Common Core ContentEarly Childhood Educator
Entry Through Bachelor’s Level
Prepared byHigher Education Early Childhood Task Force
May 2002Revised April, 2011
COMMON CORE CONTENT and COMPETENCIES
for personnel in Early Care, Education and Family Support in New Mexico
Entry Level through Bachelor’s Level
May 2002
Revised April 2011
Prepared by
New Mexico Early Childhood Higher Education Task Force
CONTENTS
NEW MEXICO’S CAREER LATTICE
FOR
EARLY CARE, EDUCATION AND FAMILY SUPPORT
THE COMMON CORE CONTENT and COMPETENCIES
I. Child Growth, Development and Learning .................................................1
II. Health, Safety and Nutrition .....................................................................15
III. Family and Community Collaboration ......................................................23
IV. Developmentally Appropriate Content ......................................................37
V. Learning Environment and Curriculum Implementation...........................45
VI. Assessment of Children and Evaluation of Programs ..................................59
VII. Professionalism ..........................................................................................73
Glossary for Early Childhood Education Licenses ......................................81
Compentency Matrix.................................................................................85
NEW MEXICO’S CAREER LATTICE FOR
EARLY CARE, EDUCATION, AND FAMILY SUPPORT
The levels of the Common Core Content and Competencies that follow correspond to levels of certifica-tion and licensure available from the state of New Mexico. Altogether, this spiraling system of profes-sional development is referred to as the New Mexico Early Care, Education and Family Support Career Lattice. The term career lattice is meant to create the vision of a trellis that provides multiple pathways for growth and development, as opposed to a career ladder that enables only vertical movement along a single track.
Because the New Mexico Early Care, Education and Family Support Professional Development System encompasses all systems serving children birth through third grade and their families, the term career lattice is the most appropriate way to describe how individuals can move horizontally, vertically, and/or diagonally within a single system, or across systems as positions become available and/or as professional preparation enables them to seek and move into positions with more responsibility and increased com-pensation.
The special features of New Mexico’s career lattice are the following:
• Individuals can enter the career lattice at any point in their growth and development as profes-sionals. Depending on their professional aspirations, individuals may remain where they are or pursue multiple opportunities for their future professional development.
• Professional preparation and corresponding certification and licensure within the career lattice are recognized by a number of different systems, enabling individuals to move between systems.
• Each level of certification and/or licensure is based upon study that builds upon and increases skills and knowledge in the same competency areas. As a result, all professional preparation “counts” toward work at the next level.
• All personnel build upon the same core content with the opportunity to pursue areas of concen-tration. Early Childhood Teacher – Birth through Age 4 (PreK), Early Childhood Teacher – Age 3 (PreK) through Grade 3, Family, Infant Toddler Studies (FIT), or Early Childhood Program Administration.
The levels of the career lattice are as follows:
• 45-Hour Entry Level Course – a basic course that introduces the areas of competency at the awareness level. The certification of completion is awarded by the Office of Child Development, Children, Youth and Families Department.
• New Mexico Child Development Certificate – a state-issued certificate that is equivalent to a CDA credential and approved by the federal Office of Head Start. The requirements for this certificate include the completion of 4 specifically identified courses in early childhood education. The certificate of completion is awarded by the Office of Child Development, Children, Youth and Families Department.
• 1-Year Certificate – certificate earned after completion of 29 credits in early childhood education toward an associate degree program. The certificate indicates completion of the early childhood “vocational” courses within an approved associate degree program, most often completed in the student’s first year. The Office of Child Development, Children, Youth and Families Department awards a state certificate upon completion of this vocational course of study.
• Associate Degree – a two-year program consisting of approximately 65 credits, including both early childhood content (29 credits as described above) and general education content (ap-proximately 35 credits) available at all two-year and some four-year institutions. The degree is awarded by the institution, and the certificate of completion is awarded by the Office of Child Development, Children, Youth and Families Department.
• Bachelor’s Degree Licensure Option – a four-year program consisting of approximately 128 credits, available at some public four-year institutions in the state. Approved Bachelor’s degree programs lead to the New Mexico Early Childhood License: Birth through Age 4 (PreK) or Age 3 (PreK) through Grade 3. The degree is issued by the institution and the license is awarded by the New Mexico Public Education Department.
• Bachelor’s Degree Non-Licensure Option - a four-year program consisting of approximately 128 credits, available at some public four-year institutions in the state. Approved Bachelor’s degree programs lead to a certificate issued by the Office of Child Development, Children, Youth and Families Department in Birth through Age 4 (PreK), or Age 3 (PreK) through Grade 3, or Early Childhood Program Administration or Family, Infant and Toddler Studies (FIT). The Degree is issued by the institution.
• Master’s Degree – consisting of 36 to 42 hours of graduate work in early childhood and related areas, available at graduate universities in the state. The degree is awarded by the institution.
• Doctorial Degree – consisting of 66 to 72 hours of graduate work in early childhood education or related areas and additional degree completion requirements (comprehensive exam, doctoral dissertation, etc.). This degree is available at some 4-year universities in the state. The degree is awarded by the institution.
The career lattice is designed so that each level fully articulates with the next level. That is for example, the New Mexico Child Development Certificate counts toward work for the certificate; a certificate con-stitutes the equivalent of the first year of work toward an associate degree; and an associate degree transfers to any early childhood program at four-year institutions as the first two years of work toward a bachelor’s degree. The Early Childhood Higher Education Task Force, a standing task force of the New Mexico Child Development Board and the Office of Child Development, has developed a common catalogue of coursework with common course titles and content for all institutions of higher education in the state.
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92016NMChild_Dev_Bro:92016NMChild_Dev_Bro 8/13/10 3:04 PM Page 1
WHYDOI NEEDSPECIALIZED
EDUCATIONTOWORKWITH
YOUNGCHILDREN?
Because…✏the early years are the most important
for learning
✏young children learn in special ways
✏quality programs for young children require staff who:
✎ understand developmentallyappropriate practices
✎ facilitate all aspects of child development and learning
✎ establish partnerships with families and the community
✎ design programs and curriculumthat are culturally and linguistically appropriate
✎ provide a healthy, safe, and challenging learning environment
NEWMEXICO’SEarly Care, Education
&Family Support
ProfessionalDevelopment System
for those wanting to work as a:• teacher
• child-care teacher• home visitor• program administrator• early interventionist• mentor or • program development specialist
with children birth through third grade, their
families and programsthey attend.
For more information about NewMexico’s Early Care, Educationand Family Support Professional
Development System:
Contact the New Mexico Office of Child Development.
(505) 827-7946
or
Contact your regional Early Childhood Training and Technical
Assistance Program
or
Contact the early childhood faculty at your local institution of
higher education
or
Additional information is availableat www.NewMexicoKids.org
Levels of Certification and Licensure for New Mexico’sEarly Care, Education and Family Support Professionals
Common Core Early Childhood Coursework
Early ChildhoodEducator
EarlyChildhoodProgramAdmin.
Family, Infant Toddler
Specialist
45-Hour Entry Level Course
Seek advisement and talk with early childhood facultyChoose a Pathway & Plan General Education Coursework
Associate Degree/Lower Division Professional Pathways
Bachelor’s Degree Professional Pathways
Common Core Early Childhood Coursework
Early ChildhoodEducator
Birth - Age 4
Early ChildhoodEducator
Age 3 - Age 8
EarlyChildhoodProgramAdmin.
Family, Infant
ToddlerSpecialist
Continue Pathway & Plan Electives/Licensure Endorsement
LEVELS OF CERTIFICATIONAND LICENSURE:Certificates issued by the Office ofChild Development/CYFD. Teacher licenses issued by the Public EducationDepartment.
45-Hour Entry Level Certificate
NM Child Development Certificate(state-issued equivalent to the CDA)
• Infant and Toddler• Preschool
Vocational Certificate Associate Degree Certificate
Bachelor’s Degree Certificates:Early Childhood Educator: Birth-Age 4Early Childhood Program Administrator Family Infant Toddler Specialist
Early Childhood Teacher License: Birth through Age Eight
• Birth-Age 4• Age 3-Grade 3
Professional Certificate in Family, InfantToddler Studies
}Issued in these3 areas
92016NMChild_Dev_Bro:92016NMChild_Dev_Bro 8/13/10 3:04 PM Page 1
(Pre
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(Pre
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THE COMMON CORE CONTENT
The common core content describes the minimum expected level of competence for individuals that exit preparation programs at each level of the career lattice. In other words, it describes what all early child-hood professionals must know and be able to do when they complete the entry level, the certificate/associate degree level, and the bachelor’s level in each degree pathway. At each level, content is based on the same set of competencies, but the indicators of competence represent increasing depth and breadth at each ascending level. All institutions of higher education in the State of New Mexico include the com-mon core content in their coursework, thereby guaranteeing each student’s level of competence when exiting the program, regardless of the particular institution.
The reader will note that the Common Core Content identifies only three levels – Entry, Associate, and Bachelor’s Degree. The certificate level is combined with the associate level because in institutions that offer the Associate Degree, students normally complete the early childhood coursework first (29 credits), after which, they are eligible to apply for a state-issued certificate in early childhood. This coursework constitutes the first half of the Associate Degree, the last half consisting almost entirely of general educa-tion courses. Consequently, there is essentially no difference in the levels of demonstrated competence in specific early childhood knowledge and skills between personnel completing the certificate level and the Associate Degree level. However, one would expect that those students completing the Associate Degree would demonstrate higher levels of general competence that contribute to more optimal outcomes for children.
PREAMBLE
What early childhood professionals know and can do significantly influence children’s development, learning, and success in school. Since the period of early childhood spans the first eight years of a child’s life, these early care and education professionals are being prepared to work in varied settings that include child care centers, family child care homes, Head Start/Early Head Start, early intervention programs, public and private schools through third grade, preschool and Pre-K programs, and family support pro-grams. Professionals may refer to themselves as teachers, educational assistants, assistant teachers, teacher aides, caregiver, providers, or home visitors. In the final analysis, they all teach and they all provide care.
The core competencies that follow (in bold) are designed to describe what early childhood professionals should know and be able to do at the conclusion of a bachelor’s degree program. They include seven ar-eas: Child Growth, Development & Learning, Health, Safety & Nutrition, Family and Community Col-laboration, Assessment of Children and Evaluation of Programs, Developmentally Appropriate Content, Learning Environment and Curriculum Implementation and Professionalism. For each core competency, specific indicators are articulated for personnel completing professional preparation at each of the three levels. Teachers who demonstrate these competencies and their indicators can work effectively with young children in a variety of settings.
NOTE: Each time an indicator refers to “inform others” or “collaborate with others”, it is meant to in-clude family members, community members, colleagues, program administrators, and other professionals.
Technology Technology should be integrated into the early care and education curriculum as developmentally age appropriate, as well as when used to supplement and/or enhance the curricular activity. Additionally early childhood teachers should be knowledgeable and familiar with the ways in which technology may support the opportunity for young children with diverse linguistic skills and/or abilities to access and participate in the program’s activities fully. Additional information may be found at the International Society for Technology in Education website (http://www.iste.org/welcome.aspx). This site provides information about the National Educational Technology Standards for Teachers (http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx). Some competencies in the use of technology that may be important for Early Childhood Teachers to possess upon completion of specific coursework and/or at degree levels may be the following:
Plan strategies to manage student learning in a technology-enhanced environment.
Manage student learning activities in a technology-enhanced environment.
Model and teach legal and ethical practice related to technology use.
Promote safe and healthy use of technology resources.
Ability to design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. Ability to apply current research on teaching and learning with technology when planning learning environments and experiences.
Demonstrate the use of technology to support learner-centered strategies that address the diverse needs of learners.
Identify and use technology resources that affirm diversity.
Demonstrate the ability to apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
Demonstrate the ability to apply technology to develop students’ higher order skills and creativity.
Demonstrate the ability to apply technology in assessing student learning of subject matter using a variety of assessment techniques.
Demonstrate the ability to use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Demonstrate the ability to apply multiple methods of evaluation to determine a student’s appropriate use of technology resources for learning, communication, and productivity.
1
A. CHILD GROWTH, DEVELOPMENT, AND LEARNING
RATIONALE
Foundations for all learning are established during early childhood. Biological-physical, social, cultural, emotional, cognitive, and language domains are inherently intertwined in growth and development. Early childhood professionals must understand this process of development and the adult’s role in supporting each child’s growth, development, and learning.
A1. Incorporate understanding of developmental stages, processes, and theories of growth, development, and learning into developmentally appropriate practice8.
Entry Level
a) Discuss in general terms the growth and development of children from birth through grade 3.
b) Observe children of various ages, and discuss the relationship of the general characteristics of growth and development to their observations.
Certificate/Associate Degree Level
a) Define in general terms child development stages and learning processes.b) Explain how developmental variations and family culture, language, and
environment influence a child’s growth and development.c) Discuss the relationship between theories of growth, development, and
learning and early childhood education practices birth through grade 3. d) Plan and implement lessons that demonstrate knowledge of
developmental variations. e) Plan and implement lessons/activities that reflect knowledge of each
family’s culture, language, and environment.
Bachelor Degree Level
a) Use critical analysis of documentation, experiences, learning, and current research theories of child growth and development as the basis for all planning decisions and implementation.
b) Collaborate with others to apply the knowledge of child development stages and learning processes to plan and implement developmentally appropriate practices.
2
A2. Demonstrate knowledge of the interaction between maturation and environmental factors that influence physical, social, emotional, cognitive, and cultural domains11 in the healthy development of each child.
Entry Level
a) Discuss biological and environmental factors that influence and foster the healthy growth and development of children.
Certificate/Associate Degree Level
a) Discuss ways in which biological, maturational, and environmental factors interact to influence the physical, social, emotional, cognitive, and cultural domains in the growth and development of children.
b) Use knowledge of biological, maturational, and environmental factors to foster healthy growth and development of children.
c) Demonstrate understanding of the developmental consequences of stress and trauma; protective factors, resilience, and the development of mental health; and the importance of supportive relationships with adults and peers.
Bachelor Degree Level
a) Analyze and use current knowledge of biological and environmental factors to advocate and inform others about the effects of biological and environmental factors on the healthy development of children.
b) Collaborate with others to modify or enhance the effects of biological and environmental factors.
3
A3. Demonstrate knowledge of the significance of individual differences in development and learning. Demonstrate knowledge of how certain differences may be associated with rate of development and developmental patterns associated with developmental delays or specific disabilities.
Entry Level
a) Discuss the unique developmental progress and ways of learning of infants, toddlers, preschoolers, and school-age children.
b) Discuss individual differences, including risk factors that may affect development and learning.
Certificate/Associate Degree Level
a) Identify activities and strategies that facilitate individual growth and learning.
b) Identify responses to specific children’s behaviors in the context of their development, their strengths, delays, or risk factors.
c) Demonstrate knowledge of specific developmental delays, developmental disabilities, and risk factors.
d) Describe how the characteristics associated with developmental delays, developmental disabilities, and risk factors influence development.
e) Observe and identify individual differences and risk factors in relationship to development and learning.
Bachelor Degree Level
a) Inform others about individual differences in development and learning, and how such differences are associated with risk factors, rate of development, and unique developmental patterns.
b) Analyze and use current knowledge and theories about specific developmental delays, developmental disabilities, and risk factors, and advocate on behalf of young children with developmental delays and disabilities.
c) In collaboration with support personnel and families, plan intervention strategies20 that use assessment information to address each child’s unique developmental progress and ways of learning.
4
A4. Demonstrate knowledge of the similarities between children who are developing typically and those with diverse abilities9.
Entry Level
a) Discuss the similarities among children who are developing typically and those with developmental delays or those at-risk5 for developmental delays.
Certificate/Associate Degree Level
a) Develop and articulate a personal philosophy of acceptance and respect for all children.
b) Discuss the diversity of all children in growth and development, temperament, personality, learning style, etc.
c) Identify, affirm, and respond appropriately to the similarities among children who are developmentally typical, and those with diverse abilities.
d) Model words and actions with all children, families, peers, and community members that accept and affirm children’s similarities and individual differences which would incorporate the use of Person First Language.
Bachelor Degree Level
a) Model words and actions with all children, families, peers, and community members that accept and affirm children’s similarities and individual differences which would incorporate the use of Person First Language.
5
A5. Provide a variety of activities that facilitate development of the whole child in the following areas: physical/motor, social/emotional, language/cognitive, and adaptive/living skills1.
Entry Level
a) Discuss in general terms the domains of development for infants, toddlers, preschoolers, and school-age children.
b) Observe children of various ages and discuss the interrelatedness of physical/motor, social/emotional, language/cognitive, and adaptive/living skills in early childhood education.
Certificate/Associate Degree Level
a) Define and apply knowledge of each of the domains of development in daily interactions with children.
b) Demonstrate knowledge of the interrelatedness of physical/motor, social/emotional, language/cognitive, and adaptive/living skills in early childhood education.
c) Develop a whole child orientation. d) Identify strategies to build relationships among children, adults, and
environments.
Bachelor Degree Level
a) Use critical analysis of documentation, experiences, learning, and current research theories specific to physical/motor, social/emotional, language/cognitive, and adaptive/living skills as they relate to child growth and development as the basis of all planning decisions and implementation of practices.
6
A6. Apply knowledge of cultural24 and linguistic diversity and the significance of socio-cultural and political contexts for development and learning and recognize that children are best understood in the contexts of family, culture, and society.
Entry Level
a) Discuss how children develop within the context of family, community, and culture.
Certificate/Associate Degree Level
a) Define the major components of the social, political, and cultural contexts as they influence children’s development and learning.
b) Demonstrate knowledge of the impact and the interrelatedness of socio-cultural and political contexts on development and learning.
c) Identify and develop teaching and learning strategies that are responsive to all children’s cultural and linguistic diversity.
Bachelor Degree Level
a) Adapt practice to reflect on, and respond to, the dynamic relationships of diverse families and cultures and the changing nature of society.
b) Assimilate information on current events and respond in ways that reflect developmentally appropriate practice.
c) Critically analyze current knowledge, theories, and best practice recommendations to support each child’s development and learning while being responsive to diverse families and cultures.
7
A7. Demonstrate knowledge of the many functions that language serves in the cognitive, social, and emotional23 aspects of development in the formative years.
Entry Level
a) Discuss the functions of language in all developmental domains of infants, toddlers, preschoolers, and school-age children.
Certificate/Associate Degree Level
a) Describe the relationship between children’s language development and cognitive, social, and emotional development.
b) Use observations of language expressed by infants, toddlers, preschoolers, and school-age children to plan cognitive, social, and emotional development activities.
c) Identify and develop language-based activities that support cognitive, social, and emotional growth and development.
Bachelor Degree Level
a) Analyze and reflect on how the many functions of language relate to cognitive, social, and emotional development.
8
A8. Demonstrate knowledge of the developmental sequence of language and literacy22, including the influence of culture and home factors.
Entry Level
a) Discuss the language abilities of infants, toddlers, preschoolers, and school-age children in the context of family and culture.
Certificate/Associate Degree Level
a) Use observations and describe the language of infants, toddlers, preschoolers, and school-age children in the context of family and culture.
b) Describe the relationship between language development and cognitive development.
c) Demonstrate knowledge of language and literacy development.d) Develop activities that promote development of language and literacy in
the context of the family and culture.
Bachelor Degree Level
a) Reflect on, and analyze, current knowledge, theories, and best practice recommendations for supporting each child’s development of language and literacy.
9
A9. Demonstrate knowledge of how children acquire and use verbal, non- verbal, and alternative means of communication2.
Entry Level
a) Discuss how children develop communication skills.b) Discuss the multiple forms of communication used by infants, toddlers,
preschoolers, and school-age children.
Certificate/Associate Degree Level
a) Observe and identify how children develop and use communication strategies to meet their needs.
b) Describe how adults support the child’s use of verbal, non-verbal, and alternative means of communication.
c) Describe the theoretical foundations related to the acquisition and use of verbal, non-verbal, and alternative means of communication.
d) Identify appropriate strategies to respond to children’s communication cues.
Bachelor Degree Level
a) Model appropriate practices for supporting verbal, non-verbal, and alternative means of communication.
b) Analyze and reflect on current knowledge, theories, and best practice recommendations for supporting each child’s means of communication.
10
A10. Demonstrate knowledge of the relationship among emotions, behaviors, and communication skills to assist children in identifying and expressing their feelings in appropriate ways.
Entry Level
a) Discuss how children express their feelingsb) Discuss how emotions, behaviors, and communication are interdependent.
Certificate/Associate Degree Level
a) Describe how emotional, behavioral, and communicative processes are interdependent.
b) Observe and describe how adults facilitate children’s ability to identify and express their feelings in appropriate ways.
c) Identify differing ways of responding to children’s behaviors and appropriate ways of responding in early childhood classroom settings.
d) Develop techniques and strategies to assist children in identifying and expressing their feelings in appropriate ways within the context of the family and/or culture.
e) Develop strategies and techniques to assist children in learning the skills to identify, understand, manage, and express their feelings in appropriate ways within the context of family and culture.
f) Identify socially and emotionally appropriate strategies and techniques to increase respectful communication, thinking, and behavior.
Bachelor Degree Level
a) Implement a curriculum that reflects knowledge of the relationship among emotions, behaviors, and communication skills within the context of family and/or culture.
b) Develop curriculum that reflects the interdependent nature of emotional, behavioral, and communicative processes and strategies that assist children in identifying and expressing their feelings in appropriate ways.
c) Inform others about, and advocate for, the importance of social and emotional health and well-being of children while being aware of family and cultural practices.
d) Analyze critically current knowledge, theories, and best practice recommendations for supporting each child’s social and emotional development while being responsive to family and culture.
11
A11. Use appropriate guidance to support the development of self- regulatory capacities in young children.
Entry Level
a) Discuss the meaning of self-regulatory capacity.b) Discuss the factors that influence self-regulatory capacity.
Certificate/Associate Degree Level
a) Identify the factors that support the development of self-regulatory capacities in children.
b) Develop activities and techniques that support the development of self-regulation in children, which allows them to assume responsibility for regulating their actions and behaviors.
c) Use current knowledge of the development of self-regulation in curriculum planning and arranging environments.
d) Identify, show commitment to, and have the requisite skills needed to respond to children’s behaviors in an emotionally safe and appropriate manner.
e) Identify appropriate practices and techniques to help children build mutually respectful friendships and learn the skills required to resolve conflicts creatively.
Bachelor Degree Level
a) Explain to others research and the theoretical framework for the importance of self-regulatory capacities.
b) Articulate and model strategies for developing activities and techniques that support self-regulatory capacities in children.
c) Identify strategies to collaborate with family members to promote children’s self-regulation.
12
A12. Apply knowledge of family theory and research to understand family and community characteristics including socioeconomic conditions, family structures, relationships, stressors, and supports (including the impact of having a child with diverse abilities9), home language, and ethnicity.
Entry Level
a) Identify the positive ways in which communities may support all families with young children.
b) Discuss challenges or barriers that may be observed between families and community connections.
Certificate/Associate Degree Level
a) Identify appropriate strategies and techniques to create and maintain community support for families with young children.
b) Identify family needs toward community involvement. c) Provide opportunities for families to gain community involvement.
Bachelor Degree Level
a) Demonstrate knowledge and understanding of relevant issues and theories of community structures and responsibilities toward supporting families with young children.
b) Demonstrate skills in promoting the connection between all families with young children and their community.
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C13. Demonstrate knowledge of, and skill to, access community resources that assist families and contribute directly or indirectly to
children’s positive development, such as mental health services, health care, adult education, native and English language instruction, and economic assistance.
Entry Level
a) Identify barriers to community services that may be present.b) Discuss ways in which barriers to community services may be prevented.
Certificate/Associate Degree Level
a) Identify resources in community that support provision of services to families, and those services that may not exist.
b) Provide a resource listing of services that support medical and educational needs to the families in their native language.
Bachelor Degree Level
a) Demonstrate the ability to positively support family efforts in making community connections which empower families.
b) Demonstrate the ability to coach other colleagues and/or community providers in how to support all families in meeting community needs.
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B. HEALTH, SAFETY AND NUTRITION
RATIONALE
Early childhood professionals promote physical and mental health and appropriate nutrition and provide an emotionally and physically safe environment for young children in partnership with their families. Sound health, safety, and nutritional practices provide the foundation for development and learning. Good nutrition is critical to overall development of young children. Meals and snacks encourage good nutrition and eating habits. A safe environment prevents and reduces injuries for young children who are only beginning to recognize dangerous situations
B1. Recognize and respond to each child’s physical health, intellectual, and emotional well-being, and nutritional and safety needs.
Entry Level
a) Identify and discuss basic physical health, intellectual, and emotional well-being, and nutritional and safety needs of young children.
b) Implement basic health, safety, and nutritional practices, including emergency procedures, with young children as required by regulation.
Certificate/Associate Degree Level
a) Identify and discuss individual physical, intellectual, mental health, nutritional, and safety needs of infants, toddlers, preschoolers, and school-age children, such as allergies, special diets, medications, differing abilities, and specific medical conditions.
b) Identify and develop strategies and activities with children that promote physical, intellectual, and emotional well-being.
c) Identify and develop strategies that foster caring relationships between children and others to promote well-being.
d) Conduct health and safety assessments of children and the environment. e) Identify and develop strategies that foster caring relationships between
children and others to promote well-being.
Bachelor Degree Level
a) Facilitate each child’s individual physical, emotional health, safety, and nutritional needs by developing and following special procedures for assessing and evaluating these needs, which includes provision for:
• evaluating the program and environment;• collaborating with various professionals;• collaborating and communicating with families;• staff development and training; and• the supervision of procedures and practices.
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B2. Articulate an understanding of indoor and outdoor learning environments that provide opportunities for children to put into practice healthy behaviors (physically, socially, and emotionally).
Entry Level
a) Identify potential indoor/outdoor environmental hazards and risks and corrective measures that may be taken to ensure children’s safety.
b) Identify and discuss aspects of the indoor/outdoor environments that promote young children’s physical and emotional well-being.
Certificate/Associate Degree Level
a) Describe the major health and safety requirements of the New Mexico Child Care Licensing regulations.
b) Identity potential indoor/outdoor environments’ hazards and risks, and take corrective measures to ensure children’s safety.
c) Identify effective ways to establish and maintain expectations for behavior which creates safe environments.
d) Describe, design indoor/outdoor learning environments that are free of hazards/risks.
e) Identify strategies for effective supervision of children in indoor/outdoor learning environments.
Bachelor Degree Level
a) Inform others about the importance of supporting young children’s physical and emotional well-being through the use of well designed and equipped indoor and outdoor learning environments.
b) Collaborate with others to support young children’s physical and emotional well-being through the use of well designed and equipped indoor and outdoor learning environments.
c) Adapt and modify the learning environments to provide the greatest access, least restriction21, and optimal safety for all children.
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B3. Use appropriate health appraisal and management procedures, and make referrals when necessary.
Entry Level
a) Discuss the role of the early childhood professional and program in facilitating children’s health.
b) Identify and discuss possible signs of wellness and illness in young children.
c) Recognize signs of illness, distress, and possible risks to children’s health and alert appropriate program personnel.
Certificate/Associate Degree Level
a) Identify activities and strategies that facilitate individual growth and development.
b) Describe appropriate responses to young children’s individual health needs by conducting regular health screenings and recording growth and development on checklists.
c) Identify appropriate resources for referral for a variety of conditions and situations.
Bachelor Degree Level
a) Identify and articulate appropriate intervention methods and procedures for addressing physical and emotional health, nutritional, and safety needs.
b) Facilitate optimal health of infants, toddlers, preschoolers, and school-age children by:
• Establishing and/or following policies for conducting appropriate appraisal and health management procedures; and
• Informing others about the importance of facilitating young children’s health through the use of appropriate health appraisal and management procedures.
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B4. Recognize signs of emotional distress, child abuse, and neglect in young children and use procedures appropriate to the situation, such as initiating discussions with families, referring to appropriate professionals, and, in case of suspected abuse or neglect, reporting to designated authorities.
Entry Level
a) Identify possible signs of emotional distress, child abuse, and neglect in young children.
b) Describe legal obligations and appropriate reporting procedures.c) Identify local resources available to children and families that address
problems of emotional distress, child abuse, and neglect.
Certificate/Associate Degree Level
a) Discuss signs of emotional distress, child abuse, and neglect in children.b) Describe all state, local, and program reporting procedures.c) Describe the importance of recognizing and reporting signs of emotional
distress, child abuse, and neglect to families, administrators, and colleagues.
d) Identify resources that address problems of emotional distress, child abuse, and neglect in young children.
Bachelor Degree Level
a) Promote the early recognition of, and response to, signs of emotional distress, child abuse, and neglect in young children by:
• Informing others of possible signs and reporting procedures;
• Supporting others in the reporting process;
• Providing staff, families, and others with information on methods of relieving stress and aggression; and
• Assisting families in obtaining counseling and other services to alleviate stress and aggression, and to address the causes of abuse and neglect.
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B5. Establish an environment that provides opportunities and reinforcement for children’s practice of healthy behaviors that promote appropriate nutrition, and physical and psychological well-being.
Entry Level
a) Identify and describe healthy and appropriate behaviors for young children in areas such as hand-washing, toileting procedures, nose-wiping, hair-brushing, face-washing, tooth-brushing, eating habits, and rest/sleep routines.
Certificate/Associate Degree Level
a) Design practices that lead to healthy behaviors through daily routines that include hand washing, toileting procedures, nose-wiping, rest/sleep time, active movement, and healthy snacks/meals.
b) Model practices that promote healthy behaviors.
Bachelor Degree Level
a) Consistently design and implement environments that provide opportunities and reinforcement for children’s practice of healthy behaviors that promote appropriate nutrition, and physical and psychological well-being.
b) Design curriculum that promotes children’s understanding of the importance of practicing healthy behaviors.
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B6. Provide and assure a consistent daily schedule for meals, rest, and sleep, as developmentally appropriate.
Entry Level
a) Identify and discuss the varied signs of fatigue in young children.b) Describe how early childhood professionals and programs can ensure the
time and space for quiet activities, rest, and sleep as needed by young children.
Certificate/Associate Degree Level
a) Identify requirements for sleep and rest.b) Describe the requirements of the Child & Adult Food Care Program.c) Identify ways to encourage young children to rest/sleep and to awaken
gently.
Bachelor Degree Level
a) Model for other staff appropriate strategies and interactions with young children, from infancy through third grade, for implementing a consistent daily schedule of sleep/rest that is developmentally appropriate.
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B7. Implement health care and educational activities for children and families based on health and nutritional information that is responsive to diverse cultures24.
Entry Level
a) Identify appropriate health and nutrition community resources.b) Discuss appropriate health care and nutrition activities for young children
that are relevant to the diverse cultures in New Mexico.
Certificate/Associate Degree Level
a) Design health care and nutrition activities that are developmentally appropriate and that are relevant to the diverse cultures in New Mexico.
b) Identify strategies to collaborate with families in promoting culturally appropriate health and nutrition practices for young children.
Bachelor Degree Level
a) Identify and network actively with other community health resources.b) Participate in community activities that promote children’s health and
nutrition, such as health fairs, public information displays, growth and developmental screening, dental screenings, and nutritional counseling.
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B8. Assist young children and their families, as individually appropriate, in developing decision-making and interpersonal skills that enable them to make healthy choices and establish health-promoting behaviors.
Entry Level
a) Identify and discuss healthy choices and health-promoting behaviors appropriate for children of various ages in diverse cultures.
Certificate/Associate Degree Level
a) Plan opportunities in early childhood setting for young children to develop decision-making and interpersonal skills for promoting healthy behaviors.
b) Model decision-making and interpersonal skills to make healthy choices and health promoting behaviors.
c) Identify strategies to inform/engage families in developing decision- making and interpersonal skills to make healthy choices.
Bachelor Degree Level
a) Maximize young children’s ability to make healthy choices and practice health-promoting behaviors by:
• Informing others of the importance of facilitating young children’s ability to make healthy decisions and practice health-promoting behaviors; and
• Collaborating with others on strategies to facilitate young children’s ability to make healthy decisions and practice health-promoting behaviors.
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C. FAMILY AND COMMUNITY COLLABORATION
RATIONALE
Early childhood professionals are committed to family-centered practices.They maintain an open, friendly, and collaborative relationship with each child’s family, encouraging family involvement, and supporting the child’s relationship with their family. The diverse cultures and languages representative of families in New Mexico’s communities are honored.
C1. Demonstrate knowledge and skill in building positive, reciprocal relationships with families.
Entry Level
a) Identify and discuss ways to establish positive and reciprocal relationships with families.
b) Identify and discuss possible barriers/challenges to developing collaborative relationships with families.
Certificate/Associate Degree Level
a) Identify and discuss the role of professionals in developing collaborative relationships with families.
b) Demonstrate knowledge of how to build cooperative, trusting relationships with families from a variety of backgrounds and compositions.
c) Describe the importance of collaborative relationships with families, community and tribal agencies, and other professionals for maintaining high quality programs and services for young children and their families.
Bachelor Degree Level
a) Use a variety of methods to initiate and maintain collaborative relationships with all individuals and agencies involved with children in early childhood settings.
b) Cooperate with agency personnel and other professionals involved with children in early childhood settings.
c) Build cooperative, trusting relationships with families from a variety of backgrounds and compositions.
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C2. Articulate an understanding of a safe and welcoming environment for families and community members.
Entry Level
a) Identify and discuss ways to welcome family and community visitors in the learning environment.
b) Identify and discuss ways to maximize a welcoming environment for families and community members.
Certificate/Associate Degree Level
a) Communicate in a variety of ways about the program and activities to family and community visitors.
b) Use materials and equipment that are reflective of the cultures, languages, and family structures of the members of the classroom community.
c) Develop an understanding of activities that will facilitate the recognition and full inclusion15 of all program participants (children, families, staff, and community visitors).
Bachelor Degree Level
a) Identify and critically analyze the socio-political contexts and their impact on families and institutions.
b) Plan and implement family and community events and activities that include all.
c) Initiate activities that facilitate the recognition, and full inclusion16, of all program participants.
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C3. Develop and maintain ongoing contact with families through a variety of communication strategies.
Entry Level
a) Identify and discuss a variety of strategies early childhood professionals and programs use for communicating with all families.
Certificate/Associate Degree Level
a) Identify how to communicate relevant information about child growth, development, and learning to family members from diverse backgrounds in various languages, formats, and contexts.
b) Identify various sources of information and materials (including sources in families’ home languages) that are appropriate for, and relevant to, each family.
c) Maintain communication that is frequent and on-going, appropriate for each individual family, relevant to the needs of the family, and respectful of cultural and linguistic diversity, and family structure and organization.
Bachelor Degree Level
a) Assess families understanding about child growth, development, and learning to collaboratively identify common priorities.
b) Support families in establishing and implementing positive communication.
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C4. Demonstrate knowledge of, and respect for, variations across cultures, in terms of family strengths, expectations, values, and child-rearing practices.
Entry Level
a) Discuss variations across cultures in terms of family strengths, expectations, values, and childrearing practices.
b) Discuss the importance of using and valuing languages of the children and families enrolled in the program.
Certificate/Associate Degree Level
a) Consider family priorities and strengths in setting goals for individual children and for the program.
b) Include the home languages of the children in the program environment.c) Demonstrate respect for diversity in cultural heritage, lifestyles, and value
systems among the children and families in the program.
Bachelor Degree Level
a) Articulate to others the importance of acquiring knowledge of, and respecting variations across cultures.
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C5. Articulate understanding of the complexity and dynamics of family systems.
Entry Level
a) Define the meaning of a family system
Certificate/Associate Degree Level
a) Discuss the changing roles of individuals within family systems.b) Discuss the role of language and culture in defining and shaping the family
system.
Bachelor Degree Level
a) Articulate to others the importance of acquiring knowledge about, and being responsive to, the diversity and complexity of dynamic family systems.
b) Interact with families in ways that reflect respect of their complexity and dynamics.
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C6. Demonstrate understanding of the importance of families as the primary educator of their child.
Entry Level
a) Identify ways that parents play a primary role in the education of their child.
Certificate/Associate Degree Level
a) Discuss ways that parents are essential in providing information about their child.b) Discuss ways to increase family participation as an educational partner.
Bachelor Degree Level
a) Ensure family participation in problem-solving any/all unique strategies for supporting their child’s growth, development, and learning.
b) Ensure family participation in problem-solving and planning their child’s educational goal setting.
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C7. Demonstrate the ability to incorporate the families’ desires and goals for their children into classroom or intervention strategies.
Entry Level
a) Discuss families’ goals and priorities for their children and their implications for early childhood programs.
Certificate/Associate Degree Level
a) Identify a variety of communication skills to engage families in dialogue about the goals for their children.
b) Recognize, respect, and include family goals and priorities in the development of programs’ curriculum and intervention strategies for children.
c) Articulate the impact of culture and language on family members’ participation in the IFSP/IEP team.
Bachelor Degree Level
a) Facilitate each family’s reflection on, and evaluation of, the goals for their children.
b) Promote families’ interaction with, and understanding of, educational systems.
c) Involve families in program development and governance.d) Promote family participation in transitions from one program to another.
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C8. Develop partnerships with family members to promote early literacy in the home.
Entry Level
a) Discuss ways family members can support children’s emergent literacy.
Certificate/Associate Degree Level
a) Identify ways to communicate with families’ about the importance of emergent literacy activities in the home.
b) Identify a variety of literacy materials suitable for use in the homec) Identify ways to support families’ use of literacy materials with their
children.d) Share community resources with families to promote literacy.
Bachelor Degree Level
a) Participate in, and advocate for, child and family literacy in the community.b) Demonstrate knowledge of current research about strategies for promoting
emergent literacy.c) Collaborate with family members in developing and using literacy
materials and activities.
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C9. Involve families and community members in contributing to the learning environment.
Entry Level
a) Discuss the contributions to the learning environment that can be made by family and community members.
Certificate/Associate Degree Level
a) Describe the value of family and community members as resources to the learning environment.
b) Describe and develop strategies for active participation of, and feedback from, family and community members to enhance the learning environment.
c) Describe ways that family and community members may enhance the learning environment.
Bachelor Degree Level
a) Design and implement activities derived from contributions from family and community members.
b) Model collaborative relationships for enhancing the learning environment.c) Articulate the ways that family and community resources support and build
upon program goals.
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C10. Establish partnerships with community members in promoting literacy.
Entry Level
a) Identify community resources for promoting child and family literacy.
Certificate/Associate Degree Level
a) Identify ways to develop partnerships with community members in promoting child and family literacy.
b) Identify community-based literacy activities and events that may be integrated into the curriculum.
Bachelor Degree Level
a) Establish and sustain partnerships with community members and agencies in promoting child and family literacy.
b) Demonstrate knowledge of current research that focuses on partnerships to promote literacy.
c) Plan and participate in collaborative literacy events in the community.
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C11. Demonstrate ability to communicate to families the program’s policies, procedures, and those procedural safeguards that are mandated by state and federal regulations.
Entry Level
a) Discuss applicable state and federal regulations and procedural safeguards.
b) Discuss the importance of communicating with families about regulations and safeguards.
Certificate/Associate Degree Level
a) Articulate rationale for policies, regulations, and safeguards to families.b) Implement program policies and procedures, and applicable state and
federal regulations.
Bachelor Degree Level
a) Formulate program policies that comply with applicable regulations and safeguards, and communicate these to families.
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C12. Apply knowledge of family theory and research to understand family and community characteristics including socioeconomic conditions; family structures, relationships, stressors, and supports (including the impact of having a child with diverse abilities9), home language and ethnicity.
Entry Level
a) Increase awareness of the role of theory/research regarding family and community characteristics.
Certificate/Associate Degree Level
a) Describe the effects of family stress on children and other family members.
b) Respond appropriately to children and other family members who are experiencing stress.
c) Identify appropriate community resources for information and referral.
Bachelor Degree Level
a) Articulate the socio-political and institutional sources of stress on families.b) Advocate for family support.c) Link families to appropriate support networks and services.
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C13. Demonstrate knowledge of, and skill to access, community resources that assist families and contribute directly or indirectly to children’s positive development such as mental health services, health care, adult education, native and English language instruction, and economic assistance.
Entry Level
a) Identify community resources that are available to families.
Certificate/Associate Degree Level
a) Distinguish appropriate community resources to meet the various needs of families.
b) Identify community organizations that maintain up-to-date relevant resource directories of which families should be aware.
Bachelor Degree Level
a) Access community resources that assist families with young children.b) Support family efforts in seeking community resources.
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D. DEVELOPMENTALLY APPROPRIATE CONTENT
RATIONALE
Early childhood professionals demonstrate knowledge of child development and learning, as well as content knowledge, both in terms of academic disciplines and interdisciplinary integration. Their approach to curriculum content emerges from multiple sources, such as play and exploration, and is appropriate for the ages and developmental levels of the children with whom they work. Content includes, but is not limited to, the arts, literacy, mathematics, physical education, health, social studies, science, and technology. Children’s initial experiences with these content areas form the foundation for later understanding and success.
D1. Demonstrate knowledge of relevant content for young children and developmentally appropriate ways of integrating content into teaching
and learning experiences for children from birth – grade 3.
Entry Levela) Define and discuss the term “developmentally appropriate8.”b) Discuss in general terms, how and what young children learn through play.c) Discuss developmentally appropriate programs and
environments for infants, toddlers, preschoolers, and children in the primary grades.
Certificate/Associate Degree Levela) Describe developmentally appropriate curriculum content.b) Plan developmentally appropriate learning experiences that support
integrated curriculum.c) Describe characteristics and stages of literacy development.d) Identify appropriate modifications/accommodations that support individual
learning.
Bachelor Degree Levela) Demonstrate knowledge in all content areas in accordance with state
standards and benchmarks.b) Analyze current evidence-based research and practices related to
developmentally appropriate integrated content.c) Plan and implement differentiated instruction to meet learner needs
in content areas.
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D2. Demonstrate the integration of knowledge of how young children develop and learn with knowledge of the concepts, inquiry tools, and structure of content areas appropriate for different developmental levels.
Entry Levela) Discuss in general terms the developmental domains of young
children (physical, motor, language, cognitive, social, and emotional).b) Discuss ways that play supports young children’s learning.
Certificate/Associate Degree Levela) Describe how each domain of development impacts learning. b) Identify learning theories that describe how children construct knowledge.c) Identify concepts children develop at various developmental levels.d) Describe a variety of inquiry tools that children use at different
developmental levels.e) Plan curriculum that is developmentally appropriate and grounded in
learning theories for children.
Bachelor Degree Levela) Analyze current evidence-based research and practice related
to conceptual development and inquiry tools appropriate at each developmental level.
b) Model teaching and learning strategies that reflect knowledge of how young children develop and learn.
c) Implement curriculum and learning theories. d) Advocate knowledge of how young children develop and learn, how
conceptual development occurs, the inquiry tools to use, and the structure of the content to which they are exposed.
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D3. Demonstrate knowledge of what is important in each content area, why it is of value, and how it links with earlier and later understandings within and across areas.
Entry Levela) Define and describe each content area.b) Define content area (math, science, reading, etc...) (see Glossary for
Content Area).
Certificate/Associate Degree Levela) Discuss various content areas in early childhood education curriculum,
such as math, science, and language arts) (CI & CII).
b) Articulate the importance of each content area and the value of integrated curriculum (CI & CII19).
c) Design and implement activities that integrate content areas
Bachelor Degree Levela) Describe the developmental continuum across content areas.b) Describe the relationship between earlier and later learning in content areas.c) Identify national standards in specific content areas.
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D4. Demonstrate knowledge of the language, reading, and writing components of emergent literacy12 at each development level.
Entry Levela) Discuss the importance of emergent literacy in early childhood.b) Define emergent literacy skills at each developmental level.
Certificate/Associate Degree Levela) Identify and discuss the multiple factors impacting language
development.b) Describe the sequence of language development.c) Develop an understanding of the relationship between
communication and emergent literacy.d) Identify and discuss emergent reading and writing skills for all children.e) Describe the continuum of emergent literacy.f) Plan and implement activities that facilitate the development of
emergent literacy skills.
Bachelor Degree Levela) Connect the components of reading and writing at each
developmental level to state and national standards in specific content areas.
b) Analyze current evidence-based research and practices for facilitating emergent literacy skills.
c) Apply literacy components when instructing differing development levels.
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D5. Develop, implement, and evaluate an integrated curriculum19 that focuses on children’s development and interests, using their language, home experiences, and cultural values.
Entry Levela) Discuss components of an integrated curriculum.b) Discuss the importance of using meaningful experiences
incorporating the child’s development, interests, home language, experiences, and cultural values.
Certificate/Associate Degree Levela) Identify and discuss ways that developmental needs/interests,
language, and home experiences of all children can be used in developing an integrated curriculum (CI & CII).
b) Develop, implement, and evaluate an integrated curriculum based on children’s needs/interests, language and culture, and home experiences through play and daily routine.
c) Develop, implement, and evaluate an integrated curriculum based on children’s needs/interests, language, culture and home experiences utilizing national and state standards.
Bachelor Degree Levela) Communicate the importance of an integrated curriculum that is based
on children’s development, interests, and experiences.b) Use ongoing assessments to modify the integrated curriculum as
appropriate.c) Analyze and apply current evidence-based research regarding practices
that use an integrated curriculum to meet all children’s needs.
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D6. Adapt content to meet the needs of each child, including the development of Individualized Family Service Plans18 (IFSP) or Individualized Education Plans17 (IEP) for children with diverse abilities through the team process with families and other team members.
Entry Levela) Define the IFSP/IEP process and discuss how it impacts curriculum
content.b) Identify appropriate team members who might participate in the IFSP/IFSP
process.
Certificate/Associate Degree Levela) Discuss natural environment and least restrictive environment21.b) Discuss the value of including all children in early childhood curriculum
activities (CI & CII16).c) Identify and describe ways in which early childhood professionals and
programs can adapt content to meet the needs of all children, including those with diverse abilities (CI & CII).
d) Identify differences between the IFSP/IEP.
Cl. Adapt curriculum content through play and daily routine in collaboration with primary caregivers to meet the goals and objectives reflected in the IFSP.
CII. Work collaboratively with team members to implement adapted curriculum content as designated in the IEP.
Bachelor Degree Levela) Communicate strategies for adapting curriculum content to meet the
needs of all children.b) Advocate the importance of adapting curriculum content to ensure the
inclusion of all young children.c) Analyze and apply current evidence-based research and practice related
to adapted curriculum content.d) Describe the differences between the IFSP/IEP.e) Develop goals and objectives to meet individual needs.
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D7. Provides and uses anti-bias3 materials/literature and experiences in all content areas of the curriculum.
Entry Levela) Define the term “anti-bias”(In regards to gender, age, race,
ability, culture, ethnic, sexual orientation, language [linguistics], socioeconomic status [SES]).
b) Discuss examples of bias in society.c) Discuss the impact of bias on children, families, and communities.
Certificate/Associate Degree Levela) Identify a variety of anti-bias materials, literature, and experiences
appropriate for young childrenb) Evaluate various early childhood materials, literature, and
experiences that perpetuate bias or foster anti-bias.c) Plan a curriculum that reflects and celebrates each child’s diversity.d) Discuss the impact of bias on self-concept/esteem, educational success,
aspirations, and school/community participation.
Bachelor Degree Levela) Advocate the value of a curriculum that respects diversity.b) Analyze and apply current evidence-based research and practices
regarding the use of materials/literature and experiences in all content areas that are free of bias.
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E. LEARNING ENVIRONMENT AND CURRICULUM IMPLEMENTATION
RATIONALE
Teaching and learning with young children is a complex process embedded in relationships. These teaching and learning relationships provide the scaffold for jointly constructing meanings about self, others, and the world. Early childhood professionals use their child development knowledge, their knowledge of developmentally appropriate practices, and their content knowledge to design, implement, and evaluate experiences that promote optimal development and learning for all children from birth - eight (0-8) years of age. In addition, their use of observations is grounded in a thorough understanding of children’s families, cultures, and communities. Early childhood professionals encourage young children’s problem solving, critical thinking, and academic and social competence within a supportive and challenging learning environment. These challenging teaching and learning experiences build children’s confidence in themselves as competent learners.
E1. Demonstrate knowledge of varying program models and learning environments that meet the individual needs of all young children, including those with diverse abilities9.
Entry Levela) Discuss basic elements of quality learning environments for children
birth through age eight.b) Discuss developmentally appropriate programs for all children birth
through eight.
Certificate/Associate Degree Levela) Plan a quality learning environment which meets the individual and
unique needs of all children.b) Assess a variety of learning environments to determine their
appropriateness (e.g., age, developmental level, culture, language, diverse abilities) (CI & CII).
Bachelor Degree Levela) Communicate knowledge of varying program models and their relation to
theoretical constructs.b) Effectively communicate the rationale for program modifications.c) Collaborate about the importance of appropriate programs
and learning environments for all children.
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E2. Create environments that encourage active involvement, initiative, responsibility, and a growing sense of autonomy through the selection and use of materials and equipment that are suitable to individual learning, developmental levels, diverse abilities9, and the languages and cultures in New Mexico.
Entry Levela) Observe and discuss how young children, birth through age eight, actively
interact with their environment.b) Observe, identify and discuss how elements of the learning environment
support children’s active exploration of their environment.
Certificate/Associate Degree Levela) Identify, observe, and describe how young children learn through
their active interaction and exploration of the environment.b) Plan environments that are responsive to the diversity of all children
through selection of materials and use of space.c) Identify and match appropriate materials to children at different
developmental levels.d) Select and use materials and space that encourage active involvement,
initiative, responsibility, and a growing sense of autonomy.
Bachelor Degree Levela) Gather information on children’s exploration of the environment and make
modifications to optimize children’s use of materials and equipment through use of observation.
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E3. Demonstrate knowledge and skill in the use of developmentally appropriate guidance techniques and strategies that provide opportunities to assist children in developing positive thoughts and feelings about themselves and others through cooperative interaction with peers and adults.
Entry Levela) Discuss the meaning of the term “guidance” (see Glossary). b) Discuss the use of developmentally appropriate guidance techniques and strategies with children birth through age eight.c) Discuss how adults influence the ways young children view and value
themselves.
Certificate/Associate Degree Levela) Describe the importance of young children’s development of healthy
self-concepts, self-identity, self-regulation, and the ability to positively interact socially.
b) Describe how the use of developmentally appropriate guidance techniques, strategies, and opportunities for social interaction lead to young children’s healthy concept of self, self-regulation, and ability to interact appropriately with others.
c) Plan developmentally appropriate guidance techniques, strategies, and opportunities for a young child’s healthy concept of self, self-regulation, and ability to interact appropriately with others.
Bachelor Degree Levela) Observe and identify possible underlying causes of a child’s challenging
social skills.b) Create and implement a plan for individualized developmentally
appropriate guidance techniques, strategies, and opportunities for positive social interactions.
c) Advocate for the central role that social interaction plays in the development of the child.
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E4. Create and manage inclusive learning environments that provide individual and cooperative opportunities for children to construct
their own knowledge through various strategies that include decision-making, problem-solving and inquiry experiences.
Entry Levela) Describe various ways that children make decisions in the learning
environment.b) Discuss various ways children construct their own knowledge through
various strategies that include decision-making, problem-solving, and inquiry experiences.
Certificate/Associate Degree Levela) Describe ways the learning environment provides opportunities
for children to construct their own knowledge through various strategies that include decision-making, problem-solving, and inquiry experiences.
b) Plan and implement activities that encourage active learning, child choice and decision-making, exploration of the environment, and interaction with others.
Bachelor Degree Levela) Analyze the learning environment to optimize children’s learning through
individual and cooperative activities.b) Articulate the rationale for designing environments to enhance
children’s construction of their own knowledge.
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E5. Demonstrate understanding that each child’s creative expression is unique and can be encouraged through diverse ways, including creative play.
Entry Levela) Discuss the ways that children’s unique creative expression is
encouraged through the learning environment.b) Discuss the importance of emphasizing the creative process over the final
product.
Certificate/Associate Degree Levela) Demonstrate knowledge of the developmental continuum of creative
representation in young children.b) Describe effective ways to facilitate children’s exploration, creative
expression, and learning through open-ended activities.c) Plan and implement an environment that provides many
opportunities for each child’s creative expression.
Bachelor Degree Levela) Implement and embed children’s unique interests, talents, and creative
expression through the curriculum.b) Design and implement activities that foster children’s sense of mastery.
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E6. Plan blocks of uninterrupted time for children to persist at self- chosen activities, both indoors and out.
Entry Levela) Discuss the importance of self-selection of activities by children of
various ages and in various environments.b) Discuss ways of structuring environments for encouraging self-selected
activities by childrenc) Discuss rationales for developing daily schedules for all children of
various ages.
Certificate/Associate Degree Levela) Describe strategies that foster uninterrupted time for children to
persist at self- chosen activities.b) Design and implement daily schedules that include uninterrupted blocks
of time for developmentally appropriate self-selected activities.c) Plan opportunities for children to explore and experiment with
materials and activities during uninterrupted periods of time.
Bachelor Degree Levela) Observe and evaluate the effects of adult interactions with children of
various ages during self-selected activities.b) Collaborate with others regarding strategies for extending children’s
involvement in self-selected activities.c) Advocate to others the importance of providing children with
opportunities to persist at self-selected activities.
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E7. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning.
Entry Levela) Discuss the influence of the physical setting, schedule, routines, and
transitions on children’s behavior.b) Discuss ways that the physical setting, schedule, routines, and transitions
can be used to promote children’s development and learning.
Certificate/Associate Degree Levela) Intentionally plan the physical environments and daily schedules
to promote children’s development and learning.b) Consistently use routines and transitions to promote children’s
development and learning.
Bachelor Degree Levela) Plan and implement creative ways of using the physical environment,
the daily schedule, routines, and transitions to promote children’s development and learning.
b) Develop strategies for supporting successful transition across activities and environments.
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E8. Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem-solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions.
Entry Levela) Discuss the important role of play in children’s learning.b) Discuss elements of developmentally appropriate practices to
encourage learning through play.c) Discuss strategies to facilitate play in early learning environments
Certificate/Associate Degree Levela) Describe developmentally appropriate practices (DAP) for developing
intellectual curiosity, solving problems, risk-taking, and making decisions in all children.
b) Identify the various learning strategies young children use as infants, toddlers, preschoolers, and school-age children.
c) Describe the rote of play in young children’s growth and learning in each developmental domain.
d) Develop DAP activities to be implemented in early childhood programs.
Bachelor Degree Levela) Plan and implement curriculum that includes a variety of
developmentally appropriate practices for developing children’s intellectual curiosity, problem-solving skills, and decision-making abilities.
b) Advocate the rationale for using a variety of developmentally appropriate practices for fostering young children’s learning.
c) Base planning decisions on research, developmental and learning theories, and assessments of children’s abilities.
d) Collaborate with others regarding the results of research on the long-term positive effects of developmentally appropriate programs.
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E9. Create and manage a literacy-rich environment that is responsive to each child’s unique path of development.
Entry Levela) Discuss the sequence of language development.b) Discuss various communication modes.c) Discuss language and the link between oral language, early reading, and
writing modes.
Certificate/Associate Degree Levela) Observe and identify typical stages of oral language development of
children and identify characteristics of language differences.b) Describe individual children’s use of language in various settings.c) Describe forms of symbolic representation.d) Plan and implement a literacy-rich environment that encourages
children’s use of language and other forms of symbolic representation.
Bachelor Degree Levela) Create an environment that encourages children’s use of symbolic
representation (including play and the use of language in various ways) in order to process information and deepen their understanding of content.
b) Modify and adapt the environment based on the needs of all children.c) Demonstrate knowledge of evidence-based interactions between
environment and literacy skills.
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E10. Use a variety of language strategies during adult-child and child-child interactions and facilitate communication and dialogue of expressive language and thought.
Entry Levela) Observe and document various adult-child and child-child
communicative interactions.b) Discuss how these interactions help young children develop
expressive language skills.
Certificate/Associate Degree Levela) Identify ways to interact with young children to facilitate the
development of expressive language and thought.b) Support young children’s expressive language development by interacting
with them in ways that facilitate language development.c) Implement a variety of learning strategies to facilitate expressive
language and thought in young children.
Bachelor Degree Levela) Describe the theoretical relationship between language and thought.b) Demonstrate knowledge of connection between language and literacy.c) Identify assistive technologies that support communication skills in
children.
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E11. Demonstrate a variety of developmentally appropriate instructional strategies that facilitate the development of emergent literacy skills.
Entry Levela) Discuss the importance of emergent literacy skills.b) Discuss a variety of instructional strategies that facilitate the
development of literacy skills.c) Observe and discuss emergent literacy skills at different developmental
stages and various environments.
Certificate/Associate Degree Levela) Describe the developmental stages of reading and writing.b) Describe strategies to support children’s reading and writing
skills at each developmental level.c) Plan and implement developmentally appropriate strategies to support
children’s reading and writing skills.
Bachelor Degree Levela) Use a “balanced approach” in development of literacy skills6b) Assess the effectiveness of instructional literacy strategies with children
and modify them as appropriate to meet the needs of all children.c) Demonstrate knowledge of evidence-based research and strategies
related to emergent literacy.
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E12. Demonstrate knowledge of developmentally appropriate uses of technology, including assistive technology.
Entry Levela) Discuss developmentally appropriate software for young children.b) Discuss a variety of assistive devices used with children with diverse
abilities.c) Discuss high and low technology devices/tools/toys.
Certificate/Associate Degree Levela) Identify appropriate uses of technology for infants, toddlers,
preschoolers, and school-age children.b) Describe how technology may be integrated into a developmentally
appropriate program.c) Identify assistive devices that could be used with specific children in
various environments.
Bachelor Degree Levela) Plan and implement a learning environment that includes
developmentally appropriate uses of technology and assistive devices.
b) Collaborate with others to plan and implement IFSP and IEP goals and objectives related to assistive technology.
c) Use technology as a tool for documentation.
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E13. Demonstrate the ability to work collaboratively with educational assistants, volunteers, and others to individualize the curriculum and to meet program goals.
Entry Levela) Discuss the various roles of adults in early childhood programs.b) Discuss the importance of collaboration.c) Discuss the ways to develop a collaborative team approach.
Certificate/Associate Degree Levela) Engage in dialogue with all team members about program philosophy and
goalsb) Collaborate with team members in designing and implementing an
individualized curriculum that meets program goals.c) Describe strategies for mediation of differing perspectives.
Bachelor Degree Levela) Mentor educational assistants, volunteers, and others regarding
curriculum and program goals.b) Develop strategies for effective communication among team members.c) Model collaborative skills to build community with team members.
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E14. Demonstrate effective written and oral communication skills when working with children, families, and early care, education, and family support professionals.
Entry Levela) Discuss the differences between child and adult communication skills.b) Discuss the importance of continuous improvement of one’s own
communication skills.c) Identify strengths and weakness in one’s own communication skills.
Certificate/Associate Degree Levela) Develop a plan to strengthen areas of weakness in communication skills.b) Demonstrate correct oral and communication skills.c) Develop strategies to effectively communicate with children and their
families in their home language.
Bachelor Degree Levela) Integrate skills of effective communication in planning and
implementing the learning environment and curriculum.b) Adapt communication to meet the needs of diverse language learners
and their families.c) Demonstrate positive communication strategies toward relationship
building.
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F. ASSESSMENT4 OF CHILDREN AND EVALUATION OF PROGRAMS
RATIONALE
Early childhood professionals must develop knowledge of diverse assessment approaches, including observational skills. They use appropriate on-going documentation and report information to families and professionals. Appropriate early childhood assessment is responsive to cultural and linguistic differences. It includes information from multiple sources, e.g., observations, checklists, interviews, and both formal and informal standardized measures in diverse settings for making educational decisions about children. The assessment data gathered from multiple sources that has a major impact on children should be made by a team of family members, teachers, and other professionals. In addition, early childhood professionals engage in systematic, on-going evaluation of their programs13.
F1. Demonstrate the ability to choose valid tools that are developmentally, culturally, and linguistically appropriate; use the tools correctly; make appropriate referrals; and interpret assessment result, with the goal of obtaining valid, useful information to inform practice and decision-making.
Entry Level
a) Discuss ways that early childhood professionals learn about each child as an individual through the use various assessment procedures.
b) Learn to observe children in various field settings.
Certificate/Associate Degree Level
a) Identify and describe the meaning of selected terms used to evaluate the adequacy of assessment and evaluation procedures, such as validity, reliability, and appropriateness.
b) Identify and describe specific assessment measures/procedures currently in use at local, state, and national levels.
c) Describe the importance of using developmentally appropriate assessment procedures.
d) Identify reasons for using multiple measures in both assessment and evaluation.
e) Demonstrate the ability to choose tools that are developmentally, culturally, and linguistically appropriate to be used in a variety of field settings.
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Bachelor Degree Level
a) Design and implement assessment procedures appropriate for each child and the program.b) In collaboration with support personnel and families, identify
intervention strategies that use assessment information to address each child’s unique developmental progress and ways of learning.
c) Practice administering and interpreting various screening measures.
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F2. Demonstrate knowledge of maintaining appropriate records of children’s development and behavior that safeguard confidentiality and privacy.
Entry Level
a) Discuss the meaning and importance of confidentiality of all information pertaining to the participants and the program.
b) Discuss the importance of maintaining precise, accurate, and complete records.
Certificate/Associate Degree Level
a) Describe state and federal requirements for safeguarding confidentiality and privacy.
b) Describe various record keeping procedures used in early childhood programs.
c) Describe various record keeping procedures that maintain the accuracy, currency, and integrity of children’s records in early childhood programs.
Bachelor Degree Level
a) Design and implement procedures for gathering and maintaining in-depth records of each child’s development and behavior. These procedures include identifying information to be gathered and maintained, and the individual(s) responsible for gathering and maintaining the information.
b) Collaborate with families and the community in a professional manner and on an on-going basis to gather and maintain records.
c) Analyze records on an on-going basis to determine information and program needs.
d) Prepare informed consent letters that meet federal guidelines for the protection of participants.
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F3. Demonstrate knowledge of the educator’s role as a participating member of the assessment process as described and mandated by state and federal regulations for Individual Family Service Plans18 (IFSP) and Individualized Education Plans17 (IEP).
Entry Level
a) Identify the processes and participants involved in the IFSP and IEP, including the particular role of the early childhood professional.
Certificate/Associate Degree Level
a) Describe the general procedures, advantages, and problems of working with a multidisciplinary evaluation team.
b) Describe ways to work effectively with multidisciplinary evaluation teams.c) Describe procedures specific to the IFSP and IEP process.d) Demonstrate knowledge of mandated state and federal regulations for
children with diverse abilities.
Bachelor Degree Level
a) Participate as a full team member in the assessment process as described by state and federal regulations for an IFSP and IEP.
b) Implement the IFSP and/or the IEP plan, and appropriately respond to modifications and recommended changes.
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F4. Demonstrate an understanding of the influences of environmental factors, cultural/linguistic differences, and diverse ways of learning on assessment outcomes.
Entry Level
a) Develop an awareness of how a child’s language and culture influence the assessment process and results.
b) Discuss the influence of environmental factors on the assessment process.
Certificate/Associate Degree Level
a) Describe the role of the evaluator in affecting the results of assessment.b) Describe assessment procedures that are responsive to cultural, linguistic,
and environmental influences and unique characteristics of each child.c) Identify and describe ways to reduce and/or eliminate negative influences
on the assessment process and results that can arise from the physical setting, context, and/or characteristics of the early childhood professional and the individuals being assessed.
Bachelor Degree Level
a) Plan, evaluate, and adapt, as needed, assessment processes that are valid and appropriate for the program and for each child.
b) Collaborate in conduction of assessment procedures that are responsive to cultural, linguistic, and environmental influences and the unique characteristics of each child.
c) Describe the advantages and disadvantages of specific procedures.
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F5. Involve the family and, as appropriate, other team members in assessing the child’s development, strengths, and needs in order to set goals for the child.
Entry Level
a) Identify and discuss ways in which childhood professionals can involve families in the assessment process.
Certificate/Associate Degree Level
a) Identify potential multidisciplinary team members who contribute to the assessment and goal-setting process.
b) Describe ways to foster family involvement in the assessment and goal-setting process by collaborating with families throughout the assessment process.
c) Describe ways to work collaboratively with multidisciplinary teams to assess and set individual goals and update progress in an on-going manner.
Bachelor Degree Level
a) Demonstrate collaborative strategies that involve family members as contributing members of a multidisciplinary team.
b) Model strategies that support family involvement in all assessments and goal-setting procedures.
c) Describe and discuss ways to support families during all assessments and goal-setting procedures that reflect respect for their input.
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F6. Articulate an understanding of the distinctions and definitions of assessment concepts (e.g., authentic, screening, diagnostic assessments, standardized testing, accountability, assessment).
Entry Level
a) Identify the different types of assessment procedures that may be used (screening, formal/standardized, informal, authentic, etc.).
b) Discuss for what type of purposes the different types of assessments are used.
Certificate/Associate Degree Level
a) Discuss ways to share assessment results as appropriate with families in clear, supportive ways.
b) Role play a situation in which interpretation of the assessment results are shared with a family.
Bachelor Degree Level
a) Plan and conduct meetings to discuss different assessment results with various families in clear, accurate, and supportive ways.
b) Demonstrate the ability to use family-friendly terminology when sharing the results of assessment information.
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F7. Apply understanding of assessment concepts toward selection of appropriate formal assessment measures, critiquing the limitations of inappropriate measures, and discussing assessment issues as part of interdisciplinary teams.
Entry Level
a) Identify some possible biases that may occur when assessing a young child.
b) Identify other team members that may participate in a multidisciplinary assessment.
Certificate/Associate Degree Level
a) Discuss what various assessment tools specifically address if used for evaluation purposes.
b) Discuss the types of information that families, the EC teacher, and other disciplines may provide during an assessment procedure.
c) Select appropriate assessment tools for use when given a scenario of a young child’s learning or behavioral challenges.
Bachelor Degree Level
a) Apply an understanding of assessment concepts toward selection of appropriate formal assessment measures, critiquing the limitations of inappropriate measures, and discussing assessment issues as part of interdisciplinary teams.
b) Describe the types of misdiagnosis that may occur when using an inappropriate assessment tool.
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F8. Articulate an understanding that responsible assessment is legally and ethically7 grounded and guided by sound professional standards. It is collaborative and open with the goal of supporting diverse children and families.
Entry Level
a) Review the NAEYC Code of Ethical Conduct.
Certificate/Associate Degree Level
a) Describe current research, position papers, and best practices related to assessment.
b) Discuss the similarities and/or difference between the NAEYC Code of Ethical Conduct and that of the Council for Exceptional Children (CEC)/Division for Early Childhood (DEC) organization.
Bachelor Degree Level
a) Articulate an understanding that responsible assessment is legally and ethically grounded and guided by sound professional standards. It is collaborative and open with the goal of supporting diverse children and families.
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F9. Demonstrate knowledge of assessment techniques, interpretation of assessment information in the application of this data to curriculum development or intervention planning.
Entry Level
a) Discuss the philosophy that “assessment drives instruction”.
Certificate/Associate Degree Level
a) Describe the underlying reasoning for administration requirements when using standardized assessment tools.
b) Discuss how interpretation of the assessment outcomes assist in development of targeted instructional curriculum.
Bachelor Degree Level
a) Use the assessment information to develop curriculum and intervention.b) Design curriculum that would be adaptable to a variety of learner needs.
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F10. Demonstrate knowledge of a variety of techniques and procedures to evaluate and modify program goals for young children and their families.
Entry Level
a) Discuss the importance of specifying, evaluating, and modifying program components and program goals.
Certificate/Associate Degree Level
a) Describe multiple ways to evaluate different program components.b) Discuss ways that program components may be modified to meet the
needs of all learners.
Bachelor Degree Level
a) Evaluate a specific set of program goals in collaboration with program staff, family, children, and community members.
b) Share knowledge of evaluation design, implementation, and findings with the program staff, families, and other stakeholders.
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F11. Demonstrate knowledge and use of program evaluation to ensure comprehensive quality of the total environment for children, families, and the community.
Entry Level
a) Define and discuss the terms “formative evaluation” and “summative evaluation14”.
b) Discuss the importance of identifying the staff role in program evaluations.
Certificate/Associate Degree Level
a) Describe examples of both formative and summative program evaluation.b) Identify stakeholders who should be involved in evaluation of programs.c) Describe various strategies for involving stakeholders in program
evaluations.d) Discuss the importance of using both formative and summative program
evaluation.
Bachelor Degree Level
a) Participate in conducting both formative and summative program evaluation.
b) Discuss how programs might create successful, collaborative teams.
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F12. Use both self and collaborative evaluations as part of ongoing program evaluations13.
Entry Level
a) Discuss self-evaluation techniques.b) Discuss the program evaluation process.
Certificate/Associate Degree Level
a) Describe the role of self-evaluation in ongoing program evaluation in order to maintain quality programs.
b) Use a variety of self-assessment techniques to evaluate one’s own professional performance.
Bachelor Degree Level
a) Use results of self-evaluation and collaborative evaluations when constructing a professional development plan that is consistent with program goals and objectives.
b) Participate in a collaborative evaluation effort with colleagues, families, and community to increase program quality.
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G. PROFESSIONALISM
RATIONALE
Professionalism is built upon individual integrity, responsibility, and ethical practices that demonstrate a profound respect for all children and their families. Early childhood professionals embrace a multicultural perspective that is responsive to individuals in culturally diverse communities in New Mexico. Professionals make decisions based upon knowledge of early childhood theories and practices that recognize diversity of ability, developmental level, and family characteristics. Early childhood professionals advocate for excellence in early childhood programs and participate in on-going professional development to enhance their knowledge and skills.
G1. Adhere to early childhood professional codes of ethical conduct and issues of confidentiality.
Entry Level
a) Discuss and reflect on NAEYC’s Code of Ethics and Conduct7.b) Discuss and reflect the importance of confidentiality.
Certificate/Associate Degree Level
a) Identify and apply the codes of ethics and conduct7 of various organizations (i.e., NAEYC, DEC, etc.).
b) Practice principles set forth in professional codes of ethics.c) Consistently model the practices of confidentiality.d) Consistently model standards and principles set forth in early childhood
codes of ethics and conduct.
Bachelor Degree Level
a) Inform others of, and support adherence to, early childhood codes of ethics and conduct when working with young children.
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G2. Demonstrate knowledge of federal, state, and local regulations, and public policies regarding programs and services for children birth – eight (0-8) years of age.
Entry Level
a) Discuss New Mexico Child Care Regulations.b) Identify and discuss various services available to children birth through
eight years of age.
Certificate/Associate Degree Level
a) Identify and discuss federal, state, and local regulations and standards, including confidentiality and accountability.
b) Discuss federal, state, and local regulations and how they impact programs and service for children and families.
c) Identify a current public policy and discuss the negative and positive consequences pertaining to programs and services for young children.
Bachelor Degree Level
a) Articulate the rationale for local, state, and federal regulations and standards – including those related to special education services, such as confidentiality, prior notice, evaluation, and assessment, referrals, IFSPs, IEPs, referrals, natural environments10, least restrictive environments, and inclusion.
b) Adhere to all federal, state, and local regulations and standards pertaining to quality services for children birth through eight years of age.
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G3. Demonstrate understanding of conditions of children, families, and professionals; the historical and current issues and trends; legal issues; and legislation and other public policies affecting children, families, and programs for young children and the early childhood profession.
Entry Level
a) Develop an awareness of how public policies, regulations, and/or currents issues and trends impact children, families, and programs.
b) Discuss the importance of collaboration among colleagues and families in early care and education settings.
Certificate/Associate Degree Level
a) Identify and describe the need for a variety of services to address the many needs of children and families.
b) Describe current issues and trends related to young children and their families.
c) Identify issues and/or public policies affecting the early childhood profession.
d) Describe ways to advocate for young children and their families.
Bachelor Degree Level
a) Inform others about research related to the impact of high quality early childhood programs.
b) Articulate impact of current trends and legal issues on professional practice.
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G4. Demonstrate critical reflection of one’s own professional and educational practices from community, state, national, and global perspectives.
Entry Level
a) Define and discuss the importance of critical self-reflection regarding personal and professional attitudes towards inclusive early care and educational practices.
b) Discuss the role of the professional in including all young children in early care and education.
Certificate/Associate Degree Level
a) Examine one’s own belief system, as well as belief systems of other cultures, to respond to similarities and differences of young children.
b) Identify and practice the personal and professional characteristics required to work with young children in inclusive environments.
c) Use reflective practice consistently and intentionally. d) Plan for continued personal and professional development based on one’s
own learning needs.
Bachelor Degree Level
a) Critically reflect on one’s own professional and educational practices from community, state, national, and global perspectives towards inclusive practices.
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G5. Demonstrate understanding of the early childhood profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice.
Entry Level
a) Discuss the historical foundations of Early Childhood Education.
Certificate/Associate Degree Level
a) Identify and discuss how major historical, philosophical, and social foundations have influenced current thought and practice.
Bachelor Degree Level
a) Create and continually evaluate a program that addresses the philosophical and social foundations of early care and education influenced by current thought and practice.
b) Inform others of current thought and practices that influence the quality of the educational environment.
c) Collaborate in creating and maintaining a program that addresses the cultural, historical, philosophical, and social foundations of early care and education that are influenced by current thought and practice.
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G6. Demonstrate a commitment to leadership and advocacy for excellence in programs and services for young children and their families.
Entry Level
a) Define the term “advocacy”.b) Define the role of the professional as leader and advocate.
Certificate/Associate Degree Level
a) Identify the different types of leadership roles and characteristics of leaders.
b) Identify strategies for collaboration.
Bachelor Degree Level
a) Demonstrate a commitment to high quality early childhood programs through personal attitudes and activities, such as newsletters, research, membership in professional organizations, conference attendance and presentations, testifying in legislative committees, and advocating to the public.
b) Continually evaluate the program and implement findings to improve program quality and services to young children and families.
c) Collaborate in creating and advocating for high quality programs and services that serve as models for other programs.
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E7. Demonstrate knowledge in technology resources to engage in ongoing professional development.
Entry Level
a) Identify multiple resources, including technology resources, for professional development.
b) Participate in an on-line training that includes a chat room or other technology based discussion component of training content.
Certificate/Associate Degree Level
a) Identify new ways of learning that includes the use of technology such as Blackboard, WebCT, Skype, ooVoo, Wimba, Moodle, etc.
b) Identify ways to use technology to access experts in the field of Early Childhood Education and related resources that are not available locally/regionally.
c) Share information about the use of technology with other colleagues, peers, families, etc.
Bachelor Degree Level
a) Engage in more advanced technologies and explore the use of these technologies by participating in activities such as real time virtual visits to classrooms, use of video that can be annotated, voice based online discussions, digital portfolios, and other collaborative work tools.
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GLOSSARY FOR EARLY CHILDHOOD EDUCATION
1Adaptive/ Living Skills means the development in several skill areas such as 1) living skills: eating, dressing, toileting; 2) independence/safety skills: avoiding dangerous situations; and 3) environmental adaptation skills: adapting behavior as a function of the limitations or demands of the particular environment. Adaptive behavior means the effectiveness or degree with which the child meets the standards of personal independence and social responsibility expected of comparable age and cultural groups. (6.61.12.7.A NMAC)
2Alternative Means of Communication means other forms of communication, particularly non-vocal; such as the use of sign language with and without speech; communication boards; or other technological aids such as computers and speech output devices. (6.61.12.7.B NMAC)
3Anti Bias means actively confronting, transcending, and eliminating personal and instructional barriers based on race, ethnicity, language, gender, sexual orientation, or ability. (6.61.12.7.C NMAC)
4Assessment means the process of using a systematic procedure for gathering information for the purposes of determining a child’s developmental skill levels, abilities or strengths, levels of performance, and for monitoring progress towards goals/outcomes. This process is best accomplished through observation of the child in natural environments over time with input from multiple assessors. Assessment may be conducted using informal or formal measurement tools.
5At-risk means the following as it applies to children birth – two (2) years of age: A biological or medical risk is the presence of early medical conditions, which are known to produce developmental delays in some children. An environmental risk is the presence of physical, social, and/or economic factors in the environment, which pose a substantial threat to development as indicated by a discrepancy between chronological age, after correction for prematurity, and developmental age in two (2) or more areas of development as documented by the evaluation process. A determination of environmental risk shall be made by an interagency team and shall not be based upon behavior related to cultural or language differences. (6.61.12.7.D NMAC)
6Balanced literacy means is a curricular methodology that integrates various modalities of literacy instruction. Assessment-based planning is at the core of this model. The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities, the teacher implements a well-planned comprehensive literacy program that reflects a gradual release of control, whereby responsibility is gradually shifted from the teacher to the students.
7Codes of Ethics and Conduct means a set of principles of conduct within an organization that guide decision-making and behavior. The purpose of the code is to provide members and other interested persons with guidelines for making ethical choices in the conduct of their work. Professional integrity is the cornerstone of many employees’ credibility. Members of an organization adopt a code of ethics to share a dedication to ethical behavior and adopt this code to declare the organization’s principles and standards of practice. The early childhood profession is guided by several organization’s Codes of Ethics and Conduct (see those
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developed by the National Association for the Education of Young Children (NAEYC), the New Mexico Public Education Department, Early Head Start/Head Start, the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC), and the Infant Mental Health Association.
8Developmentally Appropriate Practice (DAP) means meeting children where they are and enabling them to reach goals that are both challenging and achievable. DAP requires that all teaching practices should be appropriate to children’s age and developmental status, attuned to them as unique individuals, and responsive to the social and cultural contexts in which they live. DAP means ensuring that goals and experiences are suited to children’s learning and development and challenging enough to promote their progress and interest. Best practice is based on knowledge – not on assumptions – of how children learn and develop. Research has yielded major principles in human development and learning. Twelve of these principles along with evidence about curriculum and teaching effectiveness, form a solid basis for decision-making in early care and education.
Copple, C., & Bredekamp, S. (Eds.). (2009) Developmentally appropriate practice in early childhood programs (3rd ed.) (p. xii). Washington, D.C.: National Association for the Education of Young Children.
