Early Childhood Education III

TEI2: Early Childhood Education III

TEI2.A: Employability Skills

TEI2.B: Child-Directed Play

TEI2.C: Early Childhood Communication

TEI2.D: Guidance Methods

TEI2.E: Current Trends

TEI2.F: Family Dynamics

TEI2.G: Stress on Children

TEI2.H: Appropriate Technology

TEI2.I: Better Brains for Babies

TEI2.J: Nutritional Needs for Infants

TEI2.A.1: demonstrate employability skills required by business and industry

TEI2.B.2: explore the benefits of child-directed play

TEI2.C.3: determine activities necessary to support early childhood communication and language development

TEI2.D.4: research and apply appropriate guidance methods to promote positive behavior

TEI2.E.5: examine current trends affecting children and caregivers

TEI2.F.6: explore the changing dynamics in family culture and diversity

TEI2.G.7: examine the causes and effects of stress on young children

TEI2.H.8: explore appropriate technology integration for the young child

TEI2.I.9: formulate concepts using Georgia's Better Brains for Babies training materials as background information to study the importance of early brain development

TEI2.J.10: discover and analyze an infant's nutritional needs

TEI2.A.1.a: communicate effectively through writing, speaking, listening, reading, and interpersonal abilities

TEI2.A.1.b: demonstrate creativity with multiple approaches to ask challenging questions resulting in innovative procedures, methods, and products

TEI2.A.1.c: exhibit critical thinking and problem-solving skills to locate, analyze, and apply information in career planning and employment situations

TEI2.A.1.d: model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity

TEI2.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

TEI2.A.1.f: present a professional image through appearance, behavior, and language

TEI2.B.2.a: identify the types and stages of age appropriate play

TEI2.B.2.b: explain the difference between child-directed play and teacher-directed play

TEI2.B.2.c: role play the teacher's role in supporting children's play

TEI2.B.2.d: analyze the value of play as children's work as it relates to learning and development

TEI2.B.2.e: model open-ended questions that will extend children's learning and interactions with others

TEI2.B.2.f: explore gender differences relating to play

TEI2.B.2.g: investigate the requirements for organized play areas in the classroom that are found on typical classroom environment rating scales (ITERS-R and ECERS-R)

TEI2.B.2.h: plan and create a developmentally appropriate indoor environment that enhances play based learning

TEI2.B.2.i: plan and create a nature-based outdoor environment that enhances children's discovery and learning

TEI2.C.3.a: describe the importance of recognizing and responding appropriately to infant communication (e.g. crying, eye contact, looking away, iling, babbling, cooing) and caregiver response

TEI2.C.3.b: examine appropriate caregiver responses that may include use of appropriate words instead of pointing, use of age-appropriate speech, and the role of the caregiver as a verbal tour guide

TEI2.C.3.c: demonstrate effective techniques for shared attention between caregiver and infant

TEI2.C.3.d: practice turn taking in play and "conversation" with infants and toddlers

TEI2.C.3.e: explain the connection between motor imitation and verbal tasks for speech development (imitate the following motor tasks: clap, wave, blow a kiss, etc.)

TEI2.C.3.f: describe the importance of toddler sound imitation with movement to develop language (train: choo-choo)

TEI2.C.3.g: describe the importance of reading to children from infancy throughout childhood

TEI2.C.3.h: evaluate the characteristics of a high-quality children's book using developmentally-appropriate guidelines

TEI2.D.4.a: discuss typical ""misbehavior"" or ""challenging behavior"" exhibited by young children"

TEI2.D.4.b: recognize developmentally appropriate behavior that might be exhibited by children during each stage of the child's development: infancy, toddler, preschool child (4-5), school age child (6-10), pre-teen (11-13), and teenager (14-17)

TEI2.D.4.c: explore the possible causes (e.g., change in family dynamics, change in typical activity patterns, economic or other social) for changes in children's behavior

TEI2.D.4.d: identify appropriate and inappropriate methods of discipline and child guidance as it relates to the state laws of Georgia

TEI2.D.4.e: analyze the importance of a caregiver's efforts to establish a positive, warm, caring, and nurturing environment of mutual respect when guiding the behavior of children

TEI2.D.4.f: research various methods and practices for working with children who exhibit challenging behaviors that allows the child to retain their dignity and self-esteem

TEI2.D.4.g: assess how children of differing ability levels (i.e., special needs, challenging family circumstances) may exhibit behaviors that are considered challenging and how approaches to guidance or discipline should be acknowledged and modified

TEI2.E.5.a: identify and explore elements of parenting including theories about attachment and specific practices that parents use (e.g., baby wearing, co-sleeping, etc.)

