What grade levels do these standards cover?

Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Early Childhood Education 1 Strands and Standards

K–12 Standards

Early Childhood Education 1 (2023-)
Other Utah CTE sets
Creative Coding: Grades 6-8 (2023)
College and Career Awareness
Digital Literacy: Grades 7-8 (2023)
Exploring Technology
Grade 7 -- College & Career Awareness
Grade 8-12 -- FACS Exploration
Baking & Pastry (2020): Grades 9-12
Child Development
Child Development (2023-)
Engineering Technology
Food and Nutrition (2023): Grades 9-12
Basic Digital Photography
Business Communication 1: Grades 10-12 (2022)
Computer Systems 1 (2023)
Early Childhood Education 2 (2023-)
Economic & Entrepreneurship (2000): Grades 10, 11, 12
Marketing 1: Grades 10-12 (2021)
Medical Anatomy and Physiology: Grades 10-12 (2018)
Early Childhood Education 3 (2023-)
Exercise Science/Sports Medicine: Grades 11-12 (2022)
General Financial Literacy (2015): Grades 11, 12
Grades 9-10 -- Teen Living

Identify the types of training and careers in the early childhood education industry.1

1
Identify the advantages of obtaining the Child Development Associate (CDA) credential 1.1
1. 1
  Requirements for obtaining the Child Development Associate Credential (CDA)1.1.1
  1
  Impact of childhood experiences now and on the future1.1.1.1
  2
  120 hours of professional education1.1.1.2
  3
  480 hours of work experience1.1.1.3
  4
  CDA professional portfolio1.1.1.4
  5
  CDA observation with a Professional Development specialist (PD specialist)1.1.1.5
  6
  CDA exam1.1.1.6
2. 2
  Advantages for obtaining the CDA1.1.2
  1
  Advance your career1.1.2.1
  2
  Meet job requirements1.1.2.2
  3
  Higher wage opportunities may be available1.1.2.3
2
Identify the advantages of furthering your education. 1.2
3
Identify the career options in the early childhood field. Ex: Child life specialist, child care center worker, elementary teacher/specialist, Headstart teacher/director, education coach, entrepreneur etc… 1.3

