Early Childhood Professional I

Power Standards

I. All students will demonstrate understanding of the ethics and professionalism in child development careers.

  • All students will explain ethical responsibilities of working with children (e.g. law-abiding, appropriate language, trustworthiness, abuse reporting).
  • All students will discuss rights of families (e.g. confidentiality, personal values and practices).
  • All students will discuss ethical responsibilities to families (e.g. respect, mutual trust, communication, access).
  • All students will describe ethical practices in a multicultural world.
  • All students will provide a positive role model for the child.
  • All students will project a positive image to colleagues and parent(s).
  • All students will demonstrate professional behavior (e.g. appearance and hygiene, work habits, enthusiasm, stamina, initiative, accepting constructive criticism).
  • All students will identify strategies for cooperating with social and community agencies.
  • All students will discuss professional and legal issues in child care and education (e.g. crisis, ADA requirements).
  • All students will identify professional growth options and affiliations (e.g. inservices, AYEC).
  • All students will utilize child development career information in career planning.
II. All students will analyze developmental stages (physical, social, emotional, and cognitive).
  • All students will explore different theories of child development (Piaget, Erikson, etc).
  • All students will apply knowledge of developmental stages to observation and/or interaction with inpidual children.
  • All students will compare and contrast normal and atypical child development (birth to ae 12).
  • All students will interpret inpidual differences of young children and apply to predictable developmental sequences.
III. All students will appraise health concerns at developmental stages.
  • All students will maintain a safe, healthy and developmentally appropriate environment for children.
  • All students will compare and contrast age-appropriate toys and equipment.
  • All students will identify symptoms of various common childhood illnesses and diseases.
  • All students will identify immunization trends.
  • All students will develop policies for maintaining safety procedures when working with various age groups.
  • All students will review emergency procedures necessary for the child's environment (e.g. first aid, CPR).
  • All students will compile informational resources necessary to produce healthy, age-appropriate meals and snacks.
IV. All students will provide developmentally appropriate children's activities.
  • All students will analyze play and its influence on the development of children.
  • All students will plan age ad developmentally appropriate activities.
  • All students will implement age and developmentally appropriate activities.
  • All students will adapt activities for children with special needs.
  • All students will adapt activities to the environment.
V. All students will describe balancing work and family.
  • All students will describe community resources available to families.
  • All students will distinguish between various types of child care facilities.
  • All students will identify an employer's policies toward family-friendly benefits (e.g. family leave, on-site child care).
  • All students will identify a selection criteria for a child care facility (e.g. quality, affordability, access).
  • All students will propose a management plan for balancing personal and family life.

VI. All students will establish a quality childcare program.

  • All students will identify components of quality child care programs.
  • All students will identify barriers to quality (e.g. salaries, space, social attitudes, training).
  • All students will describe the societal benefits to quality care programs.
  • All students will explain the impact of shared responsibility for quality care and education (e.g. parents, teachers, administrators, children, community, government).

VII. All students will interact with children in Hand in Hand Lab School and Brookfield Bright Beginnings.

  • All students will use appropriate behavior of an observer.
  • All students will identify reasons for observing young children (e.g. child interactions, child strengths and weaknesses, curriculum planning, child behaviors within a class and shared with a parent).
  • All students will explain methods for observing young children (e.g. checklist, anecdotal).
  • All students will demonstrate discipline and guidance techniques.