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Technical Assessment Review

COOP

1.1 What are the factors influencing prenatal development?Prenatal care, nutrition, medications, genetics, environmental factors

1.2 Explain the general progression of physical and sensory development in infants (birth to 12 months).Head to foot, simple to complex, near to far. Senses become more refined. Raise head, roll over, sit up, crawl, creep, walk

1.3 List 3 activities that promote the physical and sensory development in infants (birth to 12 months)Tummy time, exposure to a variety of environments, interactions with others, sensory stimulating environments1.4 List 5 pieces of equipment that promote the physical and sensory development of infants (birth to 12 months).Walking toy, stacking blocks, musical toys, mobile, crib mirror, water table (with adult facilitation)

1.5 Explain the general progression of physical and sensory development in toddlers (12 months to 36 months)Better at walking, running more fine motor skills and gross motor skills abilities1.6 List 3 activities that promote the physical and sensory development in toddlers (12 months to 36 months)Climbing equipment, riding a tricycle, throwing/rolling a ball

1.7 List 5 pieces equipment that promotes the physical and sensory development of toddlers (12 months to 36 months)Ball, dump truck, shovel, art supplies, sand table1.8 Explain the general progression of physical and sensory development in preschoolers (3 years to 5 years)Self-help skills, better articulation of words, more refined fine motor skill development, more controlled gross motor skill development

1.9 List 3 activities that promote the physical and sensory development in preschoolers (3 years to 5 years)Water and sand table, various art materials, stringing beads1.10 List 5 pieces equipment that promotes the physical and sensory development of preschoolers (3 years to 5 years)Balance activities, balls, art supplies, sensory boxes, playground equipment

1.11 Explain the general progression of physical and sensory development in school-age children (5 years to 8 years)Growth slows but skills becoming more refined, body becomes slimmer along with better posture, losing teeth1.12 List 3 activities that promote the physical and sensory development in school-age children (5 years to 8 years)Pumping legs on a swing, riding a bike, writing tools

1.13 List 5 pieces equipment that promotes the physical and sensory development of school-age children (5 years to 8 years)Swing, bike, pencils, scissors, balls

2.1 Explain the importance of nurturance and attachment in children from birth to 8 yearsBonding and attachment that occurs early in childhood impacts self concept, self esteem, personality and relationships for the rest of the child’s life. Lack of nurturance can cause developmental delays.

2.2 Describe social and emotional development in infants (birth to 12 months)Babies cries need to be responded to quickly, communicate via crying and facial expressions, emotions become more specific, stranger anxiety may occur, temperament becomes more apparent, irritability, passivity, intensity. Attachment is essential for development2.3 Describe social and emotional development in toddlers (12 months to 36 months)Negativism, temper tantrums, separation anxiety, independent to parallel to cooperative play

2.4 Describe social and emotional development in preschoolers (3 years to 5 years)Language improves, friendships and companionship become more important, socio-dramatic play where they imitate others2.5 Describe social and emotional development in school-age children (5 years to 8 years)More aware of peers, stress of school is a challenge, self-regulation (ability to control impulses) starts to improve

3.1 Describe cognitive development in infants (birth to 12 months)Start to realize they make things happen, object permanence, later in infancy can establish goals and anticipate events3.2 Describe cognitive development in toddlers (12 months to 36 months)Expressive language (communicating words and thoughts to others) receptive (understanding others words) expands. Uses 2 word sentences early in toddler stage basic math (id shapes, small vs. large)

3.3 Describe cognitive development in preschoolers (3 years to 5 years)Expressive language improves, rote counting, articulation improves, take things literally, 3 step instructions3.4 Describe cognitive development in school-age children (5 years to 8 years)Longer attention span, less egocentric, true counting improves, can argue and reason

3.5 Why is brain research (and its application) important to child development from birth to 8 years?Pathways are created early on. Pruning occurs when a child gets older and potential pathways are lost forever if they have not been used. Providing children with lots of opportunities to use and reinforce the pathways in the brain is essential.