9Diverse Abilities means any young child with an identified disability, developmental delay, or who may be “at-risk” for learning challenges, as well as children who may be challenged as second language learners, or with cognitive, social/emotional, motor, language, or mental health/well-being differences. (6.61.12.7.E NMAC)
10Diverse Settings Include “natural settings”, defined by federal law as “…settings that are normal or natural for the child’s age peers who have no disabilities.” (SEC.303.18).
“Children and families participate in a variety of community activities that are natural for them, including those that occur in their home. Natural groups of children are groups that would continue to exist with or without children with disabilities. Groups that are not ‘natural groups’ include playgroups, toddler groups, or child care settings that include only children with disabilities. However, even the most ‘natural’ of groups is not a natural setting for a particular child if it is not part of the child’s family’ routine or community.”
“Service settings that are not ‘natural settings’ include clinic, hospital, therapists’ offices, rehabilitation centers, and segregated group settings. This includes any settings designed to serve children based on categories of disabilities or selected for the convenience of service providers.”
From Federal Law, SEC, 303.18. From Part C Coordinators’ Association’s Position Paper on Natural Environments (4/3/2000).
11Domain means one of six different developmental areas of children. These six developmental domains are physical, perception and sensory (aesthetic), communication and language, cognitive, emotional (affective), and social.
12Emergent Literacy means the earliest phases of literacy development, the period between
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birth and the time when children read and write conventionally. The term emergent literacy signals a belief that, in a literate society, young children--even 1- and 2-year-olds--are in the process of becoming literate. These precursors to reading and writing in an educational setting indicates that development of these early skills occurs in every day contexts of the home, community, and early care and education settings through meaningful and functional experiences that require the use of early literacy skills in the child’s natural environments.
13Evaluation means the formal process of determining the quality, effectiveness, or value of a program/educational plan, project, or curriculum. This process includes the establishment of appropriate standards, the systematic collection of information, and the application or comparison of the standards to the information gained from multiple sources and multiple assessment tools.
14Formative and Summative Evaluation means two major components or function of an evaluation process. The formative evaluation is an on-going evaluation of a program, which is intended to foster development and improvement within an ongoing activity. A summative evaluation is the summary or results of the program evaluation, which would determine whether stated goals and objectives were met.
15Inclusion/Inclusive means a philosophically based approach to providing accessibility and participation in typical early childhood settings for children with diverse abilities. (6.61.12.7.F NMAC)
16Inclusive Practices means those strategies which educators, administrators, and families implement to ensure accessibility and full participation of children with diverse abilities in all activities. (6.61.12.7.G NMAC)
17Individual Education Plan (IEP) means a plan that describes the delivery of services to a child with a disability, age three – twenty-one (3-21). The plan serves as a communication vehicle between parents and school personnel and enables them, as equal participants, to decide jointly what the child’s needs are, what services will be provided to meet those needs, what the anticipated outcomes may be, and how the child’s progress towards meeting the projected outcomes will be evaluated. (6.61.12.7.H NMAC)
18Individualized Family Service Plan (IFSP) means a plan that describes the delivery of services to a child with a developmental delay or at-risk for a developmental delay, birth – two (2) years of age, and the child’s family. Components of the plan include a statement of the describing the child’s level of functioning in developmental areas; major outcomes including criteria, procedures, and timelines to determine the degree of progress and revision of the plan; specific services needed to achieve outcomes; other services needed by the child and family; name of service coordinator; transition plan; and an optional statement of family concerns, priorities, and resources. (6.61.12.7.I NMAC)
19Integrated Curriculum means an approach to curriculum that recognizes that content areas in instruction are naturally interrelated, as they are in real life experiences. In the resulting integrated curriculum, learning is regarded as a process rather than a collection of facts. Learning about math, science, social studies, health, and other content areas are all connected through meaningful activities. (6.61.12.7.J NMAC)
20Intervention Strategies means various techniques used in teaching a child a particular skill such as physical and/or verbal prompts and cues, visual aids, modeling, imitations, repetition, task analysis, or environmental or stimulus cues and prompts. These strategies are attempts to
84
facilitate learning when the presentation of information or the arrangement of an environment is insufficient in assisting the developmental learning process. The proper design of intervention strategies requires careful observation, individualization, and data keeping. The goal of this approach is to systematically fade the particular technique used as the child demonstrates abilities to practice, initiate, and generalize the skill. (6.61.12.7.K NMAC)
21Least Restrictive Environment means the environment in which all children are most generally found in a public education setting (i.e., general education classroom). Children with identified disabilities are to have access to the general education curriculum and have the opportunity to participate fully with their peers with disabilities to the maximum extent possible. Supports may be necessary for the “least restrictive environment” to be most successful. (6.61.12.7.L NMAC)
22Literacy means the having the skills and ability to successfully function in one’s community, society, and culture. Literacy is having the ability to make and communicate meaning from, and by, the use of a variety of socially contextual symbols. Within various levels of developmental ability, a literate person can derive and convey meaning, and use their knowledge to achieve a desired purpose or goal that requires the use of language skills, be they spoken or written. Literacy involves the ability to listen, read and comprehend the written and spoken word, communicate in sequential thoughts to interact with others, and write to convey meaning to others. A literate person can mediate their world by deliberately and flexibly orchestrating meaning from one linguistic knowledge base and apply or connect it to another knowledge base. For example, knowing that letters symbolize sounds, and that those sounds form words to which the reader can attach meaning, is an example of the cognitive orchestration of knowledge, a literate person conducts. Literacy is “not in isolated bits of knowledge but in students’ growing ability to use language and literacy in more and broader activities” (Moll, 1994, p. 202).The definition of literacy is dynamic, evolving, and reflects the continual changes in our society. Literacy now includes the understanding of mathematics, communication technologies, and critical thought.23Social/Emotional Well-Being means the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others.1 The core features of emotional development include the ability to identify and understand one’s own feelings, to accurately read and comprehend emotional states in others, to manage strong emotions and personal expression in a constructive manner, to regulate one’s own behavior, to develop empathy for others, and to establish and maintain relationships.2
(1Cohen et al. (2005). Helping young children succeed: Strategies to promote early childhood social and emotional development. Washington, DC: National Conference of State Legislatures and Zero to Three. http://www.zerotothree.org/policy)
(2 National Scientific Council on the Developing Child. (Winter, 2004). “Children’s emotional development is built into the architecture of their brains,” Working Paper No. 2. http://www.developingchild.net)
24Variations across Cultures/Cultural Diversity means that the curriculum, environment, and learning materials are reflective of distinct groups that may differ from one another physically, socially, and culturally. (6.61.12.7.M NMAC)
85
Com
pete
ncy-
A C
hild
Gro
wth
, Dev
elop
men
t & L
earn
ing
Cou
rse
Nam
e
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Area
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
Safety
& Nutri
tion
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Curr & Play
Pract (B
-4)
Curr Dev
& Im
p (Age 3
-Gr3)
Cur Dev
& Im
Pract (A
ge 3-G
r 3)
Rsrch C
hld Grw
th Dev
Lrng
Yng Chldrn
w/D
vrse A
bil
Family
Languag
e Cultu
re
Advance
d Care
giving
Emergen
t Lite
racy
Intgtd Curr
B-4
Intgrtd C
urr Prac
t B-4
Tchng &
Lrng M
th & Sci
Tchng &
Lrng R
dng & W
rtng
Tchng &
Lrng SS FA &
Mvm
nt
Tchng &
Lrng Prac
t
Student T
each
ing
A. C
hild
Gro
wth
, Dev
elop
men
t and
Lea
rnin
gFo
unda
tions
for a
ll le
arni
ng a
re e
stab
lishe
d du
ring
early
chi
ldho
od. B
iolo
gica
l-phy
sica
l, so
cial
, cul
tura
l, em
otio
nal,
cogn
itive
, and
la
ngua
ge d
omai
ns a
re in
here
ntly
inte
rtwin
ed i
n gr
owth
and
dev
elop
men
t. E
arly
chi
ldho
od p
rofe
ssio
nals
mus
t und
erst
and
this
pr
oces
s of
dev
elop
men
t and
the
adul
t's ro
les
in s
uppo
rting
eac
h ch
ild's
gro
wth
, dev
elop
men
t, an
d le
arni
ng.
A.1
In
corp
orat
e un
ders
tand
ing
of d
evel
opm
enta
l sta
ges,
pro
cess
es, a
nd th
eorie
s of
gro
wth
, dev
elop
men
t, an
d le
arni
ng in
to
deve
lopm
enta
lly a
ppro
pria
te p
ract
ice.
XX
A.2
D
emon
stra
te k
now
ledg
e of
the
inte
ract
ion
betw
een
mat
urat
ion
and
envi
ronm
enta
l fac
tors
that
influ
ence
phy
sica
l, so
cial
, em
otio
nal,
cogn
itive
, and
cul
tura
l dom
ains
in th
e he
alth
y de
velo
pmen
t of e
ach
child
.X
X
A.3
D
emon
stra
te k
now
ledg
e of
the
sign
ifica
nce
of in
divi
dual
diff
eren
ces
in d
evel
opm
ent a
nd le
arni
ng.
Dem
onst
rate
kno
wle
dge
of
how
cer
tain
diff
eren
ces
may
be
asso
ciat
ed w
ith ra
te o
f dev
elop
men
t and
dev
elop
men
tal p
atte
rns
asso
ciat
ed w
ith d
evel
opm
enta
l de
lays
or s
peci
fic d
isab
ilitie
s.X
XX
A.4
D
emon
stra
te k
now
ledg
e of
the
sim
ilarit
ies
betw
een
child
ren
who
are
dev
elop
ing
typi
cally
and
thos
e w
ith d
iver
se a
bilit
ies.
XX
X
A.5
P
rovi
de a
var
iety
of a
ctiv
ities
that
faci
litat
e de
velo
pmen
t of t
he w
hole
chi
ld in
the
follo
win
g ar
eas:
phy
sica
l/mot
or,
soci
al/e
mot
iona
l, la
ngua
ge/c
ogni
tive
and
adap
tive/
livin
g sk
ills.
XX
XX
A.6
A
pply
kno
wle
dge
of c
ultu
ral a
nd li
ngui
stic
div
ersi
ty a
nd th
e si
gnifi
canc
e of
soc
io-c
ultu
ral a
nd p
oliti
cal c
onte
xts
for d
evel
opm
ent
and
lear
ning
and
reco
gniz
e th
at c
hild
ren
are
best
und
erst
ood
in th
e co
ntex
ts o
f fam
ily, c
ultu
re, a
nd s
ocie
ty.
XX
X
A.7
D
emon
stra
te k
now
ledg
e of
the
man
y fu
nctio
ns th
at la
ngua
ge s
erve
s in
the
cogn
itive
, soc
ial,
and
emot
iona
l asp
ects
of
deve
lopm
ent i
n th
e fo
rmat
ive
year
s.X
XX
X
A.8
D
emon
stra
te k
now
ledg
e of
the
deve
lopm
enta
l seq
uenc
e of
lang
uage
and
lite
racy
, inc
ludi
ng th
e in
fluen
ce o
f cul
ture
and
hom
e fa
ctor
s.X
XX
X
A.9
D
emon
stra
te k
now
ledg
e of
how
chi
ldre
n ac
quire
and
use
ver
bal,
non-
verb
al, a
nd a
ltern
ativ
e m
eans
of c
omm
unic
atio
n.X
XX
X
A.1
0
Dem
onst
rate
kno
wle
dge
of th
e re
latio
nshi
p am
ong
emot
ions
, beh
avio
rs, a
nd c
omm
unic
atio
n sk
ills to
ass
ist c
hild
ren
in
iden
tifyi
ng a
nd e
xpre
ssin
g th
eir f
eelin
gs in
app
ropr
iate
way
s.X
X
A.1
1
Use
app
ropr
iate
gui
danc
e to
sup
port
the
deve
lopm
ent o
f sel
f-reg
ulat
ory
capa
citie
s in
you
ng c
hild
ren.
XX
XX
X
86
ECED
Num
ber
Com
pete
ncy
B-
Hea
lth, S
afet
y an
d N
utrit
ion
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Are
a
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Curr & Play
Pract (B
-4)
Curr Dev
& Im
p (Age 3
-Gr3)
Cur Dev
& Im
Pract (A
ge 3-G
rade 3
)
Rsrch C
hld Grw
th Dev
Lrng
Yng Chldrn
w/D
vrse A
bil
Family
Languag
e Cultu
re
Advance
d Care
giving
Emergen
t Lite
racy
Intgrtd C
urr B-4
Intgtd Curr
Pract B
-4
Tchng &
Lrng M
th & Sci
Tchng &
Lrng R
dng & W
rtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Tchng &
Lrng Prac
t
Student T
each
ing
B. H
ealth
, Saf
ety
and
Nut
ritio
n
Ear
ly c
hild
hood
pro
fess
iona
ls p
rom
ote
phys
ical
and
men
tal h
ealth
and
app
ropr
iate
nut
ritio
n an
d pr
ovid
e an
em
otio
nally
and
ph
ysic
ally
saf
e en
viro
nmen
t for
you
ng c
hild
ren
in p
artn
ersh
ip w
ith th
eir f
amilie
s. S
ound
hea
lth, s
afet
y, a
nd n
utrit
iona
l pra
ctic
es
prov
ide
the
foun
datio
n fo
r dev
elop
men
t and
lear
ning
. G
ood
nutri
tion
is c
ritic
al to
the
over
all d
evel
opm
ent o
f you
ng c
hild
ren.
M
eals
and
sna
cks
enco
urag
e go
od n
utrit
ion
and
eatin
g ha
bits
. A
saf
e en
viro
nmen
t pre
vent
s an
d re
duce
s in
jurie
s fo
r you
ng
child
ren
who
are
onl
y be
ginn
ing
to re
cogn
ize
dang
erou
s si
tuat
ions
.
B.1
R
ecog
nize
and
resp
ond
to e
ach
child
's p
hysi
cal h
ealth
, int
elle
ctua
l and
em
otio
nal w
ell b
eing
, and
nut
ritio
nal a
nd s
afet
y ne
eds.
XX
X
B.2
A
rticu
late
an
unde
rsta
ndin
g of
indo
or a
nd o
utdo
or le
arni
ng e
nviro
nmen
ts th
at p
rovi
de o
ppor
tuni
ties
for c
hild
ren
to p
ut in
to
prac
tice
heal
thy
beha
vior
s (p
hysi
cally
, soc
ially
, and
em
otio
nally
).X
X
B.3
U
se a
ppro
pria
te h
ealth
app
rais
al a
nd m
anag
emen
t pro
cedu
res
and
mak
es re
ferra
ls w
hen
nece
ssar
y.X
B.4
R
ecog
nize
sig
ns o
f em
otio
nal d
istre
ss, c
hild
abu
se, a
nd n
egle
ct in
you
ng c
hild
ren
and
use
proc
edur
es a
ppro
pria
te to
th
e si
tuat
ion,
suc
h as
initi
atin
g di
scus
sion
s w
ith fa
milie
s, re
ferri
ng to
app
ropr
iate
pro
fess
iona
ls, a
nd, i
n ca
ses
of s
uspe
cted
ab
use
or n
egle
ct, r
epor
ting
to d
esig
nate
d au
thor
ities
.X
X
B.5
E
stab
lish
an e
nviro
nmen
t tha
t pro
vide
s op
portu
nitie
s an
d re
info
rcem
ent f
or c
hild
ren’
s pr
actic
e of
hea
lthy
beha
vior
s th
at
prom
ote
appr
opria
te n
utrit
ion
and
phys
ical
and
psy
chol
ogic
al w
ell-b
eing
.X
B.6
P
rovi
de a
nd a
ssur
e a
cons
iste
nt d
aily
sch
edul
e fo
r mea
ls, r
est,
and
slee
p, a
s de
velo
pmen
tally
app
ropr
iate
.X
B.7
I
mpl
emen
t hea
lth c
are
and
educ
atio
nal a
ctiv
ities
for c
hild
ren
and
fam
ilies
base
d on
hea
lth a
nd n
utrit
iona
l inf
orm
atio
n th
at is
resp
onsi
ve to
div
erse
cul
ture
s.X
B.8
A
ssis
t you
ng c
hild
ren
and
thei
r fam
ilies,
as
indi
vidu
ally
app
ropr
iate
, in
deve
lopi
ng d
ecis
ion-
mak
ing
and
inte
rper
sona
l sk
ills th
at e
nabl
e th
em to
mak
e he
alth
y ch
oice
s an
d es
tabl
ish
heal
th-p
rom
otin
g be
havi
ors.
X
87
Com
pete
ncy
C- F
amily
and
Com
mun
ity C
olla
bora
tion
Cou
rse
Nam
e
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Are
a
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Curr & Play
Pract (B
-4)
Curr Dev
& Im
p (Age 3
-Gr3)
Cur Dev
& Im
Pract (A
ge 3-G
r3)
Rsrch C
hld Grw
th Dev
Lrng
Yng Chld w
/Dvrs
e Abil
Family
Languag
e Cultu
re
Advance
d Care
giving
Emergen
t Lan
guage
Intgrtd C
urricu
lum B-4
Intrtd C
urr Prac
ticum B
-4
Tchng &
Lrng M
th & Sci
Tchng &
Lrng R
dng & W
rtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Tchng &
Lrng Prac
t
Student T
each
ing
C. F
amily
and
Com
mun
ity C
olla
bora
tion
Ear
ly c
hild
hood
pro
fess
iona
ls a
re c
omm
itted
to fa
mily
-cen
tere
d pr
actic
es.
They
mai
ntai
n an
ope
n, fr
iend
ly, a
nd c
olla
bora
tive
rela
tions
hip
with
eac
h ch
ild's
fam
ily, e
ncou
ragi
ng fa
mily
invo
lvem
ent,
and
supp
ortin
g th
e ch
ild's
rela
tions
hip
with
thei
r fam
ily.
The
dive
rse
cultu
res
and
lang
uage
s re
pres
enta
tive
of fa
milie
s in
New
Mex
ico’
s co
mm
uniti
es a
re h
onor
ed.
C.1
D
emon
stra
te k
now
ledg
e an
d sk
ill in
bui
ldin
g po
sitiv
e, re
cipr
ocal
rela
tions
hips
with
fam
ilies.
XX
C.2
A
rticu
late
an
unde
rsta
ndin
g of
a s
afe
and
wel
com
ing
envi
ronm
ent f
or fa
milie
s an
d co
mm
unity
mem
bers
.X
X
C.3
D
evel
op a
nd m
aint
ain
ongo
ing
cont
act w
ith fa
milie
s th
roug
h a
varie
ty o
f com
mun
icat
ion
stra
tegi
es.
X
C.4
D
emon
stra
te k
now
ledg
e of
and
resp
ect f
or v
aria
tions
acr
oss
cultu
res,
in te
rms
of fa
mily
stre
ngth
s, e
xpec
tatio
ns, v
alue
s, a
nd
child
-rear
ing
prac
tices
.X
XX
C.5
A
rticu
late
und
erst
andi
ng o
f the
com
plex
ity a
nd d
ynam
ics
of fa
mily
sys
tem
s.X
XC
.6
Dem
onst
rate
und
erst
andi
ng o
f the
impo
rtanc
e of
fam
ilies
as th
e pr
imar
y ed
ucat
or o
f the
ir ch
ild.
XX
C.7
D
emon
stra
te th
e ab
ility
to in
corp
orat
e th
e fa
milie
s’ d
esire
s an
d go
als
for t
heir
child
ren
into
cla
ssro
om o
r int
erve
ntio
n st
rate
gies
.X
XC
.8
Dev
elop
par
tner
ship
s w
ith fa
mily
mem
bers
to p
rom
ote
early
lite
racy
in th
e ho
me.
