Pedagogy: Early Childhood (Birth to Grade 3) Subtest 1
Subarea I.1. Development, Learning, and Diversity
0001
Understand development from birth through age eight and how to support young children's physical, social, emotional, moral, language, cognitive, and creative development.
- applying knowledge of major theories of early childhood development (e.g., Erik Erikson's theory of psychosocial development, Jean Piaget's constructivist theory) and their implications for practice with young children from birth through age eight and their families
- demonstrating knowledge of developmental characteristics, milestones, processes, and progressions in the physical, social, emotional, moral, language, cognitive, and creative development of young children
- demonstrating knowledge of how young children differ in their development and how to support the development of children as individuals
- applying knowledge of how young children's development in the first years of life affects subsequent development and learning and how development in any one domain (e.g., physical; emotional; language; cognitive, including brain development) may affect development and performance in other domains
- demonstrating knowledge of research and best practices for meeting young children's needs; promoting young children's growth and development in the physical, social, emotional, moral, language, cognitive, and creative domains; and building positive caregiving relationships with young children
- recognizing how various factors (e.g., sense of belonging and connectedness; familial, cultural, and societal contexts; stress and trauma; resilience; supportive relationships; prior learning; talents) may affect young children's development, including mental and physical health and readiness to learn
0002
Understand learning processes and how to promote young children's learning and achievement.
- applying knowledge of major theories of learning (e.g., constructivism, social learning) in early childhood education and their implications for practice with young children from birth through age eight and their families
- demonstrating knowledge of how young children learn, internalize knowledge, and develop performance and thinking skills and how to implement best practices for promoting learning for young children
- applying knowledge of strategies for using young children's strengths as a basis for promoting learning and young children's areas for growth as opportunities for learning
- applying knowledge of strategies for helping young children build meaning (e.g., linking new ideas to familiar ideas; connecting to young children's experiences; providing opportunities for active engagement, manipulation of objects, and testing of ideas and materials)
- demonstrating knowledge of factors that influence young children's learning (e.g., prior knowledge and experience, developmental level, health, economic conditions, classroom environment, family circumstances, community environment) and how to provide learning experiences that are responsive to young children's varied experiences, characteristics, and needs
- identifying strategies for encouraging young children to assume responsibility for shaping their learning tasks and outcomes
- demonstrating knowledge of how particular instructional methods and procedures, including the use of technology, influence learning processes and outcomes for young children
0003
Understand diversity among young children and how to meet the needs of young children with diverse backgrounds and characteristics and promote all young children's learning and achievement.
- demonstrating knowledge of how young children differ in their approaches to learning (e.g., variation in learning preferences and performance modes, multiple intelligences) and how to support learning for each child
- applying knowledge of areas of exceptionality (e.g., physical or mental challenges, perceptual difficulties, learning disabilities, gifts, talents) and strategies for promoting learning for young children with exceptionalities, including knowing when and how to access appropriate services and resources to meet a child's needs
- demonstrating knowledge of relationships among culture, language, and thought processes; the function of home language in young children's development and learning; the process of additional language acquisition; and strategies for supporting learning for young children whose first language is not English, including knowing when and how to access appropriate services and resources to meet young children's needs
- demonstrating knowledge of how to use technological resources to facilitate learning for young children with diverse needs and abilities
- demonstrating knowledge of the contributions, characteristics, and lifestyles of all people and groups in U.S. society; the government, history, language, and culture of Minnesota-based American Indian groups; and ways to provide learning experiences that reflect and are responsive to each child's social, cultural, and family background
- demonstrating knowledge of culture and community; how to learn about and incorporate young children's experiences, cultures, and community resources into instruction; and how to bring multiple perspectives to content-area instruction
- applying knowledge of how to recognize and respond to negative attitudes regarding diversity, including bias, discrimination, prejudice, and institutional and personal racism and sexism, and how to create a learning community in which differences among groups and individuals are valued and respected
- recognizing the importance for teachers of a belief in the ability of all young children, regardless of background, to learn at the highest levels, and a commitment to persist in helping all young children achieve success as learners
View Cart