This document outlines Ohio's Early Childhood Core Knowledge and Competencies, which define the essential knowledge and skills needed by all early childhood professionals working with children from birth to age 8. It is organized into six content areas: Child Growth and Development, Family and Community Relations, Health, Safety and Nutrition, Child Observation and Assessment, Professional Development, and Learning Environments and Experiences. For each content area, the document provides a rationale, knowledge base, and observable competencies defined at three levels of professional development. The goal is to establish a framework that supports early childhood professionals in gaining and advancing their knowledge and skills over time.

1. Ohio’s Early Childhood
Core Knowledge & Competencies

2. Table of Contents
Introduction 1
Content Areas 3
Core Knowledge Framework 5
Alignment 6
Uses of Core Knowledge 7
Acknowledgements 8
Child Growth & Development 12
Family & Community Relations 18
Health, Safety & Nutrition 24
Child Observation & Assessment 30
Professional Development 34
Learning Environments & Experiences 40
Appendix A: Glossary 44
Appendix B: Research References 47
Appendix C: For More Information 49
Appendix D: Linkages with Primary Resources 51

3. Young children are amazing! Inside the vulnerable, wobbly head A Note About Wording
Introduction
of the youngest newborn is a stunning amount of sophisticated
brain activity! Thanks to modern science, we are just beginning In writing this document, some key decisions were made about
to understand just how perfectly equipped and innately capable language that would be used. Ohio’s Early Childhood Core
children are from the start to learn, to function, to adapt, and Knowledge and Competencies was developed by people in a wide
to make sense of the world in which they are born. variety of disciplines and roles within the early childhood profession
and defines and describes what we, as early childhood professionals,
But modern science has also shown that the amazing capabilities know and do and why. It is intended to be a statement from us, the
of each child are not enough by themselves to ensure a successful early childhood professional community in Ohio, and it is our
passage into a healthy, happy adulthood. Decades of research have sincere desire that each of you who share in this work will see
made it abundantly clear – the adults who care for and educate yourself in these pages and feel that you are well-represented here.
young children will shape:
Early childhood professional is the term chosen for those whose
• hildren’s understanding of themselves, others and the world
c work is represented in Core Knowledge. It is intended to encompass
around them; not only those who have the responsibility for the direct care and
• he pathways of children’s physical, social, cognitive, and
t education of young children but all those whose primary work
emotional development; and responsibilities are related to the well-being of children birth
through age eight. These professionals, though they are found in a
• even the very structure of the young child’s brain! wide variety of roles and settings, share a common goal of ensuring
young children’s healthy development, optimal care, and success
Parents, of course, are their children’s first and most influential and joy in learning.
1
caregivers and teachers. During the course of their early years,
however, most of the children in Ohio will also have their Professional practice is the term chosen to describe the early
development and experiences shaped by at least one early childhood childhood professional’s work. It is a phrase intended to include all
professional – someone dedicated to the well-being of young of the customary activities and responsibilities – the “practices” –
children, birth to age eight, and their families. In this document, of work focused on young children and their families.
you will discover the breadth and depth of knowledge and skills
that are needed to fully foster young children’s inborn capabilities. Recommended practices is the term chosen to describe professional
practices that are generally considered to be the most highly
Core Knowledge recommended by the field, based on current research and the
collective wisdom of expert practitioners at this time. It is
The Ohio Core Knowledge and Competencies for Early Childhood understood that, as new evidence arises, the practices that are
Professionals is based on the understanding that there are critical recommended in the care and education of young children
areas of knowledge and skills that are necessary for early childhood may change.
professionals to have if young children are to thrive under their
care. Core Knowledge strives to clearly communicate the nature A glossary can be found in Appendix A that defines many more of
of these critical areas of professional practice and be useful to the terms used throughout Core Knowledge and within specific
anyone who is interested in the competency of early childhood content areas. Words that are defined in the glossary are marked
professionals, whether it be those working or considering work with an asterisk*.
in the field, those families who depend upon early childhood
services, or those who make decisions and policies about early
childhood professionals.

4. What and Why
Introduction
Core Knowledge and Competencies define what all adults who work
with young children need to know, understand and be able to do in The writing teams were strongly committed to a set of eight
order to ensure that children have the best possible environments, guiding principles. The writing teams labored to create a Core
experiences and relationships in which to grow and learn. Core Knowledge and Competencies document that would:
Knowledge is based upon all that we currently know about young
children’s development, care and learning through research as well 1. dentify the key concepts that apply to anyone working with
i
as the combined wisdom of leaders in our field. young children;
2. pply to early childhood professionals who work with young
a
Having a clearly defined Core Knowledge and Competencies has
children and their families to provide care and/or education in
many benefits:
many different settings and roles;
• ork with young children gains stature as a profession when
W
3. epresent knowledge and observable skills needed for all levels
r
everyone understands that it requires specialized knowledge,
of professionals, from beginners just entering the field through
skills and dispositions gained through education and ongoing
those at an expert level;
professional development.
4. pply to the development, care and learning of children from
a
• ore Knowledge represents the scope of professional practice and
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birth through age eight;
can provide a well-rounded framework for the preparation of
newcomers to the field and the continued professional growth 5. ecognize that children with special needs are included
r
of those already working with young children and their families. in the population of children that all early childhood
2
professionals serve;
• astly, a Core Knowledge document that covers a range from entry
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level to master level is a helpful tool as individuals assess their 6. be culturally sensitive and respectful;
own knowledge and skill level and chart a course for their own
7. e based on what is currently known, from research and expert
b
development.
wisdom, about young children and the practices that best support
them in their development and learning; and
Guiding Principles
8. be reader-friendly and useful in a variety of ways.
The process of creating Core Knowledge for Ohio’s early childhood
community involved the wisdom, creativity, and passion of a
committed group of the state’s early childhood professionals.
The Ohio Early Care and Education Professional Development
Network invited professionals from across the state to join one
of six writing teams, a team for each of the six identified Core
Knowledge content areas. The resulting teams, each with ten
members, represented many roles and settings in which early
childhood professionals work. (Please see the Acknowledgements
on page 8 for a list of all of the writing team members.)

5. Definitions Over-arching Considerations
Content Areas
Six broad content areas were identified as key categories of specialized Some aspects of professional practice cut across all six content
knowledge that shape early childhood professional practice. Here areas. In identifying the Core Knowledge and Competencies within
we give general definitions of each. They are in no particular order each content area, each writing team considered the implications of:
and should be seen as equally important areas of professional
• the inclusion of children with special needs*;
knowledge and competency that are interrelated and dynamic.
• he differences among children and families that are due to such
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Child Growth and Development:
influences as culture*, family* structure, or religion; and
Early childhood professionals base their practice on an understanding
of all of the ways that children change over time, including expected • he responsibility of the professional for guiding young
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patterns of development as well as the many ways that individual children’s behavior.
children can differ.
Family Community Relations:
Early childhood professionals understand how important it is that
they know the family, culture and community context in which
each child lives. They also appreciate that developing strong, positive
connections to families and community resources benefit children.
Health, Safety and Nutrition:
Early childhood professionals realize the importance of children’s 3
physical well-being as a basic and necessary foundation for their
growth, development and learning, and they understand the many
ways of fostering it.
Child Observation and Assessment:
Early childhood professionals are able to continually improve each
child’s care and learning experiences because they understand that
every child follows a unique path of growth and development;
therefore, they will gather and apply information about each
child’s progress as part of their regular practice.
Professional Development:
Early childhood professionals see themselves as members of a larger
professional community and accept the responsibilities that go
along with being a positive reflection on the profession and a
positive contributor to the profession.
Learning Experiences and Environments:
Early childhood professionals appreciate their role as designer and
builder of the world in which each child lives while in an early
childhood program. They also understand the interplay between
children’s experiences, environments and relationships and their
well-being, development and learning.

6. Dispositions
Content Areas
Every profession has a set of attitudes, beliefs and perspectives • xpresses her/his own emotions in healthy and constructive ways
e
that distinguish its members as a group. Together they are called
• alues and nurtures imagination, creativity and play, both in children
v
professional “dispositions.” The early childhood profession, too,
and in herself/himself
has dispositions that are highly valued among its members.
• emonstrates responsible professional and personal habits in working
d
Although dispositions are an important part of professional and interacting with others
practice, they are different than professional knowledge and
• as a collaborative attitude
h
competencies. Dispositions describe how a person sees all aspects
of the work of the early childhood profession rather than what is
known and done. They are more often absorbed by newcomers and
nurtured by seasoned veterans within the professional community
than formally taught. Because dispositions apply to all members of
the early childhood profession and are evident in every aspect of
their work, we’ve chosen to list them separately.
The model early childhood professional is one who:
•
delights in and is curious about children and how they grow and learn
• ppreciates and supports the unique and vital role of parents in their
a 4
children’s lives
• s eager to learn new knowledge and skills that will support young
i
children’s development and learning
• odels the attitudes and behaviors that she/he values in children
m
• alues and celebrates the diversity found among children and their
v
families and in the world around them
• s willing to ask for help, to learn from others, and to accept
i
constructive criticism
• eflects on the personal beliefs and values that influence her/his
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own attitudes and practices
• ccepts responsibility for her/his own actions
a
• hows respect for children, families, and colleagues by maintaining
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confidentiality
• ommunicates clearly, respectfully and effectively with children
c
and adults
• esponds to challenges and changes with flexibility, perseverance
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and cooperation

7. Sections Levels
Core Knowledge Framework
Each of the six content areas has three sections: In order to represent the development of professional practice
over time, competencies are given for three levels of professional
Rationale:
development. All early childhood professionals would be expected
This section states the reasons that the content area is crucial in the
to possess Level 1 competencies. As they continue learning and
early childhood professional’s day-to-day practice. The statements
advancing their knowledge and skills, they would be expected to
identify the effect of professional competency on children and
add the competencies in Level 2 and, eventually, Level 3.
families and are based on current research and standards of
practice. A list of the references used in creating each area’s
The three levels of Core Knowledge competencies are coordinated
rationale section is provided in Appendix B.
with Ohio’s Career Pathways Model for Early Childhood
Knowledge Base: Professionals. The Career Pathways Model provides a systematic
This section defines the concepts and facts that a professional must way of placing professionals along a continuum of professional
learn in order to become competent in each area of practice. This achievement based on their formal education, inservice training,
knowledge provides the cognitive foundation for the skills and experience, and credentials and certifications. Although the Career
behaviors defined in the competencies section. Pathways Model delineates six levels, Core Knowledge describes
competencies at three general levels of development. Here is how the
Competencies:
Core Knowledge competencies coordinate with the Career Pathways
This section is the bulk of the Core Knowledge document. In it,
levels of professional achievement:
specific observable behaviors and skills are identified that describe
the range of practice of a capable early childhood professional. 5
Core Career Pathways
In Appendix C, a list of additional resources is provided for each
content area if more information on that topic is desired. Level 1 ...applies to... Early Childhood Professional Levels 1 and 2
Level 2 ...applies to... Early Childhood Professional Levels 3 and 4
Level 3 ...applies to... Early Childhood Professional Levels 5 and 6
For more information about the Career Pathways Model, please visit
the website of the Ohio Child Care Resource Referral Association:
http://www.occrra.org.

