Early Childhood Educator Infant and Toddler (3004CBV1) Competency-Based

Child Care Aware of Minnesota

National (OA)

Documents

Individual state requirements may vary. Please contact your local apprenticeship office to ensure this version is suitable to your state’s requirements.

Work Process Schedule

Work Process Content

On the Job Training

Anonymous

100

Skills

Child Development and Learning

Understanding Child Development Competencies (See I.A.1-I.A.4)
Understanding Influences on Child Development (See I.B.1-I.B.4)
Recognizing Individual Variances (See I.C.1-I.C.2)
Cultural Responsibility and Practice(See I.D.1-I.D.5)

Developmentally Appropriate Learning Experiences

Creating Positive Learning Experiences (See II.A.1.1-II.A.1.9)
Promoting Cognitive Development (See II.B.1.1-II.B.3.6)
Promoting Social and Emotional Development (See II.C.1.1-II.C.6.6)
Promoting Physical Development (See II.D.1.1-II.D.1.7)
Promoting Creative Development (See II.E.1.1-II.E.2.2)
Cultural Responsibility and Practice (See II.F.1-II.F.5)

Relationships With Families

Understanding Families (See III.A.1-III.A.2)
Engaging Families (See III.B.1-III.B.11)
Linking Families to Resources See III.C.1-III.C.2)
Cultural Responsibility and Practice (See III.D.1-III.D.7)

Assessment, Evaluation and Individualization

Observing, Recording and Assessing Development (See IV.A.1-IV.A.9)
Assessing and Using Information to Plan (See IV.B.1-IV.B.4)
Assessing and Using Information to Enhance and Maintain Program Quality (See IV.C.1-IV.C.2)
Cultural Responsibility and Practice (See IV.D.1-IV.D.4)

Historical and Contemporary Development of Early Childhood Education

Understanding Foundations of Early Childhood Development (See V.A.1-V.A.4)
Adhering to Policies (See V.B.1-V.B.2)

Professionalism

Engaging in Professional Development (See VI.A.1-VI.A.5)
Demonstrating Professionalism (See VI.B.1-VI.B.6)
Cultural Responsibility and Practice (See VI.C.1-VI.C.4)

Health, Safety and Nutrition

Establishing Healthy Practices (See VII.A.1-VII.A.6)
Ensuring Safety (See VII.B.1-VII.B.10)
Providing Healthy Nutrition (See VII.C.1-VII.C.6)
Cultural Responsibility and Practice (See VII.D.1-VII.D.2)

Application through Clinical Experiences

Applying Instructional Practices through Clinical Experiences (See VII.A.1-VII.A.3)

Trauma Informed Care and Practice

Understand trauma definitions, prevalence and relevant trauma concepts (See IX.A.1-IX.A.3)
Understands that children?s stress response systems and behaviors are impacted by trauma (See IX.B.1-IX.B.5)
Understands the intersection between trauma and development: trauma can derail development and the impact of trauma is influenced by the child?s developmental stage (See IX.C.1-IX.C.5)
Understands how relationships are both impacted by trauma and can buffer children from the impact of trauma. (See IX.D.1-IX.D.3)
Supports families impacted by trauma (See IX.E.1-IX.E.3)
Understands the impact of trauma and secondary trauma on early childhood educators. (See IX.F.1-IX.F.3)
Understands the impact of intergenerational, historical and racial trauma on children, families and caregivers (See IX.G.1-IX.G.3)
Collaborates across systems to support children and families who have experienced trauma (See IX.H.1-IX.H.2)

Working with Multilingual Infants and Toddlers and Their Families

Collaborate to ensure that all adults interacting with multilingual children support language development (See X.A.1)
Gather information about multilingual children?s cultures and the languages heard and used in the past and present in order to support language development (See X.B.1)
Recognize and use the strengths, resources, and experiences of multilingual children and their families to support and enhance language development and learning (See X.C.1)
Gather, analyze, and reflect on information in order to focus on the developmental nature and unique characteristics of multilingual children?s language learning and development (See X.D.1)
Apply information gathered about multilingual children: their cultures, how they use language, and their language development, strengths, and resources (See X.E.1)
Observe multilingual children?s language use and development in a variety of routines and learning experiences throughout the day in all early care and education settings (See X.F.1)
Connect language standards with early learning standards and guidelines to make curriculum accessible and meaningful for multilingual children (See X.G.1)
Identify the developmentally appropriate academic language demands of routines, social interactions, and learning experiences (See X.H.1)
Design language learning experiences with consideration for the sociocultural context (See X.I.1)
Provide opportunities for all multilingual children to engage in higher-level thinking (See X.J.1)
Identify the purpose of the language used during routines and learning experiences (See X.K.1)
Plan for language teaching and learning within specific areas of development and learning (See X.L.1)
Use language supports to help scaffold language development and learning (See X.M.1)
Provide multiple and meaningful opportunities for multilingual children to use their languages (See X.N.1)

