Early Childhood Education II

TEI1: Early Childhood Education II

TEI1.A: Employability Skills

TEI1.B: Evolution of Early Childcare

TEI1.C: Techniques for Observing

TEI1.D: Accommodations for Exceptional Needs

TEI1.E: Nutrition and Food Safety

TEI1.F: Safety

TEI1.G: Healthy Environments

TEI1.H: Communicable Illnesses

TEI1.I: Child Abuse

TEI1.J: Safety Certifications

TEI1.K: Licensing and Accreditation

TEI1.A.1: demonstrate employability skills required by business and industry

TEI1.B.2: describe the evolution of the roles and expectations of American early childhood educators and the children they teach

TEI1.C.3: analyze techniques for observing intellectual, physical, and behavioral development of children

TEI1.D.4: recognize, identify, and explore accommodations for children with exceptional needs

TEI1.E.5: identify nutrition and food-safety principles for optimal child wellness

TEI1.F.6: demonstrate a safe environment for children

TEI1.G.7: demonstrate a healthy environment for children

TEI1.H.8: identify the component elements of the communicable illness process

TEI1.I.9: identify types and characteristics of child abuse and neglect

TEI1.J.10: research and obtain industry required safety certifications

TEI1.K.11: analyze licensing and accreditation standards in Georgia and the United States

TEI1.A.1.a: communicate effectively through writing, speaking, listening, reading, and interpersonal abilities

TEI1.A.1.b: demonstrate creatively with multiple approaches to ask challenging questions resulting in innovative procedures, methods, and products

TEI1.A.1.c: exhibit critical thinking and problem-solving skills to locate, analyze, and apply information in career planning and employment situations

TEI1.A.1.d: model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity

TEI1.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

TEI1.A.1.f: present a professional image through appearance, behavior, and language

TEI1.B.2.a: compare and contrast young children's role in society during different historical periods

TEI1.B.2.b: analyze the changes in society's expectations of early childhood educators

TEI1.B.2.c: review theoretical and political impacts on the evolution of early childhood practice

TEI1.B.2.d: examine current standards-based requirements in the field of Early Childhood Education

TEI1.C.3.a: identify reasons why practitioners and other support personnel in schools and child care centers observe young children

TEI1.C.3.b: discuss the importance of observing child interactions, children's strengths and weaknesses in and across domains, children's reactions to curriculum implementation, and children's behaviors within the general education classroom

TEI1.C.3.c: determine factors in choosing a method of assessment to document children's development and identify the advantages and disadvantages of the different approaches to and methods of observation

TEI1.C.3.d: discuss and demonstrate properly recorded observations (e.g. running records, anecdotal record, checklist, etc.)

TEI1.C.3.e: interpret whether that child is developing typically, using data collected on a particular area of that child's development Explain why that particular assessment approach was the most effective for interpreting this child's development

TEI1.C.3.f: apply appropriate observation techniques in field or practicum settings for the specified domain of a child's development that is being measured

TEI1.D.4.a: identify characteristics of children with exceptionalities across the major exceptionality categories (intellectual, physical, behavioral, social and emotional concerns), including the gifted child

TEI1.D.4.b: explore accommodations for children with special needs within the general education classroom

TEI1.D.4.c: describe inclusion practices for children with special needs in the general education classroom

TEI1.D.4.d: research the history of federal laws associated with children with special needs

TEI1.E.5.a: review appropriate hand washing technique as required by Bright from the Start, and measured by early childhood rating scales (e.g., ITERS and ECERS)

TEI1.E.5.b: explain nutrition and food safety procedures for optimal child wellness

TEI1.E.5.c: describe the role of following food guidelines as specified in the federal government's Choose My Plate (Choosemyplategov) in promoting children's health

TEI1.E.5.d: compare and contrast the difference between malnutrition and under-nutrition

TEI1.E.5.e: describe the lifelong effects of childhood obesity

TEI1.E.5.f: plan developmentally-appropriate nutritious snacks and meals for children

