Standard 1: Promoting Child Development and … 1: Promoting Child Development and Learning ... 1.3...
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Early Childhood Education Standard 1: Promoting Child Development and Learning Candidates use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. Description Indicators Map to Field Experiences/ Map to Curriculum and Course Experiences Assessment Strategies 1.1 Knowing and understanding young children's characteristics and needs Candidates are provided with multiple, developmental opportunities to gain essential understanding of young children's characteristics and needs. As a result, candidates' work reflects current, research- based knowledge in most respects; candidates are knowledgeable about development in all areas and can give examples of interrelationships among developmental areas. 1.2 Knowing and understanding the multiple influences on development and learning Candidates are provided with multiple, developmental opportunities to gain essential understanding of the multiple influences on young children's development and learning. As a result, candidates' work shows that they can
Transcript of Standard 1: Promoting Child Development and … 1: Promoting Child Development and Learning ... 1.3...
Early Childhood Education
Standard 1: Promoting Child Development and LearningCandidates use their understanding of young children's characteristics and needs, and of multiple interacting influences on children'sdevelopment and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
Description IndicatorsMap to Field Experiences/
Map to Curriculum and Course ExperiencesAssessment Strategies
1.1 Knowing andunderstanding youngchildren'scharacteristics andneeds
Candidates are provided withmultiple, developmentalopportunities to gainessential understanding ofyoung children'scharacteristics and needs.
As a result, candidates' workreflects current, research-based knowledge in mostrespects; candidates areknowledgeable aboutdevelopment in all areas andcan give examples ofinterrelationships amongdevelopmental areas.
1.2 Knowing andunderstanding themultiple influences ondevelopment andlearning
Candidates are provided withmultiple, developmentalopportunities to gainessential understanding ofthe multiple influences onyoung children'sdevelopment and learning.
As a result, candidates'work shows that they can
describe the nature of theseinfluences and understandthat influences may interactin complex ways. Their workdemonstrates familiarity withthe most well known earlyintervention programs, andthey can cite research aboutthe influence of theseprograms on childoutcomes.
1.3 Usingdevelopmentalknowledge to createhealthy, respectful,supportive, andchallenging learningenvironments
Candidates are provided withmultiple,developmental opportunitiesto apply childdevelopment knowledge increating learningenvironments that arehealthy, respectful,supportive,and challenging.
As a result of theseexperiences, candidates'work shows that they candescribe the essentials ofdevelopmental research andthe principles that they areusing as a basis for creatingeffective learningenvironments. There isadequate evidence that theenvironments created bythese candidates supportchildren's health, respect
their culture andindividuality, promotepositive development, andchallenge children to gainnew competencies.
Standard 2: Building Family and Community RelationshipsCandidates know about, understand, and value the importance and complex characteristics of children's families and communities. They usethis understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children'sdevelopment and learning.
Description IndicatorsMap to Field Experiences/
Map to Curriculum and Course ExperiencesAssessment Strategies
2.1 Knowing about andunderstanding familyand communitycharacteristics
Candidates are provided withmultiple, developmentalopportunities to gainessential understanding offamily and communitycharacteristics as they affectearly childhood practice.
As a result, candidates'work shows generalknowledge of family theoryand research, and it showsthat candidates can identifya variety of family andcommunity factors as theyimpact young children'slives. Candidatesdemonstrate that they knowthe significantcharacteristics of thefamilies and communities inwhich they are practicing.
2.2 Supporting andempowering familiesand communitiesthrough respectful,reciprocal relationships
Candidates are provided withmultiple, developmentalopportunities to gainessential understanding andskills in using respectful,reciprocal relationships tosupport and empowerfamilies.
As a result, candidates'work shows that they candescribe how to useknowledge of families'goals, language and culture,and individualcharacteristics to build theserelationships. Candidatesapply their knowledge inusing varied familycommunication strategiesincluding technology; inlinking families with keycommunity resources; andin accessing informationabout other resources asneeded.
2.3 Involving familiesand communities intheir children'sdevelopment andlearning
Candidates are providedwith multiple, developmentalopportunities to gainessential understanding andskills concerning family andcommunity involvement.
