Child Development
Early childhood professionals have an understanding of how children develop physically, cognitively, socially and emotionally, as well as how children acquire language and other forms of communication. In addition, professionals need to know about various factors that influence child development, and how individual children’s development can vary. Early childhood professionals use their understanding of child development combined with their knowledge of each child as an individual in the context of the family to support children’s overall development.
Level One Competencies
Level Two Competencies
Level Three Competencies
Level One Competencies
A. How Children Develop
Describes principles of growth and development
Identifies and defines developmental domains (physical, cognitive, social-emotional, communication)
Identifies basic developmental milestones of children prenatal through middle childhood
Recognizes how children are different from adults in learning, behavior, and needs
Describes how children’s play contributes to overall development
Recognizes the importance of observing and documenting children’s development, begins to keep anecdotal records, and communicates with others about the observations
B. Influences on Child Development
Describes the importance of attachment to children’s development
Describes how the fulfillment of basic needs relate to child growth and development (physical, cognitive, social-emotional, communication)
Describes the importance of seeing the child in the context of his/her family and environment
Describes the importance of children’s interactions and relationships with peers and adults to their development
C. Individual Variance
Recognizes that children have different temperaments, needs, rates of development, and learning styles
Recognizes that stress resulting from trauma, abuse, neglect, poverty, and other factors impacts children’s development and behavior in individual ways
Recognizes the characteristics and signs of atypical development in children
Level Two Competencies
A. How Children Develop
Identifies major theories and theorists of child development
Begins to identify a personal philosophy
Recognizes the crucial role of sensory exploration and play in children’s development
Summarizes the basic findings from brain development research
Describes the sequence of communication development
Describes the sequence of physical development, including gross and fine motor skills
Describes cognitive development in children
Conducts, documents, and interprets observations
Recognizes when to seek the help of others in understanding and addressing children’s atypical development
Identifies resources for acquiring information about atypical development
B. Influences on Child Development
Recognizes physical or behavior changes that may indicate the presence of stress in children’s lives
Understands and supports children’s need to use play to express stressful events in their lives
Identifies the impact of children’s health status on their behavior and their ability to interact and learn
Describes factors influencing resiliency in children
Identifies aspects of children’s home and family culture that influence their development
C. Individual Variance
Identifies temperament and individual differences in children and their impact on children’s development and behavior
Describes characteristics of a resilient child
Describes the potential effects of stress on children’s development and behavior
Level Three Competencies
A. How Children Develop
Analyzes major theories of child development
Observes and uses knowledge of typical developmental progression and expectations to identify children’s abilities, needs, and behaviors in the following domains: communication cognition, physical development, and social and emotional development
Observes and analyzes children’s play referring to the stages described by developmental theorists
Employs strategies that enhance brain development
B. Influences on Child Development
Uses preventative strategies that influence and optimize healthy child development
Uses an understanding of societal influences on child development (for example, poverty, trauma, homelessness, violence, racism) to address the needs of individual children
Analyzes the role of media in children’s development and behavior
Recognizes the impact of biological, prenatal, and environmental influences on a child’s development
C. Individual Variance
Integrates information on child development with children’s individual approaches to learning to tailor the curriculum to each child
Employs a variety of strategies to help children cope with stress and other developmental challenges
Employs practices that build children’s resiliency
Identifies strengths, needs and interests of each child and develops strategies to support each child’s growth and development
Identifies and discusses issues in child development arising from differences in gender, race, and class
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Families and Communities
Early childhood professionals understand that children are members of a family and a community. They value both the diversity of and their unique relationships with children, families, and communities. All early childhood education professionals work in partnership with families by communicating respectfully and by sharing information and resources that support the health of children and families.
Level One Competencies
Level Two Competencies
Level Three Competencies
Level One Competencies
A. Relationships
Describes qualities of a healthy, accessible, inclusive, and welcoming environment for all families
Describes the importance of building strong relationships with families
Identifies strengths in individuals and family units
Describes a strengths-based, family-centered philosophy and practice and the ways that educators partner with families
B. Communication
Identifies different types of communication (verbal, non-verbal, written, etc.)
