Early Childhood Education I

TEA4: Early Childhood Education I

TEA4.A: Employability Skills

TEA4.B: Career Opportunities

TEA4.C: Professionalism

TEA4.D: Theories of Human Development

TEA4.E: Growth and Development

TEA4.F: Positive Relationships

TEA4.G: Learning Environments

TEA4.H: Diversity

TEA4.I: Literacy Skills

TEA4.A.1: demonstrate employability skills required by business and industry

TEA4.B.3: analyze career paths within early childhood education and care

TEA4.C.4: identify the role of professionalism in early childhood care and guidance

TEA4.D.5: examine the theories of human development

TEA4.E.6: explore prenatal development and the growth, development, and care of the infant

TEA4.E.7: explore the growth, development, and care of the toddler

TEA4.E.8: explore the growth, development, and care of the preschool child

TEA4.E.9: survey the growth and development of the school age child, 6-12 years of age

TEA4.F.10: identify techniques for positive collaborative relationships with children

TEA4.G.11: determine components of a well-organized, developmentally appropriate learning environment

TEA4.G.12: examine program management and curriculum in early childhood education and care

TEA4.H.13: connect the importance of diversity within early childhood education

TEA4.I.14: demonstrate appropriate use of literacy skills

TEA4.A.1.a: communicate effectively through writing, speaking, listening, reading, and interpersonal abilities

TEA4.A.1.b: demonstrate creativity with multiple approaches to ask challenging questions resulting in innovative procedures, methods, and products

TEA4.A.1.c: exhibit critical thinking and problem solving skills to locate, analyze, and apply information in career planning and employment situations

TEA4.A.1.d: model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity

TEA4.A.1.e: apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills

TEA4.A.1.f: present a professional image through appearance, behavior, and language

TEA4.B.3.a: describe career opportunities in early childhood care and education

TEA4.B.3.b: explore opportunities for employment and entrepreneurial endeavors; examine a variety of early childhood care and education settings

TEA4.B.3.c: review the CDA Resource file requirements and begin assembly of a portfolio for this pathway

TEA4.C.4.a: identify personal characteristics required of an early childhood professional

TEA4.C.4.b: summarize professional codes of ethical conduct

TEA4.C.4.c: recognize skills and dispositions necessary to communicate and work in a team environment

TEA4.C.4.d: analyze strategies to build rapport with families to provide support and aid in solving problems

TEA4.C.4.e: examine early childhood care and education professional organizations

TEA4.D.5.a: describe how major theories of human development provide a basis for planning an environment and activities that are developmentally appropriate

TEA4.D.5.b: research and explain human development theories: cognitive, psychosocial, psychoanalytical, and behaviorist

TEA4.D.5.c: analyze the impact of heredity and environment on the developing child

TEA4.D.5.d: investigate major child development theorist and theory contributions to the field of early childhood education

TEA4.D.5.e: discuss the impact of human development theories on the evolution of early childhood care and learning

TEA4.E.6.a: discuss the importance of prenatal care and proper nutrition for mother and child

TEA4.E.6.b: examine the harmful effects of drugs, alcohol and tobacco on the unborn child

TEA4.E.6.c: identify environmental hazards and their effect on mother and child

TEA4.E.6.d: discuss genetics and common genetic disorders

TEA4.E.6.e: analyze the physical, emotional, social, and cognitive development of the infant

TEA4.E.6.f: determine strategies that promote the health and safety of an infant

TEA4.E.6.g: analyze recent research in brain development

TEA4.E.7.a: analyze the physical, emotional, social, and cognitive development of the toddler

TEA4.E.7.b: determine strategies that promote the health and safety of toddler, including those with special needs

TEA4.E.8.a: analyze the physical, emotional, social, and cognitive development of the preschool child

TEA4.E.8.b: determine strategies that promote the health and safety of the preschool child, including those with special needs

TEA4.E.9.a: analyze the physical, emotional, social, and cognitive development of the school age child

TEA4.E.9.b: discuss strategies that promote the health and safety of the school age child, including those with special needs

TEA4.F.10.a: explain the components of effective communication with children

TEA4.F.10.b: examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches

TEA4.F.10.c: determine developmentally appropriate practices that promote self-discipline

TEA4.F.10.d: distinguish guidance strategies, including direct and indirect, that promote positive behavior in children

TEA4.F.10.e: determine the impact of physical punishment, threats and other negative guidance on children

TEA4.F.10.f: examine the impact of supervision on children's learning

TEA4.F.10.g: discuss principles for working with children displaying negative behavior

TEA4.G.11.a: identify ways that the activity/interest centers and learning stations enhance the development of children

TEA4.G.11.b: describe and set up activity/interest centers and learning stations within the environment

TEA4.G.11.c: describe the role of play as a basis for learning in infant, toddler, preschool, and elementary age children

TEA4.G.11.d: examine the teacher's role in play environments

TEA4.G.11.e: evaluate appropriate indoor and outdoor play environments for various age groups

TEA4.G.11.f: design an early childhood classroom that promotes a healthy and safe physical and psychological environment that promotes development and learning

TEA4.G.11.g: evaluate strategies to adapt the learning environment for children with special needs

TEA4.G.12.a: demonstrate the ability to identify children's needs, interests, and abilities

TEA4.G.12.b: research and compare ways to develop program philosophies, goals, and objectives

TEA4.G.12.c: examine a variety of curriculum and instructional models

TEA4.G.12.d: research criteria for creating an age appropriate curriculum

TEA4.G.12.e: identify the components of a lesson plan

TEA4.G.12.f: examine formats for monthly, weekly, and daily lesson plans

TEA4.G.12.g: critique evaluation criteria for the lesson

TEA4.G.12.h: describe essentials of effective record keeping

TEA4.H.13.a: examine practices that include, but are not limited to, multicultural and linguistic diversity in early childhood care and education

TEA4.H.13.b: examine practices to include learning diversities in early childhood care and education

TEA4.H.13.c: investigate developmentally appropriate materials, lessons, and activities that promote children's respect for diversity

TEA4.I.14.a: cite specific textual evidence to support analysis of career and technical education texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account

TEA4.I.14.b: determine the central ideas or conclusions of a career and technical education text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms

TEA4.I.14.c: follow precisely a complex multistep procedure when performing career and technical education tasks; analyze the specific results based on explanations in the text

TEA4.I.14.d: determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific context relevant career and technical education texts and topics

TEA4.I.14.e: analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of career and technical education concepts

TEA4.I.14.f: analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a career and technical education text, identifying important issues that remain unresolved

TEA4.I.14.g: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a career and technical education problem

TEA4.I.14.h: evaluate the hypotheses, data, analysis, and conclusions in career and technical education texts, verifying the data when possible and corroborating or challenging conclusions with other sources of information

TEA4.I.14.i: synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a career and technical education process, phenomenon, or concept, resolving conflicting information when possible

TEA4.I.14.j: read and comprehend career and technical education texts in the text complexity band independently and proficiently

TEA4.I.14.k: write arguments focused on career and technical education content

TEA4.I.14.l: write informative/explanatory texts, including the narration of historical events or career and technical education processes

TEA4.I.14.m: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

TEA4.I.14.n: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

TEA4.I.14.o: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

TEA4.I.14.p: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

TEA4.I.14.q: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation