STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Candidates prepared in early childhood degree programs are grounded in a child development knowledg

STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING

Candidates prepared in early childhood degree programs are grounded in a child development

knowledge base. They 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 each child.

Key elements of Standard 1

1a: Knowing and understanding young children’s characteristics and needs, from birth through

age 8.

1b: Knowing and understanding the multiple influences on early development and learning

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging

learning environments for young children

STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS

Candidates prepared in early childhood degree programs understand that successful early

childhood education depends upon partnerships with children’s families and communities. They

know about, understand, and value the importance and complex characteristics of children’s

families and communities. They use this understanding to create respectful, reciprocal

relationships that support and empower families, and to involve all families in their children’s

development and learning.

Key elements of Standard 2

2a: Knowing about and understanding diverse family and community characteristics

2b: Supporting and engaging families and communities through respectful, reciprocal

relationships

2c: Involving families and communities in young children’s development and learning

STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG

CHILDREN AND FAMILIES

Candidates prepared in early childhood degree programs understand that child observation,

documentation, and other forms of assessment are central to the practice of all early childhood

professionals. They 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 positively

influence the development of every child.

Key elements of Standard 3

3a: Understanding the goals, benefits, and uses of assessment – including its use in development

of appropriate goals, curriculum, and teaching strategies for young children

3b: Knowing about and using observation, documentation, and other appropriate assessment

tools and approaches, including the use of technology in documentation, assessment and data

collection.

3c: Understanding and practicing responsible assessment to promote positive outcomes for each

child, including the use of assistive technology for children with disabilities.

3d: Knowing about assessment partnerships with families and with professional colleagues to

build effective learning environments.

STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES

Candidates prepared in early childhood degree programs understand that teaching and learning

with young children is a complex enterprise, and its details vary depending on children’s ages,

characteristics, and the settings within which teaching and learning occur. They understand and

use positive relationships and supportive interactions as the foundation for their work with

young children and families. Candidates know, understand, and use a wide array of

developmentally appropriate approaches, instructional strategies, and tools to connect with

children and families and positively influence each child’s development and learning.

Key elements of Standard 4

4a: Understanding positive relationships and supportive interactions as the foundation of their

work with young children

4b: Knowing and understanding effective strategies and tools for early education, including

appropriate uses of technology

4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches

4d: Reflecting on own practice to promote positive outcomes for each child

STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM

Candidates prepared in early childhood degree programs use their knowledge of academic

disciplines to design, implement, and evaluate experiences that promote positive development

and learning for each and every young child. Candidates understand the importance of

developmental domains and academic (or content) disciplines in early childhood curriculum.

They know the essential concepts, inquiry tools, and structure of content areas, including

academic subjects, and can identify resources to deepen their understanding. Candidates use

their own knowledge and other resources to design, implement, and evaluate meaningful,

challenging curriculum that promotes comprehensive developmental and learning outcomes for

every young child.

Key elements of Standard 5

5a: Understanding content knowledge and resources in academic disciplines: language and

literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science,

physical activity, physical education, health and safety; and social studies.

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or

academic disciplines

5c: Using own knowledge, appropriate early learning standards, and other resources to design,

implement, and evaluate developmentally meaningful and challenging curriculum for each child.

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.

Key elements of Standard 6

6a: Identifying and involving oneself with the early childhood field

6b: Knowing about and upholding ethical standards and other early childhood professional

guidelines

6c: Engaging in continuous, collaborative learning to inform practice; using technology

effectively with young children, with peers, and as a professional resource.

6d: Integrating knowledgeable, reflective, and critical perspectives on early education

6e: Engaging in informed advocacy for young children and the early childhood profession

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