The Core Body of Knowledge: New York State’s Core Competencies for Early Childhood Educators naeyc/files/naeyc/file/positions/PSETH05.pdf.
121 pages

584 KB – 121 Pages

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New York State™s Core Competencies for Early Childhood Educators Core Body of Knowledge New York Works forbuilding knowledgebuilding careers building futuresThis edition of the Core Body of Knowledge was sponsored by the New York State Office of Children and Family Services, funded by the federal Child Care and Development Fund and was developed by the NYC Early Childhood Professional Development Institute.

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TABLE OF CONTENTS Introduction Core Competency Areas 1. Child Growth and Development 2. Family and Community Relationships 3. Observation and Assessment 4. Environment and Curriculum 5. Health, Safety, and Nutrition 6. Professionalism and Leadership 7. Administration and ManagementAssessment and Professional Development Planning ToolGlossaryAlignment with Related Standards References History and Acknowledgementsp.79p.71 p.53 p.35 p.27 p.19 p.7 p.2 p.108 p.103 p.111 CORE BODY OF KNOWLEDGE p.117 p.89

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The Core Body of Knowledge: New York State™s Core Competencies for Early Childhood Educators was written for professionals who work directly with young children (lead teachers, aides, paraprofessionals, itinerant teachers, classroom volunteers when applicable, family child care providers); directors and program administrators; those with policy and advocacy initiatives (local and state agencies, policymakers, early childhood advocates); those involved childhood education. It outlines recommended practices for professionals who work with young children. These practices offer a road map for building meaningful relationships with children, families and colleagues, for creating overarching goals and purposes of the Core Body of Knowledge are:CORE BODY OF KNOWLEDGE 2INTRODUCTION To inform the daily practice of professionals who work directly with young children, and to promote self-To guide program administrators and directors in assessing staff performance, identifying areas for professional development, and creating/reviewing job descriptions;To aid training organizations in evaluating and developing professional development opportunities; competency needs and facilitate transfer and articulation agreements; improve the competency of early childhood professionals;To support public and private investments, incentives, and initiatives that encourage and facilitate professional competency.

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CORE BODY OF KNOWLEDGE 3The Core Body of Knowledge is organized in seven core competency areas: 1. Child Growth and Development; 2. Family and Community Relationships; 3. Observation and Assessment; 4. Environment and Curriculum; 5. Health, Safety, and Nutrition; 6. Professionalism and Leadership; and 7. Administration and Management. Within each competency area are core competencies. Examples of related behaviors and skills help to describe and clarify each core competency. Peeling back the layers of each core competency would reveal a complex synthesis of factual and conceptual knowledge, approaches. In order to effectively encourage children™s social and emotional development for example, a professional must possess an understanding of theories of social and emotional development, exhibit particular dispositions like children cope with separation). Because of this complexity, the competencies are not organized in terms of level, as was the case in previous editions. Instead, readers are encouraged to consider the competencies as recommended practices, assess their level of competency, and consider how they might build and/or enrich skill and ability toward greater mastery. Early childhood educators advance along a continuum of practice over time, demonstrating these competencies Directors and program administrators and practices within their program are aligned with the Core Body of Knowledge. The competencies will also help member needs developmentally appropriate and individualized learning. Directors and administrators will want to use the Core Competency Assessment Tool and Professional Development Planning Tool in the back of this book, as a basis for supervisory discussions, performance appraisals, and staff development planning that is responsive to the needs of individual learners.

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CORE BODY OF KNOWLEDGE 4Higher education faculty will want to use the Core Body of Knowledgeevaluation of student competence. Courses that have already been developed should be aligned to the Core Competency Areas. Early Childhood Education departments might consider the full landscape of their course offerings and identify which areas of the Core Body of Knowledge are not addressed. Such a survey might provide useful for future course development. As an assignment, early childhood education students might put together a portfolio that demonstrates their understanding of essential competencies. Further, faculty advisors are encouraged to use the core competencies to guide their observations and discussions with student teachers, using the Professional Development Planning Tool to set achievable, measurable goals with the teachers they support. Providers of professional development will use the Core Body of Knowledgeand to plan for their own professional development as they integrate the competencies into their training outlines and actual presentations. It is essential that professional development providers including coaches, consultants, and mentors use the Core Body of Knowledge to assess learning needs and as the foundation for curriculum development and/or individualized work with early childhood professionals. Professionals who work directly with young children have a variety of ways to use the Core Body of Knowledge. Some will use the document as a self-assessment and chart their own career development based on their strengths, interests, and areas of opportunity. Others might choose to consider just one area or competency at a time, with or without as well as what they would like to learn more about, practice, and improve. The content of the Core Body of Knowledge might prompt some to form informal study or discussion groups. And all early childhood professionals are encouraged to use the Core Competency Assessment Tool and Professional Development Planning Tool in conjunction with a performance appraisal with their supervisor or in consultation with a mentor, faculty advisor, or coach.The National Association for the Education of Young Children (NAEYC) Early Childhood Program Standards and Accreditation criteria and the DEC Recommended Practices provided the foundation for these competencies.

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CORE BODY OF KNOWLEDGE 5CORE BELIEFS Children are born ready to learn.of learning and expression as well as interests and strengths.Children are worthy of the same respect as adults.Children™s needs for shelter and for physical, intellectual, emotional, and social nourishment must be met for them to grow, develop, and learn to their fullest potential.Children have the right to secure, trusting relationships with adults and to safe, nurturing environments.Children learn through play.Children construct their own knowledge based on their curiosity and driven by their interests. This active construction is facilitated by interaction with adults and other children.Children™s learning is active and follows a recurring path: Children learn best when exposed to and engaged in Children learn best when the adults in their life work in partnership with one another.All children and their families, regardless of their ethnic origins, value systems, faiths, customs, languages, and Families and children have the right to support systems that foster their growth and development.Teaching and learning are dynamic, integrated, and reciprocal processes.

584 KB – 121 Pages