As a result, candidates'work shows that they canarticulate theory and
research to support theconcept that families areyoung children's primaryteachers, and that familyand community involvementare critical to successfulearly learning. Theirknowledge is shown in theirvaried approaches to familyand communityinvolvement, and theirmodification of approacheswhen their first attempts arenot successful.
Standard 3: Observing, Documenting, and Assessing to Support Young Children and FamiliesCandidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations,documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to supportchildren's development and learning.
Description IndicatorsMap to Field Experiences/
Map to Curriculum and Course ExperiencesAssessment Strategies
3.1 Understandingthe goals, benefits,and uses ofassessment
Candidates are providedwith multiple, developmentalopportunities to gainessential understanding ofthe goals, benefits, anduses of assessment.
As a result, candidates'work shows knowledge ofthe important goals of earlychildhood assessment.Their work generally showsalignment between goals,curriculum, teaching
strategies, andassessments. In their work,candidates explain howassessment may be used inpositive ways, and they alsoexplain how inappropriateassessment may harmchildren and families.
3.2 Knowing about andusing observation,documentation, andother appropriateassessment tools andapproaches
Candidates are provided withmultiple developmentalopportunities to gainessential understanding andskills concerning appropriateassessment tools andapproaches.
As a result of theseopportunities, candidates'work shows research-basedknowledge and basiccompetence in observation,documentation, and otherassessment tools. Their workreflects essential knowledgeof the characteristics,strengths, limitations, andappropriate uses of the mostfrequently used assessmenttools and approaches,including approaches forchildren with disabilities andculturally and linguisticallydiverse children. Candidatesdemonstrate essential skillsin using assessments,interpreting assessment
results, making referrals, andusing assessmentinformation to influencepractice.
3.3 Understanding andpracticing responsibleassessment
Candidates are provided withmultiple, developmentalopportunities to gainessential understanding andskills concerning the conceptof responsible assessment.
As a result, candidates' workshows that they can identifycurrent educational, legal,and ethical issues withrespect to assessmentpractices. Candidates canprovide examples ofresponsible as well asirresponsible assessment. Intheir practice, they applyresponsible assessmentpractices when working withdiverse children.
3.4 Knowing aboutassessmentpartnerships withfamilies and otherprofessionals
Candidates are provided withmultiple, developmentalopportunities to gainessential understanding ofassessment partnershipsinvolving families and otherprofessionals.
As a result, candidates' workarticulates the research andlegal base that supportsthese partnerships.
Candidates demonstratecore skills in team buildingand in communication withfamilies and otherprofessionals aroundassessment issues.
Standard 4: Teaching and LearningCandidates integrate their understanding of and relationships with children and families; their understanding of developmentally effectiveapproaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences thatpromote positive development and learning for all children.
Description IndicatorsMap to Field Experiences/
Map to Curriculum and Course ExperiencesAssessment Strategies
4.1 Knowing,understanding, andusing positiverelationships andsupportive interactions
Candidates are providedwith multiple, developmentalopportunities to gainknowledge and skill inbuilding positiverelationships and supportiveinteractions.
As a result, candidates'work shows essentialknowledge of theory andresearch underlying theearly childhood field's focuson relationships andinteractions. They know theimportance of creatingrelationships with allchildren, as seen in theircompetent, beginning skillsin relationship building withdiverse children andfamilies.
4.2 Knowing,understanding, andusing appropriate,effective approachesand strategies for earlyeducation
Candidates are provided withmultiple, developmentalopportunities to gainknowledge and skill in how tosupport development andlearning through a widerange of approaches andstrategies.
As a result, candidates' workdemonstrates each of thefollowing approaches andstrategies with competenceand with knowledge of theunderlying theory andresearch: fostering orallanguage andcommunication; drawingfrom a continuum of teachingstrategies; making the mostof environments androutines; capitalizing onincidental teaching; focusingon children's characteristics,needs, and interests; linkingchildren's language andculture to the early childhoodprogram; teaching throughsocial interactions; creatingsupport for play; addressingchildren's challengingbehaviors; supportinglearning through technology;and using integrativeapproaches to curriculum.