8. Core Knowledge is an important addition to a growing collection of Core Knowledge also aligns with key documents of national
Alignment
key Ohio documents already in existence that are related to early organizations in the early childhood profession. In writing Core
childhood. The writing teams were committed to creating Core Knowledge, we believed it was important that we show clear links
Knowledge that supports, aligns with, and complements these between Core Knowledge and three important source documents
documents. The following section clarifies the similarities and from leading organizations in the field, the National Association
differences between these key documents. for the Education of Young Children (NAEYC) and the Council for
Exceptional Children/Division of Early Childhood. The following
Ohio’s Early Childhood Core Knowledge and Competencies documents are closely related to Core Knowledge and were used as
Focus: early childhood (birth – age eight) professionals resources in its development:
Content: professional knowledge and skills • NAEYC Standards for Early Childhood Professional Preparation
Format: 6 areas of professional practice; 3 levels of competency Programs: identifies standards for higher education programs that
prepare early childhood professionals and states the knowledge
Ohio’s Infant Toddler Guidelines and skills that students should have after reaching different levels
Focus: children birth to 36 months of educational achievement
Content: developmental characteristics • NAEYC Early Childhood Program Standards and Accreditation Criteria:
Format: 6 developmental domains; 3 age ranges articulates standards of excellence for ten different aspects of early
childhood programs
Ohio’s Early Learning Content Standards
• DEC Recommended Practices in Early Intervention/Early Childhood
Focus: preschool children Special Education: identifies recommended practices in seven 6
Content:
essential skills and concepts for young different aspects of serving children with special needs
children to have learned by entry into kindergarten
Format: curricular areas: English language
4 A table is provided in Appendix D that shows which Core
arts, mathematics, science and social studies Knowledge areas link with which standards/recommended practices
from these three source documents.
Ohio’s Standards for the Teaching Profession
Focus: licensed classroom educators, preK-grade 12
Content: professional knowledge and skills
Format: 7 “standards” or aspects of professional
practice; 3 levels of performance
Ohio’s Early Learning Program Guidelines
Focus: framework for preschool and child care programs
Content: goals outcomes for early learning programs
Format: 4 sections, each with goals, intended
outcomes and indicators

9. Core Knowledge can be useful to many people in many ways, including:
Uses of Core Knowledge
Audience Use
Early Childhood Professionals • Self-assessment; identify knowledge or competencies to acquire
• Create a plan for developing as a professional
Program Administrators • Clarify knowledge and skills required of staff positions
• Identify training and staff development needs and staff development plan
• ssess current staff to identify gaps and target areas of higher competency in recruiting
A
new staff
• Tie level of competency to pay scale
Developers and Providers of Training • Organize and identify training using Core Knowledge areas and levels
• ssess current availability of training across all content areas and all levels of competency
A
• Use as framework for developing comprehensive system of training
Higher Education • Use framework to facilitate articulation between institutions
• Assess current program content to guide course development
• Prepare early childhood professionals for roles and settings in addition to classroom settings 7
State and Local Agencies • evelop policy, initiatives and funding decisions that will increase the level of competency
D
of early childhood professionals
• Identify common goals to improve inter-agency coordination
Early Childhood Advocates • ducate parents, policymakers and general public about the areas of professional practice
E
in early childhood and the need for competent professionals
• Reinforce the concept and language of professionalism for the field of early childhood
Parents • Assess potential or current caregivers and teachers of their children
Others • ake informed decision about entering the field of early childhood
M
• ppreciate the degree of knowledge and skill required for professional competency in
A
early childhood
• upport public and private investments, incentives and initiatives that encourage and
S
facilitate professional competency

10. The Writing Teams
Acknowledgements
The task of creating Ohio’s Core Knowledge and Competencies Six writing teams were formed in January, 2006 and by July their
was accomplished by a talented, passionate, knowledgeable and tremendous investment of time, thought, and energy had resulted
committed group of early childhood professionals from a wide in a resource that will benefit Ohio’s early childhood professionals
variety of disciplines and early childhood settings with a broad and the children and families they serve in so many ways.
range of expertise.
Child Growth Development
Team Lead: Family Community Relations
Maggie Summers Ohio State University Child Care Team Lead:
Team Members: Billie Navojosky Positive Education Program
Melody Beach-Sexton Ohio Department of Health/BEIS Team Members:
Pam Chibucos Owens Community College Lisa Frasure Logan Hocking Schools
Debra Filiman-Demyen Mahoning County ESC Kathleen Harris Kent State University
Don Fuzer Barberton City Schools Head Start Michelle Jones Starting Point
Barbara Oehlberg Consultant Sharon Marcum Ohio Department of Health/BEIS
Joyce Porter Community Action Wayne/Medina Leslie Moss Ohio University/Kids on Campus
Carole Schultz Lourdes College Mary Murray Bowling Green State University
Kelly Slade Action for Children Alice Marie Ohlin Akron Summit Community Action Head Start
Laurie Zeeff Van Wert County MR/DD Julie Piazza Berea Children’s Home Family Services
Megan Williams Action for Children
8
Team Facilitator:
James Scott Ohio Department of Education/Head Start Team Facilitator:
State Collaboration Project Donna Ruhland Ohio Child Care Resource Referral Association
Health, Safety Nutrition Child Observation Assessment
Team Lead: Team Lead:
Kim Johnson Mahoning County ESC Peg Conley Consultant
Team Members: Team Members:
Pam Daudistel Ohio Department of Job Family Services/BCCD Rita Brinkman Sidney City Schools Preschool
Lori Deacon Ohio Department of Health/BCFHS Quiping Cao Ohio University-Lancaster
Marie Economos Ohio State University Extension Judee Gorcynski Children’s Advantage
Annette Haban Bartz Children’s Hospital-Columbus Lea Ann Hall Ohio State University Child Care Program
Kathy Hills Ohio Department of Job Family Services/BCCD Sarah Jackson MEOSERRC
Deb Scott-Asakura Ohio Department of Health/BEIS Connie Lasita Ohio Department of Job Family Services
Julie Stone Ohio Head Start Association Mary Miller Central Community House
Barbara Trube Ohio University-Chillicothe Rebecca Neikirk PPIC Head Start
Pamela Wolfe Council on Rural Services Programs Marie Pashi Cincinnati-Hamilton County CAA
Kristie Pretti-Frontzcak Kent State University
Team Facilitator: Cecelia Schweizer Counseling Psychologist
Julie Witten 4C
Team Facilitator:
Bethany Moore Ohio Department of Health/BEIS

11. Professional Development Learning Environments Experiences
Team Lead: Team Leads:
ReJean Schulte Cuyahoga Community College Jerri Helmreich SPARK Ohio
Yemi Onibokun Central State University
Team Members:
Zoe Brown Booz Allen Hamilton Team Members:
Geri Grove Early Childhood Resource Center Patricia Bing WSEM CDC Head Start
Teri Kofod North Central State College Mary Alice Boyd Mahoning County ESC
Roxanne Lange Child Care Connection Katie Harris Ohio Child Care Resource Referral Association
Linda Lohse-Smith COAD Christy Johnson YWCA Canton
Sandra Owen Cincinnati State Technical and Community College Sally Kilmer Bowling Green State University
Pamela Perrino The Raymond John Wean Foundation Deb Kimble Clark State College/ECEC
Yu-Ling Yeh Akron Summit Community Action Agency Jackie Messinger Action for Children
Holly Scheibe Action for Children
Team Facilitator: Willa Ann Smith Akron Summit Community Action Agency
Terrie Hare Ohio Department of Job Family Services
Team Facilitator:
Alicia Leatherman Ohio Child Care Resource Referral Association
9
Additional Thanks
A special thanks to the co-chairs of the Ohio Professional Development We would like to acknowledge the work done by Maria Sargent,
Network, Alicia Leatherman, Terrie Hare and James Scott, whose Ph.D., of Ashland University, who provided initial work and
energy, vision and commitment fueled the project. Thank you, too, for insight for the project as well as conducting final revisions to
committing and managing the funding that made the idea a reality. the document.
We would like to acknowledge our funders: the Ohio Department Additionally, we would also like to send thanks and appreciation to
of Job and Family Services/Bureau of Child Care and Development, the other states who have undertaken the development of similar
the Ohio Department of Education/Head Start Collaboration documents. We were guided, inspired, and helped tremendously by
Project, and Build Ohio. Without your help, this project would their work. Especially valuable to us were similar Core Knowledge
not have been possible. documents from Iowa, West Virginia, New York, and the joint effort
of Kansas and Missouri.
Thank you to Susan Rohrbough and Sarah LeMoine for sharing the
invaluable resources of the National Child Care Information Center A final word of thanks to our technical writer, Kathy Reschke,
(NCCIC), funded by the federal Child Care Bureau, and for your ChildWise Resources, for bringing the work of all of the writing
encouragement, guidance, expertise and wisdom. teams together into a final cohesive whole.

12. Child Growth Development

13. Rationale Knowledge Base
Child Growth Development
Research indicates that children’s growth and development is In order for children to thrive in early childhood programs,
optimized when early childhood professionals know and apply the professionals who provide services to young children and their
fundamental principles of human development. Understanding families must strive to know and understand:
the significant theories, general concepts, and processes of human • the principles of child growth and development, including:
growth and development enables the early childhood professional
• he interdependence of developmental domains*
t
to design care and education that positively impact the current and
(social, emotional, cognitive, language, sensory, creative,
future life of the child. By integrating current knowledge about physical and adaptive)
children’s growth and development into their daily practice, early
childhood professionals provide relevant, meaningful interactions • evelopmental sequences, stages and milestones
d
and experiences for young children in an emotionally and physically • the varying rates of development in individual children
safe, healthy environment. The early childhood professional also • hat development results from interaction between the child and
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recognizes that an understanding of developmental patterns and the child’s early relationships and experiences, which include
individual differences, as well as the influences of family and family, language, culture and environment
culture, is critical to implementing developmentally appropriate* • ow attachment* significantly impacts all areas of development
h
practices in programs for young children. By demonstrating respect
• he cumulative and delayed effects of early experiences and their
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for young children as unique human beings, each child’s individual potential for both positive and negative effects on child growth
potential may be nurtured and enhanced. and development
• ow self-regulation* affects all areas of development and behavior
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• hat caring, consistent relationships with adults provide external
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supports that serve as the basis for developing self-regulation
• he importance of effective language and communication between
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children and adults, and among children, for healthy growth
and development
• ow children’s pro-social behavior* is supported by adults who
h
model positive behavior and view challenging behavior* as a
learning opportunity
• ppropriate strategies for responding to the differing developmental
a
needs of children, including those with developmental delays
• ow play provides the opportunity for young children to grow and
h
develop, incorporating different modes of learning and different
ways of representing knowledge and demonstrating skills
• hat the early childhood profession has a constantly evolving
t
knowledge base of research and theory that guides
appropriate practice.
* efinition for this term can be found in the glossary in Appendix A. Each defined
D
term is only marked the first time it is used in this content area.

14. Competencies - Developmental Process
Child Growth Development
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ecognizes and respects individual differences
R 2.1 pplies direct observation and knowledge of
A 3.1 mplements intentional strategies to meet
I
in children’s growth, development and learning children’s development as a framework to the changing needs, interests and abilities of
and adjusts practices and expectations for provide appropriate experiences for children. individual children and groups of children.
individual children accordingly.
2.2 Identifies children’s differing developmental
3.2 nalyzes, evaluates and applies current
A
1.2 dentifies basic developmental sequences, stages
I needs and implements responsive strategies. theory, research, and policy on child growth
and milestones of young children. and development to general practice and
2.3 Recognizes the need to make referrals for
1.3 nderstands children’s developmental levels in
U the development of a personal teaching
evaluation to determine skills and abilities,
relation to age appropriate norms and uses this philosophy.
based on ongoing observation and assessment,
information to meet the general needs of
understands the referral process, and becomes 3.3 nalyzes and evaluates practice on an
A
children showing typical development.
an active member of the assessment team as on-going basis and implements changes to
1.4 ecognizes and accepts that family*,
R needed. enhance children’s growth and development.
community* and culture* influence the
development of children and adjusts practice 2.4 Articulates current theory, research, and policy
3.4 rovides mentoring support to colleagues to
P
and interaction patterns for individual children on child growth and development as evidenced by enhance their understanding of child growth
and/or families accordingly. the ability to relate personal practices and beliefs and development by sharing knowledge,
to professional standards. assisting with colleague growth and
1.5 nderstands that challenging behavior has
U developing mutually supportive professional
environmental and developmental causes and
relationships. 13
uses this information to modify environment,
activities and expectations to improve
behavioral outcomes.
1.6 nderstands that children develop skills and
U
abilities and learn best through their natural
medium of play and uses this medium to
enhance development, behavior and learning
outcomes for all children.

15. Competencies - Nurturing Relationships
Child Growth Development
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ngages in safe, responsive relationships with
E 2.1 stablishes nurturing relationships with
E 3.1 ntegrates the understanding of the dynamic
I
each child to provide a sense of security and children that respect individuality in learning relationship among aspects of development
promote optimal development. style, developmental profile and cultural and learning to shape program planning,
1.2 espects families as the primary teachers of
R background. teaching roles and strategies.
their children by valuing their opinions and 2.2 Provides support and guidance in consistent,
3.2 ollaborates with consultants and families
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nurturing their involvement in the educational non-threatening and positive ways that in planning learning experiences for
process. reinforce children’s feelings of confidence children’s individual needs.
1.3 bserves and understands attachment and
O and competence.
3.3 stablishes partnerships with families,
E
separation* behaviors as evidenced by the
2.3 Models problem-solving skills in the context
involving them in all aspects of the program,
ability to respond and assist both child
of children’s interactions and play. including advocating for their own children
and family members in a supportive and
comforting manner. both within the program and in the public
2.4 Interacts with children in ways that facilitate
sector.
1.4 odels positive, pro-social behavior in all
M the development of expressive language and
settings including child, family and thought in all children, especially those with
professional interactions. developmental, language or other issues that
may hinder communication.
1.5 alks with children frequently to develop
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relationships and promote children’s 2.5 Provides information to families about the
14
understanding of their world through a variety general principles of child growth and
of approaches including special consideration development relative to their needs and ensures
of children with cultural differences and that this information meets the developmental,
special needs that might hinder development of language and reading ability levels required
this skill. for full understanding.
1.6 ommunicates respectfully and responsibly
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with families and colleagues.

