Table of Contents DOMAIN I CHILD DEVELOPMENT AND LEARNING COMPETENCY 1.0 UNDERSTAND CHILD DEVELOPMENT AND THE INTEGRATION OF DEVELOPMENT IN THE VARIOUS DOMAINS...1 Skill 1.1 Characteristics of cognitive, physical, social, emotional, language/communicative, and aesthetic development during early childhood... 1 Skill 1.2 Chronological age and developmental level... 6 Skill 1.3 Skill 1.4 The relationship between development in one domain and development in other domains... 7 Ways in which individual differences affect development in all domains... 7 Skill 1.5 Theories and research on typical and atypical child development... 8 COMPETENCY 2.0 UNDERSTAND DIFFERENCES IN DEVELOPMENT AND THE IMPORTANCE OF RECOGNIZING THE INDIVIDUAL STRENGTHS AND NEEDS OF ALL CHILDREN... 11 Skill 2.1 Variations in development in young children... 11 Skill 2.2 Implications of differences in development... 12 Skill 2.3 Skill 2.4 Strategies for determining the individual strengths and needs of all children... 14 Approaches to support the development and learning of all children, including those with disabilities, developmental delays, special abilities, and diverse cultural and linguistic abilities... 15 COMPETENCY 3.0 UNDERSTAND HOW CHILDREN LEARN AND CONSTRUCT KNOWLEDGE... 25 Skill 3.1 Skill 3.2 The relationship between learning and development in the various domains... 25 The importance of play and active involvement to child development and learning... 27
Skill 3.3 The role of interactions among children and between children and adults... 28 Skill 3.4 Ways in which children construct concepts and develop new skills. 29 Skill 3.5 Skill 3.6 Dispositions that facilitate learning (e.g., curiosity, perseverance)... 30 Activities and resources that encourage children to play, explore, and solve problems... 33 Skill 3.7 The emergence of literacy... 37 Skill 3.8 Strategies to help children reflect on their own thinking processes and learning... 40 COMPETENCY 4.0 UNDERSTAND CONDITIONS AND FACTORS THAT AFFECT THE DEVELOPMENT AND LEARNING OF ALL CHILDREN... 44 Skill 4.1 Skill 4.2 The effects of biological, environmental, familial, cultural, societal, and economic factors on child development and learning... 44 Behaviors and factors that affect individual, family, and community health and safety... 46 Skill 4.3 Principles of nutrition... 51 Skill 4.4 Factors that promote children's physical activity... 54 Skill 4.5 The relationship of physical and emotional health to learning... 57 Skill 4.6 The importance of creating a nurturing and supportive environment for all children... 59 COMPETENCY 5.0 UNDERSTAND POSITIVE GUIDANCE AND SOCIALIZATION STRATEGIES THAT SUPPORT THE DEVELOPMENT OF INDIVIDUALS AND GROUPS... 62 Skill 5.1 Skill 5.2 The relationship between children's social and emotional development and learning... 62 Strategies developed in collaboration with families and staff that promote positive social and emotional skills... 63
Skill 5.3 Skill 5.4 Skill 5.5 Individual and group guidance and problem-solving techniques that nurture positive relationships with and among children, encourage interpersonal problem solving and conflict resolution, and develop self-discipline and positive self concept... 65 Knowledge and use of appropriate behavior management techniques... 67 Strategies to help children learn to deal effectively with their emotions... 76 DOMAIN II CURRICULUM: LITERACY COMPETENCY 6.0 UNDERSTAND PRINCIPLES OF PLANNING AND ORGANIZING READING INSTRUCTION BASED ON ONGOING ASSESSMENT... 78 Skill 6.1 Characteristics of child development in relation to oral language, reading and writing... 78 Skill 6.2 Factors that influence literacy and language development... 80 Skill 6.3 Skill 6.4 Types, characteristics, and uses of ongoing language and literacy assessment strategies... 82 The development of a curriculum that promotes language development and literacy based on information obtained through ongoing assessment... 87 Skill 6.5 The individualization of literacy instruction based on assessment... 89 Skill 6.6 Strategies for creating an individually, culturally, and ageappropriate environment that nurtures growth toward and interest in literacy... 91 COMPETENCY 7.0 UNDERSTAND PHONOLOGICAL AND LINGUISTIC SKILLS RELATED TO READING... 92 Skill 7.1 Skill 7.2 Skill 7.3 How meaning is conveyed through nonverbal and verbal communication... 93 The development of concepts about print, including interest in print... 96 Strategies for developing auditory discrimination and memory skills and the relationship between these skills and reading... 97
