1. Knowledge about child development and learning a. Developmental domains b. Factors that contribute to development Facilitating child development and learning a. The role of families b. Preschool development and learning c. Learning through play

1. Respect for all differences and similarities a. Cultural diversity of families b. Receptive to all families Cultural and language development and learning a. Approaches to learning b. Understanding cultural perspectives of self and others c. Culturally and linguistically inclusive communication and practices Culturally inclusive learning environments a. Visual representation of diversity b. Language diversity

1. Supporting children's emotional development a. Expression of emotions b , Empathy c. Self-regulation Social-emotional climate a. Positive relationships Socialization and guidance a. Appropriate expectations for behavior b. Encouraging children's efforts

1. Communication with families a. Home language b. Family preferences for communication Relationships with children and families a. Knowledge of families b. Families as community members Community resources a. Family functioning b. Use of community resources

1. Dual-language program models and strategies a. Engagement of young dual-language learners and their families Development of the home language and of English a, Home language and English b. knowledge of dual-language development Relationships with families of dual-language learners a. Linguistic and cultural diversity

1. Observation a. Concepts of observation Documentation a. Strategies for documentation Interpretation, planning and implementation a. Interpretation of documentation

1. Philosophy, policies and practices a. Policies and procedures Developmentally and individually appropriate practice a. Developmentally appropriate practice Collaboration with families and service providers a. Families b. Teamwork on inclusion

1. Curriculum and curriculum planning a. Principles of curriculum Environments, schedules and routines a. Schedules and daily routines b. Personal-care routines Strategies to support learning and development a. Infant}toddler learning and development b. Preschool learning and development

1. Environmental health and safety a. Environmental health and safety policies and practices b. Supervision of children Emergency preparedness a. Emergency plans Nutrition a. Mealtime routines Response to health requirements a. Illness policies and practices b. Child abuse and neglect c. Infant/child CPR and pediatric first aid

1. Systems and change development a. Team Building b. Cultivating leaders

1. Professional development a. New ideas b. Role models and mentors c. Individual early childhood career development d, Reflective practice Professional conduct and behaviors a, Modes of communication b. Collaboration c. Ethical conduct d. Confidentiality and privacy Competence in a specialized body of knowledge a. Domains of development b. Developmentally, culturally and linguistically appropriate practice c. Professional roles and responsibilities Commitment to lifelong learning

1. Program planning, development and operations a. Program philosophy b. Use of technology and related resources Human resources a. Personnel policies b. Reflective practice and supervision c. Support for ongoing adult learning, coaching and mentoring d, Performance evaluation e. Communications between and among staff and colleagues Organizational systems, policies and procedures a, Program policies and procedures

Students examine the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There is an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages.

Students examine the developing child in a societal context focusing on the inter-relationship of the family, school and community and emphasizing historical and sociocultural factors. The processes of socialization and identity development are highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. Topics covered are: social influences on parenting styles, communication, child-rearing and the relationships between the child, family and the school is studied.

Principles and practices of play-based curriculum: Role of the teacher in facilitating children' s learning play-based activities; observation and assessment in planning curriculum.

Introduction to organizing and developing activities for children aged O- 3 years: Focus on practical learning experiences in areas such as arts and crafts, imaginative play, music and movement, learning games; also covers culturally-appropriate activities, room arrangement, and classroom management.