflict resolution skills based on the child’s ability to understand at different ages.

 

Knowledge

• 5a. Appraise the current issues confronting families and contrast these issues with parenting and family life throughout history.
• 5b. Explain the importance of family interaction patterns and their impact on a child’s development.
• 5c. Explain how cultural context, including language, influences child-rearing practices.
• 5d. Describe developmental stages of parenting and explain their influences on the growth, development and, learning of children.
• 5e. Explain the role of families play in the education of children.
• 5f. Describe the needs and challenges of families for children with special needs.
• 5g. Describe the interdependence between family systems, social institutions, and communities.

Skills

• 5a. Uses child and family practices that demonstrate awareness and empathy for the unique needs of today’s families.
• 5b. Respects individual families by utilizing a variety of interaction techniques.
• 5c. Provides continuity between home and classroom, respecting families’ child-rearing practices.
• 5d. Demonstrates respect and sensitivity towards parents and supports their growth through the developmental stages of parenting.
• 5e. Includes families in the education process.
• 5f. Provides appropriate resources and referrals to families.
• 5g. Facilitates interaction between family systems, social agencies and the community.

 

Knowledge

• 6a. Describe diversity issues that affect children and families including: social-economic context, language, special needs, and culture.
• 6b. Explain how a child’s cultural identity is developed within the family.
• 6c. Discuss the process of pro-social development.
• 6d. Explain the importance of a child’s home language.

Skills

• 6a. Demonstrates a respect for human differences and similarities by using an ant-biased, developmental approach, to curriculum content and educational activities.
• 6b. nurtures each child’s cultural identity.
• 6c. Encourages pro-social interaction among children.
• 6d. Encourage the use and development of the child’s home language.

 

Knowledge

• 7a. Describe the types of assessments and supporting theories used for decision making and curriculum planning to prepare children for school.
• 7b. Describe how to use a variety of assessment strategies that are linguistically and culturally appropriate.
• 7c. Acknowledge that personal bias can affect observation and assessment of children.
• 7d. Describe a variety of reporting formats.
• 7e. Describe the purpose, rules, and practices of confidentiality.

Skills

• 7a. Selects and uses appropriate assessment measures in all areas of child development.
• 7b. Works with parents and families to apply assessment information when planning for the development and learning goals of children.
• 7c. Uses other to balance perceptions.
• 7d. Maintains up-to-date records that are clear and grammatically correct.
• 7e. Protects confidentiality of information as appropriate to the service delivery setting.

 

Knowledge

• 8a. Explain the applicable regulations and laws pertaining to the profession at the local, state and national levels as they relate to the delivery of care and education services.
• 8b. Identify professional organizations and explain the roles of professionals and their contributions to the field and community.
• 8c. Explain the early care and education code of ethics.
• 8d. Discuss the purpose of, identify options for professional growth activities.
• 8e. Describe the process for developing effective partnerships and collaborations.
• 8f. Explain how public policy is developed and its impact on children and families.
• 8g. Discuss the application of new technology to classroom management.
• 8h. Discuss the new developments in programming, theory, and practice.
• 8i. Examine the principle, theories and practices of leadership skill development.

Skills

• 8a. Adheres to regulations and laws pertaining to the profession and the local, state, and national levels.
• 8b. Participates in a professional organization.
• 8c. Practice professional and ethical behavior.
• 8d. Participates in professional development activities.
• 8e. Forms effective partnerships and collaborations with families, professionals, and community representatives.
• 8f. Advocates for children and families.
• 8g. Applies new development in technology to classroom management.
• 8h. Utilizes new developments in programming, theory, and practice.
• 8i. Practices and develops new leadership skills.