1.1 Understands typical and atypical development and multiple factors that influence development from conception through infancy and early childhood
1.1 e. Applies theories of growth, development, and learning into everyday practices
1.1 h. Understands the impact of stress and trauma on a child’s development and supports families in reducing children’s exposure to stress
1.5 Encourages the development of self-help skills to promote independence
1.5 b. Uses naturally occurring opportunities throughout the day to encourage the development of self-help skills
1.7 Supports children's cognitive development
1.7 c. Creates environments that encourage developmentally appropriate exploration of toys, objects, and materials
1.7 d. Plans experiences to support a child’s developing interests and build on previous learning
1.7 h. Uses open-ended questions to encourage child-initiated interactions
2.1 Respects families and is responsive to language, culture, family characteristics, needs, concerns, and priorities
2.1 d. Recognizes and acknowledges that culture, language, socioeconomic factors, support systems, and special needs may influence how families nurture their children
2.1 f. Empowers family strengths and supports diverse needs, including those of Dual Language Learners
2.1 i. Recognizes the benefits of inclusion for children, families, early childhood professionals, and communities
2.1 j. Responds sensitively to families’ concerns, ways of coping, and child-rearing practices
6.1 Upholds all relevant ethical standards and professional guidelines
6.1 c. Obeys and upholds laws related to the rights and well-being of all children and families, including those with
disabilities
6.1 d. Maintains job-specific professional and personal boundaries, and models those appropriate boundaries
6.1 e. Shows sensitivity relating to individual preferences and/or cultural beliefs
6.1 h. Uses relevant professional standards and guidelines to plan and implement experiences for children and families
6.1 j. Recognizes and responds to any practices or materials that are inappropriate, potentially discriminatory, or harmful
6.3 Displays professionalism in practice
6.3 a. Recognizes that professionalism should be shown in all work settings, not just meetings
6.3 e. Demonstrates practices that reflect personal philosophy
6.3 f. Demonstrates an awareness that personal behaviors and actions within the work setting reflect on the setting
6.4 Exhibits commitment to ongoing growth and learning
6.4 a. Is curious and understands that learning is a lifelong process
6.4 d. Reflects on current practice, investigates ways to improve, and maintains an individualized professional development plan
6.4 e. Seeks out knowledge of the cultures and populations within the community and integrates into practice
6.4 g. Explores and integrates current trends and research-based practices to make and justify decisions
6.6 Advocates for children, families, and the early childhood profession
6.6 a. Recognizes the field of early childhood as a profession
6.6 b. Knows why quality early childhood experiences are important
6.6 d. Contributes to the advocacy efforts of professional organizations
6.6 f. Accepts and affirms children’s similarities and individual differences by modeling words and actions which incorporate the use of people first language
Learning Outcomes
Session 1:
Establish what makes an early educator a Professional.
List the NAEYC Professional Standards
Interpret what those professional standards look like in practice.
Discuss resources to support an early educator’s professional growth.
Summarize what ethics is.
Identify an early education professional‘s legal responsibility and ethical responsibility.
Solve ethical dilemmas.
Session 2:
Identify common biases.
Examine the difference in explicit biases and implicit biases.
Discover how to identify biases.
Investigate hidden biases in schools.
Review recommendations from NAEYC to advance equity.
Acquire skills to advance equity and support inclusion.
Develop a plan to promote equity in the classroom or program.
Session 3:
Examine the Developmentally Appropriate Practices (DAP) Position Statement.
Cite the purpose of DAP for a school age classroom/program.
Analyze the 9 NAEYC Developmentally Appropriate Practices (DAP) Principles.
Discuss how to implement DAP in a school age classroom/program.
Design a DAP activity in a school age classroom/program.
Question actions to determine if they align with DAP.
Manage appropriate technology use in a school age classroom/program.
