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Standard 1 Child Development and Education Industry Awareness Students will understand the breadth of the child development and education industry, including career opportunities and the role of this industry in state and local economies. They will demonstrate content proficiency by: 1.1 Describing the relationship between the child development and education industry and state and local economies; 1.2 Explaining the functions and roles of the various professional levels of child development and education; 1.3 Explaining how the interdependence of various career roles contributes to the success of the child development and education program or work site; 1.4 Describing career paths and strategies for obtaining employment and advancing in the child development and education industry; 1.5 Describing the organization, structure, and hierarchy, including relationships and interactions among personnel, in child care or education facilities; 1.6 Assessing the attitudes, skills, and preparation required for careers in the child development and education industry; 1.7 Examining job descriptions and related opportunities of various positions in the child development and education industry; 1.8 Identifying the knowledge, skills, aptitudes, and behaviors that can be transferred to higher levels of employment within the career pathway or to other fields; and 1.9 Conducting research of legislative, economic, and social trends that have an impact on the child development and education industry. Standard 2 Professional Standards/Dignity of Work Students will understand what constitutes professional behavior, image, and standards. They will demonstrate content proficiency by: 2.1 Describing a code of ethics and identifying the components of professionalism, including integrity, initiative, confidentiality, and respect at the work site; 2.2 Explaining the interdependence and importance of all jobs to the success of an organization; 2.3 Describing and practicing professional and ethical behaviors; 2.4 Identifying clothing, grooming, and personal hygiene appropriate for the job; 2.5 Describing and practicing professional interactions with children, staff, and families; 2.6 Explaining ways in which on-the-job decisions can affect the quality of work; 2.7 Describing job-related stress and strategies to manage stress; 2.8 Explaining employers' and employees' rights and responsibilities; and 2.9 Determining ways to maintain competency within the industry. Standard 3 Work Site Operational and Organizational Procedures Students will understand operational and organizational procedures in various child development and educational facilities as required. They will demonstrate content proficiency by: 3.1 Comparing operational procedures at various work sites and explaining the importance of those procedures; 3.2 Describing and maintaining a clean, safe, and functional work environment; 3.3 Preparing and maintaining records, correspondence, and forms through various means, including computers and other technology; 3.4 Describing and performing operational procedures related to inventory control, maintenance, storage, security, and payments; 3.5 Preparing and maintaining child and classroom records, such as attendance, observations, evaluations, student portfolios, and illness, incident, accident, and injury reports; 3.6 Following work-site rules for children's use of supplies and equipment; 3.7 Using business procedures, including, but not limited to, contracts, billing, budgets, collections, payroll, and taxes; 3.8 Explaining and using safe procedures and techniques for materials, tools, and equipment; and 3.9 Explaining workforce management strategies, such as shared responsibility, negotiation, planning, and decision making. Standard 4 Standards, Licensing, Regulations, and Codes Students will understand child development and education standards, licensing, regulations, and codes. They will demonstrate content proficiency by: 4.1 Identifying standards and licensing regulations for child development and education facilities; 4.2 Explaining the educational and industry-related requirements for staff members in the child development and education industry; 4.3 Describing and practicing health, safety, regulatory, and procedural requirements for the work site, such as the proper use and storage of equipment, supplies, and toxic materials; 4.4 Describing the indicators of child abuse and neglect and the role of the caregiver or teacher as a mandated reporter; 4.5 Explaining such policies as staff-child interaction, curriculum, staff-parent interaction, health, safety, nutrition, administration, physical environment, evaluation, and staff development; 4.6 Complying with laws and regulations affecting the needs, interests, and rights of young children and adolescents; 4.7 Explaining how local, state, and federal regulations and laws are enforced by regulatory agencies, including the California Occupational Safety and Health Administration (Cal/OSHA); and 4.8 Explaining employers' and employees' responsibilities and procedural requirements for complying with laws and regulations. Standard 5 Safety, Emergency, and Disaster Procedures Students will understand safety, emergency, and disaster procedures at the work site. They will demonstrate content proficiency by: 5.1 Comparing state and federal environmental and safety regulations, including those for the California Occupational Safety and Health Administration (Cal/OSHA), as they relate to the child development and education industry; 5.2 Identifying factors and following procedures that contribute to a safe and healthy environment; 5.3 Describing and following procedures related to safety, including emergency and disaster preparedness plans; 5.4 Identifying items needed for first aid and other emergency procedures; 5.5 Practicing proper first aid, CPR, and other