XX
XC
.9
Inv
olve
fam
ilies
and
com
mun
ity m
embe
rs in
con
tribu
ting
to th
e le
arni
ng e
nviro
nmen
t.X
XC
.10
E
stab
lish
partn
ersh
ips
with
com
mun
ity m
embe
rs in
pro
mot
ing
liter
acy.
XX
XC
.11
D
emon
stra
te a
bilit
y to
com
mun
icat
e to
fam
ilies
the
prog
ram
’s p
olic
ies,
pro
cedu
res,
and
thos
e pr
oced
ural
saf
egua
rds
that
ar
e m
anda
ted
by s
tate
and
fede
ral r
egul
atio
ns.
XX
X
C.1
2
App
ly k
now
ledg
e of
fam
ily th
eory
and
rese
arch
to u
nder
stan
d fa
mily
and
com
mun
ity c
hara
cter
istic
s in
clud
ing
soci
oeco
nom
ic c
ondi
tions
, fam
ily s
truct
ures
, rel
atio
nshi
ps, s
tress
ors,
and
sup
ports
(inc
ludi
ng th
e im
pact
of h
avin
g a
child
with
di
vers
e ab
ilitie
s), h
ome
lang
uage
and
eth
nici
ty.
XX
C.1
3
Dem
onst
rate
kno
wle
dge
of a
nd s
kill
to a
cces
s co
mm
unity
reso
urce
s th
at a
ssis
t fam
ilies
and
cont
ribut
e di
rect
ly o
r ind
irect
ly
to c
hild
ren'
s po
sitiv
e de
velo
pmen
t suc
h as
men
tal h
ealth
ser
vice
s, h
ealth
car
e, a
dult
educ
atio
n, n
ativ
e an
d E
nglis
h la
ngua
ge
inst
ruct
ion,
and
eco
nom
ic a
ssis
tanc
e.
XX
88
Com
pete
ncy
D- D
evel
opm
enta
lly A
ppro
pria
te C
onte
ntC
ours
e N
ame
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Are
a
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Curr & Play
Pract (B
-4)
Curr Dev
& Im
p (Age 3
-Gr 3
)
Cur Dev
& Im
Pract (A
ge 3- G
r 3)
Rsrch C
hld Grw
th Dev
Lrng
Yng Chld s/
Dvrse A
bil
Family
Languag
e Cultu
re
Advance
d Care
giving
Emergen
t Lite
racy
Intgrtd C
urricu
lum B-4
Intgrt Curr
Pract B
-4
Tchng &
Lrng M
th & Sci
Tchng &
Lrng R
dng & W
rtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Tchng &
Lrng Prac
t
Student T
each
ing
D. D
evel
opm
enta
lly A
ppro
pria
te C
onte
nt
Ear
ly c
hild
hood
pro
fess
iona
ls d
emon
stra
te k
now
ledg
e of
chi
ld d
evel
opm
ent a
nd le
arni
ng, a
s w
ell a
s co
nten
t kno
wle
dge,
bot
h in
te
rms
of a
cade
mic
dis
cipl
ines
and
in te
rms
of in
terd
isci
plin
ary
inte
grat
ion.
The
ir ap
proa
ch to
cur
ricul
um c
onte
nt e
mer
ges
from
m
ultip
le s
ourc
es, s
uch
as p
lay
and
expl
orat
ion,
and
is a
ppro
pria
te fo
r the
age
s an
d de
velo
pmen
tal l
evel
s of
the
child
ren
with
who
m
they
wor
k. C
onte
nt in
clud
es, b
ut is
not
lim
ited
to, t
he a
rts, l
itera
cy, m
athe
mat
ics,
phy
sica
l edu
catio
n, h
ealth
, soc
ial s
tudi
es, s
cien
ce,
and
tech
nolo
gy.
Chi
ldre
n’s
initi
al e
xper
ienc
es w
ith th
ese
cont
ent a
reas
form
the
foun
datio
n fo
r lat
er u
nder
stan
ding
and
suc
cess
.
D.1
D
emon
stra
te k
now
ledg
e of
rele
vant
con
tent
for y
oung
chi
ldre
n an
d de
velo
pmen
tally
app
ropr
iate
way
s of
inte
grat
ing
cont
ent
into
teac
hing
and
lear
ning
exp
erie
nces
for c
hild
ren
from
birt
h - f
our (
0-4)
yea
rs o
f age
.X
D.2
D
emon
stra
te th
e in
tegr
atio
n of
kno
wle
dge
of h
ow y
oung
chi
ldre
n de
velo
p an
d le
arn
with
kno
wle
dge
of th
e co
ncep
ts, i
nqui
ry
tool
s, a
nd s
truct
ure
of c
onte
nt a
reas
app
ropr
iate
for d
iffer
ent d
evel
opm
enta
l lev
els.
XX
D.3
D
emon
stra
te k
now
ledg
e of
wha
t is
impo
rtant
in e
ach
cont
ent a
rea,
why
it is
of v
alue
, and
how
it li
nks
with
ear
lier a
nd la
ter
unde
rsta
ndin
gs w
ithin
and
acr
oss
area
s.X
D.4
D
emon
stra
te k
now
ledg
e of
the
lang
uage
, rea
ding
and
writ
ing
com
pone
nts
of e
mer
gent
lite
racy
at e
ach
deve
lopm
enta
l lev
el.
XX
X
D.5
D
evel
op, i
mpl
emen
t, an
d ev
alua
te a
n in
tegr
ated
cur
ricul
um th
at fo
cuse
s on
chi
ldre
n’s
deve
lopm
ent a
nd in
tere
sts,
usi
ng th
eir
lang
uage
, hom
e ex
perie
nces
, and
cul
tura
l val
ues.
XX
D.6
A
dapt
con
tent
to m
eet t
he n
eeds
of e
ach
child
, inc
ludi
ng th
e de
velo
pmen
t of i
ndiv
idua
lized
fam
ily s
ervi
ce p
lans
(IFS
P) o
r in
divi
dual
ized
edu
catio
n pl
ans
(IEP
) for
chi
ldre
n w
ith d
iver
se a
bilit
ies
thro
ugh
the
team
pro
cess
with
fam
ilies
and
othe
r tea
m
mem
bers
.X
XX
X
D.7
P
rovi
des
and
uses
ant
i-bia
s m
ater
ials
and
lite
ratu
re, a
nd e
xper
ienc
es in
all
cont
ent a
reas
of t
he c
urric
ulum
.X
XX
89
Cou
rse
Nam
e C
ompe
tenc
y E
- Lea
rnin
g E
nviro
nmen
t and
Cur
ricul
um Im
plem
enta
tion
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Are
a
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lrn
g & R
dng
Curricu
lum & Play
(B-4)
Curr & Play
Pract (B
-4)
Curr Dev
& Im
p (Age 3
-Gr 3
)
Cur Dev
& Im
Prac
t (Age 3
-Gr3)
Rsrch C
hld Grw
th Dev
Lrng
Yng Chldrn
w/D
vrse A
bil
Family
Languag
e Cultu
re
Advance
d Care
giving
Emergen
t Lite
racy
Intgrtd C
urr B-4
Intgtd Curr
Pract B
-4
Tchng &
Lrng M
th & Sci
Tchng &
Lrng R
dng & W
rtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Tchng &
Lrng Prac
t
Student T
each
ing
E. L
earn
ing
Envi
ronm
ent a
nd C
urric
ulum
Impl
emen
tatio
n
Teac
hing
and
lear
ning
with
you
ng c
hild
ren
is a
com
plex
pro
cess
em
bedd
ed in
rela
tions
hips
. Th
ese
teac
hing
and
lear
ning
re
latio
nshi
ps p
rovi
de th
e sc
affo
ld fo
r joi
ntly
con
stru
ctin
g m
eani
ngs
abou
t sel
f, ot
hers
, and
the
wor
ld.
Ear
ly c
hild
hood
pro
fess
iona
ls
use
thei
r chi
ld d
evel
opm
ent k
now
ledg
e, th
eir k
now
ledg
e of
dev
elop
men
tally
app
ropr
iate
pra
ctic
es, a
nd th
eir c
onte
nt k
now
ledg
e to
de
sign
, im
plem
ent,
and
eval
uate
exp
erie
nces
that
pro
mot
e op
timal
lear
ning
and
dev
elop
men
t for
all
child
ren
from
birt
h - e
ight
(0-8
) ye
ars
of a
ge.
In a
dditi
on, t
heir
use
of o
bser
vatio
ns is
gro
unde
d in
a th
orou
gh u
nder
stan
ding
of c
hild
ren’
s fa
milie
s, c
ultu
res,
and
co
mm
uniti
es.
Ear
ly c
hild
hood
pro
fess
iona
ls e
ncou
rage
you
ng c
hild
ren’
s pr
oble
m s
olvi
ng, c
ritic
al th
inki
ng, a
nd a
cade
mic
and
soc
ial
com
pete
nce
with
in a
sup
porti
ve a
nd c
halle
ngin
g le
arni
ng e
nviro
nmen
t. T
hese
cha
lleng
ing
teac
hing
and
lear
ning
exp
erie
nces
bui
ld
child
ren’
s co
nfid
ence
in th
emse
lves
as
com
pete
nt le
arne
rs.
E.1
D
emon
stra
te k
now
ledg
e of
var
ying
pro
gram
mod
els
and
lear
ning
env
ironm
ents
that
mee
t the
indi
vidu
al n
eeds
of a
ll yo
ung
child
ren,
incl
udin
g th
ose
with
div
erse
abi
litie
s.X
XE
.2
Cre
ate
envi
ronm
ents
that
enc
oura
ge a
ctiv
e in
volv
emen
t, in
itiat
ive,
resp
onsi
bilit
y, a
nd a
gro
win
g se
nse
of a
uton
omy
thro
ugh
the
sele
ctio
n an
d us
e of
mat
eria
ls a
nd e
quip
men
t tha
t are
sui
tabl
e to
indi
vidu
al le
arni
ng, d
evel
opm
enta
l lev
els,
div
erse
abi
litie
s, a
nd
the
lang
uage
and
cul
ture
s in
New
Mex
ico.
XX
X
E.3
D
emon
stra
te k
now
ledg
e an
d sk
ill in
the
use
of d
evel
opm
enta
lly a
ppro
pria
te g
uida
nce
tech
niqu
es a
nd s
trate
gies
that
pro
vide
op
portu
nitie
s to
ass
ist c
hild
ren
in d
evel
opin
g po
sitiv
e th
ough
ts a
nd fe
elin
gs a
bout
them
selv
es a
nd o
ther
s th
roug
h co
oper
ativ
e in
tera
ctio
n w
ith p
eers
and
adu
lts.
XX
E.4
C
reat
e an
d m
anag
e in
clus
ive
lear
ning
env
ironm
ents
that
pro
vide
indi
vidu
al a
nd c
oope
rativ
e op
portu
nitie
s fo
r chi
ldre
n to
co
nstru
ct th
eir o
wn
know
ledg
e th
roug
h va
rious
stra
tegi
es th
at in
clud
e de
cisi
on-m
akin
g, p
robl
em s
olvi
ng, a
nd in
quiry
exp
erie
nces
.X
XX
XX
X
E.5
D
emon
stra
te u
nder
stan
ding
that
eac
h ch
ild’s
cre
ativ
e ex
pres
sion
is u
niqu
e an
d ca
n be
enc
oura
ged
thro
ugh
dive
rse
way
s,
incl
udin
g cr
eativ
e pl
ay.
XX
XX
E.6
P
lan
bloc
ks o
f uni
nter
rupt
ed ti
me
for c
hild
ren
to p
ersi
st a
t sel
f-cho
sen
activ
ities
, bot
h in
door
s an
d ou
t doo
rs.
XX
XX
E.7
D
emon
stra
te u
nder
stan
ding
of t
he in
fluen
ce o
f the
phy
sica
l set
ting,
sch
edul
e, ro
utin
es, a
nd tr
ansi
tions
on
child
ren
and
use
thes
e ex
perie
nces
to p
rom
ote
child
ren’
s de
velo
pmen
t and
lear
ning
.X
XX
XX
E.8
U
se a
nd e
xpla
in th
e ra
tiona
le fo
r dev
elop
men
tally
app
ropr
iate
met
hods
that
incl
ude
play
, sm
all g
roup
pro
ject
s, o
pen-
ende
d qu
estio
ning
, gro
up d
iscu
ssio
n, p
robl
em s
olvi
ng, c
oope
rativ
e le
arni
ng, a
nd in
quiry
exp
erie
nces
to h
elp
youn
g ch
ildre
n de
velo
p in
telle
ctua
l cur
iosi
ty, s
olve
pro
blem
s, a
nd m
ake
deci
sion
s.X
XX
X
E.9
C
reat
e an
d m
anag
e a
liter
acy-
rich
envi
ronm
ent t
hat i
s re
spon
sive
to e
ach
child
’s u
niqu
e pa
th o
f dev
elop
men
t.X
XX
E.1
0
Use
a v
arie
ty o
f lan
guag
e st
rate
gies
dur
ing
adul
t-chi
ld a
nd c
hild
-chi
ld in
tera
ctio
ns a
nd fa
cilit
ate
com
mun
icat
ion
and
dial
ogue
of e
xpre
ssiv
e la
ngua
ge a
nd th
ough
t.X
XX
E.1
1
Dem
onst
rate
a v
arie
ty o
f dev
elop
men
tally
app
ropr
iate
inst
ruct
iona
l stra
tegi
es th
at fa
cilit
ate
the
deve
lopm
ent o
f em
erge
nt
liter
acy
skills
.X
XX
E.1
2
Dem
onst
rate
kno
wle
dge
of d
evel
opm
enta
lly a
ppro
pria
te u
ses
of te
chno
logy
, inc
ludi
ng a
ssis
tive
tech
nolo
gy.
XX
XX
XE
.13
D
emon
stra
te th
e ab
ility
to w
ork
colla
bora
tivel
y w
ith e
duca
tiona
l ass
ista
nts,
vol
unte
ers,
and
oth
ers
to in
divi
dual
ize
the
curri
culu
m a
nd to
mee
t pro
gram
goa
ls.
XX
E.1
4
Dem
onst
rate
effe
ctiv
e w
ritte
n an
d or
al c
omm
unic
atio
n sk
ills w
hen
wor
king
with
chi
ldre
n, fa
milie
s, a
nd e
arly
car
e, e
duca
tion,
an
d fa
mily
sup
port
prof
essi
onal
s.X
90
Com
pete
ncy
F- A
sses
smen
t of C
hild
ren
and
Eva
luat
ion
of P
rogr
ams
Cou
rse
Nam
e
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Are
a
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Curr & Play
Pract (
B-4)
Curr Dev
& Im
p (Age 3
-Gr3)
Cur Dev
& Im
Pract (A
ge 3-G
R3)
Rrsch C
hld Grw
th Dev
Lrng
Yng Chldrn
w/D
vrse A
bil
Family
Languag
e Cultu
re
Advance
d Care
giving
Emergen
t Lite
racy
Intgrtd C
urr B-4
Intgtd Curr
Pract B
-4
Tchng &
Lrng M
th & Sci
Tchng &
Lrng R
dng & W
rtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Tchng Lrn
g Pract
Student T
each
ing
F. A
sses
smen
t of C
hild
ren
and
Eval
uatio
n of
Pro
gram
sE
arly
chi
ldho
od p
rofe
ssio
nals
mus
t dev
elop
kno
wle
dge
of d
iver
se a
sses
smen
t app
roac
hes,
incl
udin
g ob
serv
atio
nal s
kills
. Th
ey u
se
appr
opria
te o
n-go
ing
docu
men
tatio
n an
d re
port
info
rmat
ion
to fa
milie
s an
d pr
ofes
sion
als.
App
ropr
iate
ear
ly c
hild
hood
ass
essm
ent
is re
spon
sive
to c
ultu
ral a
nd li
ngui
stic
diff
eren
ces.
It i
nclu
des
info
rmat
ion
from
mul
tiple
sou
rces
, e.g
., ob
serv
atio
ns, c
heck
lists
, in
terv
iew
s, a
nd b
oth
form
al a
nd in
form
al s
tand
ardi
zed
mea
sure
s in
div
erse
set
tings
for m
akin
g ed
ucat
iona
l dec
isio
ns a
bout
ch
ildre
n. T
he a
sses
smen
t dat
a ga
ther
ed fr
om m
ultip
le s
ourc
es th
at h
as a
maj
or im
pact
on
child
ren
shou
ld b
e m
ade
by a
team
of
fam
ily m
embe
rs, t
each
ers,
and
oth
er p
rofe
ssio
nals
. In
add
ition
, ear
ly c
hild
hood
pro
fess
iona
ls e
ngag
e in
sys
tem
atic
, on-
goin
g ev
alua
tion
of th
eir p
rogr
ams.
F.1
D
emon
stra
te a
bilit
y to
cho
ose
valid
tool
s th
at a
re d
evel
opm
enta
lly, c
ultu
rally
, and
ling
uist
ical
ly a
ppro
pria
te; u
se th
e to
ols
corre
ctly
; mak
e ap
prop
riate
refe
rrals
; and
inte
rpre
t ass
essm
ent r
esul
ts, w
ith th
e go
al o
f obt
aini
ng v
alid
, use
ful i
nfor
mat
ion
to in
form
pr
actic
e an
d de
cisi
on-m
akin
g.X
F.2
D
emon
stra
te k
now
ledg
e of
mai
ntai
ning
app
ropr
iate
reco
rds
of c
hild
ren’
s de
velo
pmen
t and
beh
avio
r tha
t saf
egua
rd
conf
iden
tialit
y an
d pr
ivac
y.X
XX
XF.
3
Dem
onst
rate
kno
wle
dge
of th
e ed
ucat
or’s
role
as
a pa
rtici
patin
g m
embe
r of t
he a
sses
smen
t pro
cess
as
desc
ribed
and
m
anda
ted
by s
tate
and
fede
ral r
egul
atio
ns fo
r Ind
ivid
ual f
amily
ser
vice
pla
ns (I
FSP
) and
indi
vidu
al e
duca
tion
plan
s (IE
P).
XX
X
F.4
D
emon
stra
te a
n un
ders
tand
ing
of th
e in
fluen
ces
of e
nviro
nmen
tal f
acto
rs, c
ultu
ral/l
ingu
istic
diff
eren
ces,
and
div
erse
way
s of
le
arni
ng o
n as
sess
men
t out
com
es.
X
F.5
In
volv
e th
e fa
mily
and
, as
appr
opria
te, o
ther
team
mem
bers
in a
sses
sing
the
child
's d
evel
opm
ent,
stre
ngth
s, a
nd n
eeds
in
orde
r to
set g
oals
for t
he c
hild
.X
X
F.6
A
rticu
late
an
unde
rsta
ndin
g of
the
dist
inct
ions
and
def
initi
ons
of a
sses
smen
t con
cept
s (e
.g. a
uthe
ntic
, scr
eeni
ng, d
iagn
ostic
as
sess
men
t, st
anda
rdiz
ed, t
estin
g, a
ccou
ntab
ility,
ass
essm
ent).
XX
F.7
A
pply
und
erst
andi
ng o
f ass
essm
ent c
once
pts
tow
ard
sele
ctio
n of
app
ropr
iate
form
al a
sses
smen
t mea
sure
s, c
ritiq
uing
the
limita
tions
of i
napp
ropr
iate
mea
sure
s, a
nd d
iscu
ssin
g as
sess
men
t iss
ues
as p
art o
f int
erdi
scip
linar
y te
ams.
XX
F.8
A
rticu
late
an
unde
rsta
ndin
g th
at re
spon
sibl
e as
sess
men
t is
lega
lly a
nd e
thic
ally
gro
unde
d an
d gu
ided
by
soun
d pr
ofes
sion
al
stan
dard
s. I
t is
colla
bora
tive
and
open
with
the
goal
of s
uppo
rting
div
erse
chi
ldre
n an
d fa
milie
s.X
X
F.9
D
emon
stra
te k
now
ledg
e of
ass
essm
ent t
echn
ique
s, in
terp
reta
tion
of a
sses
smen
t inf
orm
atio
n in
the
appl
icat
ion
of th
is d
ata
to
curri
culu
m d
evel
opm
ent o
r int
erve
ntio
n pl
anni
ng.
XX
X
F.10
D
emon
stra
te k
now
ledg
e of
a v
arie
ty o
f tec
hniq
ues
and
proc
edur
es to
eva
luat
e an
d m
odify
pro
gram
goa
ls fo
r you
ng c
hild
ren
and
thei
r fam
ilies.
XX
F.11
D
emon
stra
te k
now
ledg
e an
d us
e of
pro
gram
eva
luat
ion
to e
nsur
e co
mpr
ehen
sive
qua
lity
of th
e to
tal e
nviro
nmen
t for
ch
ildre
n, fa
milie
s, a
nd th
e co
mm
unity
.X
F.12
U
se b
oth
self
and
colla
bora
tive
eval
uatio
ns a
s pa
rt of
on
goin
g pr
ogra
m e
valu
atio
ns.
XX
X
91
Com
pete
ncy
G- P
rofe
ssio
nalis
mC
ours
e N
ame
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Are
a
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Curr & Play
Pract (B
-4)
Curr Dev
& Im
p (Age 3
-Gr 3
)
Cur Dev
& Im
Pract (A
ge 3-G
r3)
Rsrch C
hld Grw
th Dev
Lrng
Yng Chld w
/Dvrs
e Abil
Family
Languag
e & C
ulture
Advance
d Care
giving
Emergen
t Lite
racy
Intrtd C
urr B-4
Intgrtd C
urr Prac
t
Tchng &
Lrng M
th & Sci
Tchng &
Lrng R
dng & W
rtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Tchng &
Lrng Prac
t
Student T
each
ing
G.
Prof
essi
onal
ism
Pro
fess
iona
lism
is b
uilt
upon
indi
vidu
al in
tegr
ity, r
espo
nsib
ility,
and
eth
ical
pra
ctic
es th
at d
emon
stra
te a
pro
foun
d re
spec
t for
all
child
ren
and
thei
r fam
ilies.
Ear
ly c
hild
hood
pro
fess
iona
ls e
mbr
ace
a m
ultic
ultu
ral p
ersp
ectiv
e th
at is
resp
onsi
ve to
indi
vidu
als
in
cultu
rally
div
erse
com
mun
ities
in N
ew M
exic
o. P
rofe
ssio
nals
mak
e de
cisi
ons
base
d up
on k
now
ledg
e of
ear
ly c
hild
hood
theo
ries
and
prac
tices
that
reco
gniz
e di
vers
ity o
f abi
lity,
dev
elop
men
tal l
evel
, and
fam
ily c
hara
cter
istic
s. E
arly
chi
ldho
od p
rofe
ssio
nals
ad
voca
te fo
r exc
elle
nce
in e
arly
chi
ldho
od p
rogr
ams
and
parti
cipa
te in
on-
goin
g pr
ofes
sion
al d
evel
opm
ent t
o en
hanc
e th
eir
know
ledg
e an
d sk
ills.
G.1
A
dher
e to
ear
ly c
hild
hood
pro
fess
iona
l cod
es o
f eth
ical
con
duct
and
issu
es o
f con
fiden
tialit
y.X
X
G.2
D
emon
stra
te k
now
ledg
e of
fede
ral,
stat
e, a
nd lo
cal r
egul
atio
ns a
nd p
ublic
pol
icie
s re
gard
ing
prog
ram
s an
d se
rvic
es fo
r ch
ildre
n bi
rth -
eigh
t (0-
8) y
ears
of a
ge.
X
G.3
D
emon
stra
te u
nder
stan
ding
of c
ondi
tions
of c
hild
ren,
fam
ilies,
and
pro
fess
iona
ls; t
he h
isto
rical
and
cur
rent
issu
es a
nd
trend
s; le
gal i
ssue
s; a
nd le
gisl
atio
n an
d ot
her p
ublic
pol
icie
s af
fect
ing
child
ren,
fam
ilies,
and
pro
gram
s fo
r you
ng c
hild
ren
and
the
early
chi
ldho
od p
rofe
ssio
n.X
X
G.4
D
emon
stra
te c
ritic
al re
flect
ion
of o
ne's
ow
n pr
ofes
sion
al a
nd e
duca
tiona
l pra
ctic
es fr
om c
omm
unity
, sta
te, n
atio
nal,
and
glob
al
pers
pect
ives
.X
X
G.5
D
emon
stra
te u
nder
stan
ding
of t
he e
arly
chi
ldho
od p
rofe
ssio
n, it
s m
ultip
le, h
isto
rical
, phi
loso
phic
al a
nd s
ocia
l fou
ndat
ions
, an
d ho
w th
ese
foun
datio
ns in
fluen
ce c
urre
nt th
ough
t and
pra
ctic
e.X
X
G.6
D
emon
stra
te a
com
mitm
ent t
o le
ader
ship
and
adv
ocac
y fo
r exc
elle
nce
in p
rogr
ams
and
serv
ices
for y
oung
chi
ldre
n an
d th
eir
fam
ilies.
XX
G.7
D
emon
stra
te k
now
ledg
e in
tech
nolo
gy re
sour
ces
to e
ngag
e in
ong
oing
pro
fess
iona
l dev
elop
men
t.X
92
Com
pete
ncy
H -
Adva
nced
Chi
ld D
evel
opm
ent K
now
ledg
eC
ours
e N
ame
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Area
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Cur & Play
Pract (B
-4)
Cur Dev
& Im
p (Age 3
-Gr3)
Cur Dev
& Im
Pract (A
ge 3-G
r3)
Rsrch in
Chld G
rwth D
ev Lrn
g
Yng Chldrn
w/D
ivrse
Abil
Family
Languag
e & C
ulture
Advance
d Care
giving
Emergen
t Lite
racy
Intgrtd C
urr B-ag
e 4
Intgrtd C
urr Prac
ticum B
-4
Tchng &
Lrng M
th & Sci
Tchng R
dng & W
rtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Student T
each
ing
H.
B
irth
thro
ugh
Pre-
K(1
)
Dem
onst
rate
and
faci
litat
e co
ncep
tual
und
erst
andi
ng o
f fam
ily ro
les
in th
e de
velo
pmen
t of t
heir
infa
nt a
nd to
ddle
r, in
clud
ing
supp
ort f
or fa
mily
acq
uisi
tion
of k
now
ledg
e co
ncer
ning
infa
nt a
nd to
ddle
r's g
row
th, l
earn
ing,
and
dev
elop
men
t and
cul
tura
l and
lin
guis
tic d
iver
sity
repr
esen
ted
with
in th
e ho
me
setti
ng.
XX
(2)
A
pply
theo
retic
al k
now
ledg
e of
and
abi
lity
to p
rovi
de s
cree
ning
and
ass
essm
ent u
niqu
e fo
r inf
ants
and
todd
lers
.X
XX
X(3
)
Dem
onst
rate
abi
lity
to w
ork
colla
bora
tivel
y as
an
advo
cate
with
fam
ilies
and
IFS
P a
nd IE
P te
am m
embe
rs to
pro
vide
de
velo
pmen
tally
sup
porti
ve e
nviro
nmen
t.X
XX
(4)
D
emon
stra
te c
once
ptua
l und
erst
andi
ng o
f cur
ricul
um d
evel
opm
ent a
nd im
plem
enta
tion
for c
hild
ren
birth
- fo
ur (0
-4) y
ears
of
age
and
the
abili
ty to
arti
cula
te th
eore
tical
ly-b
ased
ratio
nale
for d
iffer
ence
s be
twee
n in
fant
/todd
ler c
urric
ulum
and
lear
ning
en
viro
nmen
ts, a
nd fo
r chi
ldre
n ol
der t
han
four
(4).
X
(5)
A
rticu
late
and
dem
onst
rate
con
cept
ual u
nder
stan
ding
of r
espe
ctfu
l, re
spon
sive
, and
reci
proc
al in
tera
ctio
ns th
at s
erve
as
basi
s fo
r inf
ant/t
oddl
er c
urric
ulum
and
lear
ning
env
ironm
ents
.X
XX
X(6
)
Arti
cula
te a
nd a
pply
coh
eren
t the
oret
ical
kno
wle
dge
and
unde
rsta
ndin
g of
you
ng c
hild
ren'
s ch
arac
teris
tics
and
need
s as
en
com
pass
ing
mul
tiple
, int
erre
late
d ar
eas
of c
hild
ren'
s de
velo
pmen
t and
lear
ning
- in
clud
ing
phys
ical
, cog
nitiv
e, s
ocia
l, em
otio
nal,
lang
uage
, and
aes
thet
ic d
omai
ns, p
lay,
act
ivity
, and
lear
ning
pro
cess
es, a
nd m
otiv
atio
n to
lear
n.
XX
XX
(7)
A
pply
a c
once
ptua
l und
erst
andi
ng o
f the
mul
tiple
influ
ence
s on
dev
elop
men
t and
lear
ning
to w
orki
ng w
ith c
hild
ren,
incl
udin
g cu
ltura
l and
ling
uist
ic c
onte
xts
for d
evel
opm
ent,
child
ren'
s cl
ose
rela
tions
hips
with
adu
lts a
nd p
eers
, eco
nom
ic c
ondi
tions
of
child
ren
and
fam
ilies
, hea
lth s
tatu
s an
d di
sabi
litie
s, c
hild
ren'
s in
divi
dual
dev
elop
men
tal v
aria
tions
and
lear
ning
sty
les,
op
portu
nitie
s to
pla
y an
d le
arn,
tech
nolo
gy a
nd th
e m
edia
, and
fam
ily a
nd c
omm
unity
cha
ract
eris
tics.
X
XX
X
93
ECED
Num
ber
Com
pete
ncy
H -
Pre
K th
roug
h G
rade
3
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Area
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Cur & Play
Pract (B
-4)
Cur Dev
& Im
p (Age 3
-Gr3)
Curr Dv &
Imp Prct
(Age 3
-Gr3)
Rsrch C
hld Grw
th, Dev
& Lrn
g
Yng Chldrn
s/Dvrs
e Abil
Family
Lang C
ulture
Advance
d Care
giving
Emergen
t Lite
racy
Intgrtd C
urricu
lum B-4
Intgrtd C
urr Prac
t B-4
Tchng &
Lrng M
th & Sci
Tchng &
Lrng R
dng & W
rtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Student T
each
ing
H.
K
now
ledg
e of
Con
tent
Early
chi
ldho
od te
ache
rs d
emon
stra
te c
onte
nt k
now
ledg
e an
d kn
owle
dge
of c
hild
de
velo
pmen
t and
lear
ning
bot
h in
term
s of
aca
dem
ic d
isci
plin
es a
nd in
terd
isci
plin
ary
inte
grat
ion.
Ear
ly c
hild
hood
pro
fess
iona
ls d
emon
stra
te c
onte
nt k
now
ledg
e in
clud
ing,
but
no
t lim
ited
to, t
he a
rts, l
itera
cy, m
athe
mat
ics,
soc
ial s
tudi
es, s
cien
ce, a
nd te
chno
logy
. Ea
rly c
hild
hood
teac
hers
und
erst
and
that
chi
ldre
n's
initi
al e
xper
ienc
es w
ith th
ese
cont
ent
area
s fo
rm th
e fo
unda
tion
for l
ater
und
erst
andi
ng a
nd s
ucce
ss.
Thus
ear
ly c
hild
hood
te
ache
rs d
evel
op, i
mpl
emen
t, an
d ev
alua
te a
con
tent
-ric
h, in
tegr
ated
cur
ricul
um th
at
focu
ses
on c
hild
ren'
s de
velo
pmen
t and
inte
rest
s, u
sing
thei
r lan
guag
e, h
ome
expe
rienc
es, a
nd c
ultu
ral v
alue
s.
(1)
R
eadi
ng a
nd L
angu
age
Arts
(a)
D
emon
stra
te a
n un
ders
tand
ing
of th
e fo
unda
tions
of r
eadi
ng a
nd la
ngua
ge
incl
udin
g re
sear
ch o
n ch
ildre
n's
liter
acy
deve
lopm
ent,
the
rela
tions
hip
betw
een
oral
and
w
ritte
n la
ngua
ge, a
nd h
ow c
hild
ren
lear
n to
spe
ak, r
ead,
writ
e, a
nd li
sten
.X
(b)
D
emon
stra
te k
now
ledg
e of
the
cultu
ral,
lingu
istic
s, e
nviro
nmen
tal,
and
phys
iolo
gica
l fac
tors
in re
adin
g an
d la
ngua
ge a
rts d
evel
opm
ent.
X
(c)
A
rticu
late
cha
ract
eris
tics
of p
rofic
ient
and
non
-pro
ficie
nt re
ader
s an
d th
e te
ache
r's
role
in s
uppo
rt of
all
liter
acy
deve
lopm
ent.
X
(d)
D
emon
stra
te a
n un
ders
tand
ing
of la
ngua
ge s
truct
ure
incl
udin
g gr
apho
phon
ics,
se
man
tics,
syn
tax,
and
pra
gmat
ics
syst
ems.
X
(e)
D
emon
stra
ted
unde
rsta
ndin
gs o
f the
use
of c
lass
room
read
ing
asse
ssm
ent t
o un
ders
tand
stu
dent
s' in
stru
ctio
nal n
eeds
and
mod
ify in
stru
ctio
n ap
prop
riate
ly.
X
(f)
Lin
k as
sess
men
t and
inst
ruct
ion
to N
ew M
exic
o la
ngua
ge a
rts c
onte
nt s
tand
ards
, be
nchm
arks
and
per
form
ance
sta
ndar
ds.
X
(g)
Ap
ply
stra
tegi
es o
f diff
eren
tiate
d in
stru
ctio
n ba
sed
on th
e ne
eds
of c
hild
ren
in a
ll ar
eas
of li
tera
cy d
evel
opm
ent i
nclu
ding
ora
l lan
guag
e de
velo
pmen
t.X
94
(h)
Fa
cilit
ate
activ
ities
to d
evel
op fl
uenc
y; th
e ab
ility
to re
ad te
xt a
ccur
atel
y an
d ra
pidl
y.X
(i)
Fac
ilitat
e vo
cabu
lary
dev
elop
men
t, in
clud
ing
both
exp
licit
inst
ruct
ion
and
indi
rect
vo
cabu
lary
dev
elop
men
t thr
ough
aut
hent
ic li
tera
ture
, cul
tura
l rel
evan
cy, a
nd s
tude
nts'
ex
perie
nces
.X
(j)
Fac
ilitat
e co
mpr
ehen
sion
stra
tegi
es, i
nclu
ding
: in
stru
ctio
n on
pre
dict
ing,
re-r
eadi
ng,
ques
tioni
ng, s
eque
ncin
g, s
umm
ariz
ing,
rete
lling,
read
ing
for p
leas
ure
and
anal
ytic
al a
nd
criti
cal r
eadi
ng, a
ctiv
ities
to d
evel
op fl
uenc
y, th
e ab
ility
to re
ad te
xt a
ccur
atel
y an
d ra
pidl
y;
and
stud
y st
rate
gies
.
X
(k)
Fa
cilit
ate
writ
ing
inst
ruct
ion,
incl
udin
g di
ffere
nt ty
pes
of w
ritin
g fo
r diff
eren
t au
dien
ces
and
purp
oses
, spe
lling
gene
raliz
atio
ns; g
ram
mar
inst
ruct
ion
with
in a
uthe
ntic
co
ntex
ts; a
nd w
ritin
g pr
oces
ses,
incl
udin
g dr
aftin
g, re
visi
ng, a
nd e
ditin
g;X
(l)
dem
onst
rate
kno
wle
dge
of h
ow c
hild
ren
deve
lop
liter
acy
thro
ugh
the
use
of
cultu
rally
rele
vant
ped
agog
y th
at p
rom
otes
an
unde
rsta
ndin
g of
the
impo
rtanc
e of
re
sour
ces
stud
ents
brin
g to
the
clas
sroo
m; e
valu
atio
n of
text
for q
ualit
y, c
ultu
ral,
and
lingu
istic
app
ropr
iate
ness
; and
the
crea
tion
of o
ppor
tuni
ties
for s
tude
nts
to c
onsi
der,
resp
ond
to a
nd d
iscu
ss s
poke
n an
d w
ritte
n m
ater
ials
incl
udin
g ch
ildre
n's
liter
atur
e, n
on-
fictio
n, te
chno
logi
cal m
edia
, sto
ries,
poe
ms,
bio
grap
hies
, tex
ts fr
om v
ario
us s
ubje
ct
area
s.
X
(2)
M
athe
mat
ics
(a)
D
emon
stra
te a
n un
ders
tand
ing
and
appl
y th
e fo
llow
ing
mat
hem
atic
al c
once
pts:
X(i)
t
he a
rithm
etic
of r
eal n
umbe
rs a
nd th
eir s
ubse
ts o
f rat
iona
l num
bers
, int
eger
s, a
nd
who
le n
umbe
rs in
clud
ing
a la
rge
repe
rtoire
of i
nter
pret
atio
ns o
f the
four
bas
ic o
pera
tions
an
d w
ays
they
can
be
appl
ied,
and
an
unde
rsta
ndin
g of
pla
ce v
alue
and
its
impl
icat
ions
fo
r ord
erin
g nu
mbe
rs a
nd e
stim
atio
n;
X
(ii)
th
ree
dim
ensi
onal
geo
met
ry b
ased
on
the
conc
ept o
f dis
tanc
e, a
nd tw
o di
men
sion
al
geom
etry
as
a m
etho
d of
dra
win
g pl
ans
and
repr
esen
ting
thre
e (3
) dim
ensi
onal
obj
ects
;X
(iii)
m
easu
rem
ent o
f len
gth,
per
imet
er, a
rea,
tim
e, w
eigh
ts, a
nd te
mpe
ratu
re;
X
(vi)
h
andl
ing
mon
ey p
robl
ems
such
as
cost
and
uni
t pric
e.X
(b)
D
emon
stra
te u
nder
stan
ding
and
ski
ll in
the
cons
truct
ions
of s
olid
s, m
easu
rem
ents
of
thei
r vol
umes
and
sur
face
are
as, d
raw
ing
thei
r pro
ject
ions
, and
mak
ing
plan
s fo
r the
ir co
nstru
ctio
n; d
efin
ing
rele
vant
var
iabl
es a
nd w
ritin
g fo
rmul
as d
escr
ibin
g th
eir
rela
tions
hips
in p
robl
em-s
olvi
ng a
ctiv
ities
; and
usi
ng m
easu
rem
ent t
ools
and
app
ropr
iate
te
chni
ques
for r
ecor
ding
dat
a an
d di
spla
ying
resu
lts.
X
95
(c)
Fa
cilit
ate
curr
icul
um w
ith o
pen-
ende
d ac
tiviti
es th
at p
rom
ote
child
ren'
s ex
pans
ion
of
the
mat
eria
l lea
rned
, and
in w
hich
chi
ldre
n le
arn
to u
se a
var
iety
of m
athe
mat
ical
ski
lls
and
conc
epts
, inc
ludi
ng p
robl
em s
olvi
ng, r
easo
ning
, and
logi
c.X
(d)
Pr
ovid
e op
portu
nitie
s fo
r chi
ldre
n to
lear
n ho
w to
use
tool
s, te
chno
logy
, and
m
anip
ulat
ives
in p
robl
em s
olvi
ng.
