| 1.
|
Explain the attachment process from infancy through preschool age that
occurs within families. (I)
|
| 2.
|
Identify potential threats to the forming of attachments and
developing relationships. (I)
|
| 3.
|
Explain the relationship between early development of the brain and
social/emotional experiences of the young child. (I)
|
| 4.
|
Identify social contexts, including homes, early care and education
environments, and other public places and programs, in which young
children spend time. (I, II)
|
| 5.
|
Explain how changing demographics influence early childhood education
programs and services. (III)
|
| 6.
|
Identify varied responses of the early childhood professional to
changing demographics. (III)
|
| 7.
|
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. (IV)
|
| 8.
|
Contrast cultural and community influences on identity formation,
relations with others, modes of communication and traditions of
guidance. (V)
|
| 9.
|
Identify current trends in the larger society that threaten the
formation of cultural identity in young children. (V)
|
| 10.
|
Examine the main cultural agents of attitude and value formation in
young children and adults. (VI)
|
| 11.
|
Contrast the developmental characteristics of infants, toddlers, and
preschoolers as they relate to the familial expectations among
cultural groups. (VII)
|
| 12.
|
Evaluate current trends in theory and research in early childhood
teaching and learning. (VIII)
|
| 13.
|
Critique theories of early childhood development. (IX)
|
| 14.
|
Identify physical, nutritional, cultural and environmental factors
that influence early learning. (X)
|
|