4.1 Describe verbal and nonverbal communication development in children (birth to 8 years)Crying, experimenting with sound, babbling, gestures, 12 or so words by the end of first year. 2 word sentences, use grammar correctly as a preschooler, vocabulary continually expands

4.2 Describe the developmental stages of the pre-reading and reading processesPre-reading- print awareness, book handling skills, sounds and rhythm of spoken language, letter knowledge, vocabulary development, comprehending stories Reading- use knowledge of letter sounds to solve unknown words, uses language, memory, pictures an print as cues to read and understand text, analyze new words and checks them against what makes sense and sounds right, begins to retell the major points of the text

4.3 Identify the stages of writing development and how to support children (birth to 8 years) in moving through the continuum Six stages of writing- drawing, scribble as writing, letter-like forms, reproducing letter strings, invented/phonetic spelling, conventional spelling Model for children, provide opportunities to see and practice making letter formation and practice writing.

4.4 Describe book handling skills in: small group-  whole group- title of book, author illustrator, how to hold book, punctuation, reading from left to right, front/back cover, words sentences.  Individually- allow the child to sit close or hold the book,  

4.5 List 5 examples of how to integrate environmental print and visual representations as instructional tools to support language and literacy development across all subject areas Label things in the classroom, create puzzles from familiar food boxes, literacy rich environment, opportunities to write invitations, grocery lists etc…, incorporating literacy into dramatic play (menus, guest checks), centers labeled

4.6 Describe the difference between phonemic awareness and phonics and list 2 activities used to facilitate development.The sounds that produce language are phonemes, understanding how these can be manipulated is phonemic awareness. Phonics is understanding the relationship between spoken words and the written word.

same initial sound, rhyming words5.1 Explain the responsibilities of professionals to implement and maintain a safe early childhood work environment The primary responsibility. Age appropriate toys, child proofing, locked hazardous supplies, hand washing, sanitizing, food safety, daily checks of children. Meet licensing guidelines for safety, sanitation, storage of hazardous materials and requirements for CPR and First Aid training.

5.1 Explain the responsibilities of professionals to implement and maintain a safe early childhood work environment The primary responsibility. Age appropriate toys, child proofing, locked hazardous supplies, hand washing, sanitizing, food safety, daily checks of children. Meet licensing guidelines for safety, sanitation, storage of hazardous materials and requirements for CPR and First Aid training.

5.2 Describe appropriate clothing and shoes to wear in order to ensure personal safety Closed toe shoes, comfortable clothing to move around, get dirty and play at their level. Clothing, jewelry and hair that will get caught in moving parts.

5.3 Explain the importance of compliance with the Arizona Department of Health Services Child Care Licensing Regulations and the OSHA (Occupational Safety and Health Administration) standards Following these guidelines helps to ensure safety of children and workers. Inspections will be done regularly to ensure compliance. If non-compliance fixed or shut down.5.4 How do you properly store—Equipment-gardening tools should be inaccessible to children Medication- locked cabinet out of the reach of children Supplies- accessible to staff, but out of reach of children, should be accessible to childrenhazardous materials- locked cabinet

5.5 What are emergency procedures?Need to have first aid kit accessible to staff but not children, a plan who notifies parents, emergency contact information, emergency procedures posted, **conduct a fire drill every 30 days.

5.6 Describe basic First Aid and CPR techniques.CPR- rescue breathing and chest compressionsFirst aid- apply pressure to bleeding, choking sweep mouth if you can see object, utilize age appropriate Heimlich, how to clean and cover a cut/scrape, allergic reactions

5.7 What are 4 basic health practices and prevention procedures that prevent the spread of childhood illness and communicable diseases?Hand washing, proper diapering, sanitizing, covering mouth and nose during sneezing/coughing, proper food handling procedures, separate a child that shows signs of illness

5.8 What are some water, sun, and heat safety and precautions for preschools?

Drinking water always accessible, shade structure, go out in cooler parts of the day, sunblock applied when provided by parents with a release form

5.9 List the top 10 possible safety hazards in and around the childcare setting.Choking hazards, toxic materials, trips and falls, sharp corners, electrical outlets, appliances

5.10 Explain safe maintenance of toys, equipment, and materials.Sanitizing regularly, checking toys and equipment to see it is not broken and in working order, storing hazardous materials away from children

