a) Knowledge and facilitation of child development and learning b) Use of play-based strategies for children’s learning across all developmental domains.

a) Knowledge, respect, and curiosity about culture, diversity, equity, and inclusion. b) Responsive approaches to individual cultures, language development, and needs.

a) Supporting Children’s positive Social-Emotional Development. Creating a positive Social-emotional classroom climate b) Developing skills to facilitate and foster social skills and positive guidance techniques.

a) Communication with families. Builds strong relationships with children and families. b) Knowledge of Community resources.

a) Knowledge of Curriculum planning b) The role of environments, schedules and routines. Strategies to support learning and development.

a) Supports the planning process and develops appropriate activities based on observation of children in the group. b) Understands the basic differences between screening and assessments and assists staff or specialists in conducting screenings as appropriate. c) Demonstrates understanding that assessment includes observation and the use of specific assessment instruments and applies appropriate assessment instruments to individual children, groups, or programs as required. d) Plans developmentally appropriate opportunities for children to participate in documentation of their experiences.

a) Professional/ conduct development. b) Beginning competency in a specialized body or area of knowledge.

a) Follows program policies designed to create a sense of belonging and to support full participation by children and adults with disabilities or other special needs. b) Follows guidance to support all children’s active participation in learning opportunities through the use of easily adaptable materials, strategies, and techniques. c) Identifies and addresses modifications in the facility and the learning environment to support children or adults with disabilities or other special needs, based on input from service providers, families, staff, and colleagues.

a) Modifies the environment to improve health and safety. b) Collaborates with children, staff, colleagues, and families, as appropriate, to establish indoor and outdoor safety rules for the immediate environment. c) Has knowledge of, and contributes to the improvement of, emergency plans; and locates relevant documentation and supplies—such as emergency contact information, evacuation maps, first-aid kit, and automated external defibrillator (AED)—and conveys accurate information to staff and families when needed. d) Follows directions, models appropriate behavior, and assists children, as developmentally appropriate, during an emergency or drill. e) Contributes to implementation of food-safety guidelines for handling and storage. f) Contributes to development and discussions about principles of healthful food choices and habits, including developmental and individual feeding schedules and timelines, appropriate portion sizes, and healthy selection of fresh foods. g) Recognizes and responds to signs of illness or injury in children or alerts other staff as appropriate. h) Knows individual children’s identified special health-care requirements and locates documentation as needed. i) Identifies signs of child abuse or neglect and reports concerns about child abuse or neglect to appropriate staff. j) Understands and adheres to own role as a mandated reporter. k) Maintains certification in infant/ child CPR and pediatric first aid and responds accordingly to children’s injuries or illnesses. l) Supports understanding that child and family health (including mental health) may be influenced by factors such as genetics, stress, health of other family members, and exposure to environmental toxins." m) Collaborates with families, staff, and colleagues to develop health practices and personal care routines that are developmentally appropriate, responsive to individual requirements, and consistent with family practices. n) Establishes schedules, environments, and experiences to provide children with ample opportunities for physical activity, including a variety of developmentally appropriate and noncompetitive games, making adaptations as necessary to meet individual requirements.

a) Asks questions and pursues learning opportunities. b) Asks for help and tries out new ideas and suggestions. c) Practices self-assessment and shared reflective dialogue & participates in reflective dialogue to challenge one’s own knowledge base.

This course introduces the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in care and education settings for children from birth through middle childhood. Topics covered include the teacher's role in prevention strategies; nutrition and meal planning; integrating health, safety, and nutrition experiences into daily routines; and overall risk management. Students are required to observe children in a group setting. Students are required to observe children in a group setting.

This course examines the impact of various societal influences on the development of children's social identity, covering developmentally appropriate, inclusive, culturally relevant, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias are explored. Students are required to observe children and environments where children are in a group setting.

This course focuses on the appropriate use of assessment and observation tools and strategies to document young children’s development and learning. This course emphasizes the use of findings to inform and plan learning environments and experiences. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored, along with strategies for collaboration with families and professionals. Students are required to observe children in a group setting.

In this course, students demonstrate developmentally appropriate early childhood planning and teaching competencies under the supervision of Early Childhood Education/Child Development (ECE/CD) faculty and other qualified early education professionals. Students utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Reflective practice is emphasized as student teachers design, implement, and evaluate approaches, strategies, and techniques that promote development and learning. This course includes exploration of career pathways, professional development, and teacher responsibilities. Students work in a supervised field experience and are required to perform at least 54 hours of practicum work under the direct supervision of a Master Teacher (or someone who would qualify as a Master Teacher) in an instructor-approved infant/toddler or preschool program. School-age program placement is restricted to beforeand after-school programs or kindergarten. Participation in a placement setting requires proof of tuberculosis (TB) and immunization clearance.

At least one course in each of the following four general education subject areas, plus additional units in any of these four subject areas as needed for a total of 16 units: English/Language Arts Math/Science Social Sciences Humanities/Fine Arts