Describes effective communication, including active listening, and ways to build trust
Identifies and explores personal beliefs, values, and biases
Examines one’s communication skills for cultural sensitivity and overall effectiveness
Learns about children’s diverse family structures, values, and traditions
Defines and maintains rules of confidentiality related to children and families
Uses release of information protocol appropriately
C. Community Involvement and Resources
Identifies local community resources that support children and families
Identifies state and national resources that support children and families
Establishes collaborative, positive working relationships with service providers
Supports families to access resources that meet family’s needs
Level Two Competencies
A. Relationships
Employs strategies that value and build on family strengths
Supports and values families as active decision-makers and educators of their children
Shares knowledge of child development with families and acknowledges children’s individual variances in development
Partners with families to develop healthy behaviors and routines for their children
Involves families in planning and implementing children’s learning experiences
Recognizes signs of stress, declining mental and/or physical health in parents and guardians and responds supportively
B. Communication
Employs diverse communication styles with children and adults
Applies a variety of communication strategies that are respectful, non-biased, and reflective of children’s diverse family structures, values, and traditions
Utilizes a variety of strategies with families that encourage feedback, evaluation and involvement
Describes and implements policies that foster respect and inclusion of all children and families
C. Community Involvement and Resources
Demonstrates knowledge of community resources that support children and families
Makes appropriate referrals to community services for children and families
Assists families to make their own referrals and requests for services
Level Three Competencies
A. Relationships
Employs strategies for building peer support networks for families in the classroom and community
Strengthens parents’ abilities to be observers of child behavior and development
Facilitates opportunities for families to engage in classroom programs and to interact with one another
Creates opportunities for families to engage in recreational and social activities with each other
B. Communication
Evaluates a variety of communication techniques and selects appropriate methods to support and build trusting relationships with families
Integrates children’s home cultures and languages into the program as appropriate
C. Community Resources and Involvement
Employs service-provider team building strategies to coordinate services for children and families
Works with others in the community to apply family-centered philosophy in services delivered to children and families
Teaching and Learning
Early childhood professionals understand that the substance of teaching and learning is in the combination of interactions, routines and experiences in children’s daily lives. Teaching and learning with young children is complex. It includes a variety of strategies that are designed to match the child’s unique approach to learning, depends on a thorough knowledge of the content of early childhood education, and is dependent on observation and reflection to plan and develop curriculum and to assess children's learning.
Level One Competencies
Level Two Competencies
Level Three Competencies
Level One Competencies
A. Interactions
Demonstrates warm, positive, nurturing and respectful interactions with children and families
Builds a trusting relationship with children and families so that they will feel safe, secure, and valued
Appropriately supervises children and uses positive guidance strategies
Encourages and supports children to actively participate in a variety of activities
Facilitates and participates in children’s play without taking over the activity
Models good communication skills
B. Learning Environment
Recognizes the elements of a welcoming, supportive, healthy and enriching learning environment
Maintains a predictable daily schedule that can be flexible
Offers children a choice of learning activities based on their interests
Implements appropriate procedures and practices for good hygiene, nutrition, physical activity, and rest
Limits use of television, videos, computers, video games, and other technologies
C. Curriculum & Content
Recognizes how children’s concrete experiences and play contribute to their learning across all domains
Recognizes the value of various sensory experiences for infants, toddlers, and preschoolers
Demonstrates knowledge of the Vermont Early Learning Standards
Recognizes dramatic play, songs, games, and books as activities that support children’s emergent literacy
Selects and reads aloud quality fictional and non-fictional literature that represents different cultures and ethnicities, and facilitates discussions of the story’s central themes and ideas
Encourages, supports, and respects children’s creative expressions
Focuses on the creative process rather than the end product
Observes and integrates children’s interests when planning learning opportunities
D. Assessment
Recognizes the importance of observing and documenting children’s behavior and interests
Recognizes that children’s work samples provide evidence of their development
Understands and maintains confidentiality regarding child assessments
Level Two Competencies
A. Interactions
Uses positive guidance strategies that respect children and teach appropriate social skills
Provides opportunities for children to listen, interact, and communicate freely with other children and adults
Responds to children in ways that show reasonable expectations about children’s attention spans, social and physical abilities, needs, and interests
Promotes positive, pro-social relationships among children and helps each child feel accepted in the group