Skill 7.4 Skill 7.5 Ways to develop children's concepts about rhythm and rhyme and understanding that sounds can be manipulated... 97 The development of awareness of the association between sounds and the written letter... 99 Skill 7.6 Methods for assessing phonological and linguistic skills... 100 Skill 7.7 Awareness of how cultural and language differences influence the development of phonological and linguistic skills... 101 COMPETENCY 8.0 UNDERSTAND VERBAL, NONVERBAL, STORY, AND READING COMPREHENSION... 104 Skill 8.1 Skill 8.2 Skill 8.3 Skill 8.4 Skill 8.5 Methods for facilitating verbal, nonverbal, story, and reading comprehension... 104 Behaviors that indicate comprehension (e.g., predicting logical next steps in a story, dramatizing stories)... 107 The role of cognitive, problem-solving skills in comprehension and ways to promote these skills... 107 Strategies for helping children listen and respond to literature read to them... 109 Ways to promote children's understanding that pictures and print convey meaning... 111 Skill 8.6 The use of picture clues to aid comprehension... 112 Skill 8.7 Skill 8.8 The relationship between understanding the structure of books and stories (e.g., beginning, middle, and end) and comprehension... 113 Literature for young children and the importance of exposing children to a variety of types of literature... 115 Skill 8.9 Methods for assessing comprehension... 118 COMPETENCY 9.0 UNDERSTAND ORAL AND WRITTEN LANGUAGE DEVELOPMENT AND THEIR ROLE IN SUPPORTING READING... 119 Skill 9.1 The development of oral proficiency in children (e.g., increasingly complex and abstract use of language)... 119
Skill 9.2 Skill 9.3 Skill 9.4 Skill 9.5 Skill 9.6 The development of writing skills in children, including associated visual, fine-motor, and gross-motor skills... 120 Strategies for promoting oral proficiency development and writing skills... 123 Ways to develop vocabulary to express thoughts and feelings, describe experiences, interact with others, and communicate needs... 124 Methods for motivating children to use oral and written language to communicate (e.g., telling and retelling stories through play, pictures, illustrations, props, and other materials)... 125 Ways to help children begin to recognize a variety of symbols and the written form of their own names, letters, and familiar words found in their environment... 125 Skill 9.7 Methods for assessing oral and written language skills... 126 Skill 9.8 The relationships among reading, writing, and oral language... 128 Skill 9.9 Awareness of how cultural and language differences influence the development of oral and written language... 129 COMPETENCY 10.0 UNDERSTAND DEVELOPMENTALLY APPROPRIATE PRACTICES, MATERIALS AND RESOURCES FOR SUPPORTING LITERACY DEVELOPMENT AND INSTRUCTION... 131 Skill 10.1 Identification of individually, culturally, and age-appropriate practices for promoting various aspects of literacy development... 131 Skill 10.2 Strategies for using play to enhance literacy development... 131 Skill 10.3 Skill 10.4 Skill 10.5 Knowledge and use of content standards (e.g., "Colorado Model Content Standards for Reading and Writing") to improve instruction... 132 Experiences that lead to competence in literacy (e.g., "Building Blocks to Colorado's Content Standards for Reading and Writing")... 134 Types and characteristics of materials and resources for literacy instruction, including criteria for their selection... 135
