Child Development Specialist I



Child Development Specialist I WVEIS Code 1003

Child Development Specialist I provides an overview of early childhood career paths, early childhood programs, regulatory requirements, universal precautions, rough and tumble play, fine motor skills, gaining competence, and outcomes of children’s play.

Standard 1: Career Paths (1003.S.1)

Students will analyze career paths within early childhood education and services.

Career Paths Objectives

Students will:

1003.1.1 Describe the roles and functions of individual engaged in early childhood education and services.

1003.1.2 List opportunities for employment and entrepreneurial endeavors.

1003.1.3 Examine education and training requirements and opportunities for career paths in childhood education and services.

1003.1.4 Design a personal career plan incorporating education and training requirements and opportunities for career paths in early childhood education and services.

1003.1.5 Relate the impact of early childhood education and services occupations on local, state, national, and global economies.

1003.1.6 Develop the material for a professional portfolio.

1003.1.7 Create a professional portfolio that shows application of content standards for CDSI.

Standard 2: Overview of Early Childhood Programs (1003.S.2)

Students will gain knowledge of the overall view of early childhood programs.

Overview of Early Childhood Programs Objectives

Students will:

1003.2.1 Know what kinds of programs are available to young children.

1003.2.2 Recognize the missions of different early childhood programs.

1003.2.3 Recognize the common elements among early childhood programs.

1003.2.4 Know the name of and how to contact local regulatory agencies.

1003.2.5 Understand how to observe and document behaviors, development, and contact in early childhood.

Standard 3: Regulatory Requirements (1003.S.3)

Students will explore and analyze regulatory requirements.

Regulatory Requirements Objectives

Students will:

1003.3.1 Understanding the purpose of regulatory requirements.

1003.3.2 Describe the functions of regulatory agencies.

1003.3.3 Identify strategies for working constructively with regulatory personnel.

1003.3.4 Know the name of and how to contact local regulatory agencies that govern the program you are working in.

1003.3.5 Understand how to observe and document behaviors, development, and contacts in early childhood.

1003.3.6 Identify security and emergency procedures.

Standard 4: Universal Precautions (1003.S.4)

Students will demonstrate the universal precautions used in early childhood programs.

Universal Precautions Objectives

Students will:

1003.4.1 Demonstrate the proper use of universal precautions.

1003.4.2 Know the proper procedures for hand washing, diaper changing, and food handling.

1003.4.3 Know the four ways that germs spread.

Standard 5: Reporting Child Abuse and Neglect (1003.S.5)

Students will develop necessary skills for recognizing and reporting abuse and neglect cases.

Reporting Child Abuse and Neglect Objectives

Students will:

1003.5.1 Explain the meaning of mandated reporting.

1003.5.2 Know why you should report abuse and neglect.

1003.5.3 Know who should report abuse and neglect.

1003.5.4 Know how to make a report of abuse and neglect.

1003.5.5 Identify symptoms of neglect and abuse.

Standard 6: Code of Ethical Conduct (1003.S.6)

Students will review and analyze the code of ethical conduct in the early childhood profession.

Code of Ethical Conduct Objectives

Students will:

1003.6.1 Recognize ethical dilemmas that occur in the work place.

1003.6.2 Demonstrate an awareness of the Code of Ethics for the early childhood profession.

1003.6.3 Introduce the code of ethical conduct from NAEYC.

1003.6.4 Defend and sign an ethics code.

Standard 7: Gaining Mobility (1003.S.7)

Students will examine different movements and patterns that allow babies to gain mobility.

Gaining Mobility Objectives

Students will:

1003.7.1 Describe how development moves from simple to complex.

1003.7.2 Illustrate the sequence of developing mobility.

1003.7.3 Articulate the relationship between increasing mobility and development in other domains.

1003.7.4 Know four ways that teachers can assist young children with developing mobility.

1003.7.5 Determine special needs of children.

1003.7.6 Prepare activities for special needs of children.

Standard 8: Refining Motor Skills (1003.S.8)

Students will identify the need for active play and activities for children of different ages.

Refining Motor Skills

Students will:

1003.8.1 Demonstrate an understanding of the need for active play.

1003.8.2 Identify activities that are appropriate for active play for different stages of motor development.

1003.8.3 Describe how to plan environments that support active play.

1003.8.4 Design an activity for the age of children you care for, and observe and document the results.

Standard 9: Rough and Tumble Play (1003.S.9)

Students will investigate the need for and results of rough and tumble play.

Rough and Tumble Play Objectives

Students will:

1003.9.1 Recognize healthy rough and tumble play.

1003.9.2 Relate the importance of rough and tumble play to development in other domains.

1003.9.3 Demonstrate knowledge of how to manage appropriate rough and tumble play.

Standard 10: Fine Motor Skills (1003.S.10)

Students will explore fine motor development.

Fine Motor Skills Objectives

Students will:

1003.10.1 Explain the relationship of the fine motor development to gross motor development.

1003.10.2 Identify the sequence of fine motor development.

Standard 11: Gaining Competence (1003.S.11)

Students will analyze developmentally appropriate practices to plan for early childhood development.

Gaining Competence Objectives

Students will:

1003.11.1 Convey the importance of experience and practice in helping children develop better coordination and more complex skills.

1003.11.2 Identify activities and strategies for increasing competence in using one’s body.

1003.11.3 Perform activities, routines, and transitions.

1003.11.4 Develop objectives and procedures for lesson plans.

1003.11.5 Create and implement developmentally appropriate lesson plans.

1003.11.6 Actively participate in FCCLA at all levels.

Standard 12: Perceptual Motor Integration (1003.S.12)

Students will develop an understanding of perceptual motor integration.

Perceptual Motor Integration Objectives

Students will:

1003.12.1 Define perceptual motor coordination.

1003.12.2 Demonstrate an understanding of the role of perceptual motor coordination.

1003.12.3 Identify strategies to support increased perceptual motor coordination.

Standard 13: Representation (1003.S.13)

Students will explore how a child’s past exploration of their environment influence their future explorations.

Representation Objectives

Students will:

1003.13.1 Explain how representation emerges from previous experiences.

1003.13.2 Identify strategies and activities for encouraging representations.

1003.13.3 Articulate the benefits of open-ended art.

Standard 14: Nutrition and Growth (1003.S.14)

Students will study the importance of healthy brain development.

Nutrition and Growth Objectives

Students will:

1003.14.1 Explain the relationship between nutrition and development.

1003.14.2 Identify strategies for promoting good nutrition.

Standard 15: Brain Development (1003.S.15)

Students will study the importance of healthy brain development.

Brain Development Objectives

Students will:

1003.15.1 Explain the relationship between nutrition and development.

1003.15.2 Articulate the importance of optimal environments for brain development.

1003.15.3 Describe strategies that provide optimal environments for healthy brain development.

Standard 16: Outcomes of Children’s Play-Physical Development (1003.S.16)

Students will describe the relationship of child’s play to physical development.

Outcomes of Children’s Play-Physical Development Objectives

Students will:

1003.16.1 Articulate the role of play in the healthy development of children.

1003.16.2 Recognize the value of play for integrating development of the whole child.

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