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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


Birth - Age 4


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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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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.

13

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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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).


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.


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.


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.


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.


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


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.


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.


a) Discuss ways that parents are essential in providing information about their child.b) Discuss ways to increase family participation as an educational partner.


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.


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.


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.


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.


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.


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.


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.


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.


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.


a) Articulate rationale for policies, regulations, and safeguards to families.b) Implement program policies and procedures, and applicable state and

federal regulations.


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.


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.


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.


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.


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.


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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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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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”.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


a) Identify and discuss how major historical, philosophical, and social foundations have influenced current thought and practice.


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.


a) Identify the different types of leadership roles and characteristics of leaders.

b) Identify strategies for collaboration.


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.


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.


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

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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

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