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Early Childhood Educator II (Auxiliary Teacher/ECE II) OLD

Competency-based
ONET: 25-2011.00

80

Skills

660h

Related instructions
Classroom instruction topics
  • ENG 101 - English Composition I
  • ENG 102 - English Composition II
  • ENG 171 - World Literature I
  • ENG 172 - World Literature II
  • SPH 106/SPH 107 - Fundamentals of Oral Communication OR Fundamentals of Public Speaking
  • Humanities & Fine Arts Elective
  • MTH 110/MTH 112 - Finite Mathematics or Precalculus Algebra
  • Natural Science Elective 1
  • Natural Science Elective 2
  • History Elective
  • Social & Behavioral Sciences Elective 1
  • Social & Behavioral Sciences Elective 2
  • History, Social & Behavioral Sciences Elective
  • CIS 146 - Microcomputers Application
On-the-job training
  • NAEYC Standard 1: Child Development and Learning in Context
    • 1.a.1 Describe the theoretical perspectives and core research base (that reflects multicultural and international perspectives) of the developmental periods of early childhood and how development and learning intersect across the domains
    • 1.a.2 Describe brain development in young children including executive function, learning motivation and life skills
    • 1.a.3 Describe how biology, environment and protective and adverse factors impact children's development and learning
    • 1.a.4 Describe how social interaction, relationships and play are central to children's development and learning
    • 1.b.1 Use research and professionally recognized terminology to articulate how each child is an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and capacity to make choices
    • 1.b.2 Engage in responsive, reciprocal relationships with babies, toddlers, preschoolers and children in early school grades
    • 1.b.3 Describe ways to learn about children (e.g. through observation, play, etc.)
    • 1.b.4 Describe developmentally appropriate decisions, plans and adjustments to practice in response to individual, developmental, cultural and linguistic variations of young children
    • 1.c.1 Describe the theoretical perspectives and core research base that shows that family and societal contexts influence young children's development and learning
    • 1.c.2 Describe how children's learning is shaped by cultural and linguistic contexts for development, their close relationships with adults and peers, economic conditions of families and communities, adverse and protective childhood experiences, ample opp
    • 1.c.3 Describe how structural inequities and trauma adversely impact young children's learning and development
    • 1.c.4 Describe how quality early childhood education influences children's lives
    • 1.d.1 Use multidimensional knowledge (developmental period of early childhood, individual child, family, and multiple social identities, ability, race, language, culture, class, gender and others) to intentionally support the development of young children
    • 1.d.2 Use available research evidence, professional judgments and families' knowledge and preferences - for identifying and implementing early childhood curriculum, teaching practices, and learning environments that are safe, healthy, respectful, cultural
  • NAEYC Standard 2: Family-Teacher Partnerships and Community Connections
    • 2.a.1 Describe the theoretical perspectives and core research base on family structures and stages of parental and family development
    • 2.a.2 Describe the theoretical perspectives and core research base about the ways that various socioeconomic conditions; family structures; cultures and relationships; family strengths, needs and stressors; and home languages cultural values create the ho
    • 2.a.3 Explain why it is important to build on the assets and strengths that families bring
    • 2.b.1 Take primary responsibility for initiating and sustaining respectful relationships with families and caregivers
    • 2.b.2 Use strategies to support positive parental and family development
    • 2.b.3 Demonstrate the ability to negotiate sensitively any areas of discomfort or concern if there are potential conflicts between families' preferences and cultures and the setting's practices and policies related to health, safety and developmentally ap
    • 2.b.4 Use a broad repertoire of strategies for building relationships to learn with and from family members
    • 2.b.5 Engage families as partners for insight into their children for curriculum, program development, and assessment; and as partners in planning for children's transitions to new programs
    • 2.b.6 Use a variety of communication and engagement skills with families and communicate (or find resources) in families' preferred languages when possible
    • 2.c.1 Assist families with young children in finding needed resources, access and leverage technology tools, and partner with other early childhood experts (such as speech pathologists and school counselors) as needed to connect families to community cult
    • 2.c.2 Support young children and families during transitions between classrooms and/or other early learning settings to help ensure a continuum of quality early care and education
  • NAEYC Standard 3: Child Observation, Documentation, and Assessment
    • 3.a.1 Describe the theoretical perspectives and core research base regarding the purposes and use of assessment
    • 3.a.2 Describe how observation and documentation are central practices in assessment
    • 3.a.3 Describe how assessment is used as a positive tool to support young children's learning and development
    • 3.a.4 Describe how assessment approaches should be connected to the learning goals, curriculum and teaching strategies for individual young children
    • 3.a.5 Describe the essentials of authentic assessment-such as age-appropriate approaches and culturally relevant assessment in a language the child understands-for infants, toddlers, preschoolers, and children in early grades across developmental domains
    • 3.b.1 Describe the structure, strengths, and limitations of a variety of assessment methods and tools (including technology-related tools) used with young children
    • 3.b.2 Describe the components of an assessment cycle including the basics of conducting systematic observations and interpreting those observations
    • 3.c.1 Select and use assessments that are appropriate for the developmental stage, culture, language, and abilities of the children being assessed
    • 3.c.2 Create opportunities to observe young children in play and spontaneous conversation as well as in adult- structured assessment contexts
    • 3.c.3 Embed assessment-related activities in curriculum and in daily routines to facilitate authentic assessment and to make assessment an integral part of professional practice
    • 3.c.4 Use assessment resources (such as technology) to identify and support children with differing abilities, including children whose learning is advanced as well as those whose home language is not English, and children with developmental delays and di
    • 3.c.5 Describe the limitations of various assessment tools and minimize the impact of these tools on young children