emergency procedures; 5.6 Describing common accidents at the work site and recommending safety procedures, including lifting and handling, to reduce and prevent accidents; 5.7 Using correct procedures for completing accident reports and records; 5.8 Practicing procedures for preventing the spread of illness; 5.9 Evaluating the facility and making recommendations for the safety and well-being of the children; and 5.10 Analyzing the purpose of and information in Material Safety Data Sheets (MSDSs). Standard 6 Child Growth and Development Students will understand children's growth and development in the following developmental areas: physical, intellectual, emotional, and social. They will demonstrate content proficiency by: 6.1 Describing developmental patterns and differences among infants, toddlers, and children; 6.2 Describing hereditary and environmental factors that influence the development of infants, toddlers, and children; 6.3 Providing for infants, toddlers, and children with special needs; 6.4 Describing how the family and culture(s) influence the development of children; and 6.5 Relating the various learning experiences that promote intellectual development. Standard 7 Positive Interaction, Guidance, and Discipline Students will understand the principles of positive interaction, guidance, and discipline. They will demonstrate content proficiency by: 7.1 Identifying and using types of positive guidance techniques based on the stages of children's development; 7.2 Defining a positive self-image, self-esteem, independence, and respect for oneself and others; and helping children to develop these attitudes; 7.3 Describing the adult's role in creating and managing the environment to develop the child's independence and self-control; 7.4 Identifying possible causes of behavior problems and suggesting possible solutions; and 7.5 Describing the importance of a positive staff-parent relationship as it relates to the social and emotional development of the child. Standard 8 Developmentally Appropriate Practices and Curriculum Activities Students will understand developmentally appropriate practices and curriculum activities. They will demonstrate content proficiency by: 8.1 Identifying uses of technology in a child development and education setting; 8.2 Providing experiences that promote both large- and small-muscle development; 8.3 Implementing activities that increase children's understanding of cultural diversity; 8.4 Planning and implementing a variety of activities, such as language arts, social studies, mathematics, art, science, nutrition and health, music and movement, culinary arts, physical education, self-help, and social interaction; 8.5 Assisting in planning and implementing a balanced daily routine that reflects a high-quality program, which includes the following types of activities: indoor/outdoor, quiet/active, individual/small group/large group, large muscle/small muscle, and child initiated/staff initiated; 8.6 Identifying and comparing the different curriculum models used in child development and education facilities; 8.7 Identifying and evaluating the different learning theories and the application of those theories in child development and education facilities; 8.8 Writing and implementing lesson plans to include components, such as objectives, materials, activities, and evaluation; 8.9 Using teaching techniques appropriate for working with children of varying ages, learning styles, modalities, and cultural backgrounds; 8.10 Explaining the significance of taxonomies, such as Bloom's Taxonomy of Educational Objectives, and providing examples of its use in planning and assessing learning; Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. Edited by Benjamin S. Bloom. 1956. Reprint, New York: Longman Publishing Group, 1984 8.11 Identifying sources and applications of quality indicators of child development and education programs; 8.12 Planning developmentally appropriate activities for multiage groups; 8.13 Providing instruction to individual students or small groups of students in a classroom or other learning environment; 8.14 Identifying and describing various disabilities and providing help and instruction to children with disabilities; and 8.15 Describing and providing instruction to meet the needs of gifted students. Standard 9 Nutrition and Health Practices Students will understand the principles and practices of good nutrition, health, and safety for infants and children. They will demonstrate content proficiency by: 9.1 Recognizing, describing, and reporting signs and symptoms of illness, injury, or discomfort in infants, toddlers, and children; 9.2 Describing procedures and regulations for storing and administering medications; 9.3 Using procedures to clean a facility that follow a logical sequence; 9.4 Describing procedures for preventing the spread of illnesses, including those for blood-borne pathogens; 9.5 Following appropriate sanitation and hygiene techniques for infants, toddlers, children, and staff; 9.6 Using sanitary procedures in handling, preparing, and serving food; 9.7 Assisting in planning, preparing, and serving nutritional snacks and meals; and 9.8 Identifying techniques for preparing snacks and meals that foster independent eating practices and promote good nutrition and hygiene habits. Standard 10 Interaction with Families and Communities Students will understand how to interact effectively with families and communities. They will demonstrate content proficiency by: 10.1 Explaining issues of diversity and exhibiting sensitivity to cultural differences; 10.2 Describing problems that are common to communication and interaction with families and their communities; 10.3 Analyzing how cultural differences affect communication within and among families and communities; 10.4 Describing how to be effective in communicating with families and their communities; and 10.5 Assessing the contributions