4.3 Knowing and Candidates are provided with
understanding theimportance, centralconcepts, inquiry tools,and structures ofcontent areas oracademic disciplines
multiple, developmentalopportunities to gainessential knowledge and skillin each content area:language and literacy; thearts; mathematics; physicalactivity and physicaleducation; science; andsocial studies, with specialdepth in the areas oflanguage and literacy andmathematics.
As a result, candidates' workshows knowledge of thetheories and researchunderlying the earlychildhood field's focus oncontent, both in general andwith respect to each contentarea, including academicsubjects. Takingdevelopmental and individualdifferences into account,candidates' work shows thatthey use this knowledge toarticulate priorities for highquality, meaningfulexperiences in each contentarea, with desired outcomesfor children that connect withprofessional standards andresources.
Candidates are familiar withauthoritative resources to
supplement their owncontent knowledge.
4.4 Using ownknowledge and otherresources to design,implement, andevaluate meaningful,challenging curriculumto promote positiveoutcomes
Candidates are provided withmultiple, developmentalopportunities to gainessential skill in designing,implementing, andevaluating meaningful,challenging, curriculum.
As a result, candidates' workshows ability to integratemultiple areas of knowledgein curriculum design, withsuccessful focus on buildingsecurity and self-regulation;problem-solving and thinkingskills, and academic andsocial competence.
Candidates' curriculumdevelopment takesinto account children'sdevelopmental, individualand cultural characteristics,and it makes use ofreflective, ongoingevaluation. Candidates'curriculum development ischaracterized by use of highquality professionalresources to supplement andinform their ownunderstanding.
Standard 5: Becoming a Professional
Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and otherprofessional 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 areinformed advocates for sound educational practices and policies.
Description IndicatorsMap to Field Experiences/
Map to Curriculum and Course ExperiencesAssessment Strategies
5.1 Identifying andinvolving oneself withthe early childhood field
Candidates are provided withmultiple, developmentalopportunities to gain abeginning identification withand involvement in the earlychildhood field.
As a result, candidates'work shows anunderstanding of the earlychildhood field as adistinctive profession and ofthe essentials of its history.In their work, candidatesdemonstrate understandingof their own emergingprofessional roles and thepossibilities, opportunities,and challenges within theearly childhood field. Theyshow some evidence ofactive involvement in theprofession.
5.2 Knowing about andupholding ethicalstandards and otherprofessional guidelines
Candidates are provided withmultiple, developmentalopportunities to learn aboutand practice upholding thefield's ethical standards and
other professionalguidelines.
As a result, candidates' workshows essential knowledgeof NAEYC's Code of EthicalConduct, as seen in citationsof examples of how the Codemay be used to analyze andresolve ethical dilemmas.Candidates are familiar withrelevant legal standards andother professional guidelinesand can apply these inpractice.
5.3 Engaging incontinuous,collaborative learning toinform practice
Candidates are provided withmultiple, developmentalopportunities to becomecontinuous, collaborativelearners.
As a result, candidates' workshows evidence of anorientation toward inquiryand self-motivation,combined with involvementand beginning skills incollaborative learning,including collaborationacross disciplines and ininclusive settings.Candidates' work showspositive effects of thislearning orientation, in theirpractice and in effects onchildren.
5.4 Integratingknowledgeable,reflective, and criticalperspectives on earlyeducation
Candidates are provided withmultiple, developmentalopportunities to constructand apply knowledgeable,reflective, and criticalperspectives on their field.
As a result, candidates' workshows essentialunderstanding of the field'scentral issues, standards,and research findings. Intheir work, candidatesanalyze and reflect upontheir practice anddemonstrate critical thinkingabout the issues in the fieldand an understanding of thevalue of dialogue in resolvingdifferences. Candidates'work shows positive effectsof these professionalperspectives, in their practiceand in effects on children.
5.5 Engaging ininformed advocacy forchildren and theprofession
Candidates are provided withmultiple, developmentalopportunities to developearly childhood advocacyskills.
As a result, candidates' workshows essential knowledgeof the central policy issues inthe field, as seen in theirdiscussions of ethical andsocietal issues in early
education. In their work,candidates can outline howpublic policies are developedat the state and federallevels. Candidates possessbeginning advocacy skills,including written and verbalcommunication andcollaboration.