Students will identify Developmentally Appropriate Practices (DAP). 2

1
Review the domains of development (social, emotional, physical, and cognitive)2.1
2
Identify developmentally appropriate (DAP) activities for young children.2.2
1. 1
  Define developmentally appropriate practices (DAP) 2.2.1
  1
  Methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning.2.2.1.1
2. 2
  NAEYC- National Association for the Education of Young Children2.2.2
  1
  Developmentally appropriate practice is designed to meet children “where they are, both as individuals and as part of a group”2.2.2.1
3. 3
  3 Core Considerations of DAP (see: naeyc.org)2.2.3
  1
  Commonality in children’s development and learning2.2.3.1
  2
  Individuality reflecting each child’s unique characteristics2.2.3.2
  3
  Context in which development and learning occur2.2.3.3
4. 4
  Nine Principles of child development and learning(see: naeyc.org)2.2.4
  1
  Development is affected by biological and environmental factors 2.2.4.1
  1
  Serve and return- the two-way warm, responsive interaction between the child and the caregiver.2.2.4.1.1
  2
  All domains of development are important and support others2.2.4.2
  3
  Play is essential and promotes learning2.2.4.3
  1
  Concrete, sensory, & pretend experiences2.2.4.3.1
  2
  Roles of the teacher in play2.2.4.3.2
  1
  Play partner- participates in the play2.2.4.3.2.1
  2
  Play facilitator- makes suggestions, asks questions, & supports social interactions in the play2.2.4.3.2.2
  3
  Follow the child’s lead2.2.4.3.2.3
  3
  Mildred Parten’s Six Stages of Play2.2.4.3.3
  1
  Unoccupied- Children are relatively still and their play appears scattered. Allows children to practice manipulating materials, mastering their self-control and learning about the world.2.2.4.3.3.1
  2
  Solitary- Children entertain themselves without any other social involvement. They can explore freely, master new personal skills like motor or cognitive skills, and prepare themselves to play with others2.2.4.3.3.2
  3
  Onlooker- Children who sit back and engagingly watch other children playing, but do not join in. Children learn about the social rules of play and relationships; they explore different ways of playing or using materials and they learn about the world.2.2.4.3.3.3
  4
  Parallel- Children play next to each other but are not really interacting together. It’s like a warm up exercise—children work side by side on the same activity, practicing skills and learning new methods to engage together.2.2.4.3.3.4
  5
  Associative- children begin to be more interested in the other players. They can start to use their newfound social skills to engage with other children or adults during an activity or exploration.2.2.4.3.3.5
  6
  Cooperative- Children play cooperatively, adopt group goals, establish rules for play. Cooperation is an advanced skill that children need support to learn.2.2.4.3.3.6
  4
  Variations in culture, experience, and individuals must be considered 2.2.4.4
  1
  Individually/culturally appropriate2.2.4.4.1
  2
  Support children’s strengths and abilities(capability, potential or capacity) 2.2.4.4.2
  3
  Development in learning occur at varying rates from child to child and uneven rates across different areas for each child 2.2.4.4.3
  5
  Children are active learners from birth, creating meaning from their experiences2.2.4.5
  1
  Children learn through active exploration and are complex thinkers 2.2.4.5.1
  2
  Active vs. passive learning2.2.4.5.2
  1
  Active learning- being actively involved and engaged in the learning by doing, seeing and thinking; it is handson and active2.2.4.5.2.1
  2
  Passive learning- sitting and listening without interaction with others, the instructor or manipulative objects (ex. puppet show)2.2.4.5.2.2
  6
  The environment can increase children’s motivation to learn2.2.4.6
  1
  A sense of belonging requires both psychological and physical safety2.2.4.6.1
  2
  Connections with home and community help children to feel psychologically safe2.2.4.6.2
  3
  Encourage each child’s sense of agency 2.2.4.6.3
  7
  Children learn in an integrated fashion that cuts across academic areas2.2.4.7
  1
  Theory of Multiple Intelligences, Howard Gardner2.2.4.7.1
  8
  Children need to be challenged just beyond their level of mastery2.2.4.8
  1
  Social Development Theory, Lev Vygotsky (Zone of Proximal Development)2.2.4.8.1
  9
  Technology and media can be valuable when used responsibly. 2.2.4.9
  1
  Effective uses of technology and media by children are active, hands on, engaging and impowering.2.2.4.9.1
  2
  Expands children’s access to knowledge and skills2.2.4.9.2
  3
  Should not replace real hands on experiences 2.2.4.9.3
3
Explore the types learning strategies for children.2.3
1. 1
  Child-directed or Child-initiated- a child decides what to do, the idea and the materials to use, the adult supports learning by following their lead2.3.1
2. 2
  Teacher directed- a teacher decides what to do and how to do it (i.e. circle time, teaching a new game, teacher directed steps, routines, etc.)2.3.2
3. 3
  Open-ended questions- asking questions that require more than a yes or no answer, this is the ideal. Use the 5 W’s (who, what, where, when, why and how) to begin a question so children can answer with more description.2.3.3
4. 4
  Close-ended questions- questions that require only a “yes” or “no” response. These limit or end conversations, discussions and learning. Not an effective method unless it is followed by an open-ended question.2.3.4

Students will support social and emotional development and implement positive guidance3

