WVIT II Learning Objectives

EC Core Knowledge & Competencies

Module 1 Relationships: The Key to Quality I/T Care

1. Describe why building nurturing and responsive relationships with i/t is critical to overall development and growth of i/t.

1.1.e.j., k.

1. Identify components of the Pyramid Model and reflect on how it supports emotional development.

6.2.j.

1. List strategies that build relationships and are part of quality supportive environments.

4.1.d.

1. Define primary care – what it is and what it is not.

6.1.b.

1.1.e

1. Identify benefits of primary care to all stakeholders (children, families, caregivers).

6.6.g.

1. Identify challenges in providing primary care.

6.1.j.

1. Develop and share strategies for addressing challenges.

6.1.j.

1. Identify the components of a successful primary care system.

6.1.i.

1. Identify their own level of commitment to providing primary care.

6.2.j.

1. Identify significant adults and how they contribute to the i/t’s growth and development.

2.1.b., g.

1. Analyze the benefits of building relationships with families, colleagues, and community in regard to children’s overall growth.

2.1.b., k., m.

1. Identify strategies to implement effective communication.

2.2.d., i.

1. List leadership skills and strategies to build networks with families and colleagues.

6.2.d.

WVIT II Learning Objectives

EC Core Knowledge & Competencies

Module 2 Supporting the Unique Development of I/T

1. Explain the importance of knowing and understanding the unique characteristics of each child.

1.1.e.

2. Identify the traits that make up a child’s temperament.

4.3.q.

3. Explain three ways that a child’s home culture affects their expectations and behavior.

2.1.d.

4. Identify how their own values, beliefs and practices influence their work with children and families.

6.4.b.

5. Apply the strategy of acknowledge, ask and adapt to the process of getting to know and understand the needs of the children in their primary care group.

2.1.j., l.

2.3.g.

4.2.k.

6. Identify the four main ways infants differ from older children and are therefore unique.

1.1.e.

7. Use the WV ELSF I/T as a reference for recognizing and planning for each child’s stage of development.

1.1.e.

8. Describe how behavior within a domain differs based on a child’s age and stage of development.

1.1.e.

9. Describe Magda Gerber’s philosophy of respecting each child.

6.2.d.

10. Explain the value of gathering information from a variety of sources in order to develop a more complete understanding of each child.

1.2.b.

11. Identify the general components, purposes, and benefits of the daily routine.

4.2.a.

12. Give an example of how learning is occurring in each domain during a routine activity.

1.1.e.

1. Create an individualized routine activity for a child in their care.

4.2.a.

1. Describe how the ITERS-R is a useful tool for assessing the quality of daily routines.

7.6.a., d.

1. Give three examples of how a caregiver’s design of quality routines is built upon, and continue to build, relationships with children and families.

4.2.a.

1. Identify the elements that are included in an i/t environment.

4.2.a.

4.4.a.

1. Explain how the environment can send messages to children and families.

4.1.b.

1. Describe three ways that illustrate how the environment can be adjusted to meet individual needs and/or interests of a child in their care.

4.2.a.

4.6.a.

1. Identify three elements to consider when selecting and displaying materials.

4.4.c., d., f., g., h., i.

1. Describe how to use the ITERS-R to assess the quality of the environment in their program.

7.6.a., d.

WVIT II Learning Objectives

EC Core Knowledge & Competencies

Module 3 Strategy for Action: Applying Reflective O & A Strategies

1. Define purposeful observation and why it is critical in their work.

3.1.a.

2. Explain how purposeful observation leads to meaningful planning.

3.5.c.

3. Give two examples of how observation can be used to enhance professional development.

6.4.c.

4. Define reflective practice.

6.4.d.

5. Identify the benefits of reflective practice for children, caregivers and families.

6.4.i.

6. Identify tools that can be used to support reflective practice.

6.4.c., d.

7. Share benefits and challenges of completing the practicum.

6.2.j.

8. Identify the value of working in primary teams.

6.5.f., h.

9. Create an action plan for adding at least one new strategy for building relationships with children and with families.

6.2.e.

10. Describe on way they will share learned information from WVIT II with colleagues.

6.5.e.

1. Evaluate and apply current research and trends presented in WVIT II

6.4.g.

2. Mentor others in professional growth

6.5.e.

3. Examine own work, sources of professional knowledge, and the early care and education field particular to infants and toddlers.

6.4.g.