Early Care & Education (ECE) Teacher
Competency-based
ONET: 25-2011.00
1
Years
74
Skills
630h
Related instructions
Curriculum
- Child / Human Growth & Development
- Child-Family-Community / Child-Family Relations
- Programs / Curriculum
- Observation, Screening, Assessment and Documentation
- Health, Safety, and Nutrition
- Culture, Diversity, and Equity
- Supervised Field Experience
- English / Language Arts
- Math or Science
- Social Sciences
- Humanities and/or Fine Arts
On-the-job training
- Understands And Encourages Child Development And Learning
- Knowledge about Child Development and Learning - Describes major developmental milestones for children from conception through adolescence in the areas of physical, psychosocial, cognitive and language development.
- Knowledge about Child Development and Learning - Observes children in natural settings to enhance the study of child development.
- Facilitating Child Development and Learning - Analyze how cultural, economic, political, and historical contexts affect children’s development.
- Facilitating Child Development and Learning - Differentiate typical and atypical development. Apply developmental theory to child observations, surveys, and/or interviews using investigative research methodologies.
- Appreciates And Honors Culture, Diversity And Equity
- Respect for All Differences and Similarities - Embraces each child’s culture and sees it as an asset.
- Respect for All Differences and Similarities - Understands the importance of providing a learning environment that is welcoming for all families.
- Culturally Responsive Approaches - Adheres to families’ culturally based communication practices. Implements concepts of intercultural communications, including nonverbal communication.
- Culturally Responsive Approaches - Applies skills and knowledge gained from orientation sessions to communicate respectfully with all families.
- Culture and Language Development and Learning - Uses knowledge of children’s cultural and linguistic backgrounds and experiences to facilitate interactions and learning.
- Culture and Language Development and Learning - Models the implementation of inclusive communication and practices to engage colleagues, children, and families.
- Recognizes Significance Of Relationships, Interactions And Guidance
- Supporting Children's Emotional Development - Plans opportunities that support children’s understanding of emotions and allows children to respond to the emotions of others, as developmentally appropriate.
- Supporting Children's Emotional Development - Oversees day-to-day transitions with sensitivity to each child’s responses to separation or transitions. Works with families and staff to develop ways to support children during transitions.
- Social-Emotional Climate - Works with staff and colleagues to plan a positive social–emotional climate in the learning environment based on the individual strengths and interests of the children in the group
- Social-Emotional Climate - Leads staff in reflecting on and interpreting children’s expressions of emotions and on one’s own responses to them.
- Socialization and Guidance - Plans strategies keeping in mind each child’s interests, culture, temperament, language, communication skills, and abilities.
- Socialization and Guidance - Develops concrete strategies and activities to recognize children’s efforts, emphasizing the use of appropriate language to acknowledge, encourage, and reinforce achievement and success.
- Understands And Fosters Family And Community Engagement.
- Communications with Families - Respects each family’s style and preferred methods of communication and interacts with families in a transparent, accountable manner.
- Communications with Families - Coordinates developmentally appropriate experiences to support children’s school readiness in all developmental domains, anticipating upcoming transitions to new programs or schools.
- Relationships with Children and Families - Supports families as decision makers for and educators of their children.
- Relationships with Children and Families - Ensure meaningful two-way collaboration, supporting the children's learning and development and helping families to understand child development.
- Community Resources - Demonstrates an understanding of risk factors related to family functioning and how to support all families appropriately.
- Community Resources - Plans curriculum and activities collaboratively with all families.
- Understands And Supports Dual-Language Development
- Dual-Language Program Models and Strategies - Facilitates discussions and planning with staff and colleagues about implementation of specific programs for group settings.
- Dual-Language Program Models and Strategies - Works with colleagues to create various opportunities for young dual-language learners and their families to participate in the group throughout the day.
- Development of the Home Language and of English - Incorporates practices that honor the role of the home language as a vital foundation in English-language development.
- Development of the Home Language and of English - Creates opportunities for young dual-language learners that promote literacy development in home language and English.
- Observation and Assessment of Young Dual-Language Learners - Shares assessment information about individual children with families.
- Observation and Assessment of Young Dual-Language Learners - Contributes to observation of young DLLs across a variety of settings or activities.
- Relationships with Families of Dual-Language Learners - Demonstrates awareness of child's home language.
- Relationships with Families of Dual-Language Learners - Uses observations to inform interactions with children and the curriculum-planning process.
- Understands And Utilizes Observation, Screening, Assessment And Documentation
- Observation - Conducts formal and informal observations of children across settings and overtime
- Observation - Gathers observations to inform the planning process for individual children and the group.
- Screening and Referral - Reviews results of screening and initiates discussions with staff, colleagues and families about universal or targeted screening.
- Screening and Referral - Identifies the need for referrals based on observations.
- Assessment - Uses valid and reliable assessment tools.
- Assessment - Explains and follows protocols related to parental consent confidentiality and elicits input from families.