X
(e)
Es
tabl
ish
a cl
assr
oom
env
ironm
ent o
f res
pect
for c
ultu
ral d
iver
sity
and
gen
der
equi
ty in
whi
ch a
ll ch
ildre
n de
velo
p sk
ills in
com
mun
icat
ing,
dis
cuss
ing,
and
dis
play
ing
mat
hem
atic
al id
eas.
X
(3)
Sc
ienc
e(a
)
Dem
onst
rate
und
erst
andi
ng a
nd a
pply
the
fund
amen
tal c
once
pts
in th
e su
bjec
t m
atte
r of s
cien
ce in
clud
ing
phys
ical
, life
, and
ear
th a
nd s
pace
sci
ence
s as
wel
l as
conc
epts
in s
cien
ce a
nd te
chno
logy
, sci
ence
in p
erso
nal a
nd s
ocia
l per
spec
tives
, the
hi
stor
y an
d na
ture
of s
cien
ce, t
he u
nify
ing
conc
epts
of s
cien
ce, a
nd th
e in
quiry
pro
cess
sc
ient
ists
use
in d
isco
very
of n
ew k
now
ledg
e to
bui
ld a
bas
e of
sci
entif
ic in
quiry
.X
(b)
Ap
ply
scie
ntifi
c m
etho
ds to
dev
elop
chi
ldre
n's
abilit
ies
to id
entif
y an
d co
mm
unic
ate
a pr
oble
m, a
nd to
des
ign,
impl
emen
t, an
d ev
alua
te a
sol
utio
n.X
(c)
D
emon
stra
te th
e ab
ility
to in
tegr
ate
a va
riety
of t
echn
olog
ies
into
pla
nned
sci
ence
ac
tiviti
es.
X
(d)
Es
tabl
ish
a cl
assr
oom
env
ironm
ent o
f res
pect
for c
ultu
ral d
iver
sity
and
gen
der
equi
ty w
here
all
child
ren
parti
cipa
te fu
lly in
sci
ence
lear
ning
.X
(4)
So
cial
Stu
dies
(a)
D
emon
stra
te a
n un
ders
tand
ing
of th
e pr
inci
ples
of t
each
ing
and
lear
ning
pro
cess
es
that
und
erlin
e so
cial
stu
dies
con
cept
s an
d ca
n tra
nsla
te th
ese
into
mea
ning
ful l
earn
ing
activ
ities
focu
sing
on
inqu
iry, a
uthe
ntic
ity, a
nd c
olla
bora
tion.
X
(b)
D
emon
stra
tes
unde
rsta
ndin
g th
at th
e so
cial
stu
dies
enc
ompa
ss h
isto
ry, g
eogr
aphy
, an
thro
polo
gy, a
rche
olog
y, e
cono
mic
s, p
oliti
cal s
cien
ce, p
sych
olog
y, s
ocio
logy
, and
the
inte
rdis
cipl
inar
y re
latio
nshi
p of
all
face
ts o
f the
soc
ial s
tudi
es.
X
(c)
D
emon
stra
te u
nder
stan
ding
that
the
defin
ition
of s
ocia
l stu
dies
requ
ires
that
ch
ildre
n be
soc
ially
aw
are
of a
nd a
re a
ctiv
e pa
rtici
pant
s in
loca
l, st
ate,
nat
iona
l, an
d gl
obal
issu
es; a
nd th
at c
hild
ren
reco
gniz
e an
d re
spec
t div
erse
loca
l and
glo
bal
pers
pect
ives
con
cern
ing
cultu
res
othe
r tha
n th
eir o
wn.
X
96
(d)
Im
plem
ent a
var
iety
of t
each
ing
stra
tegi
es to
ass
ist c
hild
ren
to u
se m
ultip
le
reso
urce
s in
clud
ing
prim
ary
(e.g
., do
cum
ents
, arti
fact
s/re
galia
, dire
ct o
bser
vatio
n, h
uman
re
sour
ces,
per
sona
l bac
kgro
und)
and
sec
onda
ry (e
.g.,
book
s, n
ewsp
aper
s, in
tern
et) a
s pa
rt of
the
inqu
iry/re
sear
ch p
roce
ss.
X
(e)
C
reat
e cu
rric
ulum
exp
erie
nces
that
pro
vide
opp
ortu
nitie
s fo
r chi
ldre
n to
app
reci
ate
the
hist
oric
al d
evel
opm
ent o
f dem
ocra
tic v
alue
s, in
stitu
tions
, nat
ions
, and
cul
ture
s.X
(g)
D
emon
stra
te th
e ab
ility
to p
lan
for a
nd e
ngag
e ch
ildre
n in
the
pres
enta
tion
of s
ocia
l st
udie
s kn
owle
dge
usin
g a
varie
ty o
f sig
n sy
stem
s in
clud
ing
writ
ing,
cha
rts, g
raph
s,
map
s, a
rt, m
usic
, dra
ma,
dan
ce, a
nd te
chno
logy
.X
(5)
Fi
ne A
rts
and
Mov
emen
t(a
)
Dem
onst
rate
an
unde
rsta
ndin
g an
d im
plem
enta
tion
of a
rts a
ctiv
ities
suc
h as
hi
stor
y, a
rt m
akin
g, a
ppre
ciat
ion,
and
crit
icis
m th
roug
h da
nce,
mus
ic, t
heat
er, a
nd th
e vi
sual
arts
, app
ropr
iate
to y
oung
chi
ldre
n's
deve
lopm
enta
l lev
els
inte
rest
s.X
(b)
D
emon
stra
te k
now
ledg
e of
the
dist
inct
ions
, con
nect
ions
, and
inte
grat
ion
betw
een
arts
dis
cipl
ines
and
arts
exp
erie
nces
and
enc
oura
ges
stud
y an
d ac
tive
parti
cipa
tion
that
le
ads
to s
kill
deve
lopm
ent a
nd a
ppre
ciat
ion.
X
(c)
Fa
cilit
ate
curr
icul
um in
whi
ch c
hild
ren
com
mun
icat
e at
a b
asic
leve
l in
the
four
(4)
art d
isci
plin
es o
f dan
ce, m
usic
, the
ater
, and
vis
ual a
rts, i
nclu
ding
kno
wle
dge
and
skills
in
the
use
of b
asic
voc
abul
arie
s, m
ater
ials
, too
ls, t
echn
ique
s, a
nd th
inki
ng p
roce
sses
of
each
dis
cipl
ine.
X
(d)
C
reat
e a
clas
sroo
m e
nviro
nmen
t with
exe
mpl
ary
wor
ks o
f art
from
a v
arie
ty o
f cu
lture
s an
d hi
stor
ical
per
iods
and
pro
vide
opp
ortu
nitie
s fo
r stu
dent
s to
dis
cuss
and
re
spon
d to
them
.X
(e)
D
emon
stra
te a
n un
ders
tand
ing
of m
otor
ski
ll de
velo
pmen
t in
youn
g ch
ildre
n an
d ap
ply
know
ledg
e of
age
and
dev
elop
men
tally
app
ropr
iate
psy
chom
otor
and
cog
nitiv
e ac
tiviti
es.
X
(f)
Cre
ate
and
use
appr
opria
te in
stru
ctio
nal c
ues
and
prom
pts
for m
otor
ski
lls, r
hyth
ms,
an
d ph
ysic
al a
ctiv
ity.
X
(g)
Ap
ply
an u
nder
stan
ding
of c
hild
dev
elop
men
t kno
wle
dge
coup
led
with
chi
ld
perfo
rman
ce d
ata
to m
ake
info
rmed
inst
ruct
iona
l dec
isio
ns.
X
97
ECED
Num
ber
Com
pete
ncy
I Cur
ricul
um &
Con
tent
Kno
wle
dge
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Area
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Curr & Play
Pract (B
-4)
Cur Dev
& Im
p (Age 3
-Gr3)
Cur Dev
& Im
Pract (A
ge 3-G
r3)
Rsrch in
Chld G
rwth D
ev Lrn
g
Yng Chldrn
w/D
vrse A
bil
Family
Languag
e & C
ulture
Advance
d Care
giving
Emergen
t Lite
racy
Intgtd Curr
B-4
Intgrtd C
urr Prac
t B-4
Tchng &
Lrng M
th & Sci
Tchng Lrn
g Rdng &
Wrtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Student T
each
ing
I.
B
irth
thro
ugh
Pre-
K
(1)
D
emon
stra
te c
onte
nt k
now
ledg
e (e
.g.,
art,
mus
ic, m
ovem
ent,
scie
nce,
mat
h,
liter
acy,
soc
ial s
tudi
es, a
nd te
chno
logy
) and
fam
iliarit
y w
ith a
wid
e va
riety
of r
esou
rce
in
acad
emic
dis
cipl
ines
and
app
ly th
at k
now
ledg
e in
the
deve
lopm
ent,
impl
emen
tatio
n, a
nd
eval
uatio
n of
cur
ricul
um.
xx
(2)
D
emon
stra
te s
kill
in c
olla
bora
tion
with
pro
fess
iona
ls fr
om o
ther
dis
cipl
ines
(e.g
., m
enta
l hea
lth, p
sych
olog
y, s
peec
h an
d la
ngua
ge, o
ccup
atio
nal t
hera
py) w
hen
plan
ning
cu
rric
ulum
and
teac
hing
stra
tegi
es fo
r you
ng c
hild
ren
in d
iver
se a
bilit
ies.
xx
x
(3)
D
emon
stra
te a
n un
ders
tand
ing
and
appl
icat
ion
of fl
exib
le te
achi
ng a
ppro
ache
s th
at
span
a c
ontin
uum
from
chi
ld-in
itiat
ed to
adu
lt-di
rect
ed a
nd fr
om fr
ee e
xplo
ratio
n to
sc
affo
lded
sup
port
or te
ache
r mod
elin
g.x
x
(4)
Ap
ply
unde
rsta
ndin
g of
you
ng c
hild
ren'
s ne
ed fo
r bal
ance
, ord
er, d
epth
, var
iety
, and
ch
alle
nge
thro
ugh
curr
icul
um p
lann
ing,
rout
ines
, and
sch
edul
ing
(e.g
., da
ily, w
eekl
y, a
nd
long
er-te
rm).
xx
(5) L
ink
child
cha
ract
eris
tics,
nee
ds, a
nd in
tere
sts
with
info
rmal
opp
ortu
nitie
s to
bui
ld
child
ren'
s la
ngua
ge, c
once
pt d
evel
opm
ent,
and
skils
.x
xx
x(6
)
Appl
y kn
owle
dge
to c
reat
e en
viro
nmen
ts th
at e
nric
h an
d ex
tent
chi
ldre
n's
play
in
clud
ing
inte
rven
tion
stra
tegi
es (i
.e.,
ques
tioni
ng),
resp
ect o
f cul
tura
l div
ersi
ty a
nd g
ende
r eq
uity
.x
x
(7)
Su
ppor
t a p
ositi
on o
f the
fund
amen
tal i
mpo
rtanc
e of
pla
y in
you
ng c
hild
ren'
s le
arni
ng a
nd d
evel
opm
ent f
rom
birt
h - f
our (
0-4)
yea
rs o
f age
.x
x
(8)
D
emon
stra
te s
ound
kno
wle
dge
and
skills
in u
sing
tech
nolo
gy a
s a
teac
hing
and
le
arni
ng to
ol.
x(9
)
Dem
onst
rate
the
abilit
y to
pro
mot
e po
sitiv
e so
cial
inte
ract
ions
and
eng
age
child
ren
in le
arni
ng a
ctiv
ities
whi
le a
ctiv
ely
wor
king
to in
crea
se s
ocia
l and
em
otio
nal c
ompe
tenc
e of
all
child
ren.
xx
xx
98
(10)
D
emon
stra
te th
e ab
ility
to a
naly
ze a
nd c
ritiq
ue e
arly
chi
ldho
od c
urric
ulum
ex
perie
nces
in te
rms
of th
e re
latio
nshi
p of
the
expe
rienc
es to
the
rese
arch
bas
e an
d pr
ofes
sion
al s
tand
ards
.x
xx
x
(11)
E
stab
lish
prio
ritie
s fo
r hig
h-qu
ality
and
mea
ning
ful l
angu
age
and
pre-
liter
acy
expe
rienc
es a
cros
s th
e de
velo
pmen
tal c
ontin
uum
, usi
ng la
ngua
ge, p
re-r
eadi
ng a
nd p
re-
writ
ing
to fa
cilit
ate
skill
deve
lopm
ent w
hile
stre
ngth
enin
g ch
ildre
n's
cultu
ral i
dent
ity.
xx
(12)
D
emon
stra
te k
now
ledg
e of
sec
ond-
lang
uage
acq
uisi
tion
and
bilin
gual
ism
incl
udin
g th
e di
vers
ity o
f hom
e la
ngua
ge e
nviro
nmen
ts.
xx
x(1
3)
Fac
ilitat
e fa
mily
invo
lvem
ent s
o th
at fa
milie
s ar
e en
gage
d w
ith c
urric
ulum
pl
anni
ng, a
sses
sing
of c
hild
ren'
s le
arni
ng, a
nd p
lann
ing
for c
hild
ren'
s tra
nsiti
ons
to n
ew
prog
ram
s.x
(14)
E
stab
lish
inte
grat
ed e
xper
ienc
es (a
rt, m
usic
, mov
emen
t, sc
ienc
e, m
ath,
lite
racy
, so
cial
stu
dies
, and
tech
nolo
gy) a
cros
s a
deve
lopm
enta
l con
tinuu
m.
xx
xx
(15)
D
emon
stra
te c
once
ptua
l kno
wle
dge
of th
e pr
inci
ples
and
sta
ndar
ds d
eriv
ed fr
om
prof
essi
onal
org
aniz
atio
ns (Z
ero
to T
hree
, NAE
YC
, DE
C) f
or c
urric
ulum
-dec
isio
n m
akin
g.x
xx
(16)
D
emon
stra
te th
e us
e of
refle
ctiv
e pr
actic
e.x
xX
99
Cou
rse
Nam
e
Com
pete
ncy
I Pre
K th
roug
h G
rade
3
New
Mex
ico
Early
Chi
ldho
od E
duca
tion
Com
pete
ncy
Area
Profes
sionali
sm
Chld Grw
th, Dev
& Lrn
g
Health
, Safe
ty & N
utritio
n
Fam &
Com C
ollab
Guiding Young Child
ren
Asses
smen
t
Intro to
Lang Lit &
Rdng
Curricu
lum & Play
(B-4)
Curr & Play
Pract (B
-4)
Curr Dev
& Im
p (Age3
-Gr3)
Cur Dev
& Im
p Pract (A
ge3-G
r3)
Rsrch C
hld Grw
th Dev
Lrng
Yng Chldrn
w/D
vrse A
bil
Family
Lang C
ulture
Advance
d Care
giving
Emergen
t Lan
guage
Intgrtd C
urr B-4
Intgrtd C
urr Prac
t B-4
Tchng &
Lrng M
th & Sci
Tchng &
Lrng R
dng & W
rtng
Tchng/Lrn
g SS, FA &
Mvm
nt
Tchng &
Lrng Prac
ticum
I. C
urric
ulum
and
Con
tent
Kno
wle
dge
(1)
D
emon
stra
te s
kill
in c
olla
bora
tion
with
pro
fess
iona
ls fr
om o
ther
dis
cipl
ines
(e.g
., m
enta
l hea
lth, p
sych
olog
y, s
peec
h an
d la
ngua
ge) w
hen
plan
ning
cur
ricul
um a
nd
teac
hing
stra
tegi
es fo
r you
ng c
hild
ren
with
div
erse
abi
litie
s.X
(2)
D
emon
stra
te a
n un
ders
tand
ing
and
appl
icat
ion
of fl
exib
le te
achi
ng a
ppro
ache
s th
at s
pan
a co
ntin
uum
from
chi
ld-in
itiat
ed to
an
adul
t-dire
cted
and
from
free
exp
lora
tion
to s
caffo
lded
sup
port
or te
ache
r mod
elin
g.X
(3)
Ap
ply
an u
nder
stan
ding
of y
oung
chi
ldre
n's
need
for b
alan
ce, o
rder
, dep
th, v
arie
ty,
and
chal
leng
e th
roug
h cu
rric
ulum
pla
nnin
g, ro
utin
es, a
nd s
ched
ulin
g (e
.g.,
daily
, wee
kly,
an
d lo
nger
-term
).X
(4)
Li
nk c
hild
cha
ract
eris
tics,
nee
ds, a
nd in
tere
sts
with
info
rmal
opp
ortu
nitie
s to
bui
ld
child
ren'
s la
ngua
ge, c
once
pt d
evel
opm
ent,
and
skills
.X
(5)
Ap
ply
know
ledg
e to
cre
ate
envi
ronm
ents
that
enr
ich
and
exte
nt c
hild
ren'
s pl
ay
incl
udin
g in
terv
entio
n st
rate
gies
(i.e
., qu
estio
ning
), re
spec
t of c
ultu
ral d
iver
sity
and
ge
nder
equ
ity.
X
(6)
Su
ppor
t pla
y in
you
ng c
hild
ren'
s le
arni
ng a
nd d
evel
opm
ent f
rom
age
3 -
grad
e 3.
XX
XX
(7)
D
emon
stra
te s
ound
kno
wle
dge
and
skills
in u
sing
tech
nolo
gy a
s a
teac
hing
and
le
arni
ng to
ol.
XX
X
(8)
D
emon
stra
te th
e ab
ility
to p
rom
ote
posi
tive
soci
al in
tera
ctio
ns a
nd e
ngag
e ch
ildre
n in
lear
ning
act
iviti
es w
hile
act
ivel
y w
orki
ng to
incr
ease
soc
ial a
nd e
mot
iona
l com
pete
nce
of a
ll ch
ildre
n.X
(9)
D
emon
stra
te th
e ab
ility
to a
naly
ze a
nd c
ritiq
ue e
arly
chi
ldho
od c
urric
ulum
ex
perie
nces
in te
rms
of th
e re
latio
nshi
p of
the
expe
rienc
es to
the
rese
arch
bas
e an
d pr
ofes
sion
al s
tand
ards
.X
XX
X
100
(10)
E
stab
lish
high
-qua
lity
and
mea
ning
ful l
angu
age
and
pre-
liter
acy
expe
rienc
es
acro
ss th
e de
velo
pmen
tal c
ontin
uum
, usi
ng la
ngua
ge, r
eadi
ng a
nd w
ritin
g to
faci
litat
e sk
ill de
velo
pmen
t whi
le s
treng
then
ing
child
ren'
s cu
ltura
l ide
ntity
.X
X
(11)
D
emon
stra
te k
now
ledg
e of
sec
ond-
lang
uage
acq
uisi
tion
and
bilin
gual
ism
in
clud
ing
the
dive
rsity
of h
ome
lang
uage
env
ironm
ents
. X
(12)
F
acilit
ate
fam
ily in
volv
emen
t so
that
fam
ilies
are
enga
ged
with
cur
ricul
um
plan
ning
, ass
essi
ng o
f chi
ldre
n's
lear
ning
, and
pla
nnin
g fo
r chi
ldre
n's
trans
ition
s to
new
pr
ogra
ms.
XX
XX
(13)
D
emon
stra
te c
once
ptua
l kno
wle
dge
of th
e pr
inci
ples
and
sta
ndar
ds d
eriv
ed fr
om
prof
essi
onal
con
tent
org
aniz
atio
ns (z
ero
to th
ree,
NA
EY
C, D
EC
) for
cur
ricul
um-d
ecis
ion
mak
ing.
XX
XX
(14)
D
emon
stra
te th
e us
e of
refle
ctiv
e pr
actic
e.X
XX
X
For more information, contactThe Office of Child Development
Children, Youth and Families Department(505) 827-7946