1. Communicates basic knowledge of developmental and current research findings as they apply to children’s various developmental domains.
2. Observes children in natural settings to enhance the study of child development.
3. Understands that children develop in the context of relationships and that the quality of parent-child interactions has an impact on child outcomes.
4. Understands that play contributes to child development and learning in all domains, beginning at birth.

1. Attends to the culturally diverse attributes of children and families.
2. Interacts with families in ways that encourage their involvement; acknowledges the importance of welcoming all families during visits and at drop-off and pick-up times.
3. Uses multiple strategies for building relationships with families.
4. Participates in staff orientation sessions that focus on respecting families through communication; develops related skills and knowledge through such sessions.
5. Assists with practices that reflect the cultural contexts and experiences of children.
6. Engages in linguistically and culturally inclusive practices with colleagues, children and families .

1. Understands the development of empathy and its importance; has appropriate expectations for children’s empathic responses and pro-social behaviors
2. Demonstrates an understanding that children may show a variety of emotions at separation or transition times.
3. Demonstrates understanding that the social-emotional climate is an important component of the learning environment.
4. Examines and acknowledges one’s own feelings and questions about the expression of emotions.

1. Relies on knowledge of child development to respond individually to children, considering each child’s age, temperament, language, communication skills, culture, interests and abilities.
2. Acknowledges children’s efforts, encourages positive interactions, and recognizes successes to build each child’s self-confidence.
3. Interacts with families in a timely and professional manner to establish relationships that encourage mutual exchange of information about children.
4. Is aware of cultural considerations in conflict resolution; models developmentally appropriate and culturally relevant conflict-resolution strategies for children.
5. Attentively greets family members when they arrive and depart from program setting, and uses these opportunities to exchange information about their child.
6. Recognizes that working with families promotes children’s development.
7. Articulates an understanding that families function in a variety of ways and children or families may require support from resources outside of the program.
8. Participates in developing effective community partnerships and collaborations.

1. Knows a variety of program models that serve young dual-language learners (DLLs).
2. Assists in offering a variety of developmentally appropriate, individually meaningful, and culturally responsive ways for young DLLs to participate in group.
3. Demonstrates understanding that honoring each child’s home language fosters positive social-emotional development and overall development and learning .
4. Carries out practices that promote literacy and language development of young DLLs.
5. Assists with administering literacy assessment instruments, recognizing the importance of assessing young DLLs in both the home language and in English.
6. Contributes to observation of young DLLs across a variety of settings or activities.
7. Demonstrates awareness of child’s home language.
8. Responds to children and families in ways that acknowledge diverse linguistic and cultural experiences.

1. Knows formal and informal observations are ongoing and part of everyday practices.
2. Contributes ongoing observations (confidentially) to understand children’s behavior.
3. Assists staff or specialists in conducting screenings, as appropriate.
4. Is familiar with community resources to support children and families.
5. Is familiar with valid and reliable assessment instruments for early care and learning settings and knows how to use them.
6. Understands that maintaining confidentiality for children and families is critical to the assessment process.
7. Assists in gathering artifacts and other materials for use in documentation.
8. Is familiar with the different types of documentation processes commonly used in early education settings, including anecdotal records, work samples, video clips, photographs and dictations.
9. Engages in discussions about the meanings of observations, screening, documentation and assessment data to support children’s learning and development in early education settings.
10. Contributes ideas for meeting children’s learning and developmental goals based on information learned through observation and documentation.

1. Follows program policies designed to create a sense of belonging and to support full participation of children and adults with disabilities or other special needs.
2. Uses People First language by referring to child first, not disability or special need.
3. Follows guidance to support all children’s active participation in learning opportunities through use of easily adaptable materials, strategies and techniques.
4. Responds to children’s questions about their own or other’s disabilities or special needs or refers questions to appropriate staff.
5. Understands that families need support, sensitivity and respect.
6. Listens to and implements recommendations from service providers; contributes ideas as a team member.
7. Assists with making environmental modifications as needed to support children and adults with disabilities or other special needs in immediate context of the group.
8. Follows guidelines to ensure the safe and effective use of adaptive equipment.