Models the recognition and expression of feelings, and encourages children’s development of empathy and mutual respect for adults and other children
Responds appropriately to the variety of ways children experience grief and loss
Guides children to resolve interpersonal conflicts and solve problems with others
Asks open-ended questions and encourages children to ask questions
B. Learning Environment
Uses space, relationships, materials, and routines as resources for constructing an environment that encourages play, exploration, and learning
Creates a learning environment that balances individual, large and small group activities, child-directed and teacher-directed activities, and indoor and outdoor activities
Provides materials that reflect children’s diverse backgrounds and that are appropriate for the children’s developmental levels
Creates a print-rich environment and promotes the development of children’s writing by providing various media (e.g., crayons, pencils, chalkboards)
Creates a daily schedule that includes time for spontaneous and extended play
Uses technology (eg. television, videos, computers, video games) and adaptive technologies in appropriate and meaningful ways
Develops strategies for facilitating transitions during the day
C. Curriculum & Content
Describes how children acquire content knowledge through play, interactions, and inquiry
Provides various sensory experiences for infants, toddlers, and preschoolers
Plans appropriate learning experiences based on observations and analyses of children’s behaviors and activities
Uses Vermont’s Early Learning Standards in planning and evaluating curricula, learning environments, and materials
Adapts curricula, environments, and materials to meet the needs of individual children
Makes a wide variety of engaging, age-appropriate books easily accessible to children
Provides various opportunities for the development of children’s oral language and emerging literacy
Uses a range of activities and materials to support the development of early numeracy concepts (e.g., quantity, shape) and to illustrate the application of mathematics in everyday life
Provides opportunities for children to learn about their communities, experience various cultures, and explore the relationship between people and their environments
Plans activities that encourage children to explore nature and the physical world
Provides opportunities for children’s physical development, including small and large muscle coordination, strengthening, and control
Provides open-ended opportunities for children to express their creativity through language, music, dramatic play, and art media (clay, paint, wire, etc.)
Provides opportunities for children to learn and practice self help skills such as dressing, feeding, toileting, etc.
D. Assessment
Collects and organizes information about each child’s development from parent information and direct observation
Collects, interprets, and presents documentation of child observations and samples of children’s work
Maintains accurate records of observations and assessments
Communicates observations and interpretations in written and oral form with parents and, with parental consent, with colleagues and other professionals
Level Three Competencies
A. Interactions
Designs the learning environment and curriculum in ways that will promote positive behaviors and cooperative interactions
Encourages children to develop independence and self-esteem by providing physical and emotional security and opportunities for children to master new skills, experience success, and safely take risks
B. Learning Environment
Plans indoor and outdoor environments that are safe, stimulating, engaging, and intentionally designed to support curricular goals
Analyzes learning environments to ensure that they foster children’s communication, competence, problem solving skills, and creativity
Evaluates the quality and safety of the physical environment and recommends and/or makes needed modifications
Uses transitions during the day as learning opportunities
C. Curriculum & Content
Differentiates instruction based on children’s developmental accomplishments and needs
Creates and implements an integrated curriculum that incorporates skills and concepts from various content areas (i.e., language arts, science, mathematics, social studies, the arts) and is based on children’s interests and abilities
Analyzes children’s sensory play and makes modifications based on children’s individual needs and interests
Provides opportunities for children to raise questions about the world around them and to investigate their questions using the scientific method
Provides open-ended activities that foster curiosity, exploration, and problem solving appropriate to the children’s developmental levels
Participates with other professionals in developing and implementing individualized service and educational plans for young children with disabilities
Plans and implements accommodations in order to include all children
Describes specific curriculum models along with their rationales and limitations
Evaluates the effectiveness of methods and materials used for achieving curricular goals and addressing children’s individual differences
D. Assessment
Uses a variety of methods to systematically observe, record, monitor, and document young children’s development, behaviors and wellness
Develops a plan for tracking children’s progress and communicating conclusions with families
Recognizes and responds to the warning signs of delays and suspected disorders for children of various ages
Identifies individually appropriate expectations for children’s behavior through observation and collaboration with families
Demonstrates knowledge of the eligibility guidelines and referral process to the Family, Infant and Toddler Program or Essential Early Education
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Healthy and Safe Environments
Early childhood professionals use practices that protect children’s health, keep children safe, and promote healthy growth and development. This includes knowledge of good nutrition and the importance of physical activity.