Skill 10.6 The use of technology to support literacy instruction... 136 Skill 10.7 The importance of and strategies for integrating literacy learning with other areas of the early childhood curriculum... 137 DOMAIN III CURRICULUM: MATHEMATICS... 140 COMPETENCY 11.0 UNDERSTAND NUMBER CONCEPTS AND THE DEVELOPMENT OF NUMBER SENSE... 140 Skill 11.1 Characteristics of number systems and number sequences... 140 Skill 11.2 Skill 11.3 Skill 11.4 Methods and materials that promote the exploration of number meaning, the discovery of number relationships (e.g., one-to-one correspondence), and problem solving... 152 The use of materials to count, estimate quantities, and order, group, and seriate according to various criteria... 153 The development of children's awareness of the association between numbers and their written form... 154 Skill 11.5 Ways to promote vocabulary related to numbers... 155 COMPETENCY 12.0 UNDERSTAND PATTERNS, BASIC GEOMETRIC CONCEPTS, AND SPATIAL REASONING... 157 Skill 12.1 Skill 12.2 Skill 12.3 Skill 12.4 Skill 12.5 Skill 12.6 Strategies for helping children recognize and identify simple patterns (e.g., shapes, sizes, textures, sounds)... 157 Activities (e.g., labeling, classifying, sorting) that promote the use of mathematical language to identify and describe patterns... 159 Activities and materials that promote children's abilities to recognize and describe two- and three-dimensional shapes and to understand geometric relationships... 160 Factors and experiences (e.g., awareness of personal space, investigating shapes) that contribute to the development of spatial reasoning... 163 Ways to promote vocabulary related to geometric concepts and spatial reasoning... 166 Problem-solving activities involving patterns, geometric concepts, and spatial reasoning... 166
COMPETENCY 13.0 UNDERSTAND PRINCIPLES AND SKILLS FOR WORKING WITH DATA... 169 Skill 13.1 Skill 13.2 Skill 13.3 Skill 13.4 Skill 13.5 Methods for collecting, organizing, describing, and analyzing data... 169 Ways to promote vocabulary related to data collection, description, and analysis... 172 The development of children's understanding of the relationship between visual representations (e.g., charts, tables, graphs) and data... 172 Activities that encourage simple analysis of observations and data... 173 Basic concepts of probability and methods for developing children's understanding of these concepts (e.g., making predictions about everyday events)... 173 Skill 13.6 Problem-solving activities involving data and basic probability... 174 COMPETENCY 14.0 UNDERSTAND MEASUREMENT PRINCIPLES AND STRATEGIES... 175 Skill 14.1 Systems of measurement... 175 Skill 14.2 Types and characteristics of measurement tools and techniques.. 176 Skill 14.3 The use of standard and nonstandard units of measurement... 177 Skill 14.4 Skill 14.5 Skill 14.6 Strategies for helping children become familiar with measurement concepts, methods, and instruments... 177 Development of vocabulary regarding size, distance, time, and change... 178 Ways to help children understand how to recognize and measure change... 178 Skill 14.7 Problem-solving activities involving measurement... 181
COMPETENCY 15.0 UNDERSTAND DEVELOPMENTALLY APPROPRIATE PRACTICES, MATERIALS, AND RESOURCES FOR SUPPORTING MATHEMATICAL LITERACY DEVELOPMENT AND MATHEMATICS INSTRUCTION... 183 Skill 15.1 Identification of individually, culturally, and age-appropriate practices, including providing opportunities for hands-on experiences with everyday objects and events, for promoting various aspects of mathematical literacy development... 183 Skill 15.2 Strategies for using play to enhance mathematical literacy... 186 Skill 15.3 Skill 15.4 Skill 15.5 Knowledge and use of content standards (e.g., "Colorado Model Content Standards for Mathematics") to improve instruction... 187 Experiences that lead to competence in mathematics (e.g., "Building Blocks to Colorado's Content Standards for Mathematics")... 188 Types and characteristics of various materials and resources for mathematics instruction, including criteria for their selection... 189 Skill 15.6 The use of technology to support mathematics instruction... 191 Skill 15.7 Methods for assessing mathematical understanding and skills... 192 Skill 15.8 The importance of and strategies for integrating mathematics learning with other areas of the early childhood curriculum... 193 COMPETENCY 16.0 UNDERSTAND AND USE A VARIETY OF STRATEGIES TO FACILITATE CHILDREN S DEVELOPMENT IN THE VARIOUS DOMAINS... 195 Skill 16.1 Strategies and activities to facilitate cognitive development... 195 Skill 16.2 Strategies and activities to promote physical development... 198 Skill 16.3 Strategies and activities to promote social development... 200 Skill 16.4 Strategies and activities to promote emotional development... 202 Skill 16.5 Strategies and activities to promote language and communicative development... 203 Skill 16.6 Strategies and activities to promote aesthetic development... 206
