P1.1.B.1
Provides basic definitions of developmental domains: cognitive gross and fine motor language social and emotional
Texas Core Competencies
Effective early care and education practices are rooted in developmental theory and occur when practitioners are able to connect knowledge about developmental domains, stages, and milestones with the needs of children in their care. Practitioners in all types of programs (family child care, center-based, and public pre-k) and those working with children of any age must be able to provide care and education consistent with a child’s developmental abilities. The knowledge and core competencies represented in this section form the foundation of care that other areas of professional competency build upon (responsive interaction, literacy, math, and guidance strategies must be developmentally appropriate to be meaningful.)
Core Concepts
- Children learn and develop across inter-related areas that can be described as cognitive, physical and motor, language, and social and emotional domains
- Changes affecting one domain will also affect development in other domains
- While individual children learn and develop at different rates, developmental progress typically follows a predictable sequence
- Children vary in their learning and behavioral styles, temperament, and personality
- Biological and environmental factors, including families, physical and emotional stress, and culture, influence learning and development
- Children learn through play, experiences with their environment, and supportive interactions with caregivers
Beginner Competencies
1.1.B.1
Child Growth and Development: 1.1 Child Development: Domains, Stages, and Milestones 1.2 Typical and Atypical Development 1.3 Children with Identified Special Needs 1.4 Influences on Development: Biology, Families, Environment, Culture, and Stress 1.5 Development Through Play*
P1.1.B.2
Connects examples of behaviors belonging to each of the developmental domains with children they work with
P1.1.B.3
Provides basic definitions for the terms developmental stages and milestones
P1.1.B.4
Provides examples of developmental stages and milestones while describing the children they work with
P1.1.B.5
Typically relies on others to plan developmentally appropriate activities for children and seeks guidance when needed to implement activities and curriculum
P1.1.B.6
Locates and provides program resources (flyers, pamphlets) to families requesting information about child development
P1.1.B.7
Needs guidance from others to identify suspected developmental delays and relies on others to carry out next steps for assessment and referral
P1.1.B.8
Articulates that development across domains is interconnected and that changes in one domain influence changes in another
P1.1.B.9
Describes and identifies basic patterns of development associated with age groups (0-3 mo., 4-6 mo., 6-9 mo., 9-12 mo., 12-18 mo., 18-24 mo., 24-36 mo., 3 yrs, 4 yrs, 5 yrs.) Depth of knowledge may be limited to the age group they work with
Beginner Competencies
P1.2.A.1
Articulates developmental differences and uniqueness among typically developing children
P1.2.A.2
Articulates that typically and atypically developing children vary widely in temperament, personality, and preferences
P1.2.A.3
Is flexible enough in their interactions with children to allow for variation in personal preferences, behavioral styles, and temperament
P1.2.A.4
Requires guidance and ongoing support to adjust practices and meet the needs of atypically developing children
Intermediate Competencies (all of the Beginner Competencies, plus)
P1.2.A.5
Describes the normal range of variation in typically developing children
P1.2.A.6
Adapts aspects of the curriculum or program to address the needs, temperament, interests, and learning styles of individual children
P1.2.A.7
Generally distinguishes between atypically and typically developing children in their own classroom and seeks confirmation and guidance on next steps
P1.2.A.8
Seeks guidance when working with atypically developing children, but is capable of providing appropriate care and stimulation to all children in the classroom with little support
P1.2.A.9
Assists others in adapting the environment, activities, and learning experiences to allow for individual variation in temperament, interest, and behavioral or learning styles Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P1.2.B.10
Articulates the differences between typically and atypically developing children
P1.2.B.11
Designs and creates environments and plans experiences that incorporate the unique and special needs of individual children
P1.3.B.12
Independently integrates information about individual differences in learning and behavioral patterns into curriculum and lesson plans to ensure all children receive appropriate guidance and quality experiences
P1.3.B.13
Supports other practitioners in the identification of normal variation in typically developing children and in making necessary adaptations to the environment and program
P1.3.B.14
Guides other practitioners in the identification and next steps for providing appropriate care and stimulation for atypically developing children
Beginner Competencies
P1.3.B.1
States the names of children with identified special needs and discusses plans for appropriate care and learning opportunities
P1.3.B.2
Consistently follows specific requirements for children in their care (Individual Education Plans, Individual Family Service Plans, medical and nutritional requirements)
Intermediate Competencies (all of the Beginner Competencies, plus)
P1.3.I.3
Articulates basic understanding of special needs, disability laws, and the rights of children and families to services
P1.3.I.4
Effectively incorporates assistive technology for children with special needs
P1.3.I.5
Implements, with high fidelity, activities designed for children with special needs
P1.3.I.6
Brings attention to limitations in current adaptations for children with special needs and makes recommendations for alternative approaches
P1.3.I.7
Participates in planning teams for children with special needs
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P1.3.A.8
Articulates knowledge and rationales associated with the inclusion philosophy
P1.3.A.9
Develops specific activities to support the development of children with special needs
P1.3.A.10
Supports other practitioners and parents by modeling appropriate strategies and practices for children with special needs
Beginner Competencies
P1.4.B.1
Articulates that there are biological and environmental factors that affect child growth and development
P1.4.B.2
Articulates that families are the primary source of influence on children’s development
P1.4.B.3
Articulates that stressful situations and environments affect child development
P1.4.B.4
Articulates that cultural practices affect child development
P1.4.B.5
Uses insights from parents to guide their interactions with individual children Stress
Intermediate Competencies (all of the Beginner Competencies, plus)
P1.4.I.6
Makes connections between children’s development and stresses at home and in child care, and helps children cope through supportive interactions
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P1.4.A.7
Discusses a range of environmental factors that impact children’s growth and development, including:
- biology
- individual traits
- family and community relationships
- stress
- culture
Beginner Competencies
P1.5.B.1
Clearly identifies play as the optimal mode for learning and supporting children’s development
P1.5.B.2
Provides examples of playful activities that support development within each domain (playing with balls supports gross motor development, puzzles and fine motor, books and language, stacking cups and cognitive)
P1.5.B.3
Participates in child-initiated play with all children
P1.5.B.4
Engages in playful activities throughout the day (songs, books, games, pretending)
P1.5.B.5
Ensures children have access to ample play materials throughout the day
P1.5.B.6
Utilizes learning centers, stations, or interest areas to encourage play
P1.5.B.7
Observes and documents children’s play interests, and shares the children’s interests with parents Observable Competencies *Competencies that support Development Through Play (section 1.5 and 2.3) are highly interconnected with competencies in Scaffolding and Communication-Based Strategies: Supporting Cognitive and Language Development (section 2.4.) Overlap between these areas is natural, as the use of responsiveness and scaffolding strategies often occur in the context of play. The competencies listed here should be considered in conjunction with those listed in each of these sections.
Intermediate Competencies (all of the Beginner Competencies, plus)
P1.5.B.8
Describes distinctions between adult-directed or controlled activities (safety practices, hygiene routines) and opportunities for playful activity
P1.5.B.9
Designs, refreshes, and adapts centers or play areas to meet current objectives or expand on children’s interests
P1.5.B.10
Expands on play initiated by children to reinforce language, ideas, and social development
P1.5.B.11
Models problem-solving skills during play
P1.5.B.12
Balances the need for adult-guided and child-directed learning opportunities © 2023 The University of Texas Health Science Center at Houston. All Rights Reserved.
P1.5.I.13
Supports a playful attitude on an ongoing basis by creating opportunities for children to make-believe, make choices, and adjust activities to their own interests
P1.5.I.14
Models for families ways that children learn and progress through play
P1.5.I.15
Helps other practitioners learn to recognize child-initiated play among very young children (gazing at toy, gesturing, joint attention, vocalizing)
P1.5.I.16
Models for other practitioners ways to engage children in age-appropriate play
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P1.5.I.17
Recognizes that families vary in their beliefs and awareness of play as the optimal means of supporting learning and development and uses this knowledge to provide guidance to families on appropriate play strategies for children according to their level of development
P1.5.I.18
Ensures that curriculum, lesson plans, and daily schedules provide ample opportunities for both child-initiated and adult-guided play based on children’s interests
Caregivers create a context for healthy social and emotional and cognitive development by establishing warm and secure relationships with children. Early childhood practitioners foster positive relationships with individual children by ensuring protection from emotional and physical harm, providing frequent opportunities to engage in interactions that are sensitive to children’s unique character, are developmentally appropriate (adjusting to individual needs, setting appropriate expectations), and offering appropriate behavioral guidance (encouraging positive peer relations, increasing problem-solving and conflict resolution skills.) These competencies address the core knowledge and skills needed to promote positive interactions and use developmentally appropriate guidance techniques in accordance with children’s ages and developmental levels.