TEI1.F.6.a: research and demonstrate standard safety rules and practices as required by Bright from the Start in an early childhood and education setting

TEI1.F.6.b: demonstrate safe utilization of indoor and outdoor equipment and materials

TEI1.F.6.c: identify the characteristics of appropriate adult supervision in both indoor and outdoor environments

TEI1.F.6.d: research potential indoor and outdoor safety hazards

TEI1.F.6.e: demonstrate procedures to follow for accidents, medical emergencies, fire and natural disaster, and environmental alerts

TEI1.F.6.f: examine examples of accident and injury reports to understand important components of such reports

TEI1.F.6.g: describe safety procedures for arrival and departure, loading and unloading of children from transportation and the appropriate use of child passenger restraints

TEI1.F.6.h: discuss the use of approved safety restraints when transporting a child in a vehicle or mobile device (e.g., multi-child stroller)

TEI1.F.6.i: create guidelines that protect the use of children's identity and images on the internet, in social media, and other publication outlets that may be in use in the child care or learning setting

TEI1.F.6.j: investigate the legal issues resulting from a failure to provide a safe environment for children in an early childhood care and education setting

TEI1.G.7.a: demonstrate by implementing health and sanitation habits for and with children (i.e., hand washing, diapering and toileting, food routines) to limit cross contamination in a child care or other schooling environment

TEI1.G.7.b: research and implement standard health practice in an early childhood and education setting

TEI1.G.7.c: describe when and where disinfectants solutions should be used and safely housed in classrooms

TEI1.G.7.d: practice universal precautions

TEI1.G.7.e: implement exclusion policies for children with illnesses in group settings

TEI1.G.7.f: examine procedures for maintaining health and vaccination records

TEI1.G.7.g: demonstrate strategies to promote good physical and mental health in children

TEI1.G.7.h: develop examples of health education activities for children

TEI1.H.8.a: describe the three components of the communicable illness process

TEI1.H.8.b: identify places where pathogens are commonly found

TEI1.H.8.c: describe the four methods of disease transmission

TEI1.H.8.d: identify the four stages of an illness

TEI1.H.8.e: research the characteristics of a healthy child and the symptoms of various childhood illnesses

TEI1.H.8.f: analyze the need for vaccinations and discuss Georgia's vaccine exemption policy

TEI1.H.8.g: discuss the immunization schedule recommended by the American Academy of Pediatrics for minimizing acquisition of communicable disease

TEI1.H.8.h: review appropriate methods of distributing and review policies for safe storage of medication

TEI1.I.9.a: identify signs of abuse and neglect including conditions that may be in place in environments where abuse may be more likely to occur

TEI1.I.9.b: describe characteristics of those who commit abusive acts and characteristics of abused or neglected children

TEI1.I.9.c: evaluate how child abuse affects child behavior, health, and ability to learn and develop

TEI1.I.9.d: discuss strategies for supporting the needs of children who have experienced abuse or neglect

TEI1.I.9.e: explain the role of the mandated reporter in reporting suspected child abuse

TEI1.I.9.f: define appropriate procedures for reporting child abuse

TEI1.I.9.g: identify sources of support and assistance for those who have committed abusive acts and for children who have experienced abuse

TEI1.J.10.a: obtain infant and child CPR certification

TEI1.J.10.b: obtain pediatric and first aid certification

TEI1.J.10.c: obtain fire safety education, and where possible certification

TEI1.K.11.a: demonstrate an understanding of Georgia's early care and education licensing rules and regulations (Bright From the Start)

TEI1.K.11.b: examine the NAEYC accreditation standards for early childhood classrooms

TEI1.K.11.c: explore the Infant/Toddler Environmental Rating Scale (ITERS) & Early Childhood Environmental Rating Scale (ECERS) elements, emphasizing the areas of play, transitions, health and safety, routines, and schedules

TEI1.K.11.d: evaluate an early childhood program using licensing and/or accreditation checklists

TEI1.K.11.e: investigate the legal issues resulting from breach of confidentiality of sensitive information about children in the early childhood setting