COMPETENCY 17.0 UNDERSTAND SOCIAL STUDIES CONTENT AND HOW TO FACILITATE CHILDREN S LEARNING IN THE AREA OF SOCIAL STUDIES... 210 Skill 17.1 Basic social studies concepts and skills (e.g., location, community) and strategies and resources for promoting the development of these concepts and skills... 210 Skill 17.2 Knowledge and use of content standards to improve instruction... 211 Skill 17.3 Skill 17.4 Current research about social studies curriculum content for young children... 212 The role of interactive experiences in building knowledge, language, and concepts related to social studies... 213 Skill 17.5 The use of everyday events to advance social studies themes... 213 Skill 17.6 The importance of and strategies for integrating social studies learning with other areas of the early childhood curriculum... 214 COMPETENCY 18.0 UNDERSTAND SCIENCE CONTENT AND HOW TO FACILITATE CHILDREN S LEARNING IN THE AREA OF SCIENCE... 215 Skill 18.1 Basic science concepts and skills (e.g., observing, experimenting) and strategies and resources for promoting the development of these concepts and skills... 215 Skill 18.2 Knowledge and use of content standards to improve instruction... 218 Skill 18.3 Skill 18.4 Current research about science curriculum content for young children... 219 The role of hands-on activities in building knowledge, language, and concepts related to science... 221 Skill 18.5 The transfer of science skills to everyday life... 222 Skill 18.6 The importance of and strategies for integrating science learning with other areas of the early childhood curriculum... 223
DOMAIN IV CURRICULUM: ADDITIONAL CONTENT... 224 COMPETENCY 19.0 UNDERSTAND THE CONTENT OF THE ARTS AND HOW TO FACILITATE CHILDREN S LEARNING IN THE AREA OF THE ARTS... 224 Skill 19.1 Basic concepts and skills (e.g., creating, appreciating) in visual arts, music, movement, and drama... 224 Skill 19.2 Knowledge and use of content standards to improve instruction... 228 Skill 19.3 The role of hands-on activities in building knowledge, language, and concepts related to the arts... 233 Skill 19.4 Indicators of creative development... 235 Skill 19.5 Skill 19.6 Skill 19.7 Activities and resources for promoting children's aesthetic appreciation of the arts... 237 Current research about arts curriculum content for young children... 238 The role of the arts in promoting self-expression, creative thinking, and a healthy self-concept... 239 Skill 19.8 The interpretation of children's artistic expressions... 240 Skill 19.9 The importance of and strategies for integrating the arts with other areas of the early childhood curriculum... 242 COMPETENCY 20.0 UNDERSTAND HEALTH, SAFETY, AND PHYSICAL EDUCATION CONTENT AND HOW TO FACILITATE CHILDREN S LEARNING IN THE AREAS OF HEALTH, SAFETY, AND PHYSICAL EDUCATION... 243 Skill 20.1 Current research about health, safety, and physical education curriculum content for young children... 243 Skill 20.2 Knowledge and use of content standards to improve instruction... 245 Skill 20.3 Skill 20.4 The role of movement in promoting emergent literacy and accommodating varied learning styles... 246 Activities and resources that foster children's physical and motor development... 252
Skill 20.5 Skill 20.6 Skill 20.7 Activities and resources that promote children's knowledge of ways to be physically active and to prevent accidents, injury, and illness... 256 The transfer of health, safety, and physical education knowledge to everyday life... 256 The importance of and strategies for integrating health, safety, and physical education learning with other areas of the early childhood curriculum... 257 DOMAIN V INSTRUCTION AND ASSESSMENT... 259 COMPETENCY 21.0 UNDERSTAND THE SELECTION AND USE OF INSTRUCTIONAL AND FACILITATION STRATEGIES THAT ARE APPROPRIATE TO THE LEARNER... 