Spreadsheet: 00d40dc6-f7bb-4ceb-8d0d-74a8dc6db070
Sheet: Sheet1

Unit/Standard Number | Child Care and Support Services Management CIP 19.0708 Task Grid | Proficiency Level Achieved: (X) Indicates Competency Achieved to Industry Proficiency Level
 | Secondary Competency Task List
100 | ORIENTATION AND SAFETY
101 | Identify and follow school, classroom and clinical rules and regulations.
200 | PROFESSIONALISM
201 | Compare and analyze types of early learning programs.
202 | Identify personal qualities and career opportunities needed for employment.
203 | Develop a personal and professional portfolio.
204 | Investigate the requirements of the CDA Certificate and School-Age Credential.
205 | Analyze NAEYC Standards and the Code of Ethical Conduct.
206 | Analyze the Pennsylvania Early Learning Standards.
207 | Investigate the importance of advocacy in the profession.
208 | Identify resources for professional development.
209 | Identify state, national and international models of pre-kindergarten.
300 | HEALTH AND SAFETY
301 | Identify Department of Public Welfare regulations and PA Department of Education codes.
302 | Obtain Pediatric First Aid Certification or any other PDE recognized Certification.
303 | Identify types of child abuse.
304 | Identify communicable diseases and chronic medical conditions.
305 | Identify characteristics of safe, healthy environment.
306 | Identify and describe infection control procedures, sanitation practices and prevention of illness policies.
307 | Identify nutritional requirements.
308 | Plan nutritious meals and snacks.
309 | Care for the mildly ill child.
310 | Identify and follow adult health regulations.
311 | Complete a health and safety checklist and develop recommendations.
312 | Identify and demonstrate safe transportation practices in child care settings.
313 | Identify components and develop an emergency management plan for a child care setting.
314 | Identify liability issues of child care workers regarding children's safety in a child care setting.
315 | Identify and manage program records, budgets and reports.
316 | Describe and apply best practices for reducing stress on children and caregivers in the early learning environment.
400 | LEARNING ENVIRONMENT (PHYSICAL SPACE)
401 | Examine the value of play and use best practices to support children's play.
402 | Examine the process and use best practices for developing children's creativity.
403 | Examine, evaluate and use culturally relevant learning centers and materials.
404 | Evaluate and maintain the indoor and outdoor learning environments.
405 | Evaluate classroom environment using the ITERS, ECERS and/or SACERS.
500 | CHILD DEVELOPMENT (SOCIAL, EMOTION, PHYSICAL, INTELLECTUAL, LANGUAGE DEVELOPMENT)
501 | Identify educational theorists and their concepts.
502 | Identify developmental stages or areas.
503 | Identify the importance of artistic and musical development.
504 | Identify characteristics of infant development.
505 | Identify characteristics of toddler development.
506 | Identify characteristics of preschool development.
507 | Identify characteristics of school-age development.
508 | Identify characteristics of special needs children.
509 | Research the importance of early language and literacy development for school success.
510 | Integrate literacy/language development throughout all activities.
600 | CLASSROOM MANAGEMENT AND POSITIVE GUIDANCE
601 | Use positive methods to guide children's behavior.
602 | Analyze the influence of environment and caregiver management techniques on children's behavior and make appropriate adjustments.
603 | Observe, supervise and record the daily routines of children.
700 | STANDARDS, CURRICULUM, AND ASSESSMENT
701 | Use basic tools and types of observations.
702 | Observe, record and analyze children's behavior.
703 | Develop appropriate learning experiences based on observations.
704 | Link Early Learning Standards for Early Childhood (infant-toddler, pre-kindergarten and kindergarten) to all learning experiences.
705 | Demonstrate the connections between learning standards, curriculum and assessment.
706 | Describe the elements of curriculum (individualized goals, family and environment, learning environment, content resources).
800 | CURRICULUM DEVELOPMENT
801 | Investigate a variety of curriculum models.
802 | Develop long and short-range curriculum goals.
803 | Determine and write objectives.
804 | Create a file of culturally relevant instructional resources.
805 | Create a resource of learning experiences.
806 | Complete, investigate and document a resource learning unit.
807 | Plan weekly curriculum.
808 | Develop daily lesson plans.
900 | LEARNING ACTIVITIES/EXPERIENCES
901 | Prepare, present and evaluate self care activities.
902 | Prepare, present and evaluate activities which promote a positive self concept.
903 | Prepare, present and evaluate science activities.
904 | Prepare, present and evaluate music activities.
905 | Prepare, present and evaluate puppetry activities.
906 | Prepare, present and evaluate flannel board activities.
907 | Prepare, present and evaluate children's literature.
908 | Prepare, present and evaluate language and literacy activities.
909 | Prepare, present and evaluate math activities.
910 | Prepare, present and evaluate creative art activities.
911 | Prepare, present and evaluate food and nutrition related activities.
912 | Prepare, present and evaluate health and safety activities.
913 | Prepare, present and evaluate social studies activities.
914 | Prepare, present and evaluate fine motor activities.
915 | Prepare, present and evaluate gross motor activities.
916 | Prepare, present and evaluate transition activities.
917 | Prepare, present and evaluate creative drama activities.
918 | Prepare, present and evaluate creative movement activities.
919 | Prepare, present and evaluate woodworking activities.
920 | Identify steps to prepare field trips as a learning experience.
921 | Use current technology and equipment.
1000 | PROGRAM PARTNERSHIPS
1001 | Communicate with families through written documentation.
1002 | Create a resource file of community services.
1003 | Describe and implement best practices for supporting children and families during transition.
1004 | Identify the family’s role in developing individualized goal plans for children.
1005 | Identify the role that cultures and values of the family play in children’s upbringing and individualize experiences for children.
1100 | CLINICAL EXPERIENCE
1101 | Participate in an infant program.
1102 | Participate in a toddler program.
1103 | Participate in a preschool center.
1104 | Participate in an elementary school program.
1105 | Participate in a special needs program.
1200 | CRIME AND VIOLENCE PREVENTION
1201 | Describe the threat which crime or violence occurring in the school can pose to a secure and productive learning environment for the students and employees.
1202 | Describe what students and employees can do to reduce the threat of crime and violence through caring about others, complying with laws and rules, orderliness, safe practices and a clear focus of learning together.
1203 | Describe what the instructor will attempt to do as a coach of positive social skills and what the student can do to support that effort.
1204 | Explain what it means to be respectful of others, kind, responsible for and in control of one’s own emotions (including anger) and actions.
1205 | Explain what conflict is and ways to identify and resolve conflict in the classroom and the workplace according to socially acceptable practices.
1206 | Understand that helping others will create a school that is free from fear and danger.
1207 | Describe examples of when to seek help from a parent, teacher, counselor or other adult about one’s concerns or the problems of another student or adult.