5.11 How and when should you clean and sanitize facility and equipment?Bleach water solutionTables before and after use, toys daily(hard surfaced in infant room) or if exposed to mouth, sheets and blankets weekly, mats/cots monthly or immediately if soiled

5.12 Describe conditions and practices that promote safe food handling.Handwashing, appropriate temperatures for storage and cooking, avoiding cross-contamination, proper use of equipment

6.1 List the proper hand washing procedures for adults and children.Wet hands, apply soap, wash for 15- 20 seconds, rinse, dry with a one use paper towel, turn off water with a one use towel

6.1 Explain the purpose of the food guide pyramid in identifying basic nutritional needs and the benefits of a balanced diet.

Following FGP or My Plate, allows individuals to get all their daily needs for all areas of nutrients. It provides a guideline for appropriate servings and sizes to ensure the right amount. Following these guidelines for food and exercise build healthy eating habits, keep the immune system strong, prevent obesity and other food related lifestyle diseases

6.2 Explain the purpose of the food guide pyramid in identifying basic nutritional needs and the benefits of a balanced diet.

Following FGP or My Plate, allows individuals to get all their daily needs for all areas of nutrients. It provides a guideline for appropriate servings and sizes to ensure the right amount. Following these guidelines for food and exercise build healthy eating habits, keep the immune system strong, prevent obesity and other food related lifestyle diseases

6.3 Explain the consequences of an unbalanced diet relating to childhood obesity and oral healthAn unbalanced diet can result in childhood obesity, food related illnesses such as diabetes, high cholesterol, and high blood pressure.

6.4 How do you perform and document a daily health check?Asking the child how they feel. Looking for signs of illness or injury, listening for complaints of discomfort, watching for behavior indicative of illness, abuse or neglect. Document irregularities and make appropriate reports if warranted.

6.5 What are the indicators of physical abuse?Physical marks, withdrawal from others, abnormal eating patterns, poor hygiene,

6.6 How do you complete injury and illness documentation?If injury requires health professional, notify parents immediately-Document what occurred, what measures were taken, time, date location, how parents were notified, keep for 12 mos.-illness notify families of exposure to illness

6.7 Describe how to plan nutritious food experiences that appropriately involve the participation of children.Allow children to participate in the selection, planning a preparation as well as serving and clean-up of healthy food choices. Make food interesting by selecting a variety of temperatures, colors, shapes, textures. Follow My Plate and licensing guidelines for appropriate meal selections. Family style dining should be implemented whenever possible.

6.8 Explain how meal times can be used as learning opportunities.Sensory opportunity, nutrition education, math, social-emotional development, fine motor-skill development

6.9 What are special dietary needs of children?Young children need whole milk for brain development, food allergies may be more frequent, less fat, sugar and salt. Ease of eating and not a choking hazard. Follow MyPlate guidelines for children.

6.10 List 5 foods that may cause choking in young childrenHot dogs, grapes, hard candy, popcorn, chewy candy.

7.1 How do you arrange the physical environment to facilitate planned and spontaneous activities both indoors and outdoors for children (birth to 8 years)?Lessons and activity centers should incorporate indoors and outdoors. Time outside for child centered activities should be included everyday

7.2 Describe a balanced daily schedule that meets the developmental needs of children, allows for teacher-directed and child-directed activities, and limits transitions. Structured lessons combined with student choice centers and free play on the playground. Minimizing transitions by combining activities or creating transitional routines helps.

7.3 Describe developmentally appropriate learning centers for infants (birth to 12 months) that include both indoor and outdoor environments. Indoor- soft furniture for crawling and creeping, book center, art/music, toys for cognitive developmentOutdoor- areas for crawling and walking, ball play

7.4 Describe developmentally appropriate learning centers for toddlers (12 months to 36 months) that include both indoor and outdoor environmentsIndoor- music and movement, reading/book center, block center, art center, writing center, Outdoor- climbing equipment, supervised sensory tables, materials that can be scooped and poured, push and pull toys

7.5 Describe developmentally appropriate learning centers for preschoolers (3 years to 5 years) that include both indoor and outdoor environmentsIndoor- blocks, dramatic play, housekeeping, art, science, manipulatives, writing, reading/book, sensory, musicOutdoor- sensory, gross motor skill area

7.6 Describe developmentally appropriate learning centers for school-age children (5 years to 8 years) that include both indoor and outdoor environmentsIndoor- Art, writing, literacy, science, fine motor skillOutdoor- Gross motor, sensory

7.7 How do you use developmentally appropriate materials and tools to support learning?Select age appropriate, safe tools and materials to enhance learning opportunities.

