Job address
US
Company size
11-50 employees
Job sector
Education & Training
occupation category
Other
Job type
Contract
Work environment
In person
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Job details
Required skills
- Child Development and Learning in Context
- Understand the developmental period of early childhood from birth through age eight across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
- Identify fundamental theoretical models of developmental periods of early childhood across physical, cognitive, social, emotional, and linguistic domains
- Identify critical aspects of brain development including executive function, learning motivation, and life skills
- Identify biological, environmental, protective, and adverse factors that impact children’s development and learning
- Engage with young children in ways support the importance of social interaction, relationships and play
- Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
- Identify how each child develops as an individual
- Engage in responsive, reciprocal relationships with babies, toddlers, preschoolers and children in early school grades
- Identify individual characteristics of each child through family and community relationships, observation and reflection
- Support young children in ways that respond to their individual developmental, cultural and linguistic variations
- Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
- Identify family, social, cultural and community influences on children’s learning and development
- Identify structural inequities and trauma that adversely impact young children’s learning and development
- Identify ways that quality early childhood education influences children’s lives
- Use this multidimensional knowledge—that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts—to make evidence-based decisions that support each child.
- Support the implementation of early childhood curriculum, teaching practices, and learning environments that are safe, healthy, respectful, culturally and linguistically responsive, supportive and challenging for each child
- Family-Teacher Partnerships and Community Connections
- Know about, understand, and value the diversity of families.
- Identify diverse characteristics of families and the many influences on families
- Identify stages of parental and family development
- Identify some of the ways that various socioeconomic conditions; family structures, relationships, stressors, adversity, and supports; home languages, cultural values and ethnicities create the context for young children’s lives
- Identify ways that children can thrive across diverse family structures and that all families bring strengths
- Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
- Identify the importance of having respectful, reciprocal relationships with families
- Recognize families as the first and most influential “teachers” in their children’s learning and development
- Affirm and respect families’ cultures, religious beliefs, language(s) (including dialects), various structures of families and different beliefs about parenting
- Identify effective strategies for building reciprocal relationships and use those to learn with and from family members
- Initiate and begin to sustain respectful relations with families and caregivers that take families’ preferences, values and goals into account
- Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies
- Identify types of community resources that can support young children’s learning and development and to support families
- Partner with colleagues to help assist families in finding needed community resources
- Child Observation, Documentation, and Assessment
- Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
- Identify the central purposes of assessment
- Identify ways that observation and documentation are used as central practices in assessment
- Identify appropriate ways that assessments are used as a positive tool to support young children’s learning and development
- Know a wide range of types of assessments, their purposes, and their associated methods and tools.
- Identify common types of assessments that are used in early learning settings
- Identify the components of an assessment cycle including the basics of conducting systematic observations
- Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
- Identify the appropriateness of features of assessments for the developmental stage, culture, language, and abilities of the children being assessed
- Support the use of assessment-related activities in curriculum and in daily routines to facilitate authentic assessment and to make assessment an integral part of professional practice
- Identify that assessments must be selected or modified to identify and support children with differing abilities
- Identify legal and ethical issues connected to assessment practices
- Identify implicit bias or the potential for implicit bias in one’s own assessment practices and use of assessment data
- Build assessment partnerships with families and professional colleagues.
- Partner with families and other professionals to support assessment-related activities
- Support young children as part of IFSP and IEP teams
- Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
- Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
- Establish positive and supportive relationships and interactions with young children
- Identify ways that each child brings individual experiences, knowledge, interests, abilities, culture and languages to the early learning setting
- Support a classroom culture that respects and builds on all that children bring to the early learning setting
- Understand and use teaching skills that are responsive to then learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
- Identify teaching practices that are core to working with young children including differentiating instruction for individual children and groups of children, using play in teaching practices, and using teaching practices that build young children’s executive function skills
- Use teaching practices with young children that are appropriate to their level of development, their individual characteristics, and the sociocultural context in which they live
- Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
- Use developmentally appropriate, culturally and linguistically relevant teaching practices to facilitate development and learning and classroom management
- Understand content knowledge— the central concepts, methods and tools of inquiry, and structure—and resources for the academic disciplines in an early childhood curriculum.
- Complete required coursework in general education content areas as demonstrated through holding a high school credential or equivalent
- Understand pedagogical content knowledge—how young children learn in each discipline—and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
- Recognize that there are different ways that young children learn across content areas and that instructional decisions should be responsive to how children learn
- Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
- Identify early learning standards relevant to the state and/ or early learning setting
- Support implementation of curriculum across content areas for birth- age 8 settings
- Support implementation of curriculum that counters biases and stereotypes, fosters young children’s interest in the content areas, and facilitates individual and group learning in birth-age 8 settings
- Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
- Identify as a committed professional in the early childhood education field
- Be a member of a professional early childhood education organization (at the local, state, or national level)
- Identify basic professional and policy issues in the profession, such as compensation and financing of the early education system; standards setting and assessment in young children; and issues of equity, bias and social justice that affect young children, families, communities and colleagues
- Advocate for resources and policies that support young children and their families as well as for early childhood educators, with a primary focus on advocacy within the early learning setting
- Know about and uphold ethical and other early childhood professional guidelines.
- Identify the core tenets of the NAEYC Code of Ethical Conduct and abide by its ideals and principles
- Practice confidentiality, sensitivity and respect for young children, their families, and colleagues
- Identify and follow relevant laws such as reporting child abuse and neglect, health and safety practices, and the rights of children with developmental delays and disabilities
- Identify the basic elements of professional guidelines such as national, state, or local standards and regulations and position statements from professional associations
- Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
- Apply proper grammar, spelling, and usage of terms when communicating with young children, families and colleagues equivalent to the expected level of a U.S. high school graduate
- Supports communication with families in their preferred language
- Use clear and positive language and gestures with young children
- Use a positive, professional tone to communicate with families and colleagues
- Use appropriate technology with facility to support communication with colleagues and families, as appropriate
- Engage in continuous, collaborative learning to inform practice.
- Demonstrate self-motivated commitment to continuous learning that directly influences the quality of their work with young children
- Participate in and act on guidance and reflective supervision related to strengths and areas for growth
- Determine when it is appropriate to reach out for new resources and consult with peers in related professions and other members of their teaching team
- Participate in collaborative learning communities, informal or formal, with colleagues and with professionals in related disciplines
- Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
- Regularly reflect on teaching practice and personal biases to support each child’s learning and development
- Reflect on own needs and incorporate self-care into routines to maintain positive engagement with young children and professionalism with families and colleagues
