| 1.
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Describe theoretical basis of child and family development within
society. (I)
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| 2.
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Explain the attachment process from infancy through preschool age that
occurs within families. (II)
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| 3.
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Identify potential threats to the forming of attachments and
developing relationships. (II)
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| 4.
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Explain the relationship between early development of the brain and
social/emotional experiences of the young child. (III)
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| 5.
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Identify social contexts, including homes, early care and education
environments, and other public places and programs, in which young
children spend time. (II, III)
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| 6.
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Explain how changing demographics influence early childhood education
programs and services. (IV)
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| 7.
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Identify varied responses of the early childhood professional to
changing demographics. (IV)
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| 8.
|
Define major descriptors of child and family diversity, including
gender, race, age, ethnicity, religion, national origin, sexual
orientation, exceptionality, class, family structure and home
language. (V)
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| 9.
|
Contrast cultural and community influences on identity formation,
relations with others, modes of communication and traditions of
guidance. (VI)
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| 10.
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Identify current trends in the larger society that threaten the
formation of cultural identity in young children. (VI)
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| 11.
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Examine the main cultural agents of attitude and value formation in
young children and adults. (VII)
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| 12.
|
Contrast the developmental characteristics of infants, toddlers, and
preschoolers as they relate to the familial expectations among
cultural groups. (VIII)
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| 13.
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Determine, using professional ethical codes, whether a program
appropriately serves the child and family within their community and
culture. (IX)
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