16. Competencies - Appropriate Environments
Child Growth Development
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ecognizes the importance of consistency in
R 2.1 rovides consistency in environments,
P 3.1 ncorporates children’s individual, unique
I
environments*, expectations and responses expectations and responses to children as and special needs (illness, disability, family
to children. evidenced by the usage of standard best stress, etc.) into planning for environments
1.2 ecognizes and respects the importance of
R practices at all times. and experiences.
exploration and play in children’s growth 2.2 Enhances and adapts environments and
3.2 reates environments with appropriate
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and development and uses this medium experiences based on the needs of individual supports that empower children to
consistently across the day. children, including children with special communicate, negotiate and problem-
1.3 rovides a variety of activities and experiences
P developmental, learning and/or solve and directly teaches and/or supports
that foster the development of the whole child. emotional needs. development of these social skills.
1.4 ecognizes and supports appropriate and
R 2.3 Provides a responsive environment where
3.3 reates environments and experiences
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culturally responsive environments for children children initiate and extend their learning that affirm and respect cultural and
by weaving awareness and sensitivity of through play. linguistic diversity by making sure materials,
diversity through total learning experience. activities and graphics represent all cultures
represented within the room and the
surrounding community.
15

17. 13
Family Community Relations

18. Rationale Knowledge Base
Family Community Relations
Families* are diverse in structure and nature. They include people In order for children to thrive in early childhood programs,
who are related by birth, by marriage, by legal ties, or simply by professionals who provide services to young children and their
affection and concern. Children’s lives are embedded in their families must strive to know and understand:
families and communities*; therefore early childhood professionals
• hat families are children’s primary educators and must be
t
must value children and families in the context of their culture*,
supported in that role
home and community. Research indicates that successful early
childhood care and education depends on partnerships with • hat families contribute significantly to children’s learning
t
families and communities that are built upon ongoing, interactive and development
communication and a commitment to confidentiality. Children
• he necessity of developing a collaborative partnership with
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thrive when early childhood professionals utilize knowledge
each family
and understanding of family and community characteristics.
Children’s successful development is supported when early childhood • strategies to initiate and maintain family involvement
professionals: are aware of community resources*; know how to
• variety of communication skills to engage and promote
a
make collaborative community connections; and build meaningful,
reciprocal interaction
reciprocal, respectful relationships that empower* families.
• roblem solving skills and conflict resolution strategies to
p
assist families
• he impact of diverse family support systems on children,
t 18
families and communities
• he unique contribution of culture and community on the
t
family system*
• community resources and services and how to utilize them
• ow to make collaborative connections to benefit children
h
and families
* efinition for this term can be found in the glossary in Appendix A. Each defined
D
term is only marked the first time it is used in this content area.

19. Competencies - Valuing Families
Family Community Relations
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 cknowledges families as their children’s first
A 2.1 ngages in careful, reflective observation of
E 3.1 ncorporates the families’ knowledge of their
I
and most influential caregivers and teachers. family roles as evidenced by usage of children in programming.
observations in daily planning and
1.2 ecognizes families’ contributions in identifying
R 3.2 mpowers* families to be equal partners in
E
environment development.
their children’s varied strengths and actively the decision-making process by listening to
uses this information to construct appropriate 2.2 Accepts the values of families in a
family opinions, valuing information provided,
programs for individual children. non-judgmental way. and attempting to reconcile any differences
in opinions between professionals and
1.3 ecognizes different parenting styles and
R
family members.
their impact on children’s learning and
development.
1.4 ecognizes the influence that family members
R
have on children’s behaviors.
Competencies - Positive Family-Professional Relationships 19
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 stablishes rapport with families through
E 2.1 rovides a family communication system where
P 3.1 evelops and implements relationship-
D
regular communication. families can find information on educational based practices (such as parent mentors,
materials, daily activities, schedules, etc., parents as parent coaches, parents as board
1.2 Maintains and follows rules of confidentiality*.
through a variety of means and makes this members, etc.) that foster respectful/reciprocal
1.3 ssesses the primary language of the child
A information accessible to all family members interactions with families.
and family. regardless of technology, reading and language
3.2 valuates the readability and inclusiveness of
E
1.4 ommunicates with families in a sensitive and
C differences.
communication to families and uses this
appropriate manner. 2.2 Encourages feedback from parents and
information to develop appropriate
1.5 nows and understands problem-solving and
K incorporates it into practice. communication strategies for individual
conflict resolution strategies. families.
2.3 Works to present communication in the
primary language of the parents utilizing 3.3 nticipates and negotiates potential conflicts
A
various sources and technology. involving families and educational settings,
using outside supports such as interpreters as
2.4 Maintains a collaborative relationship with
appropriate.
families using a variety of communication
tools and communication levels.
2.5 Implements effective problem-solving and/
or conflict resolution strategies as needed,
using outside supports such as interpreters as
appropriate.

20. Competencies - Supporting Family Connections
Family Community Relations
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 cknowledges the value of family and
A 2.1 ecognizes the value of families networking
R 3.1 stablishes partnerships between families,
E
community partnerships within children’s with each other and provides support to make early childhood programs, and communities.
learning environment. such networks possible and accessible to
3.2 ncourages and plans activities to help
E
all families.
1.2 dentifies the community resources and
I families network with each other and provides
services* available to support children and 2.2 Connects children and families to community
support to make such networks possible and
families. resources and services. accessible to all families.
3.3 ollaborates with families and communities
C
to identify and research possible solutions for
unmet needs.
3.4 ssumes a leadership role in working with
A
service providers and families by providing
information on best practices, educational
research and other pertinent topics in forms
most easily accessible and valued by that
individual.
20
Competencies - Community Collaborations
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 articipates on teams for the development of
P 2.1 ollaborates with service providers working
C 3.1 articipates in outreach activities that support
P
individualized service plans (the Individualized with children and families. community improvement or advocacy projects
Family Service Plan, or IFSP, for under three (advisory boards, committees, etc.).
2.2 Utilizes community resources in learning
years of age; the Individualized Education Plan, experiences and uses community sites (fire 3.2 dvocates for needed services and resources
A
or IEP, for over three years of age). stations, parks, libraries, etc.) as field trip that the community is lacking.
1.2 ollows individualized plans developed by
F opportunities and/or brings resources to
3.3 ducates the community about quality early
E
service providers and families. children, as appropriate.
care and education services by providing
2.3 Supports community activities by being a
reading materials, classroom visitations, public
visible partner in all appropriate activities service announcements and general advocacy
or initiatives in the surrounding geographic whenever possible.
location.
3.4 rticulates knowledge of current recommended
A
practices in early care and education to families
and the community through a variety of means
and to a widely divergent audience including
family members, local businesses, and civic
administration personnel.

21. Competencies - Impact of Culture, Community and Family Systems
Family Community Relations
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ecognizes the levels of community including
R 2.1 odifies curriculum to be culturally sensitive
M 3.1 ritically examines own cultural experience
C
home, center, and neighborhoods. and uses this information across all and its impact on engagement with families
practices with children and families. and communities and removes any barriers
1.2 ecognizes the ever-changing nature of families
R
or biases that might hinder development of
(i.e., socioeconomic status, culture, religion, 2.2 Utilizes families and communities as cultural
mutually respectful relationships.
and family structure). resources in the learning environment.
21

22. 17
13
Health, Safety Nutrition

23. Rationale Health
Health, Safety Nutrition
Healthy and safe experiences in children’s early years lay a necessary • hildren’s need for a healthy environment and how it impacts
c
foundation for development and growth in all areas. Children are the growth and development of children birth through eight,
more able to fully develop socially, emotionally, cognitively and including children with special needs*
physically when their health and nutritional needs are met and • he importance of applying a broad definition of health that
t
when they are safe from physical and emotional harm. When early includes the child and family’s physical, mental, social and
childhood professionals know, understand and apply recommended emotional health in policy and procedure
practices in health*, safety* and nutrition*, children can thrive.
Early childhood professionals, working in partnership with families* • that each child has unique health care needs
and communities*, have a key opportunity and responsibility to • hat families as the primary caregivers play a central role in
t
provide environments* and experiences for all young children that child health and developmental services
set them on a pathway toward lifelong health and well-being.
• hat all health curricula* should be designed to motivate and
t
support children to improve health, prevent disease, and avoid
Knowledge Base risky behaviors
In order for children to thrive in early childhood programs,
• he role of the early childhood professional in preventing the
t
professionals who provide services to young children and their
spread of disease, promoting wellness, and caring for the ill child
families must strive to know and understand:
• hat sound practices in health, safety and nutrition have a
t Safety 24
lifelong impact
• hildren’s need for a physically and emotionally safe environment
c
• ow to integrate good health, safety and nutrition practices
h and how it impacts the growth and development of young
throughout the curriculum* children, including children with special needs
• hat research in the areas of health, safety and nutrition generates
t • that safety risks change with each child’s developmental stage
theory that informs best practice
• he importance of active and age-appropriate supervision
t
• hen and how to access reliable and current health, safety and
w of children
nutrition information and resources
• hat children can and should play an active role in keeping self
t
• hat early childhood professionals, families, and communities
t and others safe
are partners in assuring optimal health, safety and nutrition
for children • routine care and maintenance of materials and equipment
• enefits and methods of communicating, teaching, and modeling
b • undamentals of first aid and CPR (cardiopulmonary
f
sound health, safety, and nutrition practices to children, parents resuscitation)
and families • otential threats to children associated with natural or human
p
• ational, state and local health, safety and nutrition guidelines
n initiated disasters or emergencies
and regulations applicable to written program policies • basic emergency procedures and safe practices and regulations
and procedures
• he limitations of their own knowledge regarding health, safety
t * efinition for this term can be found in the glossary in Appendix A. Each defined
D
and nutrition and when and how to initiate appropriate referrals term is only marked the first time it is used in this content area.

24. Nutrition
Health, Safety Nutrition
• hildren’s need for good nutrition and hydration and how it
c
impacts the growth and development of young children, including
children with special needs
• hat food plays many roles for children: social, emotional and
t
cultural as well as physical development
• ow to provide pleasant, relaxed, and developmentally appropriate
h
meal and snack experiences
• ypical age progression of feeding, from liquid to semi-solid to
t
solid to table food, appropriate portion sizes for all ages, and
children’s hunger and fullness cues
• hich foods may present hazards for individual children according
w
to their ages, needs and abilities (e.g. choking hazards, allergies,
and feeding constraints due to health conditions) and correct
procedures for handling food-related emergencies
• safe and sanitary food handling practices
25

25. Competencies - Health
Health, Safety Nutrition
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 • Level
2 Level 3
1.1 ecognizes the symptoms of common
R
2.1 mplements policies and procedures for care
I 3.1 rticulates, analyzes, evaluates and applies
A
childhood illness.
of ill children and seeks out additional current theory and research on health
1.2 aintains clean and sanitized* learning
M information and support for all unusual practices.
materials and environments. cases or situations where appropriate practices
3.2 evelops, enforces, and evaluates policy
D
are unclear.
1.3 ractices effective hand washing procedures to
P and procedures for care of ill children and
reduce the spread of diseases. 2.2 Accesses community health resources and
children with special health care needs.
professionals for consultation, emergencies,
1.4 ncourages and models good health practices
E 3.3 esigns and implements curriculum
D
diagnoses, treatments and more information
and effective use of hand washing procedures. activities emphasizing healthy bodies, healthy
(including Ohio Child Care Health Consultants).
lifestyles and healthy environments and
1.5 pplies effective sanitation procedures during
A
2.3 Assures appropriate implementation of medical
adapts information as needed for various
diapering, toileting, cleaning toys, washing
and physical care plans. cultural and religious differences.
dishes and materials.
3.4 ollaborates with health care professionals
C
1.6 ractices standard precautions in handling
P
blood or bodily fluids to ensure safety of adults Level 3 in the community to ensure that the health
needs of children are met.
and children.
3.5 dvocates for health resources within the
A
1.7 xplains reasons for health-related rules
E 26
community by providing health information
to children.
to families, articulating best practices and
1.8 ssesses each child’s health status daily and
A actively promoting continued development of
objectively documents and responds when resources and opportunities for families in the
necessary. surrounding community.
1.9 olds current and valid training in
H 3.6 ontinuously monitors the effectiveness
C
communicable disease prevention and and safety of medication administration
cardiopulmonary resuscitation (CPR). policies and procedures and documents
1.10 ecognizes the signs and symptoms of
R appropriately.
communicable* disease and responds 3.7 entors other early childhood professionals
M
according to the Ohio Department of Health’s in sound health practices.
Communicable Disease chart.
1.11 ollows current medication administration
F
policies and procedures according to local,
state or national regulations and documents
appropriately.
1.12 Provides appropriate care for ill children.
Level 2

26. Competencies - Safety
Health, Safety Nutrition
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 nderstands and complies with local, state,
U 2.1 ngages children in appropriate emergency
E 3.1 rticulates, analyzes, evaluates and applies
A
and federal emergency preparedness* and preparedness activities and ensures the current theory and research on safety
program’s general emergency procedures. understanding and/or safety of children with practices.
special needs who may not fully understand
1.2 esponds to accidents and injuries according to
R 3.2 evelops, trains on and revises, in collaboration
D
the appropriate procedures.
appropriate first aid training while assuring the with community resources, emergency
comfort and care of other children. 2.2 Regularly practices and appropriately
preparedness procedures.
documents emergency and safety procedures
1.3 omplies with appropriate local, state and
C 3.3 evelops and provides training for staff and
D
such as fire, disaster and tornado drills.
national regulations and guidelines for ratios families on a “bully prevention” policy.
and group sizes. 2.3 Responds appropriately to bullying and makes
3.4 elects, purchases, and provides training
S
every attempt to foster social development and
1.4 hooses and utilizes safe and appropriate
C on safe, developmentally and culturally
skills that will keep bullying from developing
learning materials and media. appropriate materials and media.
in the first place.
1.5 Recognizes types and stages of bullying*. 3.5 ssumes responsibility for training and
A
2.4 Maintains and promotes safety in the learning
policy development regarding safety and
1.6 ecognizes and protects against hazards in
R environment for all children regardless of
hazardous materials and monitors the
the environment. developmental level or disability.
success of the training and implementation
1.7 xplains reasons for safety precautions
E 2.5 Observes and adjusts supervision to meet
of policies over time. 27
to children. different ages, abilities, interests, environments
3.6 ssures staff are appropriately trained in
A
1.8 upervises all activities, indoors and outdoors,
S and activities.
documentation and reporting requirements
to anticipate and prevent dangerous situations 2.6 Educates parents about general child safety
and procedures and monitors the success of
and accidents. using materials appropriate for individual the training and implementation of policies
1.9 ncourages and models simple safety
E learning styles, culture and reading levels. over time.
precautions. 3.7 onducts continuous evaluation of safety
C
1.10 ncourages and models the safe use of
E practices, environment and data from
learning materials and media. reports to reduce and prevent safety risks.
1.11 afely stores and uses hazardous materials,
S 3.8 entors other early childhood professionals
M
medication, emergency supplies and in sound safety practices.
equipment.
1.12 ollows procedures for documentation and
F
reporting of injuries, incidents and
suspected abuse.
1.13 eleases children only to approved individuals
R
as designated by the parent or guardian.
1.14 olds current and valid training in first
H
aid, CPR, and child abuse prevention and
recognition.
1.15 aintains a safe sleep* environment and
M
position based on the child’s age and
developmental stage.

