Early Childhood Educator Preschooled Aged Children in Center and School Programs (3004CB V1) Competency-Based

Anonymous

National (OA)

Documents

Individual state requirements may vary. Please contact your local apprenticeship office to ensure this version is suitable to your state’s requirements.

Work Process Schedule

Work Process Content

On the Job Training

Anonymous

100

Skills

Child Development and Learning

Understanding Child Development Competencies (1.A.1- 1.A.4) All parenthetical code references come from MN Knowledge and Competency Framework for Early Childhood Professionals: Working with Preschool-Aged Children in Center and School Programs
Understanding Influences on Child Development (1.B.1- 1.B.4)
Recognizing Individual Variances (1.C.1- 1.C.2)
Cultural Responsibility and Practice (1.D.1-1.D.5)

Developmentally Appropriate Learning Experiences

Creating Positive Learning Experiences (II.A.1.1-II.A.1.9)
Promoting Cognitive Development (II.B.1.1- II.B.3.7)
Promoting Social and Emotional Development (II.C.1.1- II.C.6.6)
Promoting Physical Development (II.D.1.1- II.D.1.7)
Promoting Creative Development (II.E.1.1- II.E.2.2)
Cultural Responsibility and Practice (II.F.1- II.F.5)

Relationships with Families

Understanding Families (III.A.1- II.A.2)
Engaging Families (III.B.1- III.B.11)
Linking Families to Resources (III.C.1- III.C.2)
Cultural Responsibility and Practice (III.D.1- III.D.7)

Assessment, Evaluation and Individualization

Observing, Recording and Assessing Development (IV.A.1- IV.A.7)
Assessing and Using Information to Plan (IV.B.1- IV.B.4)
Assessing and Using Information to Enhance and Maintain Program Quality (IV.C.1- IV.C.2)
Cultural Responsibility and Practice (IV.D.1- IV.D.4)

Historical and Contemporary Development of Early Childhood Education

Understanding Foundations of Early Childhood Development (V.A.1- V.A.4)
Adhering to Policies (V.B.1- V.B.2)

Professionalism

Engaging in Professional Development (VI.A.1.- VI.A.5)
Demonstrating Professionalism (VI.B.1- VI.B.6)
Cultural Responsibility and Practice (VI.C.1- VI.C.4)

Health, Safety and Nutrition

Establishing Healthy Practices (VII.A.1- VII-A.6)
Ensuring Safety (VII.B.1- VII.B.8)
Providing Healthy Nutrition (VII.C.1- VII.C.4)
Cultural Responsibility and Practice (VII.D.1)

Application through Clinical Experiences

Applying Instructional Practices through Clinical Experiences (VIII.A.1- VIII.A.3)

Trauma Informed Care and Practice

Understand trauma definitions, prevalence and relevant trauma concepts (IX.A.1- IX.A.3)
Understands that children’s stress response systems and behaviors are impacted by trauma (IX.B.1- IX.B.5)
Understands the intersection between trauma and development: trauma can derail development and the impact of trauma is influenced by the child’s developmental stage. (IX.C.1- IX.C.5)
Understands how relationships are both impacted by trauma and can buffer children from the impact of trauma. (IX.D.1.- IX.D.3)
Supports families impacted by trauma (IX.E.1-IX.E.3)
Understands the impact of trauma and secondary trauma on early childhood educators. (IX.F.I- IX.F.3)
Understands the impact of intergenerational, historical and racial trauma on children, families and caregivers (IX.G.1- IX.G.3)
Collaborates across systems to support children and families who have experienced trauma (IX.H.1- IX.H.2)

Working with Multilingual Preschoolers and Their Families

Collaborate to ensure that all adults interacting with multilingual children support language development (X.A.1)
Gather information about multilingual children’s cultures and the languages heard and used in the past and present in order to support language development (X.B.1)
Recognize and use the strengths, resources, and experiences of multilingual children and their families to support and enhance language development and learning (X.C.1)
Gather, analyze, and reflect on information in order to focus on the developmental nature and unique characteristics of multilingual children’s language learning and development (X.D.1)
Apply information gathered about multilingual children: their cultures, how they use language, and their language development, strengths, and resources (X.E.1)
Observe multilingual children’s language use and development in a variety of routines and learning experiences throughout the day in all early care and education settings (X.F.1)
Connect language standards with early learning standards and guidelines to make curriculum accessible and meaningful for multilingual children (X.G.1)
Identify the developmentally appropriate academic language demands of routines, social interactions, and learning experiences (X.H.1)
Design language learning experiences with consideration for the sociocultural context (X.I.1)
Provide opportunities for all multilingual children to engage in higher level thinking (X.J.1)
Identify the purpose of the language used during routines and learning experiences (X.K.1)
Plan for language teaching and learning within specific areas of development and learning (X.L.1)
Use language supports to help scaffold language development and learning (X.M.1)
Provide multiple and meaningful opportunities for multilingual children to use their languages (X.N.1)