of family members and the community in the educational process. Standard 11 Instructional Support Students will understand the role of the instructional staff in supporting the learning process. They will demonstrate content proficiency by: 11.1 Supervising infants, toddlers, and children on planned educational and recreational trips; 11.2 Maintaining specified behavior standards in classrooms, libraries, halls, and bathrooms and on the school grounds; 11.3 Describing typical learning problems that students encounter in a given content area, such as reading, writing, language arts, mathematics, or social studies; 11.4 Describing effective strategies that reinforce instruction, answer questions, and remediate problems; 11.5 Using games, skits, puppets, and other instructional materials and activities to motivate learning and reinforce concepts; 11.6 Applying effective methods and procedures to build a supportive learning environment; 11.7 Using scoring rubrics and test keys to grade student tests and papers; 11.8 Describing procedures for contacting parents regarding student attendance and classroom performance; 11.9 Using positive techniques for providing feedback on student work; and 11.10 Providing instructional assistance to individuals or groups. Standard 12 Resources and Materials Students will understand the role of teaching materials and resources to enhance classroom instruction in child development and education programs. They will demonstrate content proficiency by: 12.1 Using instructional technology, including, but not limited to, computers, calculators, projectors, scanners, and compact disc players; 12.2 Selecting and developing teaching materials and resources; 12.3 Identifying types and sources of quality, age-appropriate materials and equipment; 12.4 Describing copyright laws governing the development and use of teaching materials; and 12.5 Operating equipment related to the development of teaching materials, such as audiovisual equipment, typewriters, copiers, videocassette recorders, laminators, stencil makers, paper cutters, and computers. Standard 13 Recreational Activities Students will understand how to select and conduct appropriate recreational activities for individuals and groups. They will demonstrate content proficiency by: 13.1 Assessing the recreational interests and needs of a group and conducting recreational activities; 13.2 Assisting in developing, implementing, and supervising recreational activities that motivate interest; 13.3 Cooperating with other staff members in conducting planned recreational activities; 13.4 Explaining games, activities, materials, and equipment, using age appropriate language; 13.5 Evaluating the development of motor skills in relation to recreational activities; and 13.6 Explaining how to safely use materials and equipment needed for games and activities. Standard 14 Personal, Interpersonal, and Communication Skills Students will understand how personal, interpersonal, and communication skills influence employability. They will demonstrate content proficiency by: 14.1 Describing interpersonal skills that enhance relationships at the work site, such as working cooperatively, communicating effectively, sharing responsibilities, and exercising leadership; 14.2 Analyzing the importance of such personal skills as a positive attitude, self-confidence, honesty, integrity, and self-discipline as these characteristics pertain to work, personal, and family life; 14.3 Explaining ways in which to resolve conflicts, use negotiation skills, and communicate resolutions across gender, age, and cultural groups; 14.4 Assessing the importance of effective nonverbal, oral, and written communication skills in getting and keeping a job; 14.5 Using appropriate communication skills, including correct telephone, facsimile, and e-mail etiquette; and 14.6 Interpreting nonverbal communication and responding appropriately. Standard 15 Thinking and Problem-Solving Skills Students will exhibit critical and creative thinking, logical reasoning, and problem-solving skills. They will demonstrate content proficiency by: 15.1 Identifying issues and problems in the child development and education industry and offering possible solutions; 15.2 Considering multiple options for completing work tasks and applying appropriate problem-solving strategies to work-related issues; and 15.3 Applying creative thinking skills to identify and present new ways to perform work effectively. Standard 16 Balancing Personal, Family, and Work Responsibilities Students will understand management strategies needed to achieve balance in work, personal, and family life. They will demonstrate content proficiency by: 16.1 Identifying and analyzing multiple roles as members of the workforce, families, and communities; 16.2 Identifying and analyzing resources that help in managing the responsibilities of multiple roles; 16.3 Identifying and applying management strategies to achieve balance in work and family roles; and 16.4 Evaluating effectiveness in balancing responsibilities at home and work. Standard 17 Teamwork and Leadership Students will understand the teamwork and leadership concepts and skills needed to succeed in work, personal, family, and community life. They will demonstrate content proficiency by: 17.1 Identifying, comparing, and analyzing the characteristics and benefits of teamwork, leadership, and citizenship in the workplace and community; 17.2 Defining leadership roles in work and community life; 17.3 Identifying and practicing strategies for effective teamwork, leadership, and citizenship in the workplace and community; 17.4 Developing skills in teamwork, leadership, and citizenship by participating in FHA-HERO activities; 17.5 Analyzing and using written and professional resources that help in developing skills in teamwork and leadership; and 17.6 Assessing how skills in teamwork and leadership enhance employability.