7.8 Describe the appropriate use of technology and media resources to support learning?Educational technology and media can be helpful in facilitating learning, but is not an equal substitute for real life application. Screen time should be kept to a minimum.

8.1 Describe 3 developmentally appropriate activities for visual art.Painting with standard and non-standard paint materials; draw a picture depicting something of interest to the child, clay to sculpt forms

8.2 Describe 3 creative movement and dramatic play using, music, rhythm, sound, language, space, and materials to promote creative expression COOP teachers can explain a variety

8.3 How do you facilitate creative expression?Provide art opportunities to include, music and movement, visual art, dramatic arts

8.4 What is the difference between process art and product art?Product art- the goal is the end product Process art- the goal is the sensory experience and creativity

9.1 How do you demonstrate respect for culture, language, and identity to establish a caring community of learners?Include themes and lessons that identify, recognize and incorporate a variety of cultures language and identity while encouraging caring and empathy.

9.2 How do you encourage children to identify, manage, and express their emotions in an appropriate manner?Help them to find words and ways to appropriately express emotions. This is done through modeling as well as lesson and discussion

9.3 How do you design the classroom environment to promote pride and independence in young children?Provide lots of self-help opportunities (putting item in cubbies when they arrive or finish a project). Organize the classroom in a way that children can initiate activities of their choice and assist in the clean-up and management of the classroom.

9.4 Describe 3 developmentally appropriate practices that promote self-regulation.Have few and clear rules that children help develop.Provide reminders when children need to self-regulateProvide areas/activities for children who need time to self-regulate

9.5 List ways to provide opportunities for children to demonstrate care of self, others, and the natural environment.Having helping roles as part of the classroom dayEncourage them to do things for themselvesAcknowledge whey they go out of their way to help others or their environment

10.1 How do you encourage cooperation in play and learning activities that respects the rights and property of self and others?Encourage team/partner interactions. Show and tell with opportunities to explore other peoples belongings. Model cooperation and respect for the rights and property of others.

10.2 Describe the problem-solving and conflict resolution methods to use with children.Enlist them to help you solve the problem or conflict.Help them to understand why and behavior is not okay

10.3 Explain how transitions may affect a child's behavior.Children can be easily frustrated and upset by transitions. A predictable routine can reduce these frustrations.

10.4 List 3 transition techniques to maximize learning.Songs that describe expected behaviorGive transitional time so that transition will be quicker and smootherVisual cues assist in the facilitation of transitions

10.5 Explain how changes in family issues may be reflected in a child's behavior.Children dealing with changes in the family may experience regression, withdrawal, aggressive behavior

10.6 List 5 positive guidance techniquesReinforce good behaviorGive clear directions and expectationsTell the child what behaviors are okayProvide a classroom is that is safe and adequately stockedIgnore mildly annoying age appropriate behaviorRedirect behavior when you see it may evolve to problem behavior

11.1 Describe the family's role in the education of their child.Family is a child’s first and most important teacher. Ideally the family and EC Educators are working together in the education of a young child.

11.2 Describe appropriate informal and written communication with family members Verbal updates about their child’s day and progress as well as written communication keeping parents informed of going-ons in the classroom 11.3 Describe ways the family can be involved in the education of their child Provide suggestions for activities that can be facilitated at home. Bring home and family into the classroom

11.4 List 3 strategies you can implement to make all families feel welcome and engagedLots of communication formal and informalInvite the familes to be part of the classroom and instructionAppeal to various family structures, cultures and dynamics

12.2 What are standards of practice for assisting children with routine and transition activities?Routines should be predicable for children. Transitions should kept to a minimum and fun when possible.

