1. Explain the role of the early childhood educator in assessing children's development and developing appropriate education programs.

*(CMU 3.a, 3.b, 3.c) (ECEC 4.1, 4.3, 6.4) (DESE Teacher Standards 7C1, 7C2, 7C3, 7C4, 7C5, 7C6)

2. Explain recommended state guidelines for screening, assessment, and educational programming.

(CMU 3.a, 3.b, 3.c, 3.d, 5.a, 5.c, 5.d) (ECEC 7.1) (DESE Teacher Standards 1C1, 1C4, 1C5, 3C1, 7C1, 7C2, 7C3, 7C4, 7C5, 7C6)

3. Implement informal child study techniques to identify children's abilities in the areas of cognition, perceptual motor development, language (receptive and expressive), sociomoral development, etc.

(CMU 1.a, 1.b, 1.c, 3.a) (ECEC 4.1, 4.3) (DESE Teacher Standards 1C3, 2C3, 4C2, 7C1, 7C2, 7C3)

4. Utilize a constructivist approach in observation, assessment and planning.

(CMU 1.b, 1.c, 2.b, 3.a., 3.b., 3.c, 3.d) (ECEC 1.3, 4.1, 4.3, 6.4, 6.8) (DESE Teacher Standards 1C2, 1C3, 2C1, 2C5, 4C1, 4C2, 4C3, 7C1, 7C2, 7C3, 7C4, 7C5, 7C6)

5. Identify and critique several formal assessment instruments most commonly used in early childhood education.

(CMU 1.b) (ECEC 4.1, 4.3) (DESE Teacher Standards 4C2)

6. Develop educational programming founded on the integration of typical child development knowledge, child study techniques, and screening/assessment information.

(CMU 1.b, 1.c, 3.a, 3.c, 3.d) (ECEC 1.4, 2.3, 4.1, 4.3, 6.4, 6.8) (DESE Teacher Standards 1C3, 2C1, 2C5, 4C2, 7C1, 7C2)

7. Communicate orally and in writing informal and formal observations of children's development and recommendations for programming to parents and other professionals.

(CMU 4.a, 4.b, 4.c) (ECEC 3.2, 3.5, 4.2, 6.4) (DESE Teacher Standards 6C1, 6C2, 6C4)

*CMU – Alignment with CMU Conceptual Framework and Professional Education Division Standards and Indicators

ECEC – Alignment with DESE Early Childhood Education Competencies