Child Development and Learning

Understanding Child Development Competencies (1.A.1-1.A.4)
Understanding Influences on Child Development (1.B.1- 1.B.4)
Recognizing Individual Variances (1.C.1- 1.C.2)
Cultural Responsibility and Practice (1.D.1-1.D.5)

Developmentally Appropriate Learning Experiences

Creating Positive Learning Experiences (II.A.1.1-II.A.1.9)
Promoting Cognitive Development (II.B.1.1- II.B.3.7)
Promoting Social and Emotional Development (II.C.1.1- II.C.6.6)
Promoting Physical Development (II.D.1.1- II.D.1.7)
Promoting Creative Development (II.E.1.1- II.E.2.2)
Cultural Responsibility and Practice (II.F.1- II.F.5)

Relationships with Families

Understanding Families (III.A.1- II.A.2)
Engaging Families (III.B.1- III.B.11)
Linking Families to Resources (III.C.1- III.C.2)
Cultural Responsibility and Practice (III.D.1- III.D.7)

Assessment, Evaluation and Individualization

Observing, Recording and Assessing Development (IV.A.1- IV.A.7)
Assessing and Using Information to Plan (IV.B.1- IV.B.4)
Assessing and Using Information to Enhance and Maintain Program Quality (IV.C.1- IV.C.2)
Cultural Responsibility and Practice (IV.D.1- IV.D.4)

Historical and Contemporary Development of Early Childhood Education

Understanding Foundations of Early Childhood Development (V.A.1- V.A.4)
Adhering to Policies (V.B.1- V.B.2)

Professionalism

Engaging in Professional Development (VI.A.1.- VI.A.5)
Demonstrating Professionalism (VI.B.1- VI.B.6)
Cultural Responsibility and Practice (VI.C.1- VI.C.4)

Health, Safety and Nutrition

Establishing Healthy Practices (VII.A.1- VII-A.6)
Ensuring Safety (VII.B.1- VII.B.8)
Providing Healthy Nutrition (VII.C.1- VII.C.4)
Cultural Responsibility and Practice (VII.D.1)

Application through Clinical Experiences

Applying Instructional Practices through Clinical Experiences (VIII.A.1- VIII.A.3)

Trauma Informed Care and Practice

Understand trauma definitions, prevalence and relevant trauma concepts (IX.A.1- IX.A.3)
Understands that children’s stress response systems and behaviors are impacted by trauma (IX.B.1- IX.B.5)
Understands the intersection between trauma and development: trauma can derail development and the impact of trauma is influenced by the child’s developmental stage. (IX.C.1- IX.C.5)
Understands how relationships are both impacted by trauma and can buffer children from the impact of trauma. (IX.D.1.- IX.D.3)
Supports families impacted by trauma (IX.E.1-IX.E.3)
Understands the impact of trauma and secondary trauma on early childhood educators. (IX.F.I- IX.F.3)
Understands the impact of intergenerational, historical and racial trauma on children, families and caregivers (IX.G.1- IX.G.3)
Collaborates across systems to support children and families who have experienced trauma (IX.H.1- IX.H.2)

Working with Multilingual Preschoolers and Their Families

Collaborate to ensure that all adults interacting with multilingual children support language development (X.A.1)
Gather information about multilingual children’s cultures and the languages heard and used in the past and present in order to support language development (X.B.1)
Recognize and use the strengths, resources, and experiences of multilingual children and their families to support and enhance language development and learning (X.C.1)
Gather, analyze, and reflect on information in order to focus on the developmental nature and unique characteristics of multilingual children’s language learning and development (X.D.1)
Apply information gathered about multilingual children: their cultures, how they use language, and their language development, strengths, and resources (X.E.1)
Observe multilingual children’s language use and development in a variety of routines and learning experiences throughout the day in all early care and education settings (X.F.1)
Connect language standards with early learning standards and guidelines to make curriculum accessible and meaningful for multilingual children (X.G.1)
Identify the developmentally appropriate academic language demands of routines, social interactions, and learning experiences (X.H.1)
Design language learning experiences with consideration for the sociocultural context (X.I.1)
Provide opportunities for all multilingual children to engage in higher level thinking (X.J.1)
Identify the purpose of the language used during routines and learning experiences (X.K.1)
Plan for language teaching and learning within specific areas of development and learning (X.L.1)
Use language supports to help scaffold language development and learning (X.M.1)
Provide multiple and meaningful opportunities for multilingual children to use their languages (X.N.1)

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