Early Care & Education Associate Teacher
Hybrid-based
ONET: 25-9042.00
1
Years
74
Skills
270h
Related instructions
2000h
On-the-job training
Classroom instruction topics
- Core Area 1: Child / Human Growth & Development
- Core Area 2: Child-Family-Community / Child-Family Relations
- Core Area 3: Programs / Curriculum
On-the-job training
- Understands And Encourages Child Development And Learning
- Knowledge about Child Development and Learning - Communicates basic knowledge of developmental and current research findings as they apply to children's various developmental domains.
- Knowledge about Child Development and Learning - Observes children in natural settings to enhance the study of child development.
- Facilitating Child Development and Learning - Understands that children develop in the context of relationships and that the quality of parent-child interactions has an impact on child outcomes.
- Facilitating Child Development and Learning - Understands that play contributes to child development and learning in all domains, beginning at birth.
- Appreciates And Honors Culture, Diversity And Equity
- Respect for All Differences and Similarities - Attends to the culturally diverse attributes of children and families.
- Respect for All Differences and Similarities - Interacts with families in ways that encourage their involvement; acknowledges the importance of welcoming all families during visits and at drop-off and pick-up times.
- Culturally Responsive Approaches - Uses multiple strategies for building relationships with families.
- Culturally Responsive Approaches - Participates in staff orientation sessions that focus on respecting families through communication; develops related skills and knowledge through such sessions.
- Culture and Language Development and Learning - Assists with practices that reflect the cultural contexts and experiences of children.
- Culture and Language Development and Learning - Engages in linguistically and culturally inclusive practices with colleagues, children, and families.
- Recognizes Significance Of Relationships, Interactions And Guidance
- Supporting Children's Emotional Development - Understands the development of empathy and its importance; has appropriate expectations for children's empathic responses and pro-social behaviors.
- Supporting Children's Emotional Development - Demonstrates an understanding that children may show a variety of emotions at separation or transition times.
- Social-Emotional Climate - Demonstrates understanding that the social-emotion climate is an important component of the learning environment.
- Social-Emotional Climate - Examines and acknowledges one's own feelings and questions about the expression of emotions.
- Socialization and Guidance - Relies on knowledge of child development to respond individually to children, considering each child's age, temperament, language, communication skills, culture, interests, and abilities.
- Socialization and Guidance - Acknowledges children's efforts, encourages positive interactions, and recognizes success to build each child's self-confidence.
- Understands And Fosters Family And Community Engagement.
- Communications with Families - Interacts with families in a timely and professional manner to establish relationships that encourage mutual exchange of information about children.
- Communications with Families - Is aware of cultural considerations in conflict resolution; models developmentally appropriate and culturally relevant conflict-resolution strategies for children.
- Relationships with Children and Families - Attentively greets family members when they arrive and depart from program setting and uses these opportunities to exchange information about their child.
- Relationships with Children and Families - Recognizes that working with families promotes children's development.
- Community Resources - Articulates an understanding that families function in a variety of ways and children or families may require support from resources outside of the program.
- Community Resources - Participates in developing effective community partnerships and collaborations.
- Understands And Supports Dual-Language Development
- Dual-Language Program Models and Strategies - Knows a variety of program models that serve young dual-language learners (DLLs).
- Dual-Language Program Models and Strategies - Assists in offering a variety of developmentally appropriate, individually meaningful, and culturally responsive ways for young DLLs to participate in group.
- Development of the Home Language and of English - Demonstrates understanding that honoring each child's home language fosters positive social-emotional development and overall development and learning.
- Development of the Home Language and of English - Carries out practices that promote literacy and language development of young DLLs.
- Observation and Assessment of Young Dual-Language Learners - Assists with administering literacy assessment instruments, recognizing the importance of assessing young DLLs in both the home language and in English.
- Observation and Assessment of Young Dual-Language Learners - Contributes to observation of young DLLs across a variety of settings or activities.
- Relationships with Families of Dual-Language Learners - Demonstrates awareness of child's home language.
- Relationships with Families of Dual-Language Learners - Responds to children and families in ways that acknowledge diverse linguistic and cultural experiences.
- Understands And Utilizes Observation, Screening, Assessment And Documentation
- Observation - Knows formal and informal observations are ongoing and part of everyday practices.
- Observation - Contributes ongoing observations (confidentially) to understand children's behavior.
- Screening and Referral - Assists staff or specialists in conducting screenings, as appropriate.
- Screening and Referral - Is familiar with community resources to support children and families.
- Assessment - Is familiar with valid and reliable assessment instruments for early care and learning settings and knows how to use them.
- Assessment - Understands that maintaining confidentiality for children and families is critical to the assessment process.
- Documentation - Assists in gathering artifacts and other materials for use in documentation.
