1. Describes major developmental milestones for children from conception through adolescence in the areas of physical, psychosocial, cognitive and language development.
2. Observes, assess and document children in natural setting enhance the study of child development.
3. Analyze how cultural, economic, political, and historical contexts affect children’s development.
4. Differentiate typical and atypical development. Apply developmental theory to child observations, surveys, and/or interviews using investigative research methodologies.

1. Embraces each child’s culture and sees it as an asset.
2. Understands the importance of providing a learning environment that is welcoming for all families.
3. Adheres to families’ culturally based communication practices. Implements concepts of intercultural communications, including nonverbal communication.
4. Applies skills and knowledge gained from orientation sessions to communicate respectfully with all families.
5. Uses knowledge of children’s cultural and linguistic backgrounds and experiences to facilitate interactions and learning.
6. Models the implementation of inclusive communication and practices to engage colleagues, children, and families.

1. Plans opportunities that support children’s understanding of emotions and allows children to respond to the emotions of others, as developmentally appropriate.
2. Oversees day-to-day transitions with sensitivity to each child’s responses to separation or transitions. Works with families and staff to develop ways to support children during transitions.
3. Works with staff and colleagues to plan a positive social– emotional climate in the learning environment based on the individual strengths and interests of the children in the group
4. Leads staff in reflecting on and interpreting children’s expressions of emotions and on one’s own responses to them.
5. Plans strategies keeping in mind each child’s interests, culture, temperament, language, communication skills, and abilities.
6. Develops concrete strategies and activities to recognize children’s efforts, emphasizing the use of appropriate language to acknowledge, encourage, and reinforce achievement and success.

1. Respects each family’s style and preferred methods of communication and interacts with families in a transparent, accountable manner.
2. Coordinates developmentally appropriate experiences to support children’s school readiness in all developmental domains, anticipating upcoming transitions to new programs or schools.
3. Supports families as decision makers for and educators of their children.
4. Ensure meaningful two-way collaboration, supporting the children's learning and development and helping families to understand child development.,
5. Demonstrates an understanding of risk factors related to family functioning and how to support all families appropriately.
6. Plans curriculum and activities collaboratively with all families.

1. Facilitates discussions and planning with staff and colleagues about implementation of specific programs for group settings.
2. Works with colleagues to create various opportunities for young dual-language learners and their families to participate in the group throughout the day.
3. Incorporates practices that honor the role of the home language as a vital foundation in English-language development.
4. Creates opportunities for young dual-language learners that promote literacy development in home language and English.
5. Shares assessment information about individual children with families.
6. Contributes to observation of young DLLs across a variety of settings or activities.
7. Demonstrates awareness of child's home language.
8. Uses observations to inform interactions with children and the curriculum-planning process.

1. Conducts formal and informal observation of children across settings and over time.
2. Gathers observations to inform the planning process for individual children and the group.
3. Reviews results of screening and initiates discussions with staff, colleagues and families about universal or targeted screening.
4. Identifies the need for referrals based on observations.
5. Uses valid and reliable assessment tools.
6. Explains and follows protocols related to parental consent confidentiality and elicits input from families.
7. Initiates discussions with staff and colleagues about strategies for documentation and applies strategies to selection of samples, artifacts, or other information to include in documentation.
8. Plans developmentally appropriate opportunities for children to participate in documentation of their experiences.
9. Considers a variety of factors in the interpretation of observations, screening, documentation, and assessment data. Reflects with families, colleagues and specialists on the meaning of individual results and data,
10. Synthesizes information gathered through the planning process in planning for individual children and for the group.

1. Recommends changes o program policies as appropriate to create a sense of belonging and full participation for children or adults with disabilities or other special needs.
2. Explains the principles of People First Language used to colleagues, families, and children, as developmentally appropriate.
3. Collaborates with families and service providers to provide multiple approaches to learning in order to meet the diverse needs of children in the learning environment.
4. Engages children with disabilities or other special needs as active participants in their own personal or health-care routines, as developmentally appropriate.
5. Initiates discussions with colleagues and families regarding inclusive practice and children's development.
6. Understands the range of services available to children with disabilities or other special needs, the roles of service providers, and different models of support.
7. Identifies and addresses modifications in the facility and the learning environment to support children or adults with disabilities or other special needs.
8. Implements safe, effective use of adaptive equipment for children with disabilities or other special needs.

1. Synthesizes information gathered through curriculum- planning process in planning for individual children and for the group.
2. Adapts indoor and outdoor environment, equipment, materials, activities or experiences based on information gathered in the curriculum-planning process, preparing children as appropriate.
3. Adapts the environment as necessary to meet the interests and requirements of children in the group.
4. Plans the daily schedule to meet regulatory requirements and to support the learning and development of children.
5. Plans the daily schedule to incorporate a balance of child- initiated play and exploration and adult-facilitated strategies.
6. Plans experiences that support infant/toddler learning and development in all domains.

1. Identifies and addresses potential barriers to compliance with indoor and outdoor environmental health and safety policies and practices.
2. Adapts supervision to the overall setting and individual requirements of children.
3. Uses emergency equipment and supplies effectively and appropriately.
4. Implements emergency plans and assigns roles using systematic exchange of information with families, staff, and colleagues to ensure everyone is prepared to respond.
5. Facilitates and engages in discussions about healthful food choices and habits, taking into account individual family and cultural preferences.,
6. Develops mealtime routines that support children's learning and reflects family practices.
7. Conducts daily individual health checks for signs of illness or injury in children.
8. Communicates with families daily about children's well- being.
9. Addresses concerns about child abuse or neglect according to regulation and law; refers concerns to supervisor(s) as necessary. Articulates the role of risk and protective factors related to child abuse or neglect.
10. Communicates with families about children’s physical activity experiences to help children develop new skills, build physical strength, and engage in play-based, structured, and spontaneous (child-initiated) physical activity.

