Use knowledge of individual children and child development theory to promote learning
- Develop strategies to learn more about individual children (families, languages, abilities, culture, etc)
- Use knowledge of child development and individual children to create equitable, supportive, and challenging learning environments for young children
- Create curriculum that builds resilience in children, inclusivity, and pushes back against systems that may harm children (racism, classism, trauma, poverty, etc) -
Engage families and communities in the education of young children
- Value diverse family structures, languages, cultures and norms
- Create reciprocal and authentic family and community partnerships
Observe, document, and assess learning to support development
- Link the purpose of observation to curriculum planning and assessment to teaching strategies
- Explore how assessment can be harmful to children and how to use assessment responsibly
- Share information with families and other service providers
Use a wide array of developmentally, culturally, and linguistically sustaining approaches, strategies and tools to connect with children and families.
- Describe the importance of relationships in teaching and learning
- Use research based strategies, tools, and approaches that support the cultural, linguistic, and individual development of the children in the classroom
- Develop a habit of reflecting on practice, changing strategies and approaches as necessary to support children and families
Use content knowledge to build meaningful curriculum.
- Use the central concepts and tools of a wide range of academic disciplines: language and literacy; the arts - music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
- Use early learning standards, integrating anti-bias strategies
- Design, implement, and evaluate curriculum
Identify with the profession and conduct themselves professionally
- Uphold ethical standards in classroom and practicum communities
- Engage in advocacy for children, families, and the field
All outcomes are aligned with the NAEYC educator preparation standards and the Washington State Core Competencies for Early Childhood Educators.
Approved by the Education Department Advisory Committee on 2/5/20.