1
Students will develop a warm, positive, supportive and responsive relationship with each child 3.1
1. 1
  Appreciate each child3.1.1
  1
  Use observations to understand each child3.1.1.1
  2
  Create experiences that support their sense of belonging3.1.1.2
  3
  Value the child’s temperament3.1.1.3
  1
  Temperament: how children approach, react to, and relate to the world around them3.1.1.3.1
  4
  Support children in taking pride in their own individual and cultural identity3.1.1.4
  5
  Promote a child’s sense of self and help them flourish3.1.1.5
  1
  Identity: Roles, behaviors and attributes that we assign ourselves3.1.1.5.1
  2
  Self-esteem: Perception of your own self-worth and value3.1.1.5.2
  3
  Personal power: Growth mindset vs. fixed mindset3.1.1.5.3
  4
  Optimism: the belief that good things will happen to you and negative events are temporary setbacks to overcome3.1.1.5.4
  5
  Resiliency: Ability to withstand, recover from, and adjust to set backs or change3.1.1.5.5
2. 2
  Guide children in expressing their feelings3.1.2
  1
  Teach children “feeling” words (happy, sad, excited, disappointed, etc.) and associate the name with a way they feel so they can articulate the feeling instead of acting out3.1.2.1
  2
  Give permission to have all feelings, even negative and allow children to not feel ashamed3.1.2.2
  3
  Give time, space and the means to work through their feelings; model calmness when discussing and dealing with feelings3.1.2.3
  4
  Active listening: Adult listens thoughtfully and carefully to a child does not offer solutions, does not criticize.3.1.2.4
  1
  Reflectively recognizes and accepts the child’s thoughts and feelings. Repeat back to the child what they are feeling and saying.3.1.2.4.1
3. 3
  Establish partnerships with families3.1.3
  1
  Family is a group of people, not necessarily biologically related that share emotional bonds, common values, goals, responsibilities and contribute significantly to each other’s well-being3.1.3.1
  2
  Develop a cooperative and collaborative relationship with families where you both make the interest of the child your focus3.1.3.2
  3
  A partnership with families contributes to school success and provides a stable presence for the child3.1.3.3
  4
  Ways to create partnerships:3.1.3.4
  1
  Include pictures of families in the center3.1.3.4.1
  2
  Encourage family participation in the center3.1.3.4.2
  3
  Communicate with families by providing regular information concerning center business or happenings3.1.3.4.3
  4
  Hold parent-teacher conferences to discuss the child and center3.1.3.4.4
  5
  Maintain confidentiality of any information families share3.1.3.4.5
2
Students will guide children to function effectively in the group and to acquire social skills3.2
1. 1
  Encourage successful social interactions3.2.1
  1
  Develop a positive relationship with each child3.2.1.1
  2
  Caregiver sets the example and expectations for how children relate to others by:3.2.1.2
  1
  Talking and listening to the child respectively3.2.1.2.1
  2
  Being sensitive to children’s feelings3.2.1.2.2
  3
  Validating children’s efforts, accomplishments, and progress not intellect3.2.1.2.3
  4
  Let them know you care about, appreciate, and value them unconditionally3.2.1.2.4
  5
  Help children understand social rules, playing cooperatively, and contributing to a learning community3.2.1.2.5
  6
  When communicating with children, staff and families state positive information before negative information3.2.1.2.6
2. 2
  Build prosocial skills3.2.2
  1
  Teach, support and facilitate prosocial skills (compassion, empathy, sympathy, positive interactions, respect and support)3.2.2.1
  2
  Help children put feelings into words3.2.2.2
  3
  Read books that allow you to discuss characters, feelings and actions3.2.2.3
  4
  Help children interpret facial expressions in media and in others3.2.2.4
3. 3
  Help children resolve conflict 3.2.3
  1
  Teach and model effective ways to resolve conflicts independently3.2.3.1
  2
  Help children see that a conflict is a shared problem that can be solved by seeing, listening to and understanding both points of view and finding a solution that everyone can agree upon3.2.3.2
  3
  The end goal is for children to learn how to resolve conflicts on their own3.2.3.3

Explore the positive guidance techniques for preschoolers.4

1
Standard 14.1
1. 1
  Define positive guidance, discipline, and punishment4.1.1
2. 2
  Positive Guidance: consistent ways of supporting children to identify express and regulate emotions, communicate needs with others, develop deep and trusting relationships.4.1.2
3. 3
  Discipline: to teach a behavior by instruction and exercise in accordance with rules of conduct.4.1.3
  1
  Discipline should be firm, fair and friendly.4.1.3.1
4. 4
  Punishment: A penalty inflicted for wrongdoing, a crime or offense. Physical or verbal attacks. Might teach obedience to authority (out of fear), but not self-control, which enhances self-respect. May restrain a child temporarily, but it does not teach self-discipline. Demeans the child and negatively affects the relationship4.1.4
5. 5
  Distinguish between punishment and discipline/guidance techniques4.1.5
6. 6
  Self-discipline is the overall goal of guidance and discipline. The ability for the child or person to direct their own behavior and not to be directed upon4.1.6
2
All children’s behavior is a form of communication. Review common reasons for children’s behaviors. (Child Development)4.2
1. 1
  To be heard, understood, or validated4.2.1
2. 2
  Common behavior for the child’s development4.2.2
3. 3
  Natural curiosity4.2.3
4. 4
  They do not know any better4.2.4
5. 5
  To get attention4.2.5
6. 6
  To get power4.2.6
7. 7
  For revenge4.2.7
8. 8
  Feeling inadequate or incapable4.2.8
9. 9
  The need to feel that they belong4.2.9
3
Discuss reasons and guidelines for setting expectations. Review natural consequences in Child Development.4.3
1. 1
  Setting expectations with children means setting a guideline for behavior.4.3.1
2. 2
  State your expectations clearly and firmly, discuss limits in advance, use consequences as a form of discipline when expectations are not met, give the child explanations for your expectations and then listen to what they have to say about it.4.3.2
4
Discuss guidelines for using positive guidance techniques 4.4
1. 1
  Respond to aggressive behavior in nonaggressive ways. i.e.: When responding to a 2-year-old having a temper tantrum, if the caregiver remains calm and nonaggressive, then the situation becomes deescalated and can be resolved quicker. If the child is going to harm themselves or someone else remove them from the situation4.4.1
2. 2
  Adjust the environment so that items that might be a potential problem are placed out of sight4.4.2
3. 3
  Positive statements4.4.3
  1
  Clearly stating what the child IS expected to do instead of TELLING THEM WHAT NOT TO DO. i.e.: “Walk in the house” vs. “Don’t run in the house.”4.4.3.1
  2
  When giving directions, get down on the child’s eye level to talk with them4.4.3.2
  3
  To encourage a child to complete a task, tell them what needs to be done in short and simple steps (2 or 3 max) and then go and help them get started4.4.3.3
4. 4
  Redirection4.4.4
  1
  Substituting unacceptable or dangerous behavior for acceptable behavior by helping the child to pay attention to or focus on something else that is equally or more appealing4.4.4.1
  2
  Children up to two years old can easily be distracted to change their behavior like playing with a toy instead of the electrical outlet4.4.4.2
  3
  Some behaviors just need to be redirected to an appropriate place such as having a child jump on a trampoline instead of on the bed4.4.4.3
5. 5
  Reverse attention4.4.5
  1
  Attention is a powerful reinforcement to guide children in a positive or negative direction4.4.5.1
  2
  Ignore the negative behavior when possible and reinforce the positive behavior4.4.5.2
6. 6
  Positive reinforcement4.4.6
  1
  Great motivator and modifies behavior4.4.6.1
  2
  Acknowledge positive behaviors and effort4.4.6.2
  3
  Ex: sticker chart, reward system, praise etc.4.4.6.3
7. 7
  Limited choices4.4.7
  1
  Give children opportunities to make choices within the caregiver’s limits4.4.7.1
  2
  Limit the number of options provided and be careful of the choices you give by making sure that you can really stand by it4.4.7.2
  3
  When children can make their own choices, even if it is within your limits, they not only get practice in making decisions, but they feel in control of the situation and are more willing to do what was asked4.4.7.3
8. 8
  Time Away/Cool down area4.4.8
  1
  An area or time away where a child can calm down4.4.8.1