27. Competencies - Nutrition
Health, Safety Nutrition
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 nderstands and follows diet modifications
U 2.1 onsults with families about children’s health
C 3.1 rticulates, analyzes, evaluates and applies
A
for children with identified health or cultural or cultural issues that may require modification current theory and research on nutrition
issues pertaining to food or feeding. to diet. practices.
1.2 reates pleasant, relaxed, safe and
C 2.2 Provides learning experiences that teach
3.2 articipates and provides information on
P
developmentally appropriate meals and snacks. children about good nutrition. an as needed basis in MFEs*, IEPs*, IFSPs*
1.3 Teaches and models healthy eating habits. and transition plans, medical and physical
2.3 Provides opportunities to introduce new
care plan.
1.4 ncourages children to learn and develop self-
E tastes, textures and cultural food experiences to
help skills during meal time and food activities. children. 3.3 evelops and executes family and parent
D
nutrition education and screens the
1.5 ractices safe and sanitary food handling
P 2.4 Assures appropriate implementation of medical
information for appropriateness for families
procedures when purchasing, storing, preparing and physical care plans.
with varied cultural and religious guidelines
and serving meals and snacks. 2.5 Identifies resources within the community that
concerning food.
1.6 onitors eating habits to ensure a healthy
M provide nutrition information and screens the
3.4 rovides professional development around
P
diet including the need for children to eat and information for appropriateness for families
nutrition to staff.
drink frequently. with varied cultural and religious guidelines
1.7 esponds appropriately to hunger and fullness
R concerning food. 3.5 reates opportunities for food related
C
cues. education for staff and parents. 28
1.8 ecognizes health hazards in meals and snacks
R 3.6 entors other early childhood professionals
M
(i.e. choking and allergies) and takes steps to in sound nutrition practices.
prevent dangerous situations. 3.7 ssesses nutrition practices for the purpose
A
1.9 ollows current policies and procedures as
F of program improvement.
related to food and nutrition such as USDA 3.8 stablishes and implements policies and
E
dietary guidelines and CACFP (Child and Adult procedures that foster appropriate
Care Food Program) meal patterns. nutrition practices.
1.10 nsures that food is not used as punishment
E 3.9 dvocates and collaborates within the
A
and only used as a reward when all other community to promote nutrition and
reinforcers are inappropriate or ineffective. awareness of cultural and religious diversity
1.11 ecognizes and responds to limitations of
R involving food.
personal knowledge regarding nutrition and
knows when to seek professional guidance.
1.12 ommunicates with parents regarding menus,
C
child’s eating patterns and amounts, mealtime
skills and behaviors as appropriate per age
and situation.
1.13 ccesses current, reliable nutrition and
A
resources and information.

28. 23
13
Child Observation Assessment

29. Rationale Knowledge Base
Child Observation Assessment
Observation* and assessment* of children in early childhood In order for children to thrive in early childhood programs,
programs is integral to a variety of decisions that affect each child professionals who provide services to young children and their
and his or her family*. When early childhood professionals know families must strive to know and understand:
and use methods of observation and assessment that are unbiased
• hild growth and development, including sequences of
c
with regard to culture* or language, adaptive to individual children’s
typical development
abilities, and sensitive to children’s needs, the resulting information
is reliable*, valid* and useful. Regular, systematic observation • ow children’s home language, culture*, strengths, needs,
h
and the use of multiple ways of collecting information aid early preferences, genetics and physical/social environment influences
childhood professionals in learning more about children’s unique their performance
qualities, developing appropriate goals and plans, making referrals
• oals, benefits and appropriate uses of selected assessment
g
as appropriate and implementing and evaluating effective curriculum*.
instruments and methods .
Early childhood professionals must know when and how to
communicate observation and assessment results to parents and • mportance of maintaining confidentiality* of child and family
i
to other professionals so that children’s growth and development records and assessment information
are supported.
• vailability of community services* and how to access
a
community resources*
• ultiple assessment and observation instruments and methods
m
used to determine children’s strengths and challenges (i.e.
30
running records, anecdotal information, portfolios, work
samples, norm-referenced* instruments, screenings*, etc.)
• he mportance of objective, culturally sensitive, non-biased documentation
t i
• he relationship between planning for observation and assessment
t
and curriculum planning and instruction
* efinition for this term can be found in the glossary in Appendix A. Each defined
D
term is only marked the first time it is used in this content area.

30. Competencies - Foundations and Principles
Child Observation Assessment
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ecognizes and accepts the range of children’s
R 2.1 odifies observations and assessment practices
M 3.1 valuates results considering the environmental
E
development and skills. to accommodate* the range of children’s factors and individual differences that will
development, skills and learning needs. influence children’s performance.
1.2 ecognizes environmental* factors that place
R
children at risk for developmental concerns. 2.2 Implements the appropriate formal and/or
3.2 rticulates the characteristics, strengths,
A
informal observation or assessment technique. limitations, and appropriate uses of
1.3 ists the reasons for conducting observation
L
formal/informal observation and
and assessment. 2.3 Implements observation and assessment
assessment instruments.
practices that adhere to established standards
1.4 dentifies the differences between informal*
I
including those related to confidentiality.
and formal* assessment.
2.4 Recognizes how and when to access
1.5 ecognizes that there is more than one way
R
appropriate community resources and problem
to gather information about a child.
solves continued action when appropriate
1.6 dentifies the need for confidentiality.
I resources and supports cannot easily be
1.7 ecognizes that observation and assessment
R obtained.
practices are guided by established standards.
1.8 s aware of ethical principles that guide
I
observation and assessment processes. 31
Competencies - Gathering and Documenting
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ecognizes appropriate methods of
R 2.1 rganizes information about developmental
O 3.1 lans diverse observation and assessment
P
documenting developmental progress. and educational progress that is collected from strategies that are culturally and linguistically
multiple, age appropriate sources and uses this sensitive*, and that meet individual
1.2 ssists in collecting information about
A
information to construct more responsive child’s needs.
developmental progress from multiple sources
programs.
and using a variety of means. 3.2 valuates the use of a variety of observation
E
2.2 Implements appropriate formal and informal
and assessment strategies, both formal and
1.3 aintains confidentiality of observation and
M
methods of documenting developmental informal, to collect information and adjusts
assessment information.
progress of individual children. or substitutes when assessments are not ap-
1.4 ecognizes ways to develop a relationship
R propriate.
2.3 Incorporates observation and assessment
with a child before observation and assessment
strategies throughout the child’s day within 3.3 rovides guidance in selection, implemen-
P
procedures are implemented.
their everyday settings. tation and documentation of assessment
methods.
2.4 Integrates contributions from families and
other professionals into formal and informal
observation and assessment procedures.

31. Competencies - Summarizing and Interpreting
Child Observation Assessment
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ecognizes the importance of observation and
R 2.1 nterprets and analyzes assessment data to
I 3.1 valuates the multiple factors such as
E
assessment data in curriculum planning for identify children’s areas of strengths and those culture, language, environment and learning
individual children and groups of children. needing improvement and uses this information styles that may influence the observation and
to develop more responsive and appropriate assessment data and provides additional
1.2 ecognizes the importance of analyzing and
R
programs for individual children. supporting information when data from
interpreting assessment data in a non-biased
multiple sources is conflicting in nature.
way. 2.2 Incorporates results of formal and informal
observations and assessments to make 3.2 lans and implements necessary strategies
P
1.3 ecognizes the importance of maintaining
R
decisions that benefit children’s growth, for individual needs of all children.
confidentiality of the results of observations
development and learning.
and assessments for non-family members. 3.3 rovides guidance and support for staff
P
2.3 Implements observation and assessment results
members regarding theories, research,
to plan for individual children and groups practices and issues relevant to results from
of children. observation and assessment.
2.4 Aligns results of observations and assessments
3.4 orks cooperatively and collaboratively with
W
with other parts of the curriculum, including the teaching team, family and other involved
content standards and local, state and specialists regarding assessment results.
federal regulations. 32
3.5 hen appropriate, refers children to other
W
community resources for further evaluation
and remains an active team member and
information source.
Competencies - Sharing and Reporting
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ecognizes the importance of confidentiality
R 2.1 xplains the purpose and benefits of ongoing
E 3.1 evelops reports to be shared with families,
D
in reporting child observation and observation and assessment to staff and fami- appropriate staff, administrators, and other
assessment results. lies being sensitive to the differences in opinion involved professionals or agencies using the
and the emotions that such assessment may communication avenues appropriate for each
1.2 dentifies appropriate reporting methods for
I
produce in family members. individual to ensure full understanding.
child observation and assessment results.
2.2 Uses strength-based* language to communicate
3.2 acilitates the sharing and reporting of
F
results in written and oral formats. observation and assessment results used to
2.3 Communicates results to families in an
determine the next steps for an individual
appropriate, objective*, understandable and child in collaboration with families and
supportive manner. other professionals or agencies that may
2.4 Communicates results with appropriate staff
be involved.
and administrators.
2.5 Plans with families for communicating results
to other involved professionals.

32. 27
13
Professional Development

33. Rationale Knowledge Base
Professional Development
Research supports that early childhood professionals play a In order for children to thrive in early childhood programs,
critical role in the well-being and development of every child in professionals who provide services to young children and their
their care. The interactions and environments* that early childhood families must strive to know and understand:
professionals provide for children lay the foundation for learning
• hat professional preparation and training is the foundation for
t
and success in school and life. When early childhood professionals
knowing how to create experiences and interactions that help
are equipped with specialized education and training, and continue
children reach their potential
to learn and develop as professionals, they are better able to provide
care and education that supports every aspect of children’s growth • he importance of effectively communicating research, theory,
t
and learning. Each early childhood professional is a member and professional guidelines as the basis for practice
of a larger community* of professional practice. When each
• ow to make decisions about program planning based on the
h
professional adopts the responsibilities of the profession regarding
most current recommended practices, professional standards*,
ethical behavior, advocacy* for young children and families*, and
and research available
effective communication of the importance of high quality early
childhood programs, not only do young children and their families • he value of continually seeking to increase one’s own knowledge
t
benefit but the profession as a whole is elevated. and skill by reflecting on, analyzing and evaluating one’s own
professional practices
• ow to seek out and take advantage of opportunities to develop
h
personally and professionally 34
• he ethical responsibilities and practices of the early childhood
t
professional community and their impact on children, families,
co-workers, and the community
• ow to advocate for effective services and legislation for children
h
and families and develop collaborative partnerships within
the community
• he value of professional relationships and the value of each
t
professional’s contribution in building the larger community
of early childhood practice
* efinition for this term can be found in the glossary in Appendix A. Each defined
D
term is only marked the first time it is used in this content area.