Level One Competencies
Level Two Competencies
Level Three Competencies
Level One Competencies
A. Healthy Environments and Health Needs
Summarizes and follows program licensing regulations intended to protect the health of children and early childhood professionals
Identifies and follows procedures to avoid the spread of infectious illnesses
Uses care-taking activities, such as diapering, as an opportunity to foster healthy development through positive adult/child interactions
Responds to injuries using appropriate documentation, communication and treatment protocols
Observes the general health and mental health status of children and notes changes or problems
Identifies local health care professionals, health services, and health resources available to children and their families
Recognizes children’s readiness for toilet learning, and respects families’ individual toilet teaching practices
B. Safe Environments
Summarizes and follows program licensing regulations intended to protect child and adult safety and prevent injuries
Provides age appropriate comfort to an injured child
Selects indoor and outdoor toys, materials and equipment that are safe, and maintains them in
safe condition
Anticipates potential safety hazards and acts to prevent them
Identifies poisonous plants and removes them from the premises, including playgrounds
Recognizes the dangers and eliminates children’s exposure to secondhand smoke
C. Nutrition
Summarizes and follows program licensing regulations intended to ensure good nutrition, food preparation and service
Recognizes and avoids health hazards in meals (choking, allergies, burns)
Recognizes that developmentally appropriate foods are different for infants, toddlers and preschoolers
Provides meals for children with special dietary needs as instructed
Is aware that there are cultural differences in food-related practices
Provides information on community programs to supplement family food resources
D. Physical Activity
Recognizes the importance of and provides time and space for active play for all children
Recognizes the long-term health risks of extended periods of screen media and other passive activities
Provides appropriate periods of rest and safe sleeping environments
Level Two Competencies
A. Healthy Environments and Health Needs
Demonstrates and provides instruction for new staff and volunteers on hand washing, diapering, toileting and sanitation practices
Encourages routine hygiene practices (brushing teeth, combing hair, and washing hands)
Develops and implements policies regarding exclusion and readmission of sick children
Collaborates with health and mental health professionals to ensure the healthy growth and development of children
Provides information to families about children’s toilet learning readiness
Follows up with parents about maintaining accurate immunization records
B. Safe Environments
Adapts the indoor and outdoor environments to maximize the safety and independence of children, including children with special needs
Teaches simple safety precautions and rules to children and enforces rules consistently
Conducts periodic safety assessments of the program and environment, and makes
recommendations for appropriate modifications
Provides information to families about safety and injury prevention for children and adults
C. Nutrition
Provides space and options for breastfeeding in privacy if necessary
Provides meals and snacks that are appealing, nutritionally balanced, and developmentally appropriate
Recognizes that infants and toddlers have individualized schedules for eating and resting
Teaches children about healthy food choices
Communicates with families about healthy food choices and foods children prefer while respecting cultural preferences
D. Physical Activity
Plans age appropriate opportunities for children to be active and have adequate rest
Provides information for families about children’s need for physical activity
Informs families about appropriate clothing for outdoor play
Level Three Competencies
A. Healthy Environments and Health Needs
Documents illness and knows when to communicate with public health agencies about outbreaks of communicable disease
Documents sanitation procedures
Recognizes children’s interest in their bodies and integrates this interest into the curriculum
appropriately
Provides opportunities for children to learn basic health promotion practices
Identifies, documents and reports suspected emotional or physical abuse or neglect immediately
B. Safe Environments
Plans and implements emergency evacuation policies and procedures
Considers safety and preparedness issues when planning field trips
Designs and assesses safe indoor and outdoor environments
C. Nutrition
Describes how nutrition relates to children’s healthy development
Plans and evaluates menus to ensure they are nutritious
Involves children in menu planning and snack preparation
Models good nutrition and oral hygiene habits for children
Involves families in activities promoting good nutrition and oral hygiene routines
Uses meal times and to build children’s independence and learning
D.Physical Activity
Makes opportunities available for children to obtain and practice age appropriate gross motor
skills involving running, jumping, kicking, pedaling and ball skills
Models good physical activity habits for children
Involves families in promoting physical activity
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Professionalism and Program Organization
Level One Competencies
Level Two Competencies
Level Three Competencies
Level One Competencies
A. Professionalism
Discusses ethical conduct, specifically the NAEYC Code of Ethics
Defines self-reflection and begins to practice it with support from supervisors and mentors
Discusses philosophies related to early care, health and education
Maintains confidentiality of children and families, complying with required policies
Indicates an understanding of the role of a mandated reporter, and complies with required policies
Exhibits a professional appearance
Demonstrates good work habits
Participates in learning opportunities for professional and personal growth
Begins to develop an Individualized Professional Development Plan
B. Working with Staff and Colleagues
Identifies positive communication strategies for use with colleagues
Defines role and participates as a member of a team
Works effectively with staff and colleagues
Participates in a supervisory or mentoring relationship, and/or other available supports
C. Program Organization and Administration
Completes required documentation (for employer, local, state and federal government)
Follows basic business or financial regulations
Complies with local, state and federal regulations
Demonstrates awareness of the purpose of contracts and policies
Shows commitment to the program’s goals
Describes program’s philosophy and mission
Shows awareness of program accreditation and other program quality systems
Identifies components of protective services for children in early care and education settings.