TEI2.E.5.b: research various parenting styles (e.g., authoritarian, authoritative, permissive, neglectful) and their effect on children's behavior and personalities

TEI2.E.5.c: compare and contrast educational options for families who are choosing early learning environments for their children (e.g., family child care, center-based child care, Head Start, mother's morning out, etc.)

TEI2.E.5.d: review recent news related to children and/or care giving (e.g., Georgia's Quality Rating System, safety of child care environments, costs of child care)

TEI2.F.6.a: explain the role of families in today's society and the influence on children's development

TEI2.F.6.b: explore modern families and their practices, beliefs, and experiences with children, including ethnic and racial demographics, role of economic sustainability, parental involvement, etc.

TEI2.F.6.c: model methods of appropriately communicating with families

TEI2.F.6.d: devise methods of recognizing and incorporating a child's home culture in the classroom

TEI2.F.6.e: demonstrate methods to encourage children's use of home language and, if not English, the development of English proficiency in the school setting

TEI2.F.6.f: research a variety of cultures and demonstrate how to include the traditions and experiences of that culture in the classroom

TEI2.G.7.a: discuss internal and external stressors (i.e., hypersensitivity to environmental conditions, over-and-under stimulation, poverty, hunger, pain, chronic/life-threatening illness, change in family composition, death, bullying, exposure to violence/terrorism, excessive expectation for accomplishment) that may be present in children's lives

TEI2.G.7.b: analyze the vulnerability of young children to stress, using the materials provided by the Harvard University's Center on the Developing Child http://developingchild.harvard.edu/and assess the long-term consequences of severe and/or on-going stress on children's physical, social, emotional, and cognitive development

TEI2.G.7.c: describe how stress manifests itself physically in children's behavior

TEI2.G.7.d: identify appropriate caregiver responses to children in stress

TEI2.G.7.e: research community resources and services available to assist children and families dealing with stressful circumstances

TEI2.H.8.a: review and describe national position statements on the role of technology for young children (i.e., NAEYC Position Statement on Technology)

TEI2.H.8.b: discuss effects of unmonitored or excessive use of technology on the young child: social/emotional, intellectual, and physical development, discuss appropriate limits for children's time with technological devices

TEI2.H.8.c: analyze technology available and appropriate limits for the use of technology (TV, computers, cameras, iPads, assistive, etc.) while considering children's developmental levels of young child

TEI2.H.8.d: identify age appropriate technologies and software available

TEI2.H.8.e: assess the caregiver role of monitoring technology use in the learning environment (screen time, age appropriate rating, live gaming, etc.)

TEI2.I.9.a: review the basic organization of the brain and explain the cells that make the brain

TEI2.I.9.b: describe the basic processes and timeline of brain development

TEI2.I.9.c: explore how experience influences the brain's wiring and development

TEI2.I.9.d: identify the connections between the brain and other areas of child development, such as: physical well-being, attachment, play, consistency, stress, and trauma

TEI2.J.10.a: compare the benefits of breast milk and formula

TEI2.J.10.b: recognize the many factors that contribute to the choice of a caregiver to choose breastfeeding versus bottle-feeding

TEI2.J.10.c: explore factors that affect successful breastfeeding or bottle feeding

TEI2.J.10.d: interpret breastfeeding challenges and solutions

TEI2.J.10.e: describe the process, safety factors, and recommended timelines to consider for introducing solid foods to an infant based on guidance from the American Academy of Pediatrics

TEI2.J.10.f: identify food-related hazards for infants and young children