- Documentation - Initiates discussions with staff and colleagues about strategies for documentation and applies strategies to selection of samples, artifacts, or other information to include in documentation.
- Documentation - Plans developmentally appropriate opportunities for children to participate in documentation of their experiences.
- Interpretation, Planning and Implementation - Considers a variety of factors in the interpretation of observations, screening, documentation, and assessment data. Reflects with families, colleagues and specialists on the meaning of individual results and data.
- Interpretation, Planning and Implementation - Synthesizes information gathered through the planning process in planning for individual children and for the group.
- Recognizes Special Needs And Fosters Inclusion
- Philosophy, Policies and Practices - Recommends changes o program policies as appropriate to create a sense of belonging and full participation for children or adults with disabilities or other special needs.
- Philosophy, Policies and Practices - Explains the principles of People First Language used to colleagues, families, and children, as developmentally appropriate.
- Developmentally and Individually Appropriate Practice - Collaborates with families and service providers to provide multiple approaches to learning in order to meet the diverse needs of children in the learning environment.
- Developmentally and Individually Appropriate Practice - Engages children with disabilities or other special needs as active participants in their own personal or health-care routines, as developmentally appropriate.
- Collaboration with Families and Service Providers - Initiates discussions with colleagues and families regarding inclusive practice and children's development.
- Collaboration with Families and Service Providers - Understands the range of services available to children with disabilities or other special needs, the roles of service providers, and different models of support.
- Environment Access and Adaptive Equipment - Identifies and addresses modifications in the facility and the learning environment to support children or adults with disabilities or other special needs.
- Environment Access and Adaptive Equipment - Implements safe, effective use of adaptive equipment for children with disabilities or other special needs.
- Creates Learning Environments; Plans And Implements Curriculum
- Curriculum and Curriculum Planning - Synthesizes information gathered through curriculum-planning process in planning for individual children and for the group.
- Curriculum and Curriculum Planning - Adapts indoor and outdoor environment, equipment, materials, activities or experiences based on information gathered in the curriculum-planning process, preparing children as appropriate.
- Environments, Schedules and Routines - Adapts the environment as necessary to meet the interests and requirements of children in the group.
- Environments, Schedules and Routines - Plans the daily schedule to meet regulatory requirements and to support the learning and development of children.
- Strategies to Support Learning and Development - Plans the daily schedule to incorporate a balance of child-initiated play and exploration and adult-facilitated strategies.
- Strategies to Support Learning and Development - Plans experiences that support infant/toddler learning and development in all domains.
- Ensures Health, Safety And Good Nutrition
- Environmental Health and Safety - Identifies and addresses potential barriers to compliance with indoor and outdoor environmental health and safety policies and practices.
- Environmental Health and Safety - Adapts supervision to the overall setting and individual requirements of children.
- Emergency Preparedness - Uses emergency equipment and supplies effectively and appropriately.
- Emergency Preparedness - Implements emergency plans and assigns roles using systematic exchange of information with families, staff, and colleagues to ensure everyone is prepared to respond.
- Nutrition - Facilitates and engages in discussions about healthful food choices and habits, taking into account individual family and cultural preferences.
- Nutrition - Develops mealtime routines that support children's learning and reflects family practices.
- Response to Health Requirements - Conducts daily individual health checks for signs of illness or injury in children.
- Response to Health Requirements - Communicates with families daily about children's well-being.
- Child and Family Health - Addresses concerns about child abuse or neglect according to regulation and law; refers concerns to supervisor(s) as necessary. Articulates the role of risk and protective factors related to child abuse or neglect.
- Child and Family Health - Communicates with families about children’s physical activity experiences to help children develop new skills, build physical strength, and engage in play-based, structured, and spontaneous (child-initiated) physical activity.
- Develops And Demonstrates Professionalism
- Professional Development - Uses reflective dialogue to identify an action plan for professional development.
- Professional Development - Explores effective professional development and mentoring strategies to support professional development.
- Professional Conduct and Behaviors - Engages in professional responsibilities and remains dedicated to the success of children, families, and the agency or program.
- Professional Conduct and Behaviors - Contributes to a quality work environment by maintaining a professional, mutually supportive attitude with colleagues, children, and families.
- Competence in a Specialized Body of Knowledge - Ensures that the children's program integrates development and learning in all domains.
- Competence in a Specialized Body of Knowledge - Actively participates in aligning the program's shared philosophy with associated goals and objectives.
- Pedagogy - Promotes early education teaching strategies that address growth, development, and learning based on current evidence-based practice.
- Pedagogy - Understands that adult learning can take place in many formal and informal contexts.
- Occupational Health and Safety - Knows procedures to follow when a staff member or colleague has an accident, and applies strategies to prevent accidents from occurring.
- Occupational Health and Safety - Conducts regular in-service professional development for staff and colleagues on risk and injury prevention.
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Made in the USA.