Level Two Competencies
A. Professionalism
Reflects on ethical conduct, specifically the NAEYC Code of Ethics
Recognizes potentially unethical practices in early care, health, and education
Articulates a personal philosophy of early care, health, and education
Maintains and Individualized Professional Development Plan
Promotes one’s own health and well-being, and uses strategies to avoid burn-out
Evaluates own performance as an early childhood educator
Selects and pursues professional development opportunities that contribute to an IPDP and enhance knowledge and practice
Engages in reflective practice
Manages demands of personal and professional commitments, and maintains personal and professional boundaries
Identifies local, state, and national organizations that advocate for children, families, and early childhood professionals
B. Working with Staff and Colleagues
Uses feedback from supervision as an opportunity for professional growth
Practices supervision of others according to program structure
Identifies qualities of an early childhood educator for hiring purposes
Collaborates as a team member
Interacts with others reflecting values of respect and equity, and a commitment to conflict resolution
Demonstrates an awareness of resources for professional development for oneself and staff
C. Program Organization and Administration
Demonstrates the ability to plan a budget
Demonstrates the ability to operate within a budget
Conducts or assists in marketing the program and recruiting children and families
Conducts or assists in evaluating program goals
Recognizes the benefits of program evaluation and assessment
Participates in quality assessment ratings (STARS) and program accreditation activities
Plans or participates in parent and community involvement activities
Plans and acquires appropriate materials and equipment
Describes and discusses the concept of reasonable accommodations
Develops and implements contracts and policies as needed
Level Three Competencies
A. Professionalism
Evaluates current trends and research in early care, health and education and adjusts practice as appropriate
Incorporates program and individual standards into practice
Describes the benefits of mentoring and supervisory relationships for both parties
Uses consultation, mentoring, and technical assistance to improve practice
Discusses leadership styles and identifies a personal leadership style
Participates in advocacy activities that benefit children, families, and early childhood professionals
B. Working with Staff and Colleagues
Advises and informs others about options for professional growth and development
Provides learning opportunities for staff and colleagues that enhance their professional growth
Strengthens ability to supervise and/or mentor others
Participates in reflection and problem solving to address ethical dilemmas with integrity and a humane attitude
Conducts observations of staff and/or colleagues
Assesses the performance of staff using program processes and tools
Participates or initiates problem solving and conflict resolution with staff and colleagues
Conducts effective job interviews
C. Program Organization and Administration
Creates program policies and tools (e.g., handbooks, contracts, forms)
Demonstrates ability to address facility needs
Demonstrates collaboration at the community level
Conducts and maintains an inventory of supplies and equipment
Develops and manages an annual budget
Writes grants and proposals for funding
Understands laws and regulations pertaining to early care, health and education
Initiates program quality assessment (e.g., STARS) and program accreditation
Participates in or initiates transition practices for children and families
Participates in or initiates strategic planning for the program
Critically evaluates or revises program vision, purpose, and mission statement
Develops or selects curriculum for the program
Communicates effectively with advisory or governance boards
Communicates effectively about contracts and policies
posted by AcrosticGuy @ 3:21 AM
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