| 1.
|
Describe how developmental characteristics of young children influence
behavior. (I)
|
| 2.
|
Describe how behavior may be affected by the various environments
where children spend time. (II)
|
| 3.
|
Evaluate varied perspectives regarding how the arrangement of
environments can impact issues of child guidance. (II)
|
| 4.
|
Identify and explain factors which affect behavior. (II)
|
| 5.
|
Describe the degree to which adults may control each behavior factor.
(II)
|
| 6.
|
Design an indoor environment to meet the daily developmental needs of
young children. (II)
|
| 7.
|
Design an outdoor environment to meet the daily developmental needs of
young children. (II)
|
| 8.
|
Define social-emotional competence. (III)
|
| 9.
|
Demonstrate effective styles of communication with young children.
(IV)
|
| 10.
|
Identify personal beliefs and contemporary trends of discipline and
guidance. (V)
|
| 11.
|
Analyze the impact of family and cultural beliefs, expectations and
practices related to discipline and guidance. (VI)
|
| 12.
|
Identify the signs and professional responses to neglect and physical,
emotional, and sexual abuse. (VII)
|
| 13.
|
Identify differences between individual and group management
techniques. (VIII)
|
| 14.
|
Describe special individual needs that may influence the behavior of
children. (VIII)
|
| 15.
|
Identify significant characteristics of the individual adult/teacher
that impact discipline perspectives. (IX)
|
|