259 Skill 21.1 Skill 21.2 Skill 21.3 Skill 21.4 The importance of planning and implementing meaningful, integrated, and developmentally appropriate learning experiences that are based on knowledge of individual strengths and needs of children, the family, the community, and curriculum goals and content... 259 The use of play, themes, and projects in planning experiences that integrate all developmental domains... 262 Multiple teaching strategies (e.g., inquiry, cooperative learning, multi-sensory instruction, modeling)... 263 Considerations in selecting instructional and facilitation strategies... 266 Skill 21.5 The use of technology to promote learning in all content areas... 267 Skill 21.6 Appropriate adaptations to address individual differences and needs... 272 Skill 21.7 The implementation of individualized education plans... 276 Skill 21.8 Strategies for making learning relevant to children's lives... 278
COMPETENCY 22.0 UNDERSTAND HOW TO CREATE AND MANAGE A LEARNING ENVIRONMENT THAT ENCOURAGES PLAY, ACTIVE EXPLORATION, AND LEARNING... 280 Skill 22.1 Considerations in organizing the physical learning environment (e.g., accessibility, adequacy of space)... 280 Skill 22.2 Health and safety considerations... 283 Skill 22.3 Determining appropriate use of time, space, materials, and equipment... 286 Skill 22.4 Strategies for creating a democratic learning environment... 290 Skill 22.5 Skill 22.6 Selecting and using learning-enriched materials and equipment that encourage play, active exploration, cooperation, and learning... 292 Strategies for adapting the learning environment to address individual, cultural, and group differences... 293 COMPETENCY 23.0 UNDERSTAND ASSESSMENT PRINCIPLES, STRATEGIES, AND TOOLS... 305 Skill 23.1 Skill 23.2 Skill 23.3 Skill 23.4 Skill 23.5 Skill 23.6 Skill 23.7 Various assessment strategies, their characteristics, and their strengths and weaknesses... 305 The development of valid and reliable assessment tools for the early childhood classroom... 306 The importance of gaining information by assessing young children's development in all domains and their performance in the content areas... 310 The selection and administration of assessments to make decisions about compliance with established criteria, standards, and laws related to children's learning and development... 311 The use of performance-based assessments to support the planning of individually and age-appropriate activities... 314 Considerations in selecting and using assessments for diverse learners... 315 Appropriate adaptations to instruction based on given assessment results... 316
Skill 23.8 Strategies for working with families in the assessment process... 319 Skill 23.9 The communication of assessment results for various purposes (e.g., planning instruction, making referrals, developing and revising individualized education plans, determining program effectiveness)... 320 DOMAIN V1 PROFESSIONALISM... 322 COMPETENCY 24.0 UNDERSTAND THE FOUNDATIONS OF THE EARLY CHILDHOOD PROFESSION; THE PROFESSION S CODE OF ETHICAL CONDUCT, AND ISSUES, TRENDS, LEGISLATION, PUBLIC POLICIES, AND STATE AND NATIONAL STANDARDS THAT AFFECT EARLY CHILDHOOD PROGRAMS... 322 Skill 24.1 Skill 24.2 The multiple historical, philosophical, and social foundations of the early childhood profession and how these foundations influence current thought and practice... 322 The profession's code of ethical conduct, the importance of commitment to this code, and incorporating it into professional practice... 325 Skill 24.3 Current issues and trends in early childhood education... 326 Skill 24.4 Skill 24.5 Skill 24.6 Skill 24.7 State and national standards relating to early childhood programs... 328 Legal issues, legislation, and other public policies, including funding that affects children, families, programs for young children, and the early childhood profession... 329 Responsibilities and procedures for reporting known or suspected abuse or neglect... 330 Local, state, and national regulations regarding early childhood programs and work environments (e.g., licensing, health and safety requirements)... 331