34. Competencies - Professionalism* in Practice
Professional Development
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ommunicates effectively using appropriate
C 2.1 outinely creates effective written
R 3.1 repares and presents ideas, a philosophy
P
oral and written language skills. communication such as curriculum plans, and advocacy of early childhood education
parent communication, anecdotal/observation in a formal written format to the wider
1.2 ecognizes and respects individual differences
R
notes, etc. community adjusting the message to the
among children, families, colleagues and in
interests and understanding of the target
the community. 2.2 Provides materials and experiences within
audience (i.e. business owners, other
settings to support an understanding of
1.3 emonstrates professional work habits
D educators, medical personnel, etc.)
individual differences.
including confidentiality, respect for all
3.2 eeks out knowledge of the cultures and
S
people, dependability, time management, 2.3 Adopts and maintains professional behavior
populations within the community and
independence and teamwork. and attitudes.
integrates it into his or her professional
1.4 njoys working with children and models a
E 2.4 Interacts in a professional manner that reflects
practice.
positive attitude. the value of self and respect for others.
3.3 uides others in developing and maintaining
G
1.5 resents oneself as a professional in physical
P 2.5 Understands that communication includes
professional work habits.
appearance and use of language. speaking, signing, listening, reading, writing,
3.4 outinely engages in reflection on teaching
R
body language, personal appearance and the
1.6 hows positive respect and regard for variation
S practices and the behaviors of children and
use of adaptive devices.
in cultures including family strengths, uses the additional information to improve
expectations, values and child rearing practices. 2.6 Includes family values and strengths in setting
both personal practice and general advocacy 35
goals for individual children and for the or support in the wider community.
1.7 anages the demands of personal and
M
program and problem-solves solutions when
professional commitments and seeks support 3.5 ctively models and promotes a professional
A
family values conflict directly with appropriate
or assistance as needed. image for the early care and education field
education (i.e. family not believing in special
in a variety of settings.
education services).
3.6 xplains and models to families and other
E
2.7 Recognizes the impact of stress and develops
professionals communication with young
strategies to renew oneself and maintain
children that is respectful, positive,
professional performance.
supportive and age-appropriate.
3.7 rticulates and guides others in developing
A
a positive regard and respect for all children
and families.
3.8 rovides guidance to others who exhibit
P
signs of stress and assists with the location
of resources and additional support as
appropriate.

35. Competencies - Continuous Reflective Professional Development*
Professional Development
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ursues ongoing, intentional learning through
P 2.1 evelops personal goals based on reflections
D 3.1 acilitates professional development
F
professional development planning. of current practice articulated into a opportunities for others based on reflective
professional development plan. approaches and adult learning styles.
1.2 eets minimum regulatory requirements for
M
professional development. 2.2 Works toward credential, degrees and/or
3.2 evelops and presents professional
D
program accreditation and seeks out and resources* to improve practices for a
1.3 uestions own practices, seeks input from
Q
utilizes supports (both monetary and variety of audiences including colleagues,
supervisors and colleagues and integrates
professional) to allow progress to improved community members and families.
feedback into professional development
practice to continue.
planning. 3.3 valuates applies current research
E
2.3 Uses local, state national professional
trends presented in professional resources
1.4 tilizes professional resources and seeks
U
resources to evaluate improve practices and shares information with other
information if the appropriate resource cannot
(ODE, NAEYC, Ohio Infant Toddler colleagues, community members or families
easily be located.
Guidelines). as appropriate.
1.5 eeks out knowledge to improve practice
S
2.4 Explores current trends research based
3.4 ngages in the development and
E
through a variety of means (i.e. conferences,
practices in early care education through a implementation of quality standards at the
reading material, professional organizations,
variety of means (i.e. conferences, reading local, state and/or national level.
etc.)
material, professional organizations, etc.)
1.6 s aware of state and national standards
I
3.5 erves in a leadership capacity in
S 36
2.5 Applies quality standards and participates
professional organizations or groups through
that promote quality early child care and
in evaluation of program related to quality direct service, professional organization
education (ODE, NAEYC, Ohio Infant Toddler
standards. membership, advocacy and other
Guidelines).
professional activities that will further the
2.6 Is actively involved in professional
1.7 articipates in opportunities for professional
P development of appropriate practices across
organizations.
growth and development at the local, state and settings.
national level and through a variety of means 2.7 Demonstrates interest in adults’ as well
3.6 erves as a catalyst for change by enlisting
S
(i.e. conferences, reading material, professional as children’s development as a means to
others to support new teachers and
organizations, etc.) improving both interaction with families as
colleagues such as mentors and coaches.
well as colleagues.
1.8 ngages and values supportive working
E
relationships that include mentoring*
opportunities.

36. Competencies - Leadership* and Advocacy*
Professional Development
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 Follows all legal and regulatory mandates. 2.1 articipates in planning and evaluating the
P 3.1 nalyzes and evaluates practice on an ongoing
A
program utilizing recognized tools. basis and implements changes that will
1.2 ecognizes the family’s right to make decisions
R
strengthen the quality and the effectiveness
about their child care and education. 2.2 Creates and develops relationships with the
of the work.
family to ensure the family’s ability to make
1.3 ontributes to staff discussions and decision
C
decisions about their child care and education 3.2 ducates parents on advocacy measures that
E
making based on current knowledge of
and provides support and additional resources are in the best interest of the child, family
child development.
when the family is unwilling or unable to make and community and provides support and
1.4 ngages and values mentoring opportunities
E appropriate decisions concerning their child’s additional resources when the family is
with both colleagues and families. education. unwilling or unable to fully advocate for
1.5 ecognizes oneself as a decision maker within
R their child’s well-being.
2.3 Acquires and shares additional knowledge
early care and education setting. and competencies through participation in 3.3 ollaborates with colleagues and others to
C
1.6 dentifies early care and education as a
I staff development. improve programs and practices for young
profession and is fully aware and can articulate children and their families and communities.
2.4 Serves as a mentor and resource for less
this value to the general community. experienced staff by providing guidance, 3.4 erves as a mentor to others in the field by
S
1.7 nderstands that local, state and national
U resources and support as appropriate. providing guidance, resources, support and
legislation and public policy affect young encouragement of continued professional
2.5 Participates in leadership activities with staff,
education as appropriate. 37
children and families. family and colleagues.
3.5 ssumes early childhood leadership role in
A
2.6 Discusses the significance of the early years and
the community, and in state and national
the value of early care and education programs
professional organizations.
with families and others in the community.
3.6 dvocates for recognition of early care and
A
2.7 Uses experiences and knowledge to inform
education as a profession, including the
and influence others about needs of all young
economic impact.
children, families and the profession.
3.7 dvocates for services and legislation for all
A
young children, families and the profession.

37. Competencies - Ethical Standards Professional Guidelines
Professional Development
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 hows awareness of, has read, and practices
S 2.1 ractices and promotes the ethical
P 3.1 onsistently models and informs others of
C
the ethical responsibilities in the code of responsibilities in the applicable code of ethical standards and principles set forth in the
ethical conduct* promoted by the professional conduct. code of ethics.
association most closely associated with his
2.2 Recognizes potentially unethical practices
3.2 ntegrates the ethical code into practice
I
or her professional role.
and seeks to apply ethical code as a tool and and policies and explains to others how the
1.2 an explain the reason for the code of ethics
C problem-solves appropriate actions to take ethical code can be used to solve everyday
OR recognizes the core values* that underlie when the code of ethics has been transgressed. ethical dilemmas including the appropriate
the code of ethics. local supports and resources that can be
2.3 Identifies ethical dilemmas* and solves the
accessed as needed.
1.3 an identify the difference between a code of
C identified problem and/or seeks additional
ethics and personal values. assistance as appropriate. 3.3 nalyzes ethical dilemmas and determines
A
appropriate course of action.
1.4 ecognizes and acts on primary responsibility
R 2.4 Promotes and informs others of the need
to value early childhood and avoid participating to support emotional, social, physical and 3.4 ccesses community resources and
A
in any practices that are disrespectful, intellectual development for every child. professional services that respect personal
exploitative or potentially harmful to children. dignity and the diversity of children and
2.5 Describes the roles and responsibilities of
families.
1.5 iscusses the importance of collaboration*
D supervisors, staff, families and volunteers
and respect among all adults who work in early including respectful communication and 3.5 reates opportunities for respectful
C 38
childhood settings, including confidentiality. implements these best practices as needed. dialogue with multiple perspectives cultural
diversity and differences in developmental
1.6 escribes the responsibility of the profession to
D 2.6 Promotes policies and practices that provide
understanding of child development and
provide high quality early childhood programs for well being of all children and their families.
best practices.
for the community.
3.6 nforms others about research and current
I
knowledge related to impact of high quality
programs for all young children and families.

38. 33
13
Learning Environments Experiences

39. Rationale Interactions and Relationships
Learning Environments Experiences
Early childhood professionals are the “architects” of the world that • heir critical role in facilitating and guiding interpersonal
t
each child experiences while in an early childhood program, shaping relationships (peer to peer, adult to child, and adult to adult)
their physical surroundings, the activities that they engage in, and • he importance of respecting, valuing and accepting each child
t
their social interactions. When early childhood professionals create and treating every child with dignity at all times
physical spaces that reflect children’s developmental needs and
abilities, then they are providing important support and guidance • he importance of creating a bias-free, warm and caring
t
for children’s development, behavior and learning. Early childhood emotional climate
professionals facilitate the active learning of young children by • he importance of bringing each child’s culture and language
t
planning developmentally appropriate* experiences: experiences into the shared culture of the group
that are age appropriate, individually appropriate, and appropriate
for the social and cultural* contexts in which children live. Active • he benefits and methods of modeling and encouraging behaviors
t
learning for young children is best fulfilled in play where they tend that contribute to a supportive, inclusive sense of community
to show higher levels of language, creativity, curiosity, problem-solving, Physical Environments
empathy, cooperation, and increased attention spans. Children’s
relational environment is enhanced when early childhood • he relationship between the physical environment and young
t
professionals are attuned to emotional and social “atmosphere” children’s behavior and learning
and facilitate positive interactions between adults and children • ow to plan and prepare a learning environment that nurtures
h
and among children. children’s initiative, encourages active exploration of materials, 40
and supports engagement with activities and interaction with others
Knowledge Base • ow to choose materials and equipment and arrange physical
h
spaces based on children’s developmental needs
In order for children to thrive in early childhood programs,
professionals who provide services to young children and their • ow to maintain a safe and positive environment through careful
h
families must strive to know and understand: supervision and anticipation and avoidance of problems before
they occur
General
Learning Experiences
• the principles of developmentally appropriate practice
• how to embed learning in everyday routines and activities
• ow children learn and how the learning process changes
h
from birth through age eight • he principles of integrating curriculum* across all
t
developmental domains*
• he developmental progression of young children’s play and
t
strategies for supporting various types of play • hat children learn best through play and concrete experiences
t
that are tied to familiar aspects of their world
• hat continuous reflection on the effectiveness of the
t
environment and experiences is needed in order to adapt • trategies to foster language development and early literacy
s
to children’s changing needs throughout early childhood
• trategies to create an intellectually engaging environment that
s
fosters curiosity, thinking and problem solving
* efinition for this term can be found in the glossary in Appendix A. Each defined
D
term is only marked the first time it is used in this content area.

40. Competencies - Interactions and Relationships
Learning Environments Experiences
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1
Assumes primary responsibility for specific 2.1 nteracts with children using encouraging and
I 3.1 ssumes responsibility for the needs of all
A
children in the group while remaining aware nurturing words and actions. the children present.
of momentary needs or emergencies that may 2.2 Adapts to and includes each child, individually
3.2 oderates interactions with each child
M
arise outside of their individual assignments. accommodating for his/her temperament, based on that child’s specific characteristics,
1.2 nteracts positively with children in responsive,
I personality, strengths, interests and strengths, interests and needs.
consistent ways. development.
3.3 rticulates, analyzes, evaluates and applies
A
1.3 reats all children with fairness, respect
T 2.3 Seeks to identify causes of challenging
current theory and research on relationships
and understanding. behaviors and uses guidance approaches that and supportive interaction.
promote positive behaviors, problem solving
1.4 ecognizes that his or her relationships with
R and self-control. 3.4 stablishes written policies for effective
E
co-workers, families and others impacts child guidance for both typically developing
children. 2.4 Provides activities and environments that
children and those with disabilities.
promote appropriate behaviors and teaches
1.5 ases expectations for behavior on age and
B behaviors and social skills as needed. 3.5 rticulates and demonstrates realistic
A
developmental level of children. expectations for children’s attention spans,
2.5 Uses behavior guidance strategies that involve
1.6 emonstrates awareness that challenging
D interests, social abilities, and physical needs
children in creating rules and resolving
behaviors* can have a variety of causes. when planning group experiences and
conflicts.
teaches increased “groupness” and other
1.7 revents challenging behavior by providing
P 2.6 Encourages positive social interactions and
social skills as appropriate.
consistent and predictable routines and provides opportunities for children to learn 41
responds to challenging behavior with positive from each other. 3.6 evelops and implements written policies for
D
guidance techniques. effective social/emotional interactions.
2.7 Adapts interactions to respond to each child’s
1.8 Speaks to children with calm, respectful tones. unique personality, temperament, mood, ability 3.7 pplies theory and current research to create
A
and culture. a community* that fosters social and
1.9 ngages in reciprocal interactions* with
E emotional development.
children to form safe, nurturing relationships. 2.8 Engages in responsive interactions with
children, following their lead scaffolding 3.8 ddresses challenging behavior with an open
A
1.10 ngages in many one-on-one, face-to-face
E interactions where needed. mind, rather than labeling the child yet can
interactions with children in a calm pleasant still recognize when behavior reaches the
manner to foster secure attachments. 2.9 Assists children in identifying and
expressing their feelings in culturally and level of concern and can seek additional
1.11 Recognizes a child’s social and emotional socially acceptable ways using whatever support or resources as appropriate.
needs. communication mode is readily available 3.9 ecognizes and responds to individual
R
1.12 hows individual attention to each child
S and possible for that child’s unique behavioral problems related to developmental
within the group using the interaction developmental needs. or emotional stress.
approaches most appropriate for that 2.10 Uses a variety of positive direct and indirect
3.10 Relates guidance practices to knowledge
individual child. guidance methods and avoids negative of children’s personalities, levels of
1.13 istens to children attentively to gain
L methods. development and different learning needs.
understanding and responds quickly to 2.11 olicits information from parents regarding
S 3.11 Shares information on guidance techniques
their needs. effective strategies to support children. with families using sensitivity, respect and
1.14 onveys respect for diversity among children
C 2.12 Plans and provides opportunities for children
awareness of diversity.
and families as evidenced by attempts to to communicate, form friendships, and to
accommodate beliefs, needs and differences interact with each other respectfully.
noted among children. 2.13 Guides children in resolving conflicts
1.15 ncourages and supports children’s efforts,
E through communication, negotiation and
ideas, accomplishments and interests. problem solving using a variety of means and
supports including visual cues, songs, play-
based interventions and other appropriate
strategies.