1. Responds to children’s interests by selecting materials, expanding on their ideas, or planning activities and experiences, engaging children in planning as developmentally appropriate.
2. Arranges or uses indoor and outdoor materials and space in accordance with the curriculum-planning process.
3. Identifies ways in which the environment might be modified to meet interests and needs of the children.
4. Describes the value and sequence of various elements in the daily schedule, such as transitions, play, small-group time and time outdoors.
5. Articulates the differences between child-initiated and adult-facilitated activities and interactions.
6. Demonstrates understanding that infant, toddler and preschooler learning and development, can be described in terms of social-emotional, cognitive, language, motor and perceptual domains, and that children learn and develop in an integrated way across domains.

1. Learns and complies with policies and practices addressing indoor and outdoor environmental health and safety for children and staff including the use of universal precautions as needed.
2. Demonstrates an understanding of one’s own role in providing adequate supervision of children that supports safe, fun and challenging play that excludes unauthorized visitors.
3. Follows directions, models appropriate behavior, and assists children, as developmentally appropriate, during an emergency or drill.
4. Learns about and uses first aid and CPR skills, as needed.
5. Helps to create a positive climate during meals.
6. Follows principles of healthful food choices and habits, including developmental and individual feeding schedules, appropriate portion sizes, selection of fresh foods for children and staff.
7. Recognizes and responds to signs of illness or injury in children, or alerts other staff as appropriate.
8. Is familiar with community resources to support the health of children, families.
9. Identifies signs of child abuse or neglect; reports concerns about child abuse or neglect to appropriate staff; understands and adheres to role of mandated reporter: demonstrates understanding of trauma-informed practices.
10. Promotes child health by ensuring that children get outdoors for physical activity, feel connected with nature, and follow their own curiosity and interests during outdoor, child-initiated peer play.

1. Practices self-assessment and participates in reflective dialogue to challenge one’s own knowledge base.
2. Seeks to support and strengthen practice by identifying role models and mentors who demonstrate key attributes of an ECE professional.
3. Arrives at work on time each day and is prepared to engage with children, families, staff and colleagues in a professional manner.
4. Understands and contributes to the elements of a quality work environment.
5. Helps to support development and learning in all domains for each child in the group or classroom.
6. Actively participates in aligning the program’s shared philosophy with associated goals and objectives.
7. Is aware of one’s own views of early care and education and the issues facing the profession.
8. Demonstrates a commitment to lifelong learning by participating in opportunities to develop pedagogical knowledge and skills.
9. Understands and incorporates ways to identify and ameliorate stress, including its impact on the job and one’s own emotional health.
10. Understands proper safety procedures including safe lifting.

Apprentices examine the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There is an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, apprentices will observe children, evaluate individual differences and analyze characteristics of development at various stages.

CHILD, FAMILY AND COMMUNITY - Apprentices examine the developing child in a societal context focusing on the inter-relationship of the family, school and community, and emphasizing historical and socio-cultural factors. The processes of socialization and identity development are highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. Topics covered include: social influences on parenting styles, communication, child-rearing and the relationships between the child, family and school. SOCIOLOGY OF THE FAMILY - Social factors which contribute to marriage and family. Changing historic, economic, and socio-cultural forces that shape intimate and familial relationships.

CHILDREN’S LITERATURE - Introduction to children’s literature: Fairy tales and tale types; interpretation of children’s literature from the perspectives of children, teachers, and parents; study of books by authors such as Brown, Dahl, Juster, Rowling, Sendak, Soto, and others. CURRICULUM AND ENVIRONMENTS FOR INFANTS AND TODDLERS - Introduction to organizing and developing activities for children aged 0-3 years. Focus on practical learning experiences in areas such as arts and crafts, imaginative play, music and movement, learning game. Also covers culturally appropriate activities, meeting the needs of young dual-language learners, and adapting environments and programs to meet the needs of children with disabilities or special needs. INTRODUCTION TO THE FIELD OF EDUCATION - Historical and sociological analysis of the educational system and careers in teaching: Study of principles of effective instructional models with emphasis on apprentice centered and culturally relevant methods, research of resources for curriculum and instruction, and observation of teaching practices in local schools. PLAY-BASED CURRICULUM - Principles and practices of play-based curriculum. The role of the teacher in facilitating children’s learning through play-based activities. The use of observation and assessment in planning curriculum. Also covers culturally-appropriate activities, meeting the needs of young dual-language learners, and adapting environments and programs to meet the needs of children with disabilities or special needs.