1. Uses reflective dialogue to identify an action plan for professional development.
2. Explores effective professional development and mentoring strategies to support professional development.
3. Engages in professional responsibilities and remains dedicated to the success of children, families, and the agency or program.
4. Contributes to a quality work environment by maintaining a professional, mutually supportive attitude with colleagues, children, and families.
5. Ensures that the children's program integrates development and learning in all domains.
6. Actively participates in aligning the program's shared philosophy with associated goals and objectives.
7. Promotes early education teaching strategies that address growth, development, and learning based on current evidence-based practice.
8. Understands that adult learning can take place in many formal and informal contexts.
9. Knows procedures to follow when a staff member or colleague has an accident, and applies strategies to prevent accidents from occurring.
10. Conducts regular in-service professional development for staff and colleagues on risk and injury prevention.

Sample Course: Child Growth & Development Course Description: Examines major physical, psychosocial and cognitive-language developmental milestones for children, typical and atypical, from conception through adolescence. Emphasis on interactions between maturational processes and environmental factors. While studying theory and research, students observe children, evaluate individual differences and characteristics of development at various stages.

Sample Course: Child, Family and Community Course Description: Examine the developing child in a societal context focused on inter- relationship of family, school and community, and emphasizing historical and socio- cultural factors. Topics include processes of socialization and identity development, importance of respectful, reciprocal relationships that support and empower families, social influences on parenting, child-rearing, relationships between child, family, school.

Sample Course: Principles and Practices of Teaching Young Children Course Description: Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards. Sample Course: Children’s Literature Course Description: Introduction to children’s literature. Fairy tales and tale types; interpretation of children’s literature from perspective of children, teachers, and parents; study of books by authors such as Brown, Dahl, Juster, Rowling, Sendak, Soto, and others. Sample Course: Curriculum and Environments for Infants and Toddlers Course Description: Introduction to organizing and developing activities for children aged 0-3 years. Focus on practical learning experiences in areas such as arts and crafts, imaginative play, music and movement, learning games. Includes culturally appropriate activities, meeting needs of young dual-language learners, and adapting environments and programs to meet needs of children with disabilities or special needs. Sample Course: Introduction to the Field of Education Course Description: Historical and sociological analysis of the educational system and careers in teaching: Study of principles of effective instructional models with emphasis on apprentice centered and culturally relevant methods, research of resources for curriculum and instruction, and observation of teaching practices in local schools. Sample Course: Play-Based Curriculum Course Description: Principles and practices of play-based curriculum. The role of the teacher in facilitating children’s learning through playbased activities. Use of observation and assessment in planning curriculum. Includes culturally appropriate activities, meeting needs of young dual-language learners, and adapting environments and programs to meet needs of children with disabilities or special needs.

Sample Course: Observation and Assessment Course Description: The appropriate use of assessment and observation tools and strategies to document young children’s development and learning. Emphasizes use of findings to inform and plan learning environments and experiences. Recording strategies, rating systems, portfolios, and multiple assessment tools will be explored, along with strategies for collaboration with families and professionals. Sample Course: Assessment and Documentation Tools, Methods, and Strategies Course Description: The appropriate use of assessment to support student’s development and learning. Covers various methods of observation and data collection, tools, and strategies including time management and legal and ethical responsibilities. Emphasizes use of findings to inform and plan differentiated instruction, classroom environments, and to provide the basis for family partnerships. This course is designed for those working with students in transitional kindergarten, kindergarten, and early primary classrooms.

Sample Course: Health, Safety, & Nutrition Course Description: Laws, regulations, standards, policies, procedures, best practices related to health, safety, and nutrition in early childhood settings. Includes prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety and nutrition habits.

Sample Course: Culture and Diversity in Early Childhood Education Course Description: Theoretical and practical implications of social identity, oppression and privilege for young children, families, programs, and teaching. Strategies for culturally and linguistically appropriate antibias approaches supporting all children in a diverse society. Selfexamination and reflection on social identity, stereotypes and bias, social and educational access, media and schooling. Sample Course: Teaching in a Diverse Society Course Description: Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

Sample Course: Supervised Field Experience in Early Childhood Education Course Description: Demonstration of early childhood teaching competencies under guided supervision. Practical classroom experiences linking theory and practice, professionalism, and comprehensive understanding of children and families. Child centered, play-oriented teaching, learning, assessment and curriculum as students design, implement and evaluate experiences for development and learning for young children. Sample Course: Practicum Course Description: Under guided supervision, students will 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 will be emphasized as student teachers design, implement, and evaluate approaches and strategies, and techniques that promote development and learning.

Sample Courses: Composition, Creative Writing, Debate, English, Journalism, Language Acquisition, Language Arts, Literature, Play Production, Poetry, Speech, Theater, Writing.

Sample Courses: Calculus, Computer Science, Geometry, Mathematical Analysis, Probability, Statistics, Biology, Botany, Chemistry, Earth Science, Ecology, Environmental Science, Geology/Geoscience, Health Science, Nutrition (science-based), Physics, Zoology.

Sample Courses: Anthropology, Criminology, Economics, Ethnic Studies, Geography, Government, Health Education, History, Human Behavior, Human Relations, Human Sexuality, Law, Political Science, Psychology, Sociology.

Sample Courses: Architecture, Art, Art Civilization, Crafts, Culture, Dance, Design, Ethics, Ethnic Studies, Fine Arts, Foreign Language, Logic, Music, Philosophy, Sign Language.