Core Concepts
- A practitioner’s primary responsibility to children is to provide an environment free from emotional and physical harm
- Caregivers understand strategies that promote learning, such as stimulating curiosity, encouraging exploration, learning through play, and challenging children to work just beyond their current knowledge level
- Responsive interactions are individualized and require practitioners to work with a child where they are, adjusting their approach upward or downward to ensure that children are growing socially and cognitively
- Caregivers should provide rich language input and frequent opportunities for children to talk with caregivers
Beginner Competencies
P2.1.B.1
Articulates and demonstrates the basic components of trusting relationships with children (nurturing, predictability, physical and emotional security)
P2.1.B.2
Provides physical and emotional security (creates a warm, safe, and nurturing environment)
P2.1.B.3
Listens to children attentively and responds appropriately to their language, vocalizations, and non-verbal cues
P2.1.B.4
Speaks to children using neutral to positive statements and avoids negative, demeaning, or critical comments
P2.1.B.5
Treats children with fairness and respect
P2.1.B.6
Has a patient, relaxed style that helps maintain calmness in the classroom
P2.1.B.7
Provides frequent descriptive praise to reinforce positive behavior, efforts, interests, and accomplishments (“I like the way you put away the toys!”)
P2.1.B.8
Communicates with children throughout the day (in whole group activities, small groups, mealtimes, outdoor play)
P2.1.B.9
Provides emotional support to ease the transition from home to school
P2.1.B.10
Shows respect for linguistic and cultural individuality
P2.1.B.11
Uses frequent positive non-verbal behaviors to increase feelings of acceptance (smiles, sits at child’s level, allows child to sit near or with teacher, reassuring touch) Responsiveness Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P2.1.B.12
Identifies and describes cognitive and affective signals of children in the classroom
P2.1.B.13
Recognizes signs of stress in individual children and responds sensitively
P2.1.B.14
Offers specific descriptive praise and encouragement that lets children know what they are doing well (“Great job, you found the letter ‘A’!”)
P2.1.B.15
Responds promptly and sensitively to children’s cognitive and affective signals (acknowledges and expands on children’s attempts at communication, play, and expression of needs)
P2.1.B.16
Adjusts response style to match each child’s personality and temperament (knows which children respond well to humor, soft voices)
P2.1.B.17
Manages own biases so all children experience acceptance rather than rejection (is aware and in control of reactions or lack of response to particular children or groups of children)
P2.1.B.18
Solicits information from families about their child’s interests and uses this information to increase feelings of acceptance and belonging
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P2.1.B.19
Informs others about attachment and relationship theory to build their understanding about the importance of forming warm and secure relationships with children
P2.1.B.20
Helps others learn to recognize and respond sensitively to cognitive and emotional signals
P2.1.B.21
Uses intentional strategies and activities to teach tolerance and acceptance of individual differences
Beginner Competencies
P2.2.A.1
Articulates program policies and procedures for conflict resolution and age- appropriate discipline
P2.2.A.2
States appropriate behavioral expectations for children in the age group they work with
P2.2.A.3
Responds promptly when problem behaviors occur (may seek guidance from others to ensure appropriate strategies are used) Supporting Social and Emotional Development Observable Competencies © 2023 The University of Texas Health Science Center at Houston. All Rights Reserved.
P2.2.B.4
Applies basic conflict resolution and behavior management strategies consistent with program policy
P2.2.B.5
Seeks guidance and support from others when problem behaviors persist, and shares this information with parents
P2.2.B.6
Labels negative behaviors rather than the child (“Hitting is not ok.” instead of “Don’t be a bully.”)
P2.2.B.7
Verbalizes appropriate expectations and limits for children, and models appropriate behavior for children
P2.2.B.8
Encourages self-regulation by consistently implementing program rules and routines (signals transitions, referring to the sequence and structure of the day, balancing structured and unstructured playing and learning opportunities)
P2.2.B.9
Verbalizes for children logical consequences for behaviors
P2.2.B.10
Models and encourages pro-social behaviors (caring, sharing, helping others)
P2.2.B.11
Provides opportunities for children to make appropriate choices (choosing between play activities, foods, etc.)
P2.2.B.12
Acknowledges, models and encourages emotional expression (encourages children to express feelings, labels feelings, thinks aloud to model their own feelings and reactions, makes connections between actions and emotional reactions)
P2.2.B.13
Models and supports children as they learn self-help skills
Intermediate Competencies (all of the Beginner Competencies, plus)
P2.2.B.14
Discusses rationales for conflict resolution and disciplinary policies based on developmental theory
P2.2.B.15
Communicates understanding of how to structure learning opportunities and activities that are developmentally appropriate (attention span, interests, abilities, self- control) for the children they work with
P2.2.B.16
Uses specific and intentional strategies and activities to model and support emotional development (reads and discusses books about feelings, uses puppets and role play to increase understanding) Core Competencies for Practitioners and Administrators
P2.2.I.17
Uses guidance strategies that help children solve their own problems rather than relying on overly directive approaches (offers choices, encourages communication and problem-solving skills, models appropriate actions)
P2.2.I.18
Communicates with families to identify areas of concern and develop cooperative strategies to manage behavior in the classroom
P2.2.I.19
Adjusts guidance approaches to fit the personalities, character, and developmental level of individual children
P2.2.I.20
Recognizes rising tensions and helps children understand the logical consequences of their actions before problem behaviors occur
P2.2.I.21
Provides opportunities for children to make choices in a variety of contexts (peer play, one-on-one, and independent activities) and scaffolds instruction to help children link their choices and consequences
P2.2.I.22
Uses intentional activities and discussions to support children’s self-concept skills (likes/dislikes, physical strengths, abilities)
P2.2.I.23
Facilitates peer relations and friendship building by modeling and encouraging children to use language and treat others with respect
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P2.2.I.24
Discusses the ways in which developmentally appropriate guidance strategies support the emergence of self-concept and social, emotional, and moral competence
P2.2.I.25
Offers guidance and modeling to others to increase their ability to differentiate their guidance approaches to meet the needs of children at different developmental levels and with different personalities
P2.2.I.26
Creates and designs written program policies for effective positive child guidance
P2.2.I.27
Uses observational and assessment data to adapt and modify guidance plans
P2.2.I.28
Collaborates with families to develop individually appropriate expectations and guidance plans
2.2.A.29
Creates and designs written program policies for effective interactions with children
2.2.A.30
Develops and integrates concepts, including emotional understanding and pro- social behaviors, into curriculum and activities
Beginner Competencies
P2.3.B.1
Initiates conversations about a child’s own interests and uses open-ended questions (if age-appropriate) to elicit more elaborate responses
P2.3.B.2
Clearly identifies play as the optimal mode for learning and supporting children’s development
P2.3.B.3
Provides examples of playful activities that support development within each domain (playing with balls supports gross motor development, puzzles and fine motor, books and language, stacking cups cognitive, etc.)
P2.3.B.4
Participates in child-initiated play with all children
P2.3.B.5
Engages in playful activities throughout the day (songs, books, games, pretending)
P2.3.B.6
Ensures children have access to ample play materials throughout the day
P2.3.B.7
Utilizes learning centers, stations, or interest areas to encourage play
P2.3.B.8
Shares information with parents about the role of play in their child’s development and reports on their child’s interests in the classroom Observable Competencies *Competencies that support Development Through Play (section 1.5 and 2.3) are highly interconnected with competencies in Scaffolding and Communication-Based Strategies: Supporting Cognitive and Language Development (section 2.4.) Overlap between these areas is natural, as the use of responsiveness and scaffolding strategies often occur in the context of play. The competencies listed here should be considered in conjunction with those listed in each of these sections. Core Competencies for Practitioners and Administrators
Intermediate Competencies (all of the Beginner Competencies, plus)
P2.3.B.9
Describes distinctions between adult-directed or controlled activities (safety practices, hygiene routines) and opportunities for playful activity
P2.3.B.10
Designs, refreshes, and adapts centers to meet current objectives or expand on children’s interests
P2.3.B.11
Expands on play initiated by children to reinforce language, ideas, and social development
P2.3.B.12
Models problem-solving skills during play
P2.3.B.13
Balances the need for adult-guided and child-directed learning opportunities
P2.3.B.14
Supports a playful attitude on an ongoing basis by creating opportunities for children to make-believe, make choices, and adjust activities to their own interests
P2.3.B.15
Models for families ways that children learn and progress through play
P2.3.B.16
Helps other practitioners learn to recognize child-initiated play among very young children (gazing at toy, gesturing, joint attention, vocalizing)
P2.3.B.17
Models for other practitioners ways to engage children in age-appropriate play
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P2.3.I.18
Recognizes that families vary in their beliefs and awareness of play as the optimal means of supporting learning and development and uses this knowledge to provide guidance to families on appropriate play strategies for children according to their level of development
P2.3.I.19
Ensures that curriculum, lesson plans, and daily schedules provide ample opportunities for both child-initiated and adult-guided play based on children’s interests
Beginner Competencies
P2.4.I.1
Articulates that children differ in their receptive (understands what is said) and expressive (uses speech to communicate thoughts) language abilities
P2.4.I.2
Listens attentively to children’s communications (language, vocalizations, non-verbal cues) and responds promptly (does not ignore children’s vocalizations, questions, comments)
P2.4.I.3
Uses a variety of questions (open, closed, inferential) to encourage child engagement in lessons and activities
P2.4.I.4
Allows children time to respond to questions before providing the answer or asking another question
P2.4.I.5
Seeks guidance and support from others to adjust questioning style for children that are consistently unable to respond
P2.4.I.6
Provides children with frequent opportunities to talk with caregivers throughout the day (small group, whole group, outdoor play, mealtimes) Supporting Cognitive and Language Development* Observable Competencies *Competencies that support Development Through Play (section 1.5 and 2.3) are highly interconnected with competencies in Scaffolding and Communication-Based Strategies: Supporting Cognitive and Language Development (section 2.4.) Overlap between these areas is natural, as the use of responsiveness and scaffolding strategies often occur in the context of play. The competencies listed here should be considered in conjunction with those listed in each of these sections. Core Competencies for Practitioners and Administrators
Intermediate Competencies (all of the Beginner Competencies, plus)
P2.4.B.7
Describes the purpose and strategies for scaffolding learning
P2.4.B.8
Expands on children’s understanding and interests by elaborating on what children say (child says; “I went to the zoo.” Depending on level of child, teacher adds, “Did you see an elephant or a lion?” or “Can you tell me about some of the animals you saw?”)