41. Competencies - Physical Environments
Learning Environments Experiences
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 ecognizes when a child’s behavior is being
R 2.1 rticulates how changes in the environment
A 3.1 ontinuously observes and evaluates how
C
affected by characteristics of his or her may affect the behavior of children and space is affecting the behavior of children
surroundings and adjusts expectations or makes adaptations to the environment when and the management of the classroom and
mitigates the effects of these influences. necessary. adjusts the environment as needed.
1.2 rovides adequate space for routine care and
P 2.2 Provides a balance of spaces for activities
3.2 rticulates, analyzes, evaluates, and applies
A
play that supports the age and interests of that are active and quiet, child-directed and current theory and research on design of the
the children. teacher-directed, individual and group, and environment in order to support individual
indoor and outdoor. and group growth.
1.3 nsures that equipment and materials are
E
clean, safe and free from hazards. 2.3 Uses equipment to help define activity areas
3.3 valuates the learning environment, teaching
E
and routine areas as well as additional picture strategies and materials to maximize the
1.4 nsures that physical aspects of the room, such
E
or color cues as needed. learning potential for individual children.
as temperature, noise level, and lighting, are
comfortable for children. 2.4 Recognizes that bright colors and multiple
3.4 ses a continuing process of assessment to
U
patterns and other sensory inputs can guide modification to the environment,
1.5 ses equipment that is appropriate for the size
U
over-stimulate children, and in some cases teaching strategies and expectations.
of the children.
under-stimulate them, and can adjust as
3.5 stablishes multiple lighting sources
E
1.6 nderstands state rules and regulations specific
U needed.
to children’s environments, both indoors
(natural, full spectrum and incandescent). 42
2.5 Uses real world/real life materials relevant
and outdoors. 3.6 emonstrates that colors and patterns and
D
to children’s experiences and interests.
other sensory inputs can affect stimulation
1.7 elects and makes accessible developmentally
S
levels for children of various ages and
appropriate materials that are rotated
learning needs by over or understimulating
frequently.
them and can adjust as needed.
1.8 ecognizes that individual space is needed for
R
3.7 ntegrates a variety of surfaces for indoor
I
children to keep their individual belongings.
and outdoor use.
1.9 abels children’s organizers (such as bins,
L
shelving units etc.) with pictures and words to
foster children’s literacy skills, thinking skills,
and independence and to provide organization
to their world.

42. Competencies - Learning Experiences
Learning Environments Experiences
Knowledge in this area of professional practice is demonstrated when the early childhood professional:
Level 1 Level 2 Level 3
1.1 evelops and implements a daily schedule and
D 2.1 valuates a daily schedule and routine and
E 3.1 stablishes extended learning opportunities
E
routine, as appropriate. makes the schedule clearly available to children beyond the curriculum using additional
using the most appropriate cues for their age resources and materials.
1.2 ecognizes that learning occurs through play
R
and developmental level (i.e. pictures, etc.)
and is able to develop and enhance play in 3.2 mplements strategies to support the
I
children lacking this skill. 2.2 Plans and implements curriculum and
children’s role in planning curriculum based
instructional practices based on knowledge on the interests, skill levels and potential of
1.3 hooses and/or implements a curriculum*
C
of individual children’s needs, interests each child.
that includes all of the learning domains and
and abilities as determined by assessment
incorporates knowledge of individual children 3.3 rticulates, analyzes, evaluates, and applies
A
information.
and their interests. current theory and research on design of
2.3 Incorporates developmentally and individually
curriculum in order to support individual
1.4 upports and encourages children’s
S
appropriate materials, activities and strategies and group growth.
participation in a variety of activities and in
in an integrated curriculum*.
differing degrees of participation dependent 3.4 lans, implements and uses a variety of
P
on their comfort levels and or special 2.4 Engages children in adult/child interactions by
open-ended materials*, activities and
learning needs. using open-ended questions or other language strategies in an integrated curriculum*.
expansion activities appropriate for their
1.5 requently engages children in verbal word
F 3.5 valuates the learning environment, teaching
E
individual learning needs.
play and uses this play to develop language strategies and materials to maximize the 43
skills in children showing difficulty in this 2.5 Allows for peer play among all age groups and
learning potential for individual children.
developmental area. develops and supports play interactions as
3.6 ses a continuing process of assessment to
U
necessary.
1.6 ommunicates with parents, using sensitivity
C guide modification of the curriculum and
and respect, about children’s activities, 2.6 Encourages parent input in planning and
environment.
accomplishments, and developmental participating in activities in both the school
3.7 ntegrates various language strategies
I
milestones. setting and through activities sent to the
through visual, written, verbal, graphic
child’s home.
organizers*, etc.
2.7 Uses child’s home language in daily activities.
3.8 dentifies and communicates the skills
I
2.8 Emphasizes the process of creating instead of
fostered in various learning areas and
the end product. activities to other adults, including parents.
2.9 Incorporates active play in all activities and
3.9 rticulates the importance of play in a
A
routines throughout the day, regardless of child’s development and provides strategies
children’s age and adjusts activity levels for and techniques that will assist families
children who easily become over-stimulated and other colleagues in developing play in
or lack voluntary or controlled physical children lacking this skill.
movement.
3.10 Links curriculum to program philosophy.
2.10 Develops activities that enhance learning
3.11 Articulates the major theories of children’s
through play.
development and learning and applies these
2.11 upports the development of play skills if lack
S theories to diverse settings.
of this ability is hindering play-based learning
interactions within the child’s environment.

43. Although many of these words may have other definitions, for the purposes of this listing the definition is given that best fits the
Appendix A: Glossary
meaning of the word or phrase when used in this document.
Accommodation – Making or becoming suitable; adjusting to Community – The town, city or population group where an early
circumstances by using the range over which such adjustment childhood program is located; may also refer to a group of people
is possible. who share a common culture, language, purpose, etc. (Ex. “early
childhood community,” “classroom community”).
Advocacy - Long-range thinking that establishes unified,
collaborative actions to make effective, lasting and targeted Community resources – Assets and resources available to children
change in the field of endeavor. and families within a particular community, especially those that can
help a family cope with a difficult situation or meet a specific need.
Assessment – The process of gathering information through the use
of multiple tools and resources for the purpose of making decisions. Confidentiality – Ensuring that information is accessible only to
those authorized to have access. This includes any information,
Attachment - The process of affection, bonding and connectedness
whether oral, written, or computerized, that is directly applicable
between an infant and significant care providers or parents that
to an individual requesting or receiving services from an agency.
builds a sense of trust and security within the child and profoundly
These include handwritten notes, tapes, films, disks, etc. as well
affects all areas of development.
as oral communication based on such information.
Bloodborne pathogens - Pathogenic microorganisms that are
Continuous Professional Development - On-going self assessment
present in human blood and can cause disease in humans. These
of professional performance; the establishment of goals to maintain
pathogens include, but are not limited to, hepatitis B virus (HBV)
career standards and participate in advocacy actions; and the 44
and human immunodeficiency virus (HIV).
execution of a plan to make improvements.
Bullying - Physical or psychological intimidation that occurs
Core Values - Critical attitudes and beliefs that shape one’s
repeatedly over time and creates an ongoing pattern of harassment
philosophy and guide one’s behavior, especially when dealing with
and abuse.
work-related ethical issues.
Challenging behavior - Actions or responses that: indicate the child
Culturally Sensitive - The ability to work sensitively and respectfully
is not exercising self-regulation or is stressed, afraid and insecure;
with children and their families, honoring the diversity of their
interfere with children’s learning, development and success at play;
cultures, spoken languages, and racial and ethnic groups.
are harmful to the child, other children or adults; and/or put a
child at risk for later social problems or school failure. Culture – All of the socially transmitted behavior patterns, values,
beliefs and knowledge that are typical of a population or community
Children with special needs – Children with disabilities,
of people at a given time.
developmental delays, or chronic health or behavioral needs that
have been identified through a formal assessment process. Curriculum - Planned, sequenced program of study and daily
structured activity based on what is age appropriate, skill levels of
Code of Ethics - Defines the core values of the field and provides
children, and what is deemed important by the standards of Ohio.
guidance for what professionals should do when they encounter
conflicting obligations or responsibilities in their work. Developmental domains – Term used by professionals to describe
areas or categories of skills and concepts that children develop or
Collaborative - All members of a group working toward a
learn over time. Domains typically include the following areas of
common goal.
development: social, emotional, cognitive, language and literacy,
Communicable - A condition that can be spread or transmitted physical (large motor, fine motor, perceptual/sensory), and creative.
from one individual to another.

44. Developmentally appropriate – Programs, activities, and Health - A state of wellness; complete physical, mental, social, and
Appendix A: Glossary
environments that are designed on the basis of: knowledge of how emotional well-bring. The quality of one element effects the state of
children develop and learn; knowledge of the strengths, needs, and the others.
interests of individual children; and knowledge of the social and
Hydration - The taking in of water.
cultural contexts in which children live.
IEP - Individualized Education Plan.
Diversity - The variance among family structures, functions,
characteristics, and interests. IFSP - Individualized Family Service Plan.
Early Intervention - Comprehensive educational programs for Inclusion - An educational practice whereby programs enroll both
young children who are at risk or who have been identified as typically developing children and children with identified disabilities.
having a disability.
Informal (observation/assessment) – Assessment that does not
Emergency preparedness - All activities designed or undertaken use standardized or required forms or procedures or not officially
to minimize the effects of a hazard upon people, to deal with the recognized or approved as regular means of gathering information.
immediate emergency conditions that would be caused by the
Integrated curriculum - Developing model lessons that include
hazard, and to repair or restore vital utilities or facilities destroyed
cross-curricular activities and assessments.
or damaged by the hazard.
Leadership - Ability to understand, achieve and maintain institutional
Empowering - The establishment of a model whereby all families
quality, as well as to build, manage and sustain organizational culture.
can assert an active role in the care and education of their children.
Mentor - A knowledgeable and experienced individual who provides 45
Environment – All of the physical surroundings and social and
guidance to beginning and experienced professionals to develop
cultural conditions that physically and/or emotionally affect
skills and reflection of practice. Various strategies of the mentor
children and their ability to learn, grow, develop and survive.
may include observation and feedback, demonstration of skills,
Ethical Dilemma - A moral conflict that involves determining conferencing, and resource provider.
appropriate conduct when an individual faces conflicting
MFE - Under IDEA, children must undergo a multi-factored
professional values and responsibilities.
evaluation to determine eligibility for special education services.
Family – A social unit of two or more people who share goals and An MFE consists of an evaluation, conducted by a multidisciplinary
values, have long-term commitments, and often but not always live team, of more than one area of a child’s functioning so that no
in the same household. A family may include children and adults single procedure is the sole criterion for determining a child’s
living in the home, adults who are responsible for the long-term eligibility for a free appropriate educational program under the
care and well-being of the child, a child’s legal guardian, and/or law. Children must be evaluated in all areas of suspected disability.
parents who may not live in the same household as the child.
Norm-Referenced – A measure in which an individual child’s
Family Systems Theory - A framework that emphasizes the notion performance is compared with that of a normative group, usually
that everything that happens to any family member affects all other others of the same age.
family members.
Nutrition - The study of food and how it is used in the body.
Formal (observation/assessment) - Following accepted rules and
Objective - Uninfluenced by emotions or personal biases.
standards for use of forms, structure and arrangement of outcomes.
Observation - Gathering information through one or more of the
Graphic Organizers - A pictoral way to organize information and
five senses for the basic purpose of determining a child’s individual
thoughts for understanding, remembering, or writing about.
needs and learning style.

