Standard 1. Promoting Child Development and Learning
Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
1a. Knowing and understanding young children’s characteristics and needs
1b. Knowing and understanding the multiple influences on development and learning.
1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
Standard 2. Building Family and Community Relationships
Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
2a. Knowing about and understanding family and community characteristics.
2b. Supporting and empowering families and communities through respectful, reciprocal relationships.
2c. Involving families and communities in their children’s development and learning.
Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
Candidates know about and understand the goals, benefits, and uses of assessments. 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 support children’s development and learning.
3a. Understanding the goals, benefits and uses of assessment.
3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.
3c. Understanding and practicing responsible assessment.
3d. Knowing about assessment partnerships with families and other professionals.
Standard 4. Teaching and Learning
Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all children.
4a. Knowing, understanding, and using positive relationships and supportive interactions.
4b. Knowing, understanding, and using effective approaches, strategies and tools for early education.
4c. Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.
4d. Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.
Standard 5. Becoming a Professional
Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional 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 are informed advocates for sound educational practices and policies.
5a. Identifying and involving oneself with the early childhood field.
5b. Knowing about and upholding ethical standards and other professional guidelines.
5c. Engaging in continuous, collaborative learning to inform practice.
5d. Integrating knowledgeable, reflective, and critical perspectives on early education.
5e. Engaging in informed advocacy for children and the profession.