12.3 Describe the difference between conduct learning activities in small and whole group settings.Small group 3-5 Whole group is entire class. Managing the large group becomes a major focus and limits more individualized instruction. Good for introductions of topics. Small groups lend themselves to discussion and instruction that can meet various levels of development.

12.4 How do you plan developmentally appropriate activities for children (birth to 8 years)?Consider developmental milestones, assessments, observations. Know a child’s social and cultural context.

12.5 How do you conduct developmentally appropriate activities for children (birth to 8 years)?Attuned to a child’s age and developmental status as a unique individual. Develop lessons that are challenging, but still allow a child to be successful. Appeal to various types of learners and all the lessons to be determined by the child when feasible

12.6 How do you evaluate developmentally appropriate activities for children (birth to 8 years)? Challenging while still allowing a child to be successful. A child’s level of development in all areas, environment at home, family support must all be considered.

12.7 When should you adapt instructional strategies to meet individual and group needs? When it becomes obvious that it is necessary. Student getting frustrated, losing their attention, behavior concerns.

12.8 Describe what anecdotal note is and when you would use one?An observation of a child behavior noting the environment at the time. Looking for triggers, noting strategies that work for that child

12.9 How do you scaffold a play sequence?Providing less support so that a child can achieve success without support. Dramatic play- adding new more complex tools to increase the complexity of the learning environment.

13.1 Describe aptitude for working with childrenAn area of interest, understands and eager to continue learning about how children learn and develop, qualities that would be helpful (kind, patient, caring, creative, flexible)

13.2 Describe positive interpersonal behaviors with children, families, colleagues, and supervisors Work together to meet the needs of the child. Many opportunities for communication and interaction and collaboration

13.4 Explain the following child development theories:

Piaget- stages of cognitive development: sensorimotor (birth to age 2) object permanence, learning through senses. Preoperational (2-7) egocentric, symbolic representation, conservation. Concrete operations(7-11) thinking logically. Formal operations (11-adult) abstract thinking

Montessori-Independent learning, practical life experiences, self-selections, long blocks of time

Vygotsky-Importance of social interaction, zone of proximal development, scaffolding

Erikson- Psychosocial development, 8 stages with social conflict or crisis

13.5 Describe effective instructional strategies to meet educational needs of children birth to 8 years Researched based, developmentally appropriate, incorporating many senses, child guided. Incorporates child- centered as well as teacher centered activities.

13.7 Explain how the Arizona Early Learning Standards for preschoolers (3 years to 5 years) may be used to guide development of learning activities and opportunities They are a framework for educators developing lessons/curriculum for preschoolers.

13.8 Explain how the Arizona Academic Standards for school-age children (5 years to 8 years) may be used to guide development of learning activities and opportunities

They are a framework for educators developing lessons/curriculum for school age children.

13.9 List the characteristics of children with exceptionalities.May be delayed or gifted in comparison to age appropriate peers in physical, emotional/social or cognitive abilities

13.10 List 3 reasons for observing young childrenTo learn about children, assess theory, evaluate behavior concerns, gathering information to assist in curriculum development, to evaluate growth

13.11 List 3 characteristics of quality anecdotal notesFactual reports of a child’s actions, usually focused on a specific behavior or area of development, should be used in future planning

13.13 Explain state law in reporting suspected child abuse or neglectEducators, child care providers, health professionals, and clergy are mandatory reporters. Any reports made in good faith cannot result in prosecution.

13.14 Describe confidentiality issues and how to handle them effectivelyConfidentiality should be maintained unless safety is an issue. Only those that need to be made of aware of an issue should be given confidential information.

13.15 Explain the role of the National Association for the Education of Young Children and other professional organizations to the work of an Early Childhood Education educatorMembership provides resources through journals, conferences and materials to provide guidance for EC educators in terms of professionalism, ethics, training and current research and program practices.

13.16 Explain the role of the Quality First InitiativeProvides financial support for training quality early childhood teachers as well as safe and stimulating environments. It rates providers and centers to ensure they are providing a safe, engaging learning environment for kids.