45. Open-ended materials - Materials that can be used in multiple Separation - The process of a young child’s sensory interpretation
Appendix A: Glossary
ways and allow for children’s construction, concrete solving of of noticing a prime care giver or parent’s leaving or is out of sight,
problems, imagination and creativity. causing the child to experience anxiety and insecurity.
Professional Resources - Education, information, materials, support Special health care needs - Children with special health care needs
services, and advocacy for early childhood stakeholders including, are those who have, or are at risk for, chronic physical, developmental,
providers, teachers, trainers, and those working with families. behavioral, or emotional conditions and who also require health
and related services of a type or amount not usually required by
Professionalism - Decisions and actions, based on knowledge of
typically developing children.
early childhood theories, research and practice that shape one’s
career in the field. Standards - Agreed upon expectations for young children, programs
and teachers. Varying terms are used to describe standards: early
Pro-social behavior - Caring behaviors toward others and concern
learning standards are expectations about learning and development
over the distress of someone else.
of young children; program standards are expectations for the
Quality Standards - Principles that provide a set of guidelines to characteristics and quality of schools, child care centers or other
ensure the optimum level of regulations and practice in the field education settings for children; and content standards represent
of early childhood. what students – including adult students – should know and be
able to do within a particular discipline, such as math, science,
Reciprocal interaction – An interaction with a child in which both
language, or the arts.
adult and child are actively contributing, listening, and responding
to one another. Strength-based - The ability to recognize and utilize existing
abilities and competencies in children in order to refrain from 46
Reflective Professional Development - On-going thinking about
a negative focus.
one’s role, personal actions, or effects on others, (e.g., children,
staff, families, or colleagues) that lead to improvement and Valid - Extent to which a test measures what its authors claim
meaningful change. it measures; appropriateness of the inferences that can be made
on test results.
Reliability – Consistency of test scores over time and between
testers: the extent to which it is possible to generalize from one test
result conducted by one person to test results conducted at different
times or by different observers.
Safe sleep - A sleep environment that reduces the risks associated
with Sudden Infant Death Syndrome.
Safety - Security and freedom from danger.
Sanitize - Cleaned or sterilized.
Screening - A brief procedure to determine whether a child requires
further and more comprehensive evaluation.
Self-regulation - Child’s ability to gain control of bodily functions,
manage powerful emotions and maintain focus and attention.
Sensitivity - Positive responsiveness to the attitudes, feelings,
and circumstances of others.

46. Research in child development and early care and education Epstein, J. L. (1996). Perspectives and previews on research and
Appendix B: Research References
practices provides the foundation upon which the Core is built. policy for school, family, and community partnerships.
Research findings presented in the following references were In A. Booth J. Dunn, (Eds.), Family-school links: How do
useful throughout the document: they affect educational outcomes? Mahwah, NJ: Erlbaum.
Bredekamp, S., Copple, C. (1997). Developmentally appropriate Garris-Christian, L. (2006). Understanding families: Applying
p
ractice in early childhood programs. Washington, D.C.: family systems theory to early childhood practice. Young
NAEYC. Children, 61, 1, 12-20.
Shonkoff, J. P. Phillips, D. A. (Eds.). (2000). From neurons to Lareau, A. (2000). Home advantage: Social class and parental
n
eighborhoods: The science of early childhood development. i
ntervention in elementary education. Lanham, MD:
Washington D.C.: National Academies Press. Rowman Littlefield Publishers.
Lerner, R. M. (1989). Individual development and the family
The rationale statements for each content area were based upon
system: A life span perspective. In K. Kreppner R. M.
research cited in the following references:
Lerner (Eds.), Family systems and life-span development.
Child Development Hillsdale, NJ: Lawrence Erlbaum Associates.
Ainsworth, M.S. (1973). The development of infant-mother Pfannensteil, J., Lambson, T., Yarnell, V. (1996). The parents as
attachment. In B. Caldwell H. Ricciuti (Eds.), Review of t
eachers program: Longitudinal follow up to the second wave
child development research (Vol 3, pp. 1-94). Chicago: study. Overland Park, Kan.: Research Training
University of Chicago Press. Associates. 47
Cushner, K., McClelland, A., Safford, P. (2006). Human diversity Health, Safety Nutrition
i
n education: An integrative Approach. New York:
McGraw Hill. Aronson, S. (2002). Healthy young children: A manual for
programs (4th ed.). Washington, DC: NAEYC.
Gillespie, L.G. Seibel, N.L. (2006). Self-regulation: A cornerstone
early childhood development. Young Children, 61 (4),
of Charlesworth, R. (2004). Understanding child development
34-39. (6th ed.) Clifton Park, NY: Delmar Learning.
Kagan, R. (2004). Rebuilding attachments with traumatized Earls, F. (1998). The era of health promotion for children and
c
hildren: Healing from losses, violence, abuse and neglect. adolescents: A cross-sectional survey of strategies and new
New York: Haworth Maltreatment and Trauma Press. knowledge. American Journal of Public Health, 88, 869-871.
Kaiser, B. Rasminsky, J.S. (2006). Challenging behavior in young Richardson, M., Elliman, D., Macguire, H. Simpson, J. Nicoll, A.
c
hildren: Understanding, preventing and responding (2001). Evidence base of incubation periods, periods of
effectively (2nd Ed). Boston: Allyn Bacon. infectiousness and exclusion policies for the control of
communicable diseases in schools and preschools.
Family Community Relations Pediatric Infections Disease Journal, 20, 380-391.
Dunst C. J., Trivette, C. M. (1998). Current and prospective use Child Observation Assessment
o
f family-centered principles and practices in the early
elementary grades. Ashville, NC: Orelena Hawks Bentzen, W. R., Frost, M. B. (2003). Seeing child care: A guide for
Puckett Institute. a
ssessing the effectiveness of child care programs. Clifton Park,
NY: Thomson Delmar Learning.

47. Buysse, V., Wesley, P. W. (2004). Consultation in early childhood
Appendix B: Research References
settings. Baltimore, MD: Brookes Publishing.
Neisworth, J. T., Bagnato, S. J. (2005). Recommended practices:
Assessment. In S. Sandall, M. L. Hemmeter, B. J. Smith,
M. E. McLean (Eds). DEC recommended practices: A
comprehensive guide for practical application (pp. 45-70).
Longmont, CO: Sopris West.
Professional Development
Brown, B., Johnson, E., Traill, S., Wohl, J. (Eds). (2004). The
e
conomic impact of the early care education industry in
Ohio. Oakland, CA.: National Economic Development
Law Center.
Eliot, L. (1999). What’s going on in there?: How the brain and
m
ind develop in the first five years of life. New York:
Bantam Books.
Hyson, M. (2003). Preparing early childhood professionals:
NAEYC’s standards for programs. Washington, 48
D.C.: NAEYC.
Zaslow, M., Martinez-Beck, I. (2006). Critical issues in early
c
hildhood professional development. Baltimore, Maryland:
Paul H. Brooks Publishing Co.
Learning Environments Experiences
Elkind, D. (2005). Early childhood amnesia: Reaffirming children’s
need for developmentally appropriate programs. Young
Children, 60, 38-40.
Gallagher, K. C. (2005). Brain research and early childhood
development: A primer for developmentally appropriate
practice. Young Children, 60, 12-20.
Greenman, J. (2005). Caring space, learning places: Children’s
e
nvironments that work. Redmond, WA: Exchange
Press, Inc.
Rushton, S. P. (2001). Applying brain research to create
developmentally appropriate learning environments.
Young Children, 56, 76-82.

48. The following resources are recommended for additional Honig, A. (2002). Secure relationships: Nurturing infant/toddler
Appendix C: For More Information
information:
attachment in early care settings. Washington, D.C.: NAEYC.
General Information
Family Community Relations
Ashcraft, M. (2005). Best practices: Guidelines for school-age
Anderson, H., Johnson, S. (1994). Regarding children: A new
programs. Eden Prairie, MN: Sparrow Media Group.
r
espect for childhood and families. Louisville, KY:
Bredekamp, S., Copple, C. (1997). Developmentally Appropriate Westminster John Knox Press.
P
ractice in Early Childhood Programs. Washington, D.C.:
Chira, S. (1993). What do teachers want most? Help from parents.
National Association for the Education of Young Children.
New York Times, 23, June 7.
Council for Professional Recognition. (n.d.) The Child
Couchenour, D., Chrisman, K. (2004). Families, schools, and
Development Associate Assessment System and Competency
c
ommunities: Together for young children (2nd ed.).
Standards (various publications). Washington, D.C.:
Clifton Park, NY: Thomson Delmar Learning.
The Council for Professional Recognition. Available:
http://www.cdacouncil.org/shop/index.html Kagan, S., Weissbourd, B. (1994). Putting families first:
A
merica’s family support movement and the challenge of
Harms, T., Clifford, R.M., Cryer, D. (n.d.) Environmental Rating
change. San Francisco: Jossey-Bass.
Scales (various publications). New York: Teachers’ College
Press. Available: http://www.fpg.unc.edu/~ecers/
Health, Safety Nutrition
Lally, R. (2003). Caring for infants and toddlers in groups: Develop- 49
m
entally appropriate practice. Washington, D.C.: Zero American Academy of Pediatrics, American Public Health
to Three. Association, and National Resource Center for Health and
Safety in Child Care (2002). Caring for our children:
Roots Wings: Affirming Culture in Early Childhood Programs, National health and safety performance standards:
Stacey York, Redleaf Press, 2003. Guidelines for out-of-home child care programs (2nd ed.).
Szanton, E. S. (1997). Creating child-centered programs for infants Elk Grove Village, IL: American Academy of Pediatrics and
a
nd toddlers. New York: Open Society Institute. Washington, D.C.: American Public Health Association.
U.S. Department of Health and Human Services, Administration Aronson, S. S. (Ed.) (2002). Healthy young children: A manual for
Children and Families, Head Start Bureau (1998). Head
for programs. Washington, D.C.: NAEYC
Start Program Performance Standards. Washington, D.C.: Marotz, L., Cross, M. Z., Rush, J. M. (2004). Health, safety and
U.S.D.H.H.S. n
utrition for the young child (6 th Ed).Clifton Park,NY:
Thomson Delmar Learning.
Child Growth Development
Robertson, C. (2001). Safety, nutrition and health in child care.
Berk. L. (2005). Child development (7th Ed.). Needham Heights, Clifton Park,NY: Thomson Delmar Learning.
MA: Allyn Bacon.
National Resource Center for Health and Safety in Child Care
Croft, C. (Ed.). (2004). Children challenging behavior: Making http://nrc.uchsc.edu/
i
nclusion work (Vols. 1 2). Eden Prairie, MN: Sparrow
Media Group.
Gartrell, D. (2003). A guidance approach for the encouraging
classroom. Clifton Park,NY: Thomson Delmar Learning.

49. Child Observation Assessment Gonzalez-Mena, J., Eyer, d. W. (2003). Infants, toddler, and
Appendix C: For More Information
c
aregivers: A curriculum of respectful, responsive care and
Beaty, J. J. (2001). Observing development of the young child (5th education (6th Ed.). New York, NY: McGraw-Hill
Ed). Upper Saddle River, N. J.: Prentice-Hall. Companies.
Bentzen, W. R. (2005). Seeing young children: A guide to Greenman, J. (2005). Caring space, learning places: Children’s
o
bserving and recording behavior (5th Ed.). Clifton Park, NY: e
nvironments that work. Redmond, WA: Exchange
Thomson Delmar Learning. Press, Inc.
McAfee, O., Leong, D. .J., Bodrova, E. (2004). Basics of Ralph, K. S., Eddowes, E. A. (2003). Interactions for development
a
ssessment: A primer for early childhood educators. a
nd learning: Birth through eight years (2nd Ed.). Upper
Washington, D.C.: NAEYC. Saddle River, N. J.: Prentice-Hall.
Nicolson, S., Shipstead, S. G. (2001). Through the looking glass:
O
bservations in the early childhood classroom (3rd Ed.). Upper
Saddle River, N. J.: Prentice-Hall.
Professional Development
Bloom, P. J., Sheerer, M., Britz, J. (2005). Blueprint for action:
A
chieving center-based change through staff development
(2nd Ed.). Lake Forest, IL: New Horizons.
50
Feeney, S. Freeman, N.K. (1999). Ethics and the early childhood
e
ducator: Using the NAEYC Code. Washington, D.C.: NAEYC.
Kagan, S. Bowman, B. (Eds.). (1997). Leadership in early care
education. Washington, D.C.: NAEYC.
Sullivan, D. R. (2003). Learning to lead: Effective leadership skills
for teachers of young children. St. Paul, MN: Redleaf Press.
Tertell, E.A., Klein, S.M., Jewett, J. (Eds.). (1998). When teachers
r
eflect: Journeys toward effective, inclusive practice.
Washington, DC: NAEYC.
Learning Environments Experiences
Bredekamp, S. (1997). Developmentally appropriate practice in
early childhood programs. Washington, D. C.: NAEYC.
Bronson, M. B. (1995). The right stuff for children birth to eight:
S
electing play materials to support development.
Washington, D.C.: NAEYC.
Copple, C., Bredekamp, S. (2006). Basics of developmentally
a
ppropriate practice: An introduction for teachers of
children 3 to 6. Washington, D.C.: NAEYC.