Child Development and Learning

Understanding Child Development Competencies (See I.A.1-I.A.4) All parenthetical code references come from the Minnesota?s Knowledge and Competency Framework for Early Childhood Professionals: Working with Infants and Toddlers
Understanding Influences on Child Development (See I.B.1-I.B.4)
Recognizing Individual Variances (See I.C.1-I.C.2)
Cultural Responsibility and Practice(See I.D.1-I.D.5)

Developmentally Appropriate Learning Experiences

Creating Positive Learning Experiences (See II.A.1.1-II.A.1.9)
Promoting Cognitive Development (See II.B.1.1-II.B.3.6)
Promoting Social and Emotional Development (See II.C.1.1-II.C.6.6)
Promoting Physical Development (See II.D.1.1-II.D.1.7)
Promoting Creative Development (See II.E.1.1-II.E.2.2)
Cultural Responsibility and Practice (See II.F.1-II.F.5)

Relationships With Families

Understanding Families (See III.A.1-III.A.2)
Engaging Families (See III.B.1-III.B.11)
Linking Families to Resources See III.C.1-III.C.2)
Cultural Responsibility and Practice (See III.D.1-III.D.7)

Assessment, Evaluation and Individualization

Observing, Recording and Assessing Development (See IV.A.1-IV.A.9)
Assessing and Using Information to Plan (See IV.B.1-IV.B.4)
Assessing and Using Information to Enhance and Maintain Program Quality (See IV.C.1-IV.C.2)
Cultural Responsibility and Practice (See IV.D.1-IV.D.4)

Historical and Contemporary Development of Early Childhood Education

Understanding Foundations of Early Childhood Development (See V.A.1-V.A.4)
Adhering to Policies (See V.B.1-V.B.2)

Professionalism

Engaging in Professional Development (See VI.A.1-VI.A.5)
Demonstrating Professionalism (See VI.B.1-VI.B.6)
Cultural Responsibility and Practice (See VI.C.1-VI.C.4)

Health, Safety and Nutrition

Establishing Healthy Practices (See VII.A.1-VII.A.6)
Ensuring Safety (See VII.B.1-VII.B.10)
Providing Healthy Nutrition (See VII.C.1-VII.C.6)
Cultural Responsibility and Practice (See VII.D.1-VII.D.2)

Application through Clinical Experiences

Applying Instructional Practices through Clinical Experiences (See VII.A.1-VII.A.3)

Trauma Informed Care and Practice

Understand trauma definitions, prevalence and relevant trauma concepts (See IX.A.1-IX.A.3)
Understands that children?s stress response systems and behaviors are impacted by trauma (See IX.B.1-IX.B.5)
Understands the intersection between trauma and development: trauma can derail development and the impact of trauma is influenced by the child?s developmental stage (See IX.C.1-IX.C.5)
Understands how relationships are both impacted by trauma and can buffer children from the impact of trauma. (See IX.D.1-IX.D.3)
Supports families impacted by trauma (See IX.E.1-IX.E.3)
Understands the impact of trauma and secondary trauma on early childhood educators. (See IX.F.1-IX.F.3)
Understands the impact of intergenerational, historical and racial trauma on children, families and caregivers (See IX.G.1-IX.G.3)
Collaborates across systems to support children and families who have experienced trauma (See IX.H.1-IX.H.2)

Working with Multilingual Infants and Toddlers and Their Families

Collaborate to ensure that all adults interacting with multilingual children support language development (See X.A.1)
Gather information about multilingual children?s cultures and the languages heard and used in the past and present in order to support language development (See X.B.1)
Recognize and use the strengths, resources, and experiences of multilingual children and their families to support and enhance language development and learning (See X.C.1)
Gather, analyze, and reflect on information in order to focus on the developmental nature and unique characteristics of multilingual children?s language learning and development (See X.D.1)
Apply information gathered about multilingual children: their cultures, how they use language, and their language development, strengths, and resources (See X.E.1)
Observe multilingual children?s language use and development in a variety of routines and learning experiences throughout the day in all early care and education settings (See X.F.1)
Connect language standards with early learning standards and guidelines to make curriculum accessible and meaningful for multilingual children (See X.G.1)
Identify the developmentally appropriate academic language demands of routines, social interactions, and learning experiences (See X.H.1)
Design language learning experiences with consideration for the sociocultural context (See X.I.1)
Provide opportunities for all multilingual children to engage in higher-level thinking (See X.J.1)
Identify the purpose of the language used during routines and learning experiences (See X.K.1)
Plan for language teaching and learning within specific areas of development and learning (See X.L.1)
Use language supports to help scaffold language development and learning (See X.M.1)
Provide multiple and meaningful opportunities for multilingual children to use their languages (See X.N.1)

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