1. Applies an understanding of the context of developmental theory and research to work with diverse children and families.
2. Provides resources or consultation as appropriate to address concerns related to parent–child relationships.

1. Develops curriculum and classroom practices that create a welcoming atmosphere for all families.
2. Communicates regularly with family members to understand each family’s current and ongoing concerns.

1. Organizes the learning environment to reflect the importance of consistency, continuity, and responsiveness in supporting children’s emotional development.

1. Respects each family’s style and preferred methods of communication and interacts with families in a transparent, accountable manner.

1. Collaborates with families and colleagues to provide a variety of ways for young dual-language learners and their families to participate throughout the program.

1. Gathers observations from the home, group, staff, colleagues, families, and service providers to inform the planning process for individual children and the group.

1. Knows typical and atypical development and plans developmentally appropriate environments, interactions, and experiences for the home and learning environment.

1. Uses knowledge of development to inform planning for individual children within the indoor and outdoor learning environment.

1. Modifies the environment to improve health and safety.

1. Participates in exploration of ideas, problems, and innovations with colleagues and families.

This course addresses the methods and principles of supervising student teachers, volunteers, staff, and other adults in early care and education settings.

Must take total of 6 Units in one of the following areas: Infant Care Specialization, School Age Care Specialization, Children with Exceptional Needs Specialization, Curriculum Specialization, Dual Language Specialization.