- Documentation - Is familiar with the different types of documentation processes commonly used in early education settings, including anecdotal records, work samples, video clips, photographs and dictations.
- Interpretation, Planning and Implementation - Engages in discussions about the meanings of observations, screening, documentation and assessment data to support children's learning and development in early education settings.
- Interpretation, Planning and Implementation - Contributes ideas for meeting children's learning and developmental goals based on information learned through observation and documentation.
- Recognizes Special Needs And Fosters Inclusion
- Philosophy, Policies and Practices - Follows program policies designed to create a sense of belonging and to support full participation of children and adults with disabilities or other special needs.
- Philosophy, Policies and Practices - Uses People First language by referring to child first, not disability or special need.
- Developmentally and Individually Appropriate Practice - Follows guidance to support all children's active participation in learning opportunities through use of easily adaptable materials, strategies and techniques.
- Developmentally and Individually Appropriate Practice - Responds to children's questions about their own or other's disabilities or special needs or refers questions to appropriate staff.
- Collaboration with Families and Service Providers - Understands that families need support, sensitivity and respect.
- Collaboration with Families and Service Providers - Listens to and implements recommendations from service providers; contributes ideas as a team member.
- Environment Access and Adaptive Equipment - Assists with making environmental modifications as needed to support children and adults with disabilities or other special needs in immediate context of the group.
- Environment Access and Adaptive Equipment - Follows guidelines to ensure the safe and effective use of adaptive equipment.
- Creates Learning Environments; Plans And Implements Curriculum
- Curriculum and Curriculum Planning - Responds to children's interests by selecting materials, expanding on their ideas, or planning activities and experiences, engaging children in planning as developmentally appropriate.
- Curriculum and Curriculum Planning - Arranges or uses indoor and outdoor materials and space in accordance with the curriculum-planning process.
- Environments, Schedules and Routines - Identifies ways in which the environment might be modified to meet interests and needs of the children
- Environments, Schedules and Routines - Describes the value and sequence of various elements in the daily schedule such as transitions, play, small group time and time outdoors.
- Strategies to Support Learning and Development - Articulates the differences between child-initiated and adult-facilitated activities and interactions.
- Strategies to Support Learning and Development - Demonstrates understanding that infant, toddler and preschooler learning and development, can be described in terms of social-emotional, cognitive, language, motor and perceptual domains, and that children learn and develop in an integrated way across domains.
- Ensures Health, Safety And Good Nutrition
- Environmental Health and Safety - Learns and complies with policies and practices addressing indoor and outdoor environmental health and safety for children and staff including the use of universal precautions as needed.
- Environmental Health and Safety - Demonstrates an understanding of one's own role in providing adequate supervision of children that supports safe, fun and challenging play that excludes unauthorized visitors.
- Emergency Preparedness - Follows directions, models appropriate behavior, and assists children, as developmentally appropriate, during an emergency or drill.
- Emergency Preparedness - Learns about and uses first aid and CPR skills, as needed.
- Nutrition - Helps to create a positive climate during meals.
- Nutrition - Follows principles of healthful food choices and habits, including developmental and individual feeding schedules, appropriate portion sizes, selection of fresh foods for children and staff.
- Response to Health Requirements - Recognizes and responds to signs of illness or injury in children and/or alerts other staff as appropriate.
- Response to Health Requirements - Is familiar with community resources to support the health of children and families.
- Child and Family Health - Identifies signs of child abuse or neglect; reports concerns about child abuse or neglect to appropriate staff; understand and adheres to role of mandated reporter; demonstrates understanding of trauma-informed practices.
- Child and Family Health - Promotes child health by ensuring that children get outdoors for physical activity, feel connected with nature, and follow their own curiosity and interests during outdoor, child-initiated peer play.
- Develops And Demonstrates Professionalism
- Professional Development - Practices self-assessment and participates in reflective dialogue to challenge one's own knowledge base.
- Professional Development - Seeks to support and strengthen practice by identifying role models and mentors who demonstrate key attributes of an ECE professional.
- Professional Conduct and Behaviors - Arrives at work on time each day and is prepared to engage with children, families, staff and colleagues in a professional manner.
- Professional Conduct and Behaviors - Understands and contributes to the elements of a quality work environment.
- Competence in a Specialized Body of Knowledge - Helps to support development and learning in all domains for each child in the group or classroom.
- Competence in a Specialized Body of Knowledge - Actively participates in aligning the program's shared philosophy with associated goals and objectives.
- Pedagogy - Is aware of one's own view of early care and education and the issues facing the profession.
- Pedagogy - Demonstrates a commitment to lifelong learning by participating in opportunities to develop pedagogical knowledge and skills.
- Occupational Health and Safety - Understands and incorporates ways to identify and ameliorate stress, including its impact on the job and one's own emotional health.
- Occupational Health and Safety - Understands proper safety procedures including safe lifting.
- OJT Hours
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