Objective(s)
1.2 Applies the process of assessment, planning, implementation, and evaluation to support children's growth through developmentally appropriate practices
a. Understands developmental sequences and milestones
b. Recognizes and addresses how developmental variations and family culture, language, and environment influence a child’s growth and development
c. Uses observation and assessment processes to understand children's strengths, interests, and the skills they are working to master
d. Discusses development with parents/caregivers to help them with recognizing their child’s individuality and emerging milestones
e. Works with families and related professionals to create goals for individual children and for groups of children
f. Spends time in thoughtful preparation before implementing experiences and interventions
g. Facilitates opportunities for children to learn and practice skills
h. Evaluates how well planned experiences meet children's needs and interests
i. Tracks and documents children's development using a variety of formal and/or informal assessment tools (i.e., screening tools, photography, video, anecdotal records, work samples, dictation, transcription)
j. Applies knowledge of typical child development, including social and emotional development, to identify early indicators of possible developmental delays or risks to development
k. Identifies children who may benefit from further professional support
l. Finds the professional support children need to be successful, including educational and community supports and resources
m. Works with other community agencies and services to help children meet developmental learning goals
n. Contributes to writing, reviewing, and/ or implementing Individual Family Service Plan/ Individual Education Program, when appropriate
o. Implements individualized interventions, modifications, and accommodations to help children meet developmental and learning goals, as needed p. Evaluates the effectiveness of interventions, modifications, and accommodations to help children meet developmental and learning goals
1.3 Encourages children's development of social and emotional skills
a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)
b. Considers temperament and individual differences when interacting with children and planning experiences
c. Encourages pre/postnatal bonding
d. Creates an environment and daily schedule that encourages trust and social interaction with other children and adults
e. Helps children cope with separation and transition f. Uses tone, words, and gestures to let children know they are respected
g. Provides opportunities for children to help, to make choices, and to do things for themselves
h. Recognizes children’s efforts rather than their accomplishments, intelligence, or personality
i. Recognize when children show self-discipline and self-control
j. Finds ways to help children feel successful, identify and pursue interests, and develop a sense of personal identity
k. Uses empathy to help children recognize and understand their emotions
l. Helps children value their ethnic and cultural traditions, while respecting the views and experiences of others
m. Encourages children to value and appreciate each other’s strengths
n. Helps children build upon their strengths and work on their challenges
o. Models cooperative work and critical thinking skills to help children problem-solve and resolve conflict
p. Encourages cooperative work or play
q. Provides families with information and strategies to promote social and emotional development
1.6 Supports children's gross and fine motor development
a. Creates an environment that supports a variety and range of motor skills
b. Creates opportunities for children to practice skills supporting the age-appropriate development of coordination, balance, movement, and strength: Locomotor skills: rolling, crawling, walking, running, jumping, climbing, hopping, galloping, skipping Stability skills: turning, twisting, sitting, bending, stretching, reaching, lifting, balancing Object control: grasp and release, bilateral use of body, midline, construction, ball play
c. Encourages indoor and outdoor environments that allow children to move freely
d. Ensures children spend time each day in active gross motor play, recognizing outdoors as the preferred environment
e. Supports children in their search of reasonable physical challenges
f. Provides opportunities and materials that encourage sensory integration
1.7 Supports children's cognitive development
a. Engages children in conversations
b. Understands the foundations of cognitive development including the importance of joint attention, imitation, and cause and effect
c. Creates environments that encourage developmentally appropriate exploration of toys, objects, and materials
d. Plans experiences to support a child’s developing interests and build on previous learning
e. Engages children in activities to support the development of play and problem-solving skills
f. Encourages each child’s creativity through artistic representation
g. Provides opportunities for children to explore math and science concepts found in daily activities
h. Uses open-ended questions to encourage child-initiated interactions
1.8 Promotes emergent literacy including speaking, listening, reading, and writing through play and interaction with children
a. Understands that early literacy skills begin in infancy
b. Creates an environment where children have access to a variety of developmentally appropriate objects and materials to support early and emergent literacy
c. Provides opportunities for children to see adults reading and using written language for a variety of purposes
d. Promotes an environment where children are encouraged to listen and communicate with others
e. Provides experiences that encourage exploration of appropriate print materials and storytelling
f. Provides experiences that encourage children to develop drawing, pre-writing, and writing skills using a variety of tools
g. Provides a variety of opportunities for children to develop vocabulary and build knowledge through shared reading