    • 3.c.6 Analyze data from assessment tools to make instructional decisions and set learning goals for all children
    • 3.c.7 Identify implicit bias or the potential for implicit bias in one's own assessment practices and use of assessment data
    • 3.d.1 Initiate, nurture and be receptive to requests for partnerships with young children, their families and other professionals to analyze assessment findings and create individualized goals and curricular practices for young children
    • 3.d.2 Work with colleagues to conduct assessments as part of IFSP and IEP teams
    • 3.d.3 Demonstrate judgment in knowing when to call on professional colleagues when assessment findings indicate young children may need additional supports or further assessments to identify developmental or learning needs
  • NAEYC Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
    • 4.a.1 Describe the theoretical perspectives and core research base related to facilitating positive, supportive relationships and interactions with young children and creating a caring community of learners when working with groups of children
    • 4.a.2 Take primary responsibility for creating a classroom culture that respects and builds on all that children bring to the early learning setting
    • 4.b.1 Describe the theoretical perspectives and core research base about various teaching strategies used with young children
    • 4.b.2 Use teaching practices with young children that are appropriate to their level of development, their individual characteristics, and the sociocultural context in which they live
    • 4.b.3 Use teaching practices that incorporate the various types and stages of play that support young children's development
    • 4.b.4 Use teaching practices that support development of young children's executive function skills
    • 4.c.1 Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant teaching approaches to facilitate development, learning and classroom management
    • 4.c.2 Guide and supervise implementing effective teaching practices and learning environments
    • 4.c.3 Apply knowledge about age levels, abilities, developmental status, cultures and languages, and experiences of children in the group to make professional judgments about the use of materials, the organization of indoor and outdoor physical space and
  • NAEYC Standard 5: Child Development and Learning in Context
    • 5.a.1 Complete required coursework in general education content areas as demonstrated through holding an associate degree
    • 5.b.1 Describe how young children learn across core content areas and use this understanding of pedagogical content knowledge to make instructional decisions
    • 5.b.2 Describe how to engage young children in learning about essential and foundational concepts, principles, and theories; in methods of investigations and inquiry; and in forms of representation that express ideas, relationships, and patterns in multip
    • 5.c.1 Identify early learning standards relevant to the state and/ or early learning setting
    • 5.c.2 Combine understanding of content knowledge, pedagogical content knowledge and early learning standards to select or create an integrated curriculum across content areas for birth-five settings
    • 5.c.3 Support the implementation of curriculum across content areas for K-3 settings
    • 5.c.4 Select or create curriculum that counters biases and stereotypes, fosters young children's interest in the content areas, and facilitates individual and group learning in birth-five settings
    • 5.c.5 Support implementation of curriculum that counters biases and stereotypes, fosters young children's interest in the content areas, and facilitates individual and group learning in K-3 settings
    • 5.c.6 Use resources from professional organizations representing content areas as well as through professional development to support instructional practice and to grow their own knowledge in content areas
  • NAEYC Standard 6: Child Development and Learning in Context
    • 6.a.1 Describe the distinctive history, knowledge base, and mission of the early childhood education profession and the early childhood field as a whole
    • 6.a.2 Describe the broader contexts and challenges, current issues and trends that affect the profession including compensation and financing of the early education system; standards setting and assessment in young children; and issues of equity, bias and
    • 6.a.3 Describe the basics of how public policies are developed
    • 6.a.4 Advocate for resources and policies that support young children and their families as well as for early childhood educators, within early learning settings as well as in broader contexts such as at the local, state, federal or national levels
    • 6.b.1 Use the NAEYC Code of Ethical Conduct to analyze and resolve professional ethical dilemmas and give defensible justifications for resolutions of those dilemmas
    • 6.b.2 Practice confidentiality, sensitivity and respect for young children, their families, and colleagues
    • 6.b.3 Identify and follow relevant laws such as reporting child abuse and neglect, health and safety practices, and the rights of children with developmental delays and disabilities
    • 6.b.4 Reflect upon and integrate into practice professional guidelines such as national, state, or local standards and regulations and position statements from professional associations as appropriate for the role/ designation in the profession
    • 6.c.1 Apply proper grammar, spelling, and usage of terms when communicating with young children, families and colleagues equivalent to the expected level of a college graduate
    • 6.c.2 Support communication with families in their preferred language
    • 6.c.3 Use clear and positive language and gestures with young children
    • 6.c.4 Use a positive, professional tone to communicate with families and colleagues
    • 6.c.5 Use appropriate technology with facility to support communication with colleagues and families, as appropriate
    • 6.c.6 Conduct sensitive, challenging conversations with young children, their families, and colleagues
    • 6.d.1 Identify the theoretical perspectives and research base related to continuous and collaborative learning and leadership
    • 6.d.2 Lead teaching teams in birth through age 5 settings through providing guidance to teaching team members, conducting performance evaluations, identifying professional growth needs in members of the teaching team, and adhering to personnel policies in
    • 6.d.3 Determine when it is appropriate to reach out for new resources and consult with peers in related professions and other members of their teaching team
    • 6.d.4 Participate in collaborative learning communities, informal or formal, with colleagues and with professionals in related disciplines
    • 6.e.1 Examine own work, sources of professional knowledge, and assumptions about the early childhood field with a spirit of inquiry
    • 6.e.2 Advocate for, model, and practice self-care to maintain positive engagement with young children and professionalism with families and colleagues
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Headquarters location
Montgomery, AL (36104)
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