Promote physical well‐being for children (e.g., conduct daily health checks, recognize abuse indicators, document injury and illness, and administer and store medications)

8.4

Depth 1

Explain the purpose of food guides with respect to snack and meal requirements (e.g., MyPlate, Empower, and CACFP)

8.5

Depth 1

Explain the consequences of an unbalanced diet relating to childhood obesity and oral health

8.6

Depth 1

Plan nutritious food experiences that appropriately involve the participation of children

8.7

Depth 1

Explain how mealtimes can be used as learning opportunities

8.8

Depth 1

Recognize special dietary needs of children

8.9

Depth 1

Identify foods that may cause choking in young children

8.10

Depth 1

Identify practices that promote safe food handling

9.1

Depth 1

Identify the family/guardianship role in the education of the child

9.2

Depth 1

Describe the appropriate informal and written communication with family members

9.3

Depth 1

Identify ways to involve the family in the education of the child

9.4

Depth 1

Use a variety of strategies to welcome, include, and engage all families

9.5

Depth 1

Describe components of an effective family conference in an early elementary setting

9.6

Depth 1

Describe components of effective family conversations in an early childhood setting for children birth to age 5

1.1

Depth 1

Define developmentally appropriate practices

10.2

Depth 1

Identify developmentally appropriate practices based on current research

10.3

Depth 1

Practice asking questions that prompt children’s thinking (e.g., open‐ended questions)

10.4

Depth 1

Describe book handling skills for children at each developmental stage

10.5

Depth 1

Explore ways to acknowledge and encourage children’s efforts and provide specific feedback (e.g., persistence and effort in addition to praise and evaluation)

10.6

Depth 1

Explain how to create challenges and scaffold children’s learning to support growth, development, and learning

10.7

Depth 1

Identify developmentally appropriate technological aids and media resources that support learning

10.8

Depth 1

Adapt instructional strategies to meet individual and group needs

11.1

Depth 1

Arrange the physical environment to facilitate planned and spontaneous indoor and outdoor activities

11.2

Depth 1

Develop a daily schedule that meets the developmental needs of children and allows for teacher‐initiated and child‐ initiated activities with limited transitions

11.3

Depth 1

Develop learning centers for infants (birth to 12 months) that include indoor and outdoor environments

11.4

Depth 1

Develop learning centers for toddlers (12 to 36 months) that include indoor and outdoor environments

11.5

Depth 1

Develop learning centers for preschoolers (3 to 5 years) that include indoor and outdoor environments

11.6

Depth 1

Develop learning centers for early elementary children (kindergarten through grade 3) that include indoor and outdoor environments

12.1

Depth 1

Explain how the Arizona Infants and Toddler Developmental Guidelines may be used to guide the development of learning experiences and opportunities for young children birth to 36 months

12.2

Depth 1

Explain how the Arizona Early Learning Standards may be used to guide the development of learning experiences and opportunities for preschoolers 3 to 5 years

12.3

Depth 1

Explain how the Arizona Academic Standards may be used to guide the development of learning experiences and opportunities for early elementary children in kindergarten through grade 3

12.4

Depth 1

Explore opportunities or experiences that promote social/emotional development in young children from birth to grade 3

12.5

Depth 1

Develop learning opportunities or experiences that foster language and literacy development in young children from birth to grade 3

12.6

Depth 1

Design hands‐on mathematical learning opportunities or experiences that nurture the natural drive to explore and experiment with numbers, shapes, measurement, and patterns for children from birth to grade 3

12.7

Depth 1

Create science‐learning opportunities or experiences for young children from birth to grade 3

12.8

Depth 1

Explore how to integrate social studies’ concepts through everyday social and environmental interactions in young children from birth to grade 3

12.9

Depth 1

Develop learning opportunities or experiences that promote physical development and personal health and safety in young children from birth to grade 3

12.10

Depth 1

Design creative fine arts’ experiences that nurture creativity and self‐expression including visual arts, music, creative movement, and dramatic play for young children from birth to grade 3

12.11

Depth 1

Describe the basic components of a learning experience plan (e.g., learning objectives/goals, appropriate materials, and evaluation/assessment)

12.12

Depth 1

Conduct a developmentally appropriate learning experience

12.13

Depth 1

Conduct a reflective evaluation of a learning experience including the mastery of objectives based on evaluation/assessment results

12.14

Depth 1

Explain how all the content areas are interconnected across the domains of learning

13.1

Depth 1

Describe techniques and strategies to encourage cooperation in play and learning including the respect for the rights and property of self and others

13.2

Depth 1

Identify techniques to encourage children to identify, express, and regulate their emotions appropriately

13.3

Depth 1

Model problem‐solving and conflict‐resolution skills with children

13.4

Depth 1

Incorporate transition techniques to maximize learning

13.5

Depth 1

Explain how changes in a child’s continuity of care, as well as changes in the physical and emotional environment, may be reflected in a child’s behavior

13.6

Depth 1

Explain developmentally appropriate approaches to the positive guidance of young children

13.7

Depth 1

Identify activities that demonstrate respect for culture, language, and individuality and create a caring community of learners

14.1

Depth 1

Identify reasons for and methods of observing young children

14.2

Depth 1

Identify various forms of data that can be utilized in observation and assessment (e.g., family information cards, anecdotal notes, and photographs)

14.3

Depth 1

Identify various types of ongoing and progress monitoring tasks, charts, and assessments

14.4

Depth 1

Compare and contrast subjective and objective documentation/statements

14.5

Depth 1

Identify ways to use data to inform instructional and guidance practices

14.6

Depth 1

Record behavior and development by using various forms/tools for observation

15.1

Depth 1

Identify the qualifications, skills, and aptitudes needed to work with children

15.2

Depth 1

Explore career pathways and requirements within the early childhood education profession

15.3

Depth 1

Demonstrate positive interpersonal behaviors with children, families, colleagues, and supervisors

15.4

Depth 1

Conduct formal and informal research on early childhood education topics

15.5

Depth 1

Define child abuse and neglect as described in the Arizona Statutes (ARS 13‐3623)

15.6

Depth 1

Explain state law in reporting suspected child abuse or neglect (ARS 13‐3620)

15.7

Depth 1

Identify confidentiality issues and strategies to handle them effectively

15.8

Depth 1

Explain the role of the National Association for the Education of Young Children and other professional organizations

15.9

Depth 1

Explain the role of the Arizona Early Childhood Development and Health Board and its initiatives

15.10

Depth 1

Describe the resources and benefits available through the Arizona Early Childhood Workforce Registry

Framework metadata

Source document: EARLY CHILDHOOD EDUCATION 13.1210.00 TECHNICAL STANDARDS
License: CC BY 4.0 US