1.10 Facilitates children's play to encourage development across domains
a. Invites children to initiate and design their own play
b. Responds to children’s needs and interests as they play
c. Joins children’s play only when the adult’s participation will enhance the child’s play
d. Teaches children how to enter a play group, how to invite other children to play, and how to organize play with their peers
e. Teaches children how to be peer models for play
f. Provides guidance to each child during play
g. Assists children in sharing toys and materials with one another and teaches children how to take turns h. Encourages and engages families and other children to join in the child’s play
2.3 Provides families with opportunities to learn and develop skills to help children achieve desired outcomes within the program, at home, and in the community
BEHAVIORS AND SKILLS
a. Engages families in a variety of meaningful opportunities to influence their child’s care and education
b. Empowers families to find ways to support their children as they develop (i.e., planning, goal setting) c. Promotes interaction between families and community
d. Encourages families to use services for children in the community (i.e., library, story time, field trips)
e. Works with families to include teaching and learning opportunities in natural ways throughout the child’s day
f. Empowers and coaches families to implement easy-to-use tools and strategies at home that achieve desired outcomes and goals
g. Implements strength-based, family-centered practices that engage families in meaningful decision-making opportunities h. Uses coaching or consultation strategies with parents and other primary caregivers to teach intentionally designed instruction and to promote positive adult-child interactions
2.4 Helps connect families with needed resources and services
BEHAVIORS AND SKILLS
a. Plans conferences, events, and activities that are based on family interest and schedules them for times that are convenient for families
b. Provides opportunities for family-to-family gatherings and events
c. Supports and encourages families to identify and use a network of formal and informal supports (i.e., neighborhood groups, faith/spiritual communities, civic organizations, parent support groups)
d. Implements creative ways to provide families with support
e. Helps families understand the special education referral and evaluation process, when applicable
f. Advocates for needed services and resources for families
g. Develops and maintains relationships with other professionalism related fields
3.1 Uses observation and assessment to support children’s development and learning
BEHAVIORS AND SKILLS
a. Knows strengths and limitations of a variety of screening and assessment tools
b. Assesses children’s progress across all developmental domains
c. Uses multiple methods for gathering information and collecting data
d. Gathers evidence of children’s development and learning using multiple sources
e. Develops and/or uses assessment practices that are aligned with applicable standards
f. Maintains confidentiality and only shares identifying information with parental consent
g. Uses assessment practices that are relevant to curriculum or program planning
h. Shares and applies current theory, research, and policy on assessment through developmentally appropriate methods
i. Uses assessment practices that are relevant to the language and developmental needs of individual children, as shown through both verbal and nonverbal behaviors
3.2 Practices appropriate child assessment BEHAVIORS AND SKILLS
a. Knows developmentally appropriate assessment methods
b. Engages in assessment practices within children’s familiar routines, materials, environments, and people, rather than in controlled situations
c. Accommodates children’s physical, temperamental, and sensory differences when engaging in assessment practices
d. Considers children’s strengths and needs across all developmental domains
e. Reviews and considers information provided by the family and other sources to inform and individualize interactions
f. Recognizes and responds to environmental factors that may place children at risk
g. Involves other professionals, when appropriate, as partners in observation and assessment
h. Makes referrals to appropriate agencies for diagnostic testing, as needed
i. Shares specific assessment procedures with families j. Communicates developmental progress and outcomes to other involved colleagues, as appropriate, to ensure collaborative services
3.3 Builds positive, productive partnerships with families and colleagues to enhance the assessment process
BEHAVIORS AND SKILLS
a. Is considerate to family culture, values, home language, and literacy level when sharing assessment procedures with families
b. Engages families in discussion about the program’s philosophy of assessment, the assessment process, and family participation
c. Values family input in the assessment process
d. Responds to family requests and decisions regarding their child’s progress
e. Includes family observations and input in the assessment process
f. Gathers information from families regarding effective strategies to support individual children’s developmental progress
g. Promotes teamwork and positive communication between families, colleagues, and others regarding the assessment process
3.4 Uses data to share children’s developmental progress with families and other pertinent team members
BEHAVIORS AND SKILLS
a. Shares assessment results in a sensitive manner that is understandable for families
b. Reports developmental accomplishments, as well as areas for developmental growth
c. Provides documentation to show the connection between the developmental domains
d. Works with families to develop goals and plans based on assessment results
e. Shares and addresses the limitations of observation and assessment methods with families
f. Communicates effectively the major theories, research, and issues in the context of children’s developmental progress
