1.1 Understands typical and atypical development and multiple factors that influence development from conception through infancy and early childhood.
1.1 j. Improves understanding of child growth and development through ongoing review of current research and observation of children
1.1 k. Utilizes knowledge of child development and multiple factors influencing development while observing expectant parents, infants/toddlers, young children, and/or families
1.1 l. Applies current knowledge and theories about specific developmental delays, developmental disabilities, and risk factors to advocate on behalf of young children with developmental delays and disabilities and their families
1.2 Applies the process of assessment, planning, implementation, and evaluation to support children's growth through developmentally appropriate practices
1.2 a. Understands developmental sequences and milestones
1.2 c. Uses observation and assessment processes to understand children's strengths, interests, and the skills they are working to master
1.2 d. Discusses development with parents/caregivers to help them with recognizing their child’s individuality and emerging milestones
1.2 e. Works with families and related professionals to create goals for individual children and for groups of children
1.2 i. Tracks and documents children's development using a variety of formal and/or informal assessment tools (i.e., screening tools, photography, video, anecdotal records, work samples, dictation, transcription)
1.2 j. Applies knowledge of typical child development, including social and emotional development, to identify early indicators of possible developmental delays or risks to development
1.2 k. Identifies children who may benefit from further professional support
1.2 l. Finds the professional support children need to be successful, including educational and community supports and resources
1.2 m. Works with other community agencies and services to help children meet developmental learning goals
2.1 Respects families and is responsive to language, culture, family characteristics, needs, concerns, and priorities
2.1 d. Recognizes and acknowledges that culture, language, socioeconomic factors, support systems, and special needs may influence how families nurture their children
2.1 j. Responds sensitively to families’ concerns, ways of coping, and child-rearing practices
2.1 k. Shares community resources based on families’ needs, including information about developmental delays and disabilities
2.2 Communicates regularly, respectfully, and effectively with families
2.2 e. Communicates the possibility of a developmental delay or special need sensitively and confidentially, provides documentation and explanation, suggests next steps, and provides resources for assessment
2.2 i. Uses surveys or other measurement tools to gather information and feedback from familiesd
2.4 Helps connect families with needed resources and services
2.4 e. Helps families understand the special education referral and evaluation process, when applicable
2.4 f. Advocates for needed services and resources for families
2.4 g. Develops and maintains relationships with other professionals in related fields
3.1 Uses observation and assessment to support children’s development and learning
3.1 a. Knows strengths and limitations of a variety of screening and assessment tools
3.1 b. Assesses children’s progress across all developmental domains
3.1 c. Uses multiple methods for gathering information and collecting data
3.1 d. Gathers evidence of children’s development and learning using multiple sources
3.1 e. Develops and/or uses assessment practices that are aligned with applicable standards
3.1 f. Maintains confidentiality and only shares identifying information with parental consent
3.1 g. Uses assessment practices that are relevant to curriculum or program planning
3.1 h. Shares and applies current theory, research, and policy on assessment through developmentally appropriate methods
3.1 i. Uses assessment practices that are relevant to the language and developmental needs of individual children, as shown through both verbal and nonverbal behaviors
3.2 Practices appropriate child assessment
3.2 a. Knows developmentally appropriate assessment methods
b. 3.2 b. Engages in assessment practices within children’s familiar routines, materials, environments, and people, rather than in controlled situations
c. 3.2 c. Accommodates children’s physical, temperamental, and sensory differences when engaging in assessment practices
3.2 d. Considers children’s strengths and needs across all developmental domains
e. 3.2 e. Reviews and considers information provided by the family and other sources to inform and individualize interactions
f. 3.2 f. Recognizes and responds to environmental factors that may place children at risk
g. 3.2 g. Involves other professionals, when appropriate, as partners in observation and assessment
h. 3.2 h. Makes referrals to appropriate agencies for diagnostic testing, as needed
i. 3.2 i. Shares specific assessment procedures with families
j. 3.2 j. Communicates developmental progress and outcomes to other involved colleagues, as appropriate, to ensure collaborative services
3.4 Uses data to share children’s developmental progress with families and other pertinent team members
3.4 a. Shares assessment results in a sensitive manner that is understandable for families
