Standard 1: Promoting Child Development and Learning

1 Early Childhood EducationStandard 1: Promoting Child Development and LearningCandidates use their understanding of young children's characteristics and needs, and of multiple interacting influences on children'sdevelopment and Learning , to create environments that are healthy, respectful, supportive, and challenging for all to Field Experiences/Map to Curriculum and Course ExperiencesAssessment Knowing andunderstanding youngchildren'scharacteristics andneedsCandidates are provided withmultiple, developmentalopportunities to gainessential understanding ofyoung children'scharacteristics and a result, candidates' workreflects current, research -based knowledge in mostrespects.

2 Candidates areknowledgeable aboutdevelopment in all areas andcan give examples ofinterrelationships amongdevelopmental Knowing andunderstanding themultiple influences ondevelopment andlearningCandidates are provided withmultiple, developmentalopportunities to gainessential understanding ofthe multiple influences onyoung children'sdevelopment and a result, candidates'work shows that they candescribe the nature of theseinfluences and understandthat influences may interactin complex ways. Their workdemonstrates familiarity withthe most well known earlyintervention programs, andthey can cite research aboutthe influence of theseprograms on Usingdevelopmentalknowledge to createhealthy, respectful,supportive, andchallenging learningenvironmentsCandidates are provided withmultiple,developmental opportunitiesto apply childdevelopment knowledge increating learningenvironments that arehealthy, respectful,supportive,and a result of theseexperiences.

3 Candidates'work shows that they candescribe the essentials ofdevelopmental research andthe principles that they areusing as a basis for creatingeffective learningenvironments. There isadequate evidence that theenvironments created bythese candidates supportchildren's health, respecttheir culture andindividuality, promotepositive Development , andchallenge children to gainnew 2: Building Family and Community RelationshipsCandidates know about, understand, and value the importance and complex characteristics of children's families and communities.

4 They usethis understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children'sdevelopment and to Field Experiences/Map to Curriculum and Course ExperiencesAssessment Knowing about andunderstanding familyand communitycharacteristicsCandidates are provided withmultiple, developmentalopportunities to gainessential understanding offamily and communitycharacteristics as they affectearly childhood a result, candidates'work shows generalknowledge of family theoryand research , and it showsthat candidates can identifya variety of family andcommunity factors as theyimpact young children'slives.

5 Candidatesdemonstrate that they knowthe significantcharacteristics of thefamilies and communities inwhich they are Supporting andempowering familiesand communitiesthrough respectful,reciprocal relationshipsCandidates are provided withmultiple, developmentalopportunities to gainessential understanding andskills in using respectful,reciprocal relationships tosupport and a result, candidates'work shows that they candescribe how to useknowledge of families'goals, language and culture,and individualcharacteristics to build theserelationships.

6 Candidatesapply their knowledge inusing varied familycommunication strategiesincluding technology; inlinking families with keycommunity resources; andin accessing informationabout other resources Involving familiesand communities intheir children'sdevelopment andlearningCandidates are providedwith multiple, developmentalopportunities to gainessential understanding andskills concerning family andcommunity a result, candidates'work shows that they canarticulate theory andresearch to support theconcept that families areyoung children's primaryteachers, and that familyand community involvementare critical to successfulearly Learning .

7 Theirknowledge is shown in theirvaried approaches to familyand communityinvolvement, and theirmodification of approacheswhen their first attempts arenot 3: Observing, Documenting, and Assessing to Support Young Children and FamiliesCandidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations,documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to supportchildren's Development and to Field Experiences/Map to Curriculum and Course ExperiencesAssessment Understandingthe goals, benefits,and uses ofassessmentCandidates are providedwith multiple, developmentalopportunities to gainessential understanding ofthe goals, benefits, anduses of a result.

8 Candidates'work shows knowledge ofthe important goals of earlychildhood work generally showsalignment between goals,curriculum, teachingstrategies, andassessments. In their work,candidates explain howassessment may be used inpositive ways, and they alsoexplain how inappropriateassessment may harmchildren and Knowing about andusing observation,documentation, andother appropriateassessment tools andapproachesCandidates are provided withmultiple developmentalopportunities to gainessential understanding andskills concerning appropriateassessment tools a result of theseopportunities, candidates'work shows research -basedknowledge and basiccompetence in observation.

9 Documentation, and otherassessment tools. Their workreflects essential knowledgeof the characteristics,strengths, limitations, andappropriate uses of the mostfrequently used assessmenttools and approaches,including approaches forchildren with disabilities andculturally and linguisticallydiverse children. Candidatesdemonstrate essential skillsin using assessments,interpreting assessmentresults, making referrals, andusing assessmentinformation to Understanding andpracticing responsibleassessmentCandidates are provided withmultiple, developmentalopportunities to gainessential understanding andskills concerning the conceptof responsible a result, candidates' workshows that they can identifycurrent educational, legal,and ethical issues withrespect to assessmentpractices.

10 Candidates canprovide examples ofresponsible as well asirresponsible assessment. Intheir practice, they applyresponsible assessmentpractices when working withdiverse Knowing aboutassessmentpartnerships withfamilies and otherprofessionalsCandidates are provided withmultiple, developmentalopportunities to gainessential understanding ofassessment partnershipsinvolving families and a result, candidates' workarticulates the research andlegal base that supportsthese demonstratecore skills in team buildingand in communication withfamilies and otherprofessionals aroundassessment 4.