P2.4.B.9
Scaffolds downward when children’s responses (or non-response) shows a lack of understanding (asks follow-up questions that guide a child toward a meaningful response; for example, if the teacher asks, “What do you think is happening in this picture?” and the child is unable to provide a description, the teacher asks “What is the wolf trying to do to the pig’s house?”; finally, “Is the wolf trying to blow it down?”)
P2.4.B.10
Scaffolds upward when responses indicate a question or inquiry is too easy for a child (asks follow-up questions that pull for deeper understanding; for example, if child responds, “The wolf wants to blow down the house.” The teacher queries, “Why does he want the house to fall down?” or “Why is he having a harder time blowing down this house?”)
P2.4.B.11
Uses questions throughout the day to assess what children know and plan new learning opportunities
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P2.4.B.12
Discusses developmental learning theories in connection with concrete examples of scaffolding and individualized support strategies
P2.4.B.13
Models, discusses, and trains others in the use of downward and upward scaffolding techniques
P2.4.B.14
Integrates scaffolding supports into curriculum and activities (adds leveled prompts and guiding questions to activity guides and books selected for read-alouds)
These competencies address the core knowledge and skills needed to understand and utilize strategies that are characteristic of high quality early childhood programming such as: consistent schedules and routines, transition activities for moving from one activity or place to another, interesting materials and activities appropriate by age group, how to arrange a classroom to enhance children’s learning, and the integration of curriculum and early learning standards with practice.
Core Concepts
- Physical and psychological components of effective early childhood programs must be carefully planned, implemented, monitored, and revised on an ongoing basis
- Learning and development are optimized when the environment offers nurturance and ample opportunities for exploration, play, and challenges that are matched to a child’s needs and interests
- Curriculum planning occurs across all areas of programming and child development and should include: social and emotional development, language and literacy, cognition and general knowledge, fine arts, and health and physical development
- Early childhood environments must be furnished and arranged to meet children’s developmental needs, including space for periods of movement, quiet areas for rest, indoor and outdoor spaces, and supports for autonomous exploration
- Caregivers recognize the importance of establishing and consistently following positive rules and routines to maintain a safe, secure environment for learning and development
- Materials and equipment must be carefully selected to ensure safety and promote high quality learning experiences for children with a wide range of developmental abilities, needs, and interests
- Curriculum and activities should align with accepted early learning guidelines and standards
Beginner Competencies
P3.1.I.1
Articulates that children learn best through hands-on opportunities to explore and experience the physical world
P3.1.I.2
Ensures children are comfortable (lighting, temperature, noise levels)
P3.1.I.3
Provides a clearly identified personal space for each child’s belongings.
P3.1.I.4
Consistently uses signals to alert and prepare children for transitions (finger plays, songs, chants, changes in lighting)
P3.1.I.5
Models appropriate use and care of materials
P3.1.I.6
Ensures there are ample materials to allow children to make choices and explore a variety of interests
P3.1.I.7
Models potential ideas and uses for materials in the environment before transitioning to centers
P3.1.I.8
Consistently follows a daily schedule
P3.1.I.9
Creates instructional plans that are flexible enough to allow children to make choices Routines, Schedules, and Learning Formats Observable Competencies © 2023 The University of Texas Health Science Center at Houston. All Rights Reserved.
Intermediate Competencies (all of the Beginner Competencies, plus)
P3.1.B.10
Ensures there are activities, games, toys, and materials in the classroom to support exploration across domains: social and emotional, cognitive, physical, and language
P3.1.B.11
Makes changes to the environment based on observations of what is working and not working for children in the classroom
P3.1.B.12
Moves around the room assisting children working with materials (demonstrates function, provides descriptions and labels, encourages critical thinking about a child’s activity)
P3.1.B.13
Modifies and develops a classroom schedule that balances the need for: quiet and active periods adult and child-directed activities individual, small, and large group play indoor and outdoor play
P3.1.B.14
Balances instruction so children experience planned and impromptu opportunities for learning
P3.1.B.15
Uses the results of formal and informal assessment to plan learning opportunities for individuals, and small and large groups
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P3.1.B.16
Adapts and sets up age-appropriate, stimulating environments for others
P3.1.B.17
Models, trains, and discusses ways practitioners can support children’s exploration of materials and space in the classroom
P3.1.B.18
Designs environments for children with special needs
P3.1.B.19
Collaborates with program staff and parents to design environments that support each child
Beginner Competencies
P3.2.B.1
Names and provides a brief description of core content areas included in the classroom curriculum
P3.2.B.2
Communicates awareness of state early learning guidelines and knows where to locate these resources
P3.2.B.3
Assists with implementing planned curriculum, and may require guidance and support from others
P3.2.B.4
Encourages children’s participation in curriculum activities and lessons
P3.2.B.5
Provides age-appropriate instruction Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P3.2.B.6
Discusses the scope and sequence for key content areas covered in the classroom curriculum
P3.2.B.7
Discusses desired outcomes for children described in the state early learning guidelines for children in the age range they work with
P3.2.B.8
Implements curriculum activities and lessons with high fidelity (seems prepared, presents concepts as intended, keeps children engaged)
P3.2.B.9
Typically implements curriculum in their own classroom without support from others, and may seek guidance if a need for significant modification is required
P3.2.B.10
Modifies and extends lessons to meet the needs of children and deepen their understanding of topics they show interest in
P3.2.B.11
Shares strategies with families and other practitioners that extend curriculum and activities supporting outcomes of state early learning guidelines © 2023 The University of Texas Health Science Center at Houston. All Rights Reserved.
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P3.2.I.12
Discusses the connection between curriculum and learning and developmental theory
P3.2.I.13
Discusses connections and gaps between state early learning guidelines and curriculum
P3.2.I.14
Makes adjustments and extensions to the curriculum based on each child’s individual needs
P3.2.I.15
Models, trains, and discusses curricula with others to improve fidelity of implementation
P3.2.I.16
Participates in program discussions and decision-making about curriculum adoptions and needs
Supporting Skill Development Supporting children’s skill development requires knowledge about specific content areas (social and emotional development, language, academic skills) and approaches to learning appropriate for young children. Emphasis on these skills should always occur in the context of responsive interactions and appropriate guidance, and within a programmatic framework that is both planful and intentional. Additional examples of practitioner behaviors that support skill development across these domains can be found in the state early learning guidelines.
Core Concepts
- High levels of teacher responsiveness (attention to children’s verbal and non-verbal signals, building on child focus, contingent responses to signals, offering choices) supports skill development
- Good instruction requires planning and intentionality, and should be connected to curriculum
- Children need many opportunities to practice in order to master new skills
- New learning can be reinforced by integrating practice throughout the daily routine and by consistently using vocabulary specific to new skills and concepts
- Skill development is best nurtured when practitioners “meet children where they are” and understand that children are at different levels of competence and knowledge across skill areas
- Practitioners can support children as they move toward mastery of skills by approaching instruction through the lens of a gradual release cycle (teacher models/demonstrates → teacher has child help with a task → child has teacher help with a task → child completes task independently)
Beginner Competencies
P4.1.B.1
Differentiates their approach to meet the varied strengths and needs of individual children and seeks guidance from others when an approach is not effective with particular children
P4.1.B.2
Engages in thinking aloud and in conversations to support the development of self- concept skills (likes/dislikes, feelings, one’s own body and thoughts)
P4.1.B.3
Engages children in books, songs, games, and activities about self-awareness (provides children with a variety of opportunities to draw and describe themselves)
P4.1.B.4
Provides children cues to remind them that there are times to control their bodies and actions (“hands in your lap,” “quiet feet”) and is sensitive to the limitations in the emerging ability to control their bodies and movement
P4.1.B.5
Models and uses language to support children’s mastery of self-help skills (cleaning up a spill, using soap when washing hands, cleaning up toys)
P4.1.B.6
Encourages self-regulation in children by consistently following established daily schedules, rules, and routines
P4.1.B.7
Intervenes promptly and sensitively when behavior begins to escalate
P4.1.B.8
Acknowledges, models and encourages emotional expression (encourages children to express feelings, labels feelings, thinks aloud to model their own feelings and reactions, makes connections between actions and emotional reactions)
P4.1.B.9
Engages children in books, songs, games, and activities to increase understanding of emotions (using puppets to act out emotional responses, role play, introducing emotional vocabulary through pictures)
P4.1.B.10
Refrains from distracting or redirecting children’s attention from chosen activities until necessary Emotional Control, Attention, and Social Skills Observable Competencies *Competencies that support the development of social and emotional competence are highly interconnected with competencies in responsive interactions, developmentally appropriate guidance, and learning environments. The competencies listed here should be considered in conjunction with those listed in each of these sections. Core Competencies for Practitioners and Administrators
P4.1.B.11
Uses a variety of strategies to help children persist in a task (offers praise and encouragement, expands on play ideas, offers support if needed)
P4.1.B.12
Models and encourages pro-social behaviors (caring, sharing, concern for others, helping others)
P4.1.B.13
Treats all children with warmth, kindness, and respect
P4.1.B.14
Assists children when needed in their communications and interactions with peers (guides them as they resolve conflicts, speak respectfully to each other, initiate and expand on each other’s play ideas)
Intermediate Competencies (all of the Beginner Competencies, plus)
P4.1.B.15
Implements planned activities and lessons that support social and emotional development with high fidelity (is well prepared, presents concepts as intended, keeps children engaged.) May seek guidance when adjustment requires the knowledge and experience of others
P4.1.B.16
Engages children in spontaneous discussions and activities that encourage the development of social and emotional skills
P4.1.B.17
Embeds developmental guidance and scaffolding strategies into social and emotional curriculum activities and lessons
P4.1.B.18
Uses observational and assessment data to adapt activities and provide targeted instruction to small groups and individual children. May seek support but generally implements assessment-linked plans independently
P4.1.B.19
Provides ample opportunities for children to communicate with each other and form friendships
P4.1.B.20
Models social and emotional support strategies, assessment use, lessons, and activities for other practitioners
P4.1.B.21
Uses a variety of age-appropriate techniques consistent with the state early learning guidelines to support social and emotional development
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
4.1.A.22
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan effective social and emotional activities and instruction
4.1.A.23
Enhances the capacity of others through discussion, modeling, and training to engage children in positive interactions and activities that support social and emotional development
4.1.A.24
Discusses and provides training in the appropriate use of a variety of social and emotional assessment tools (ongoing, informal, formal; curriculum-based) to help other practitioners improve administration of assessments and integration of results into lesson plans and interactions with children
Beginner Competencies
P4.2.A.1
Listens attentively (shows patience as child works to express thoughts or communicate non-verbally)
P4.2.A.2
Speaks clearly (grammatically correct, tone and volume is easy for children to hear/understand)
P4.2.A.3
Talks to children or imitates sounds infants and toddlers make throughout the day (small group, whole group, centers, free play, outdoors)
P4.2.A.4
Engages children in conversations about a variety of topics (their likes, dislikes, family, books, lessons)
P4.2.A.5
Praises and encourages children’s attempts at communication
P4.2.A.6
Extends children’s language and/or models for children how to express complete ideas or sentences (child gestures and says “ball” and adult says “you see the red ball”)
P4.2.A.7
Uses specific labels and descriptors throughout the day (“This is your bottle“ versus “give it to me”)
P4.2.A.8
Uses a variety of questions (open, closed, inferential) to encourage communication Observable Competencies Core Competencies for Practitioners and Administrators
Intermediate Competencies (all of the Beginner Competencies, plus)
P4.2.B.9
Implements planned language activities and lessons that support language development and communication with high fidelity (is well prepared, presents concepts as intended, keeps children engaged.) May seek guidance when adjustment requires the knowledge and experience of others.
P4.2.B.10
Engages children in communication and activities that extend children’s language.
P4.2.B.11
Embeds developmental guidance into language and communication curriculum activities and lessons.
P4.2.B.12
Uses observational and assessment data to adapt activities and provide targeted oral language instruction to small groups and individual children. May seek support, but generally implements assessment-linked plans independently.
P4.2.B.13
Provides child-friendly definitions of new words encountered in books, activities, and lessons
P4.2.B.14
Provides repeated opportunities for children to hear and use new vocabulary (singing songs, playful rhymes, and naming items in the environment)
P4.2.B.15
Applies upward and downward scaffolds to support children’s mastery of new vocabulary on a consistent basis
P4.2.B.16
Uses a variety of age-appropriate techniques consistent with state early learning guidelines to support communication and language development, such as talking about: nature their home and school environment families communities books shared experiences personal interests
P4.2.B.17
Implements strategies that support dual language learners
P4.2.B.18
Models communication and language building strategies, assessments, lessons, and activities for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
4.2.A.19
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan effective language and communication activities and instruction
4.2.A.20
Enhances the capacity of others through discussion, modeling, and training to engage children in positive interactions and activities that support communication and language development
4.2.A.21
Discusses and provides training in the appropriate use of a variety of language and communication assessment tools (ongoing, informal, formal; curriculum-based) to help other practitioners improve administration of assessments and integration of results into lesson plans and interactions with children
Beginner Competencies
P4.3.A.1
Engages children in planned and spontaneous read-alouds throughout the day and seeks guidance when implementation does not proceed as planned or adjustment is needed
P4.3.A.2
Uses a variety of strategies to engage listeners and make reading fun (character voices, props, modulating tone, animation, hand movements)
P4.3.A.3
Encourages child participation in read-alouds (pauses to allow children to ask questions or make comments, allows children to join in on repeated parts, sound effects)
P4.3.A.4
Provides opportunities for children to see writing (models writing on paper large enough for children see the writing process, writes down what children say, labels elements in children’s work or posters)
P4.3.A.5
Provides children with a variety of writing opportunities (shared and independent, different mediums such as salt or sand trays, shaving cream, finger paint) Observable Competencies Core Competencies for Practitioners and Administrators
Intermediate Competencies (all of the Beginner Competencies, plus)
P4.3.B.6
Implements planned literacy activities and lessons that support the emergence of reading and writing skills with high fidelity (is well prepared, presents concepts as intended, keeps children engaged.) May seek guidance when adjustment requires the knowledge and experience of others
P4.3.B.7
Engages children in planned and spontaneous discussions and activities that orient and familiarize children with print in their environment (points to labels, words, or icons used to organize classroom materials; points to words or tracks print while interacting with books; makes class posters, charts, or books together)
P4.3.B.8
Embeds developmental guidance into literacy curriculum activities and lessons
P4.3.B.9
Uses observational and assessment data to adapt activities and provide targeted instruction to small groups and individual children. May seek support, but generally implements assessment-linked plans independently
P4.3.B.10
Provides repeated opportunities for children to hear and apply new literacy knowledge
P4.3.B.11
Consistently applies upward and downward scaffolds to support children’s mastery of new literacy skills
P4.3.B.12
Uses a variety of age-appropriate techniques consistent with state early learning guidelines to support early literacy development: reading from varied genres talking about books, the alphabet, and print shared and interactive writing games that encourage phonological sensitivity, including listening, rhyming, alliteration, and segmenting words and sentences
P4.3.B.13
Implements strategies that support dual language learners
P4.3.B.14
Models strategies, assessments, lessons, and activities that support literacy development for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
4.3.A.15
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan effective literacy activities and instruction
4.3.A.16
Enhances the capacity of others through discussion, modeling, and training to engage children in positive interactions and activities that support the development of early literacy skills
4.3.A.17
Discusses and provides training in the appropriate use of a variety of early literacy assessment tools (ongoing, informal, formal; curriculum-based) to help other practitioners improve administration of assessments and integration of results into lesson plans and interactions with children
Beginner Competencies
P4.4.A.1
Engages children in planned and spontaneous math activities and lessons and seeks guidance when implementation does not proceed as planned or adjustment is needed
P4.4.A.2
Uses math-specific vocabulary throughout the day (more and less, long and short, labels shape of things)
P4.4.A.3
Integrates mathematical language and concepts into everyday routines and experiences (counting orange slices at snack, sorting crayons by color, patterning blocks while building a tower) Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P4.4.B.4
Implements planned math activities and lessons that support the emergence of mathematical thinking with high fidelity (is well prepared, presents concepts as intended, keeps children engaged.) May seek guidance when adjustment requires the knowledge and experience of others
P4.4.B.5
Engages children in planned and spontaneous discussions that encourage mathematical thinking through comparison and hands on manipulation
P4.4.B.6
Embeds developmental guidance into math curriculum activities and lessons Core Competencies for Practitioners and Administrators
P4.4.I.7
Uses observational and assessment data to adapt activities and provide targeted math instruction to small groups and individual children. May seek support but generally implements assessment-linked plans independently
P4.4.I.8
Provides repeated opportunities for children to hear and apply new mathematics knowledge
P4.4.I.9
Consistently applies upward and downward scaffolds to support children’s mastery of new mathematics skills
P4.4.I.10
Uses a variety of age-appropriate techniques consistent with state early learning guidelines to support mathematical thinking: counting sorting patterning measurement adding and subtracting recognizing numbers in print geometry and spatial sense
P4.4.I.11
Models strategies, assessments, lessons, and activities that support mathematical development for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P4.4.I.12
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan effective mathematics activities and instruction
P4.4.I.13
Enhances the capacity of others through discussion, modeling, and training to engage children in positive interactions and activities that support the development of early mathematics skills
P4.4.I.14
Discusses and provides training in the appropriate use of a variety of early mathematics assessment tools (ongoing, informal, formal; curriculum-based) to help other practitioners improve administration of assessments and integration of results into lesson plans and interactions with children
Beginner Competencies
P4.5.B.1
Engages children in planned and spontaneous science activities and lessons and seeks guidance when implementation does not proceed as planned or adjustment is needed
P4.5.B.2
Uses scientific vocabulary throughout the day (touch, taste, feel, cause and effect, making predictions, collecting, comparing, exploring, reporting findings, use of specific tools like magnifying glass, weather vane, and scale)
P4.5.B.3
Integrates language and concepts related to science into everyday routines and experiences (describing changes in nature such as observing shadows, ice melting, dew on grass, and mechanical properties like electricity for the classroom lights and music player, safety around heating sources) Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P4.5.B.4
Implements planned science activities and lessons that support the emergence of scientific thinking with high fidelity (is well prepared, presents concepts as intended, keeps children engaged. May seek guidance when adjustment requires the knowledge and experience of others
P4.5.B.5
Engages children in planned and spontaneous discussions that encourage scientific thinking through exploration, comparison, and hands-on manipulation
P4.5.B.6
Embeds developmental guidance into science curriculum activities and lessons
P4.5.B.7
Uses observational and assessment data to adapt science activities and provide targeted instruction to small groups and individual children. May seek support but generally implements assessment-linked plans independently
P4.5.B.8
Provides repeated opportunities for children to hear and apply new scientific knowledge
P4.5.B.9
Consistently applies upward and downward scaffolds to support children’s mastery of new scientific knowledge Core Competencies for Practitioners and Administrators
P4.5.I.10
Uses a variety of age-appropriate techniques consistent with state early learning guidelines to support scientific thinking: physical science life science earth and space personal safety health skills
P4.5.I.11
Models strategies, assessments, lessons, and activities that support scientific skill development for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P4.5.I.12
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan effective science activities and instruction
P4.5.I.13
Enhances the capacity of others through discussion, modeling, and training to engage children in positive interactions and activities that support the development of scientific skills
P4.5.I.14
Discusses and provides training in the appropriate use of a variety of early science assessment tools (ongoing, informal, formal; curriculum-based) to help other practitioners improve administration of assessments and integration of results into lesson plans and interactions with children
Beginner Competencies
P4.6.A.1
Honors and teaches children about differences in children’s heritage, home, and communities by integrating this diversity into the classroom environment, discussions, and activities
P4.6.A.2
Engages children in read-alouds, discussions, and activities that encourage children to think about their roles as members of a family, group, and community Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P4.6.B.3
Uses a variety of age-appropriate techniques consistent with state early learning guidelines to build social studies skills: people, past and present economics geography citizenship
P4.6.B.4
Models strategies, assessments, lessons, and activities that support social studies skills for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P4.6.B.5
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan effective social studies activities and instruction
P4.6.B.6
Enhances the capacity of others through discussion, modeling, and training to engage children in positive interactions and activities that support the development of social studies skills
Beginner Competencies
P4.7.B.1
Models and encourages children to express their individual and unique interests creatively through language, music, dramatic play, and art
P4.7.B.2
Emphasizes the process of creating rather than the end product (supports children’s efforts and recognizes their completed work will vary substantially)
Intermediate Competencies (all of the Beginner Competencies, plus)
P4.7.A.3
Engages in discussions and activities that foster imagination and provides opportunities for children to translate their thoughts and feelings into creative projects
P4.7.A.4
Uses a variety of age-appropriate techniques consistent with state early learning guidelines to build creative and artistic skills: art music drama
P4.7.A.5
Models strategies, lessons, and activities that support artistic expression for other practitioners Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P4.7.B.6
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan quality creative arts experiences
P4.7.B.7
Enhances the capacity of others through discussion, modeling, and training to engage children in positive interactions and activities that support creative expression
Beginner Competencies
P4.8.I.1
Provides age-appropriate opportunities for children to develop technological skills and to use technology to support skill development in other areas (operates music players, practices using a mouse and keyboard to navigate educational software, explores internet resources on a topic of interest)
P4.8.I.2
Models and discusses how to use technology (software, touch screens, websites) for learning Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P4.8.A.3
Models strategies, lessons, and activities that support technology skill development for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P4.8.B.4
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan opportunities for children to engage in technology-supported experiences
P4.8.B.5
Enhances the capacity of others through discussion, modeling, and training to engage children in positive interactions and activities involving technology
Beginner Competencies
P4.9.B.1
Provides children with a variety of opportunities to engage in various activities that support the development of gross motor skills (freeze tag, red light green light, bean bag toss, equipment for climbing, balls, hoops)
P4.9.B.2
Provides children with opportunities to engage in a variety of activities that support the development of fine motor skills (age-appropriate finger foods, writing, dress-up dolls, tongs, manipulatives, lacing cards)
P4.9.B.3
Plays games with children to encourage the development of eye-hand coordination (placing block in a bucket, lacing and beading, using scissors to cut out shapes)
P4.9.B.4
Participates in physical activities, providing modeling and encouragement for children
Intermediate Competencies (all of the Beginner Competencies, plus)
P4.9.A.5
Modifies activities and equipment according to the needs of individual children
P4.9.A.6
Models strategies, lessons, and activities that support gross and fine motor skill development for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P4.9.B.7
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan quality gross and fine motor experiences for children
P4.9.B.8
Enhances the capacity of others through discussion, modeling, and training to engage children in positive interactions and activities that support physical development
These competencies address the core knowledge and skills needed to understand the goals, benefits, and uses of assessment in early childhood environments. Observation and assessment serve multiple purposes in effective early childhood programs, including (a) determining the readiness of children for educational experiences and identifying children that may require more specialized or focused intervention, (b) informing and guiding decisions about instruction and intervention, and (c) gathering data and feedback that is used to evaluate and improve the educational and developmental components of the program. Once the need for assessment has been clearly defined, practitioners must consider the methods and tools (formal and informal, norm referenced, validated) best suited for that purpose, and finally how the information will be analyzed, reported, and used.
Core Concepts
- Screenings and evaluations are used to identify potential developmental delays and may indicate a need for more extensive evaluation
- Diagnostic screenings are typically conducted by highly trained professionals and are used to learn more about the nature and extent of an individual child’s health, developmental, or learning needs (hearing, speech and language delays, learning disabilities)
- Assessments are used to determine an individual child’s level of academic performance, including strengths and needs
- Instructional assessment is used to inform planning and guide instruction for individuals and groups of children (response to intervention, instructional and curriculum-based assessments, tracking performance in relation to benchmarks and standards)
- Program evaluation and accountability assessments are used to determine the effectiveness of the program, determine the program’s impact on stakeholders, and report to funding agencies and policymakers Methods:
- Formal assessment approaches include screening measures, diagnostic testing, instructional assessment, and progress monitoring
- Informal assessment approaches include observations, reflection, written records, portfolios, and checklists Procedures:
- Ensures assessment selection is age-appropriate [gathered in realistic settings and situations (play based), ongoing, and relies on multiple sources of information]
Beginner Competencies
P5.1.B.1
States reasons for conducting assessments (suspected delay, track growth in skills targeted through instruction, determine school readiness)
P5.1.B.2
Articulates the program’s process for recommending assessments and names specific tools used by the program (the program uses Ages and Stages and is collected 3 times per year)
P5.1.B.3
Demonstrates awareness of the negative effects of bias and judgment in working with children
P5.1.B.4
Maintains confidentiality between the program and a child’s family regarding individual observation and assessment results
P5.1.B.5
Collects samples of children’s work and records observations of individual children to track changes in abilities over time
P5.1.B.6
Assists or takes responsibility for reporting informal assessment results
P5.1.B.7
Seeks guidance from others if suspecting a potential delay that may require screening or further assessment
P5.1.B.8
Communicates with parents about assessments and observations of a child’s strengths, needs, and interests in a sensitive manner
P5.1.B.9
Provides daily records and written observations on children that can be clearly understood by others
Intermediate Competencies (all of the Beginner Competencies, plus)
P5.1.B.10
Describes the measurable skills and rationales for providing targeted experiences to facilitate early learning and development (0-3 are assessed in developmental skills, older children may also be assessed in content areas such as literacy and math)
P5.1.B.11
Articulates distinctions between formal (screening, progress monitoring, diagnostic) and informal assessments used to track to children over time (children’s art, writing, teacher observations, developmental checklists) Observable Competencies © 2023 The University of Texas Health Science Center at Houston. All Rights Reserved.
P5.1.A.12
States the importance and program protocol for testing children who speak a language other than English (testing in both their home language and English when possible)
P5.1.A.13
Uses a variety of observation and assessment techniques throughout the day to document children’s knowledge and skills across domains, and in structured and unstructured activities
P5.1.A.14
Integrates insights from families and other professionals into their own assessment of individual children (family states child responds to questions better when working one- on-one, speech pathologist provides list of accepted speech sound substitutions for a particular child)
P5.1.A.15
Tracks progress for individual children informally by collecting relevant work samples over an extended period of time (dated writing samples, self portraits, anecdotal notes regarding daily language use)
P5.1.A.16
Uses assessment results to guide instructional planning and make modifications to existing plans across skill domains (form skill level small groups; target particular skills for individuals, groups or all children; re-write activities to provide more support or complexity)
P5.1.A.17
Clearly communicates the results of assessments to appropriate program staff and parents (reports are accurate, positive, and non-judgmental.) May seek support from other practitioners to determine and communicate next steps for individual children
P5.1.A.18
Models appropriate use of a variety of observations and assessment tools for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P5.1.B.19
Integrates knowledge of developmental theory and outcomes supported by state early learning guidelines to develop and select appropriate assessments for individuals and groups of children
P5.1.B.20
Develops and modifies program protocols and assessment guidelines and provides training in observation and assessment protocol to other practitioners and staff
P5.1.B.21
Enhances the capacity of others through discussion, modeling, and training in the use of a variety of observation and assessment tools/methods
5.1.A.22
Integrates multiple sources of assessment information to develop plans that meet the specific needs of individual children, and provides written recommendations to be shared with other staff and families
5.1.A.23
States ethical principles that guide assessment practices (objectivity, standardization, non-biased judgments, confidentiality, fidelity)
Beginner Competencies
P5.2.B.1
Articulates that children with disabilities are required by law to have an Individual Education Plan (IEP) or Individual Family Service Plan (IFSP) developed based on observation and assessment
P5.2.B.2
Implements according to a child’s IEP or an IFSP and seeks guidance when support is needed to modify the environment, activities or support strategies to meet a child’s special needs
Intermediate Competencies (all of the Beginner Competencies, plus)
P5.2.B.3
Participates in teams that develop IEPs or IFSPs for children with disabilities or special needs
P5.2.B.4
Models for other practitioners appropriate implementation of modifications outlined in IEPs or IFSPs Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P5.2.B.5
Takes a leadership role in teams developing IEPs or IFSPs for children with disabilities or special needs
Beginner Competencies
P5.3.B.1
Contributes to the program’s evaluation model and progress monitoring efforts by supporting data collection efforts/requests (accommodating classroom observers, collecting surveys from families, responding to self-assessments)
P5.3.B.2
Supports program evaluation and improvement efforts by participating in recommended professional development opportunities
Intermediate Competencies (all of the Beginner Competencies, plus)
P5.3.B.3
Collects assessment information about the classroom, families, and practice to be used to identify strengths and weaknesses in the program
P5.3.B.4
Integrates assessment findings related to the classroom environment and one’s teaching behaviors into professional practice (modifies activities to strengthen particular aspects of instruction, seeks out new learning opportunities when findings show lack of understanding/knowledge) Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P5.3.B.5
Takes a leadership role in efforts to evaluate and improve the program (development of evaluation plan, supporting others in the collection and interpretation of data)
P5.3.B.6
Analyzes and interprets evaluative/progress monitoring data and makes recommendations for needed professional development or changes to the facility/environment
These competencies address the core knowledge and skills needed to create a culturally inclusive atmosphere that provides cultural continuity with the child’s home culture and creates an atmosphere that is free of biases, where all children and their home cultures are respected and valued. Diversity and equity are critical values in our society and have meaningful impacts on the social and emotional health of young children. These competencies ensure that practitioners respect the value of all cultures and take active steps to honor each child in their care.
Core Concepts
- Children’s cultural identity is developed within the family and community setting
- Programs should work to maintain a child’s cognitive, linguistic, and emotional connection to the home culture and language
- Children have the ability to learn more than one language at the same time
- Children’s language and literacy skills in their home language will transfer and support learning of a second language
Beginner Competencies
P6.1.B.1
Articulates the importance of a family’s culture as an influence on a child’s development (creative expression, response style)
P6.1.B.2
Nurtures and interacts with children as individuals
P6.1.B.3
Engages children in positive discussions, read-alouds, and play activities focused on cultural differences
P6.1.B.4
Is supportive of children who make non-stereotypical play choices (boys choosing dresses in dramatic play, preferring academic tasks to imaginative play)
Intermediate Competencies (all of the Beginner Competencies, plus)
P6.1.B.5
Articulates the influence of culture on interactions with families (meaning of eye contact and non-verbal communication, accepted roles and boundaries for caretakers and educators) and how to engage in effective and positive conversations with all families
P6.1.B.6
Embraces cultural differences and works closely with families to help children transition to the early childhood setting
P6.1.B.7
Plans activities with families that support each child’s culture and uses these activities in class to increase children’s awareness and understanding of differences and similarities across families
P6.1.B.8
Reflects on own biases and gaps in knowledge regarding cultural influences on children in their classroom and seeks resources and support from other staff to fill in gaps and adjust practices
P6.1.B.9
Integrates, labels, and discusses materials (music recordings, books, pretend food, dolls, toys) that represent the unique cultures of children in the classroom Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
6.1.A.10
Encourages participation from families and staff to ensure a variety of cultural perspectives are represented in program curriculum, activities, and plans
6.1.A.11
Ensures classrooms have materials (music, books, toys, posters, graphics) that are sensitive to and represent the cultural diversity of the program
6.1.A.12
Enhances the capacity of others through discussion, modeling, and training in culturally and linguistically sensitive interactions (raising awareness of non-stereotypical play choices, response styles)
6.1.A.13
Develops and provides information and resources to families and staff regarding cultural differences, influences on development, and culturally sensitive classroom practices
Beginner Competencies
P6.2.A.1
Articulates the language model of the program, when applicable (states activities and times of day designated for instruction in English or other language) Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P6.2.B.2
Provides explanation and instruction of basic words for those English Language Learning (ELL) children in the classroom that may not be ready for more sophisticated vocabulary
P6.2.B.3
Uses visual representations (props, manipulatives, pictures) to support ELL children’s understanding of classroom activities and instruction
P6.2.B.4
Discusses differences in instruction between languages spoken in the classroom (differences in Spanish and English punctuation, syllabic versus phonemic languages, grammar) © 2023 The University of Texas Health Science Center at Houston. All Rights Reserved.
P6.2.A.5
Modifies activities according to the needs of Dual Language Learning (DLL) and ELL children, while adhering to the instructional model of the program
P6.2.A.6
Models strategies, lessons, and activities that support DLL/ELL children for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P6.2.I.7
Integrates knowledge of developmental theory, state early learning guidelines, curriculum, positive guidance, and learning strategies to plan quality experiences for DLL/ELL children
P6.2.I.8
Enhances the capacity of others through discussion, modeling, and training of effective techniques that engage DLL/ELL children in positive interactions and activities that support their development across domains
These competencies address the core knowledge and skills needed to work with children with diverse family structures and influences and be able to positively support and communicate with individual children and families. Children grow and develop in concert with and in response to the family systems in which they are raised. Practitioners must have skills related to this critical influence on child development and well-being. Establishing and maintaining healthy working relationships with the families is an important piece of this section.
Core Concepts
- Families are the primary influence on a child’s development
- Family context and situations vary greatly in terms of living arrangements, goals and values, ethnicity, and culture
- Programs and practitioners are better able to support children’s development when they provide experiences and set expectations that are aligned with those of the family
- Practitioners communicate frequently and positively with parents to ensure parents are informed about their children’s needs and interests while in care, collaborate and problem solve when children are met with challenges, follow up on parent requests and joint decisions, and provide resources and referrals to appropriate aids and services
- Early childhood programs and practitioners must be responsive to the unique contexts and situations created by interdependencies between family systems, social institutions, and communities
- Forming collaborative partnerships with community organizations, childhood advocates, businesses, and families increases the capacity of the program
Beginner Competencies
P7.1.B.1
Articulates that families are the primary source of influence on children’s development and learning (children’s engagement and learning in school are affected by stress at home, family roles, parenting styles)
P7.1.B.2
Maintains confidentiality when discussing children and their families both inside and outside of school
P7.1.B.3
Shares information with parents about their children’s accomplishments, skill development and interests in the classroom
P7.1.B.4
Solicits information and observations from parents about their children’s strengths and interests
Intermediate Competencies (all of the Beginner Competencies, plus)
P7.1.B.5
Adheres to, and integrates when possible, the expectations, values, and wishes of families in a non-judgmental way
P7.1.B.6
Invites family participation in the classroom and in activities that support their children’s education (share customs, culture, talents, special skills with class)
P7.1.B.7
Builds awareness and acceptance of differences across families and the community by integrating pictures and materials that reflect these differences in classroom plans and the environment Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P7.1.B.8
Encourages parent involvement and participation in program decision-making
Beginner Competencies
P7.2.B.1
Engages children in discussions, activities, and lessons that allow children to share their family experiences, routines, and traditions with others
P7.2.B.2
Communicates respectfully and sensitively with children and their families
P7.2.B.3
Helps children and their families with the transition from home to school
Intermediate Competencies (all of the Beginner Competencies, plus)
P7.2.B.4
Plans activities that encourage children to discuss and share their family experiences, routines, and traditions with others
P7.2.B.5
Collaborates with families when circumstances at home are influencing behaviors at school Observable Competencies Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P7.2.B.6
Models, trains, and supports other practitioners to interact sensitively with children experiencing stress at home
Beginner Competencies
P7.4.B.1
Communicates clearly with parents about their children’s daily needs and activities
P7.4.B.2
Effectively applies program conflict resolution policies and seeks guidance as needed
Intermediate Competencies (all of the Beginner Competencies, plus)
P7.4.B.3
Plans and conducts family conferences with a fair and supportive attitude (reports are accurate, positive, and non-judgmental)
P7.4.B.4
Maintains open communication with parents regarding daily schedules, educational materials in use, and planned activities (uses a communication board or center to display current copies of lesson plans, schedules; sends home weekly highlights, upcoming events)
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P7.4.B.5
Allows parents flexibility to participate in a variety of classroom activities in accordance with their own schedules Observable Competencies
P7.4.B.6
Uses knowledge about families to make programmatic changes
P7.4.B.7
Participates in planning opportunities for families to participate in school events and classroom activities
7.4.A.8
Helps other practitioners and families resolve conflicts and enact policies to prevent or mitigate similar problems in the future
Beginner Competencies
P7.5.A.1
Locates on-site flyers, brochures, and resources that help link families with community supports
Intermediate Competencies (all of the Beginner Competencies, plus)
P7.5.A.2
Identifies and provides appropriate resources to share with families when the need for community support is suspected
P7.5.A.3
Utilizes available technology and sources to provide parents with communications and resources in their primary language Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P7.5.B.4
Supports other staff and families in identifying appropriate community resources to meet the needs of individual children
P7.5.B.5
Builds program resource libraries for connecting families with community resources and special services
Beginner Competencies
P7.6.A.1
Demonstrates respect and a helpful attitude when working with community volunteers and representatives
Intermediate Competencies (all of the Beginner Competencies, plus)
P7.6.A.2
Participates in planning activities and directing volunteers and community representatives working in the school
P7.6.A.3
Participates as needed in collaborations with other service providers working with the families and children in their classroom
P7.6.A.4
Participates in appropriate community activities that support the school and families of children in their classroom
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P7.6.B.5
Advocates on behalf of families for services and resources not currently available in the community
P7.6.B.6
Helps families partner with other programs and services in the community
P7.6.B.7
Assumes a leadership role in collaborating and sharing information about effective early childhood practice with other service providers and community organizations
P7.6.B.8
Participates in community outreach activities to increase awareness of unmet needs in the community
These competencies address the core knowledge and skills needed to be able to ensure children’s safety, promote sound health practices, recognize and respond to child abuse and neglect, and provide nutritious meals and snacks. This includes knowledge of a broad array of prevention, preparedness, and implementation of health and safety practices.
Core Concepts
- Health, safety, and nutrition practices should be matched to children’s developmental needs and abilities
- Values regarding health, safety, and nutrition vary across cultures and families
- Practitioners should work with families to ensure preferences are respected and integrated to the extent possible
- When children’s health and safety are threatened they will often show physical and emotional symptoms of illness, injury, abuse, and neglect
- Practitioners must possess extensive knowledge of laws, regulations, and program policies in place to safeguard children
Beginner Competencies
P8.1.B.1
Articulates understanding of laws, regulations, and procedures regarding health and safety, including: guidelines for administration of medication CPR and first aid training fire and disaster drills reporting abuse and neglect controlling the spread of communicable disease
P8.1.B.2
Explains state statutes and procedures for reporting child abuse and neglect
P8.1.B.3
Articulates the signs and symptoms of child abuse and neglect
P8.1.B.4
Ensures children are only released to persons authorized by parents/guardians
P8.1.B.5
Maintains confidentiality of child and family health, nutrition, and abuse and neglect information
Intermediate Competencies (all of the Beginner Competencies, plus)
P8.1.B.6
Articulates the rationales for laws and regulations related to child health, safety, and nutrition Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P8.1.B.7
States the most current information and laws regarding children and families
P8.1.B.8
Trains on emergency preparedness procedures in collaboration with other community service providers
Beginner Competencies
P8.2.B.1
Describes symptoms of common childhood illnesses and related reporting requirements and procedures
P8.2.B.2
Describes common causes of abuse and signs of potentially abusive adults
P8.2.B.3
Follows policies and procedures regarding sanitation (during diapering, toileting, cleaning toys, washing dishes and surfaces)
P8.2.B.4
Seeks support immediately when abuse or neglect is suspected
P8.2.B.5
Follows procedures outlined by medical practitioners and parents regarding children’s specific medical conditions
P8.2.B.6
Practices standard precautions regarding handling of bodily fluids and blood
Intermediate Competencies (all of the Beginner Competencies, plus)
P8.2.B.7
Relates in a professional and sensitive manner to both children and adults in suspected abuse situations
P8.2.B.8
Responds appropriately and sensitively to children’s illnesses
P8.2.B.9
Provides health-related information to families (community services, emergency facilities, fact sheets for specific diagnoses and treatment)
P8.2.B.10
Shows respect for culturally influenced health practices
P8.2.B.11
Administers medicine and approved medical treatments according to guidelines Observable Competencies
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
8.2.A.12
Works with families and supports other practitioners when a need for health referrals is identified
8.2.A.13
Integrates knowledge of regulatory requirements, program policies, and developmental theory to plan activities and lessons that support healthy bodies, lifestyles, and environments
8.2.A.14
Enhances the capacity of others through discussion, modeling, and training to identify, minimize, respond, and report health concerns appropriately
8.2.A.15
Discusses with other practitioners the impact of stress on children’s physical and emotional health and appropriate approaches caregivers can utilize to support children experiencing stress
8.2.A.16
Discusses with other practitioners ways in which approaches to health vary across cultures
Beginner Competencies
P8.3.A.1
Describes essential components of safe and hygienic indoor and outdoor physical environments
P8.3.A.2
Actively supervises children indoors and outdoors (classroom, playground, field trips, transportation)
P8.3.A.3
Monitors the safety of materials in the classroom and outside (removes broken, sharp objects, entanglements) and reports hazards they are unable to remedy on their own
P8.3.A.4
Encourages children to follow safety rules (walking feet inside, playground safety)
P8.3.A.5
Safely stores and utilizes hazardous chemicals, medication, emergency materials, etc.
P8.3.A.6
Maintains a clutter-free space for children to play and learn Observable Competencies Core Competencies for Practitioners and Administrators
Intermediate Competencies (all of the Beginner Competencies, plus)
P8.3.B.7
Responds appropriately to bullying and fosters the development of social skills to prevent children from developing bullying behavior
P8.3.B.8
Models and teaches simple safety precautions and rules to children
P8.3.B.9
Models safety procedures for other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P8.3.I.10
Integrates knowledge of regulatory requirements, program policies, and developmental theory to plan for environments and materials that reduce the risk of physical harm and develop emergency plans that facilitate swift response in emergencies
P8.3.I.11
Enhances the capacity of others through discussion, modeling, and training to identify, respond, and report health concerns appropriately
P8.3.I.12
Provides routine monitoring of indoor and outdoor safety of the facility, integrating updated protocols, and data from safety reports. Seeks support from outside consultants or providers as needed
P8.3.I.13
Assists other practitioners in making changes to the environment that increase safety
P8.3.I.14
Demonstrates the use of safety equipment and protocols (fire extinguishers, lock down procedures)
P8.3.I.15
Develops written program safety protocols
Beginner Competencies
P8.4.I.1
Articulates current policies and procedures related to food and nutrition
P8.4.I.2
Articulates that denying or requiring children to eat food is not an appropriate form of punishment
P8.4.I.3
Describes the nutritional needs of children, including special cultural requirements
P8.4.I.4
Maintains a sanitary eating environment
P8.4.I.5
Practices safe food handling and hand washing procedures
P8.4.I.6
Models and encourages the development of self-help skills during mealtime
P8.4.I.7
Prevents and remedies health hazards in meals (choking, allergies) based on the developmental level of children in their care
P8.4.I.8
Monitors children’s eating and encourages positive habits (eating healthy foods, drinking plenty of water)
P8.4.I.9
Ensures children with food allergies are not served restricted foods Observable Competencies Core Competencies for Practitioners and Administrators
Intermediate Competencies (all of the Beginner Competencies, plus)
P8.4.B.10
Develops menus that meet the nutritional needs of children (follows USDA Child and Adult Care Food Program) giving special attention to specific dietary and cultural needs of individual children
P8.4.B.11
Plans opportunities for children to experience foods with different taste, texture, and cultural significance
P8.4.B.12
Plans age-appropriate food preparation and cooking activities for children
P8.4.B.13
Engages children in activities and discussions that teach children about good nutrition
P8.4.B.14
Communicates with families about their children’s eating patterns, food preferences, and concerns
P8.4.B.15
Demonstrates sensitivity to variation in cultural requirements and family food preferences
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P8.4.B.16
Integrates knowledge of regulatory requirements, program policies, and developmental theory to plan activities and lessons that support good nutrition and eating habits
P8.4.B.17
Enhances the capacity of others through discussion, modeling, and training in engaging children in conversations and activities that increase their understanding of nutrition and its relation to good health
P8.4.B.18
Provides resources to families about food and nutrition and explains how these concepts are discussed and presented in curriculum
P8.4.B.19
Integrates observations and information about the eating patterns of individual children into menu and mealtime planning
P8.4.B.20
Supports other practitioners when needed to identify feeding and nutritional deficiencies in individual children, and assists them in speaking with families and making appropriate referrals
Early childhood practitioners serve a valuable and complex role in society. They must balance the demands of effective professional practice and decision-making, knowledge of regulations, and appropriate interactions with children, families, colleagues, and the broader community. These competencies address the core knowledge and skills needed to understand and use ethical guidelines and other professional standards related to practice.
Core Concepts
- Professional practice in early care and education programs is governed by local laws and regulations, state and federal indicators, and organizational policies and goals
- Standards, guidelines, and position statements are available to enhance the quality of care and education beyond that required by licensing and regulations
- Practitioners have knowledge of a professional code of ethics
- Professional development is an ongoing commitment to increasing one’s knowledge and ability to apply research and theory to practice
- Professional early care and education practitioners recognize their role as an advocate for improving the quality of life for children and their families
- Professionals seek to understand the principles, theories, and practices of leadership skills development in their field
- Professionals have a responsibility to conduct themselves ethically with program staff, families, board, and community members
Beginner Competencies
P9.1.I.1
Maintains a professional appearance
P9.1.I.2
Articulates that denying or requiring children to eat food is not an appropriate form of punishment
P9.1.I.3
Demonstrates good work habits (attendance, punctuality, shows respect for colleagues)
P9.1.I.4
Balances personal and professional commitments and seeks support from others when needed
P9.1.I.5
Maintains confidentiality and fairness between families and program
P9.1.I.6
Adheres to professional ethics in the workplace over personal values, and seeks guidance when ethical issues arise
P9.1.I.7
Meets minimal regulatory requirements for professional development hours
P9.1.I.8
Follows applicable regulations and laws pertaining to the early childhood profession Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P9.1.B.9
Provides a strong ethical example for other practitioners
P9.1.B.10
Recognizes and reports ethical dilemmas to ensure inappropriate behaviors are addressed
P9.1.B.11
Provides clear written communications
P9.1.B.12
Identifies effects of stress on interactions with children and staff and develops strategies to remedy and maintain performance
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
9.1.A.13
Guides others in developing and maintaining professionalism and ethical behavior
9.1.A.14
Provides guidance and a course of action when unethical behavior and concerns are identified
9.1.A.15
Integrates ethical code into practice, written policies, and instruction
Beginner Competencies
P9.2.I.1
Welcomes input and feedback about one’s own strengths and weaknesses from other professionals and integrates feedback to the best of their ability
P9.2.I.2
Engages in reflective conversations regarding activities and lessons (identifying what worked and where improvement is needed) Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P9.2.B.3
Reflects on children’s responses to instruction and interaction, and adjusts practices to improve children’s experiences
P9.2.B.4
Develops personal plans for growth based on reflections of current practice
P9.2.B.5
Formalizes an action plan for personal growth (matches reflections on practice to workshop interests, courses, and literature; seeks mentoring and guidance from more advanced professionals)
P9.2.B.6
Participates in program evaluation efforts and in developing action plans for program improvement
P9.2.B.7
Thinks critically about how one’s own belief systems affect practice
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
9.2.A.8
Thinks critically about one’s own work in light of current research and theories of learning and development, and adjusts practices to ensure children’s experiences are meaningful
9.2.A.9
Uses a variety of strategies to guide others toward becoming more reflective practitioners (reflective questioning, evaluating self-assessments, reviewing video of interactions, recording daily reflections)
9.2.A.10
Encourages the expression of multiple perspectives and recognizes that as a field what we know to be effective evolves as new research and practice change our understanding about how children learn and develop
Beginner Competencies
P9.3.I.1
Identifies state and local professional associations by name
P9.3.I.2
Participates in the local early childhood professional development system and/or workforce registry
P9.3.I.3
Participates in staff discussions about current early childhood practice
P9.3.I.4
Values mentoring opportunities and ongoing support from other practitioners Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P9.3.A.5
Works toward degrees and credentials, and takes advantage of resources available through participation in professional organizations as well as state and national education assistance opportunities
P9.3.A.6
Researches current trends in evidence-based practices in early childhood
P9.3.A.7
Actively participates in staff development opportunities (shares ideas, listens with an open mind, plans opportunities to put new knowledge into practice)
P9.3.A.8
Shares experiences and knowledge with other practitioners
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P9.3.B.9
Uses a variety of strategies to guide others toward becoming more reflective practitioners (reflective questioning, evaluating self-assessments, reviewing video of interactions, recording daily reflections)
P9.3.B.10
Encourages the expression of multiple perspectives and recognizes that as a field what we know to be effective evolves as new research and practice change our understanding about how children learn and develop
9.3.A.11
Shares knowledge and provides mentoring and guidance to other practitioners
Beginner Competencies
P9.4.A.1
Discusses the importance of collaboration in early care and education settings
P9.4.A.2
Names various services in the community providing support to children and families
P9.4.A.3
Cooperates with agencies and professionals providing programs and services for children and families in early childhood settings Observable Competencies
Intermediate Competencies (all of the Beginner Competencies, plus)
P9.4.B.4
Communicates the value of collaborative relationships to others
P9.4.B.5
Collaborates with a variety of agencies and organizations in the community that provide services and support to children and families
P9.4.B.6
Participates on collaborative teams with families, community service providers, and colleagues
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P9.4.I.7
Supports children by providing additional services, resources, and referrals when families are unwilling or unable to advocate for their children’s well-being
P9.4.I.8
Identifies and discusses unmet service needs in the community
Beginner Competencies
P9.5.I.1
Articulates the importance of children’s experiences in early childhood programs
P9.5.I.2
Articulates ways in which the care of young children differs from the care of older children
Intermediate Competencies (all of the Beginner Competencies, plus)
P9.5.B.3
Articulates understanding that local, state, and national governing bodies enact public policies that affect the care and education of children (discusses laws or statutes that limit or provide services, discusses current policy proposals)
P9.5.B.4
Researches advocacy issues
Advanced Competencies (all of the Beginner and Intermediate Competencies, plus)
P9.5.B.5
Advocates for recognition of early care and education as a profession, including the economic impact (effects on present labor market and tax revenues, as well as future benefits associated with quality early childhood experiences, including improved economic stability and quality of life)
P9.5.B.6
Encourages the expression of multiple perspectives and recognizes that as a field what we know to be effective evolves as new research and practice change our understanding about how children learn and develop
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