Incorporate observation techniques and guidelines while studying children and developing strategies to meet their needs. 5

1
Examine the purposes of observing children5.1
1. 1
  Observation - Watching children with the clear goal of studying or understanding.5.1.1
2. 2
  Understand the child and their experience in the classroom.5.1.2
3. 3
  Learn how to respond and interact with children.5.1.3
4. 4
  Identify how best to challenge and support the children.5.1.4
5. 5
  Develop realistic curriculum and goals.5.1.5

Identify signs of child abuse. 6

1
Standard 16.1
1. 1
  Provider shall ensure that no child is subjected to physical, emotional, or sexual abuse while in care6.1.1
2. 2
  Utah law requires any person who has reason to believe that a child has been subjected to abuse, neglect, or dependency to immediately to notify the nearest office of Child and Family Services, a peace officer, or a law enforcement agency.6.1.2
3. 3
  Any person who witnesses or suspects that a child has been subjected to abuse, neglect, or exploitation shall immediately notify Child Protective Services or law enforcement6.1.3
4. 4
  Inform parents, children and those who interact with the children of the center’s behavioral expectations and how any misbehavior will be handled6.1.4
5. 5
  Individuals who interact with the children shall guide children’s behavior by using positive reinforcement, redirection and by setting clear limits that promote children’s ability to become selfdisciplined Caregivers shall use gentle, passive restraint with children only when it is needed to stop children from injuring themselves or others, or from destroying property6.1.5
6. 6
  Interactions with the children shall not include: restraining a child’s movement by binding, tying, or any other form of restraint that exceeds gentle, passive restraint6.1.6

Identify the components of a lesson plan.7

1
Standard 17.1
1. 1
  Lesson Plan- A description of the activity that includes goals and procedure7.1.1
2. 2
  Objective- The overall goals that children may learn, know and/or do.7.1.2
3. 3
  Standard- concise written descriptions of what students are expected to know and be able to do at a specific stage of their education. Age 3-5: https://www.schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9 Age 0-3: https://jobs.utah.gov/occ/provider/early_childhood.pdf7.1.3
4. 4
  Procedure- Step by step instructions for implementing the activity7.1.4
5. 5
  Supplies- materials needed to complete the activity7.1.5
6. 6
  Rationale- explains how the activity benefits the child7.1.6
7. 7
  Reflection/evaluation- a review of the activity including: any changes, children’s learning, teacher’s learning.7.1.7

Frequently asked questions

What grade levels do these standards cover?: Grade 10, Grade 11, and Grade 12
Where can I read the official document?: Early Childhood Education 1 Strands and Standards

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