50. Ohio’s Core Knowledge and Competencies is closely linked to three 3. DEC Recommended Practices: A Comprehensive Guide for Practical
Appendix D: Linkages with Primary Sources
important source documents from leading early childhood profes- Application in Early Intervention/Early Childhood Special Education,
sional organizations: (2005). S Sandall, M. L. Hemmeter, B. J. Smith, M. E.
McLean; Division for Early Childhood of the Council for
1. AEYC Early Childhood Program Standards and Accreditation
N
Exceptional Children.
Criteria (2005). The National Association for the Education of
Young Children. Many of the knowledge and competency areas in Core Knowledge
are related to specific standards, criteria or recommended
2. Preparing Early Childhood Professionals: NAEYC’s Standards for
practices in these three documents. In order to allow for easy
Initial Licensure, Advanced, and Associate Degree Programs, (2003).
cross-referencing, the following table links each content area
M. Hyson (ed.)., The National Association for the Education of
in Core Knowledge with the relevant content in each of the
Young Children.
other documents.
1. AEYC Accreditation
N 2. AEYC Professional
N 3. EC Recommended
D
Core Knowledge Content Area Criteria Preparation Standards Practices
Child Growth Development 1.A Building positive relationships 1a. Knowing and understanding Adults design environments to
between teachers and families young children’s characteristics promote children’s safety, active
and needs engagement, learning, participation,
2.A Curriculum: essential and membership (C1-11) 51
characteristics 1b. Knowing and understanding the
multiple influences on development Adults use ongoing data to
7.A Knowing and understanding and learning individualize and adapt practices to
the program’s families meet each child’s changing needs
1c. Using developmental knowledge
(C12-16)
to create healthy, respectful,
supportive and challenging Adults use systematic procedures
learning environments within and across environments,
activities, and routines to promote
children’s learning and participation
(C17-27)
Families and professionals share
responsibility and work collaboratively
(F1-5)
Practices are strengths- and
assets-based (C15-17)

51. Appendix D: Linkages with Primary Sources
1. AEYC Accreditation
N 2. AEYC Professional
N 3. EC Recommended
D
Core Knowledge Content Area Criteria Preparation Standards Practices
Family Community Relations 1.A. Building Positive Relationships 2a. Knowing about and understanding Professionals and families collaborate
among Teachers and Families family and community characteristics in planning and implementing
assessment (A1-12)
1.E. Addressing Challenging Behaviors 2b. Supporting and empowering
families and communities through Assessment is individualized and
4.A. Creating an Assessment Plan respectful, reciprocal relationships appropriate for the child and family
(A13-20)
4.B. Using Appropriate Assessment 2c. Involving families and communities
Methods Professionals meet legal and procedural
in their children’s development
requirements and meet Recommended
4.E. Communicating with Families and learning
Practice guidelines (A37-46)
and Involving Families in the 4a. Connecting with Children Adults design environments to promote
Assessment Process (4.E.01) and Families children’s safety, active engagement,
6.A. Preparation, Knowledge, and learning, participation, and membership
Skills of Teaching Staff (C1-11)
Adults use ongoing data to individualize
7.A. Knowing and Understanding and adapt practices to meet each
the Program’s Families child’s changing needs (C12-16)
7.B. Sharing Information Between Adults use systematic procedures within 52
Staff and Families and across environments, activities, and
routines to promote children’s learning
7.C. Nurturing Families as Advocates
and participation (C17-25)
for Their Children
Families and professionals share
8.A. Linking with the Community responsibility and work collaboratively
(F1-5)
8.B. Accessing Community Resources
Practices strengthen family functioning
8.C. Acting as a Citizen in the
(F6-10)
Neighborhood and Early
Childhood Community Practices are strengths- and assets- based
(F11-14)
10.B. Management Policies and
Teams including family members make
Procedures
decisions and work together (I1-6)
Professionals cross disciplinary
boundaries (I7-8)
Intervention is focused on function,
not services (I9-16)
Regular caregivers and regular routines
provide the most appropriate opportunities
for children’s learning and receiving
most other interventions (I17-19)
Families and professionals shape policy
at the national, state, and local levels
(PS1-4)

52. Appendix D: Linkages with Primary Sources
1. AEYC Accreditation
N 2. AEYC Professional
N 3. EC Recommended
D
Core Knowledge Content Area Criteria Preparation Standards Practices
Health, Safety Nutrition 1.A. Building positive relationships 1a. Knowing and understanding Professionals and families
among teachers and families young children’s characteristics collaborate in planning and
and needs implementing assessment (A1-12)
1.B. Building positive relationships
between teachers and children 1b. Knowing and understanding the Assessment is individualized and
multiple influences on development appropriate for the child and family
2.K. Curriculum content area for and learning (A13-20)
cognitive development: health
2a. Knowing about and understanding Assessment provides useful information
and safety
family and community characteristics for intervention (A21-29)
3.C. Supervising children
2b. Supporting and empowering Professionals share information in
5.A Promoting and protecting families and communities through respectful and useful ways (A30-36)
children’s health and controlling respectful, reciprocal relationships
Professionals meet legal and
infectious disease 2c. Involving families and procedural requirements and
5.B. Ensuring children’s nutritional communities in their children’s meet Recommended Practice
well-being development and learning Guidelines (A37-46)
5.C. Maintaining a healthful 3b. Knowing about and using Adults design environments to
observation, documentation and promote children’s safety, active 53
environment
other appropriate assessment tools engagement, learning, participation,
9.A. Indoor and outdoor equipment, and approaches and membership (C1-11)
materials and furnishings
3d. Knowing about assessment Adults use ongoing data to individualize
9.C. Building and physical design partnerships with families and and adapt practices to meet each
other professionals children’s changing needs (C12-16)
9.D. Environmental health
4d. Using own knowledge and other Families and professionals
10.B. Management policies resources to design, implement, and share responsibility and work
and procedures evaluate meaningful, challenging collaboratively (F1-5)
10.D. Health, nutrition and safety curriculum to promote
Practices strengthen family
policies and procedures positive outcomes
functioning (F6-10)
10.F. Program evaluation, 5b. Knowing about and upholding
Practices individualized and flexible
ethical standards and other
accountability and continuous (F11-14)
professional guidelines
improvement Teams including family members
5c. Engaging in continuous,
make decisions and work together
collaborative learning to
(I1-16)
inform practice
Families and professionals shape
5d. Integrating knowledgeable,
policy at the national, state and local
reflective, and critical perspectives
levels (PS1-4)
on early education
Program policies and administration
5e. Engaging in informed advocacy
promote family participation in
for children and the profession
decision-making (PS12-18)

53. Appendix D: Linkages with Primary Sources
1. AEYC Accreditation
N 2. AEYC Professional
N 3. EC Recommended
D
Core Knowledge Content Area Criteria Preparation Standards Practices
Child Observation Assessment:
Principles/Foundation 4.A Creating and Assessment Plan 3a. Understanding the goals, Assessment is individualized and
benefits and uses of assessment appropriate for the child and family
(A13-20)
3b. Knowing about and using
observation, documentation and Professionals share information in
other appropriate assessment tools respectful and useful ways (A30-36)
and approaches Professionals meet legal and
3c. Understanding and practicing procedural requirements and meet
DEC Recommended Practices
responsible assessment
guidelines (A37-46)
Gathering/Documentation 4.B Using Appropriate Assessment 3b. Knowing about and using Professionals and families
Methods observation, documentation and collaborate in planning and
other appropriate assessment tools implementing assessment (A1-12)
4.E Communicating with Families
and approaches
54
and Involving Families in the Assessment is individualized and
Assessment Process 3c. Understanding and practicing appropriate for the child and
responsible assessment family (A13-20)
Summary and Uses 4.C Identifying Children’s Interests 3a. Understanding the goals, Assessment provides useful information
(Results and Interpretation) and Needs and Describing Children’s benefits and uses of assessment for intervention (A21-29)
Progress Professionals meet legal and
3d. Knowing about assessment
4.D Adapting Curriculum, partnerships with families and procedural requirements and meet
Individualizing Teaching, and other professionals DEC Recommended Practices
Informing Program Development guidelines (A37-46)
Sharing and Reporting Methods 4.C Identifying Children’s Interests 3a. Understanding the goals, Assessment provides useful
and Needs and describing Children’s benefits and uses of assessment information for intervention
Progress (A21-29)
3c. Understanding and practicing
4.E Communicating with Families responsible assessment Professionals share information in
and Involving Families in the respectful and useful ways (A30-36)
3d. Knowing about assessment
Assessment Process Professionals meets legal and
partnerships with families and
7.B Sharing Information Between procedural requirements and meet
other professionals
Staff and Families DEC Recommended Practices
guidelines (A37-46)
8.A Linking with the Community

54. Appendix D: Linkages with Primary Sources
1. AEYC Accreditation
N 2. AEYC Professional
N 3. EC Recommended
D
Core Knowledge Content Area Criteria Preparation Standards Practices
Professional Development 6a. Preparation, knowledge and 5a Identifying and involving oneself Field experiences are systematically
skills of teaching staff with the early childhood field designed and supervised (PP29 – 39)
6b. Teacher’s dispositions and 5b Knowing about upholding Faculty and other personnel trainers
professional commitment ethical standards and other are qualified and well-prepared for
professional guidelines their role in personnel preparation
(PP40 – 55)
5c Engaging in continuous,
collaborative learning to Professional development (inservice)
activities are systematically designed
inform practice
and implemented (PP56 – 66)
5d Integrating knowledgeable,
reflective, and critical perspectives
on early education
5e Engaging in informed advocacy
for children and the profession
55
Learning Environments Experiences:
Interactions Relationships 1A. Building positive relationships 1a. Knowing and understanding Adults design environments to
among teachers and families young children’s characteristics promote children’s safety, active
and needs engagement, learning, participation,
1B. Building positive relationships and membership (C1-11)
1b. Knowing and understanding the
between teachers and children multiple influences on development Adults use ongoing data to
and learning individualize and adapt practices
1C. Helping children make friends to meet each child’s changing
1c. Using developmental knowledge needs (C12-16)
1D. Creating a predictable, consistent, to create healthy, respectful,
Adults use systematic procedures
and harmonious classroom supportive, and challenging
within and across environments,
learning environments
activities, and routines to promote
1E. Addressing challenging behaviors 4a. Knowing, understanding, and children’s learning and participation
using positive relationships and (C17-27)
2B. Social-emotional development supportive interactions Assessment provides useful
information for intervention
3B. Creating caring communities (A21-29)
for learning

55. Appendix D: Linkages with Primary Sources
1. AEYC Accreditation
N 2. AEYC Professional
N 3. EC Recommended
D
Core Knowledge Content Area Criteria Preparation Standards Practices
Learning Environments Experiences:
Physical Environments 2.A. Curriculum: essential 1a. Knowing and understanding Adults design environments to
characteristics young children’s characteristics promote children’s safety, active
and needs engagement, learning, participation,
2C. Physical development and membership (C1-11)
1b. Knowing and understanding the
2E-L. Curriculum content area for Adults use ongoing data to
multiple influences on development
cognitive development individualize and adapt practices
and learning
3A. Designing enriched learning to meet each child’s changing needs
1c. Using developmental knowledge (C12-16)
environments
to create healthy, respectful,
Adults use systematic procedures
3D. Using time, grouping and supportive, and challenging
within and across environments,
routines to achieve learning goals learning environments
activities, and routines to promote
3E. Responding to children’s 4b. Knowing, understanding, and children’s learning and participation
interests and needs using effective approaches, strategies, (C17-27)
and tools for early education Assessment provides useful
5C. Maintaining a healthful
environment 4d. Using own knowledge and other information for intervention 56
resources to design, implement, and (A21-29)
9.A: Physical Environment: Indoor
evaluate meaningful, challenging
and Outdoor Equipment, Materials,
curriculum to promote positive
and Furnishings
outcomes
9.B: Physical Environment: Outdoor
Environmental Design
9.C: Physical Environment: Building
and Physical Design

56. Appendix D: Linkages with Primary Sources
1. AEYC Accreditation
N 2. AEYC Professional
N 3. EC Recommended
D
Core Knowledge Content Area Criteria Preparation Standards Practices
Learning Environments Experiences:
Learning Experiences 2.A. Curriculum: essential 1a. Knowing and understanding Adults design environments to
characteristics young children’s characteristics promote children’s safety, active
and needs engagement, learning, participation,
2B-D. Areas of development and membership (C1-11)
1b. Knowing and understanding the
2E-L. Curriculum content area for Adults use ongoing data to
multiple influences on development
cognitive development individualize and adapt practices
and learning
3A. Designing enriched learning to meet each child’s changing needs
1c. Using developmental knowledge (C12-16)
environments
to create healthy, respectful,
Adults use systematic procedures
3D. Using time, grouping and supportive, and challenging
within and across environments,
routines to achieve learning goals learning environments
activities, and routines to promote
3E. Responding to children’s 4b. Knowing, understanding, and children’s learning and participation
interests and needs using effective approaches, strategies, (C17-27)
and tools for early education Assessment provides useful
3F. Making learning meaningful for
all children 4c. Knowing and understanding information for intervention 57
the importance, central concepts, (A21-29)
3G. Using instruction to deepen
inquiry tools, and structures of
children’s understanding and build
content areas or academic
their skills and knowledge
disciplines
4d. Using own knowledge and other
resources to design, implement,
and evaluate meaningful, challenging
curriculum to promote
positive outcomes

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