This content is built on knowledge of children s cognitive, physical, social, emotional, language, and aesthetic development. It also includes an understanding of the variations in development and their influence upon learning. Lastly, content includes knowledge of observation and assessment as necessary to understand children s current development as well as to support emerging skill development and program evaluation. An additional part of content is the knowledge of how to build a caring community of learners through positive partnerships with children, families and communities. Therefore, birth-kindergarten professionals have an understanding of family development and family systems theory, acknowledging and valuing the profound influence families have on the development of their children.
Teachers know how to teach students.
Learning characteristics of children birth-kindergarten are uniquely different from elementary aged children. Therefore, they must have nurturing professionals who are specifically prepared to work with this population and who understand the importance of warm, reciprocal, and sensitive interactions. Birth-kindergarten professionals have an understanding of and appreciation for relevant child and family characteristics such as varying ability levels, socioeconomic conditions, family structures, relationships, stresses and supports, linguistics, ethnicity, culture and geographic locale. Birth-kindergarten professionals identify and involve themselves as members of early education professional organizations. In collaboration with families, they establish individual goals and objectives for children, work as team members with other disciplines and community agencies concerned with children's welfare and, when appropriate, assume advocacy roles.