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K–12 Standards

Best Practices in Early Childhood Education with Work-Based Learning (2024)

Other Nebraska CTE sets

Differentiate between observation and assessment and skills needed to observe young children and the early childhood environment.HSE.HS.9.1

  • a

    Define what observation is in early childhood practices in regards to child development, environment, and engagement between adults and children. HSE.HS.9.1.a

  • b

    Describe the skills needed for observation.HSE.HS.9.1.b

  • c

    Define what assessment is in early childhood practices in regards to child development, environment, and engagement between adults and children.HSE.HS.9.1.c

  • d

    Describe the importance of observation and assessment in early childhood.HSE.HS.9.1.d

  • e

    Explain how observation and assessment are used in early childhood. HSE.HS.9.1.e

Analyze the progression of the areas (PIES - physical, intellectual, emotional and social) of development for young children.HSE.HS.9.2

  • a

    Identify the developmental progression of infants and toddlers (birth to 36 months), preschool children (3-5 years), and primary grade (K-3rd) children (6-8 years).HSE.HS.9.2.a

  • b

    Observe infants and toddlers, preschoolers, and primary grade (K-3rd) children and record developmental progression observations.HSE.HS.9.2.b

  • c

    Analyze observational data from infants and toddlers, preschoolers, and primary grade (K-3rd) children to determine the developmental age level.HSE.HS.9.2.c

Analyze developmentally appropriate early childhood environments.HSE.HS.9.3

  • a

    Define developmentally appropriate for infants and toddlers, preschoolers, and primary grade (K-3rd) children.HSE.HS.9.3.a

  • b

    Identify various materials, resources, and components of developmentally appropriate environments for infants and toddlers, preschoolers, and primary grade (K-3rd) children.HSE.HS.9.3.b

  • c

    Identify the elements of an environmental checklist for assessing an infants and toddlers, preschool, and primary grade (K-3rd) environment.HSE.HS.9.3.c

  • d

    Observe development tasks of infants and toddlers, preschool, and primary grade (K-3rd) environments.HSE.HS.9.3.d

  • e

    Compare and contrast the birth through age eight environments.HSE.HS.9.3.e

  • f

    Analyze observational data from infants and toddlers, preschool, and primary grade (K-3rd) environments to assess environment quality.HSE.HS.9.3.f

Develop lesson plans for infants and toddlers, preschoolers, and/or primary grade (K-3rd) children using developmentally appropriate practices.HSE.HS.9.4

  • a

    Identify the components of an effective early childhood lesson plan.HSE.HS.9.4.a

  • b

    Describe various instructional strategies appropriate for infants and toddlers, preschooler, and primary grade (K-3rd) children.HSE.HS.9.4.b

  • c

    Create large group, small group, and individual lesson plans that fit within the overall curriculum.HSE.HS.9.4.c

Utilize feedback to continuously improve teaching practices.HSE.HS.9.5

  • a

    Evaluate the practicum experience.HSE.HS.9.5.a

  • b

    Implement continual appraisal of performance and identify strengths and weaknesses.HSE.HS.9.5.b

  • c

    Develop a plan for continuous professional learning.HSE.HS.9.5.c

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What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12

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