COMPETENCY 25.0 UNDERSTAND HOW TO WORK WITH COLLEAGUES AND OTHER INDIVIDUALS INVOLVED IN EARLY CHILDHOOD PROGRAMS... 333 Skill 25.1 Skill 25.2 Skill 25.3 Skill 25.4 Skill 25.5 Skill 25.6 Appropriate roles and responsibilities of various personnel (e.g., paraprofessionals, volunteers, special education team) in an early childhood program... 333 Strategies for establishing and maintaining collaborative relationships with colleagues... 334 Team-building skills and methods for working effectively as a team member... 335 The coordination of activities with colleagues, other staff, families, and the community... 337 Strategies for organizing, supervising, and leading staff and volunteers in planning and maintaining a safe, appropriate environment for young children's development and learning... 339 Ways to capitalize on and strengthen the skills and expertise of other adults in the learning environment... 340 COMPETENCY 26.0 UNDERSTAND THE EARLY CHILDHOOD PROFESSIONAL S ROLE IN ADVOCATING FOR ALL YOUNG CHILDREN, THEIR FAMILIES, AND THE EARLY CHILDHOOD PROFESSION... 342 Skill 26.1 Skill 26.2 Skill 26.3 Skill 26.4 Conditions and needs of young children, their families, and early childhood professionals... 342 Awareness of personal biases (e.g., racial, ethnic, cultural, linguistic, gender) and the possible effects of these biases on the early childhood program... 343 Strategies for advocating on behalf of effective programs and services for young children and their families... 345 Resources, programs, and practices to help families with young children adjust to change and transitions... 346 Skill 26.5 The role of positive public relations... 347 Skill 26.6 Strategies for generating support for developmentally appropriate education programs for young children... 349
Skill 26.7 Methods of enhancing professional status and working conditions for early childhood educators... 351 DOMAIN VII FAMILY AND COMMUNITY RELATIONSHIPS... 352 COMPETENCY 27.0 UNDERSTAND HOW TO COMMUNICATE EFFECTIVELY AND CREATE PARTNERSHIPS WITH FAMILIES... 352 Skill 27.1 Skill 27.2 Skill 27.3 Skill 27.4 Skill 27.5 Skill 27.6 The roles of families as primary caregivers and informal teachers of young children... 352 The importance of respecting diversity among families and building on family priorities, resources, strengths, values, and circumstances... 353 Strategies for communicating effectively with families, including those whose primary language is not English, about the early childhood program and their children's progress... 353 The collaborative role of families and teachers in early childhood programs... 354 Strategies for developing partnerships with families to provide support in making decisions related to child development and learning... 356 Ways of encouraging family involvement in the early childhood program and providing resources to parents to promote children's learning at home... 357 COMPETENCY 28.0 UNDERSTAND THE ROLES, RIGHTS, AND RESPONSIBILITIES OF FAMILY MEMBERS, PROFESSIONALS, AGENCIES, AND COMMUNITY RESOURCES AND THE IMPORTANCE OF COLLABORATIVE RELATIONSHIPS... 358 Skill 28.1 Skill 28.2 The roles, rights, and responsibilities of family members and professionals... 358 Roles and responsibilities of community agencies and organizations that advocate for and serve children and families... 359
Skill 28.3 The importance of and strategies for developing collaborative relationships among families, professionals, agencies, and community resources to support the development and well-being of children and families... 361 COMPETENCY 29.0 UNDERSTAND FAMILY SYSTEMS THEORY AND HOW CHARACTERISTICS OF FAMILIES AND COMMUNITIES AFFECT CHILDREN... 363 Skill 29.1 The varying structures and contexts of families... 363 Skill 29.2 Skill 29.3 Skill 29.4 Ways in which young children affect and are affected by parents, siblings, extended family, community, and society... 364 The importance of demonstrating sensitivity to families of children with special needs and abilities and to differences in social, economic, cultural, and linguistic backgrounds and family structures... 367 Strategies for making accommodations for societal influences on children and families... 369 Pre Test... 372 Pre Test Answer Key... 394 Pre Test Rigor Table... 395 Pre Test Answer Key Rationale... 396 Post Test... 437 Post Test Answer Key... 461 Post Test Rigor Table... 462 Post Test Answers with Rationale... 463