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; 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.

2 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, 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.

3 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. 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.

4 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 . 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.

5 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, 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,documentation, and otherassessment tools.

6 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. 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: Teaching and LearningCandidates integrate their understanding of and relationships with children and families; their understanding of developmentally effectiveapproaches to teaching and Learning .

7 And their knowledge of academic disciplines, to design, implement, and evaluate experiences thatpromote positive Development and Learning for all to Field Experiences/Map to Curriculum and Course ExperiencesAssessment Knowing,understanding, andusing positiverelationships andsupportive interactionsCandidates are providedwith multiple, developmentalopportunities to gainknowledge and skill inbuilding positiverelationships and a result, candidates'work shows essentialknowledge of theory andresearch underlying theearly childhood field's focuson relationships andinteractions. They know theimportance of creatingrelationships with allchildren, as seen in theircompetent, beginning skillsin relationship building withdiverse children Knowing,understanding, andusing appropriate,effective approachesand strategies for earlyeducationCandidates are provided withmultiple, developmentalopportunities to gainknowledge and skill in how tosupport Development andlearning through a widerange of approaches a result, candidates' workdemonstrates each of thefollowing approaches andstrategies with competenceand with knowledge of theunderlying theory andresearch: fostering orallanguage andcommunication; drawingfrom a continuum of teachingstrategies; making the mostof environments androutines; capitalizing onincidental teaching; focusingon children's characteristics,needs, and interests; linkingchildren's language andculture to the early childhoodprogram; teaching throughsocial interactions; creatingsupport for play.

8 Addressingchildren's challengingbehaviors; supportinglearning through technology;and using integrativeapproaches to Knowing andCandidates are provided withunderstanding theimportance, centralconcepts, inquiry tools,and structures ofcontent areas oracademic disciplinesmultiple, developmentalopportunities to gainessential knowledge and skillin each content area:language and literacy; thearts; mathematics; physicalactivity and physicaleducation; science; andsocial studies, with specialdepth in the areas oflanguage and literacy a result, candidates' workshows knowledge of thetheories and researchunderlying the earlychildhood field's focus oncontent, both in general andwith respect to each contentarea, including academicsubjects. Takingdevelopmental and individualdifferences into account,candidates' work shows thatthey use this knowledge toarticulate priorities for highquality, meaningfulexperiences in each contentarea, with desired outcomesfor children that connect withprofessional standards are familiar withauthoritative resources tosupplement their owncontent Using ownknowledge and otherresources to design,implement, andevaluate meaningful,challenging curriculumto promote positiveoutcomesCandidates are provided withmultiple, developmentalopportunities to gainessential skill in designing,implementing, andevaluating meaningful,challenging, a result, candidates' workshows ability to integratemultiple areas of knowledgein curriculum design, withsuccessful focus on buildingsecurity and self-regulation.

9 Problem-solving and thinkingskills, and academic andsocial ' curriculumdevelopment takesinto account children'sdevelopmental, individualand cultural characteristics,and it makes use ofreflective, ongoingevaluation. Candidates'curriculum Development ischaracterized by use of highquality professionalresources to supplement andinform their 5: Becoming a ProfessionalCandidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and otherprofessional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable,reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They areinformed advocates for sound educational practices and to Field Experiences/Map to Curriculum and Course ExperiencesAssessment Identifying andinvolving oneself withthe early childhood fieldCandidates are provided withmultiple, developmentalopportunities to gain abeginning identification withand involvement in the earlychildhood a result, candidates'work shows anunderstanding of the earlychildhood field as adistinctive profession and ofthe essentials of its their work, candidatesdemonstrate understandingof their own emergingprofessional roles and thepossibilities, opportunities,and challenges within theearly childhood field.

10 Theyshow some evidence ofactive involvement in Knowing about andupholding ethicalstandards and otherprofessional guidelinesCandidates are provided withmultiple, developmentalopportunities to learn aboutand practice upholding thefield's ethical standards andother a result, candidates' workshows essential knowledgeof NAEYC's Code of EthicalConduct, as seen in citationsof examples of how the Codemay be used to analyze andresolve ethical are familiar withrelevant legal standards andother professional guidelinesand can apply these Engaging incontinuous,collaborative Learning toinform practiceCandidates are provided withmultiple, developmentalopportunities to becomecontinuous, a result, candidates' workshows evidence of anorientation toward inquiryand self-motivation,combined with involvementand beginning skills incollaborative Learning ,including collaborationacross disciplines and ininclusive ' work showspositive effects of thislearning orientation, in theirpractice and in effects Integratingknowledgeable,reflective, and criticalperspectives on earlyeducationCandidates are provided withmultiple, developmentalopportunities to constructand apply knowledgeable,reflective, and criticalperspectives on their a result, candidates' workshows essentialunderstanding of the field'scentral issues, standards,and research findings.