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NBCT- Early Childhood Generalist Standards
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NBCT- Early Childhood Generalist Standards
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NBCT- Early Childhood Generalist StandardsFive Core Propositions of the National Board for Professional Teaching
Standards - -1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to
students.
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from
experience.
5. Teachers are members of learning committees.
-Helix - -1. Who are your students, where are they now? What do they need
and what order do they need it? Where should I begin?
2. Set high, worthwhile goals appropriate for these students, at this time, in
this setting.
3. Implement instruction designed to attain those goals.
4. Evaluate student learning in light of the goals and instruction.
5. Reflect on student learning, the effectiveness of the instructional design,
particular concerns, and issues.
6. set new high and worthwhile goals that are appropriate for these students
at this time.
-expectations - -high expectations for all children's learning and
development
-play - -use play as a vehicle to enhance young children's development and
learning
-role model - -role model in everything teacher does
-Standard 1 - -Using knowledge of child development to understand the
whole child
-Standard 2 - -Partnering with Families and Communities
-Standard 3 - -Fostering Equity, Fairness, and Appreciation of Diversity
-Standard 4 - -Knowing Subject Matter for Teaching Young Children
-Standard 5 - -Assessing Children's Development and Learning
-Standard 6 - -Managing the Environment for Development and Learning
-Standard 7 - -Planning for Development and Learning
, -Standard 8 - -Implementing Instruction for Development and Learning
-Standard 9 - -Reflecting on Teaching Young Children
-Standard 10 - -Exemplifying Professionalism and Contributing to the
Profession
-Standard 1 accomplished teachers... - -Accomplished early childhood
teachers use their knowledge of child development to understand young
children and to foster each child's development and learning.
-Standard 1 teachers.... - -know that child development is a complex and
dynamic mosaic of change that varies from child to child. Teachers view
holistically; they understand that all developmental domains are interrelated
and that changes in one domain may affect changes in another.
-factors that influence brain chemistry and development - -nutrition, the
environment, and trauma
-physical development - -fine, gross-motor and sensory development
-using physical development - -to structure learning experiences and
environments in ways that are suitable to each child's sensorimotor and
cognitive development
-large motor vigorous exercise - -promotes brain, lung, and organ
development
-brain research - -constantly progressing
-plan a variety of ways to - -help young children focus their attention and
increase its duration
-cognitive development is affected by - -home environment, heredity,
health issues, culture and language, nutrition, and the larger community
-construct knowledge - -through playful exploration and then become ready
to focus their attention on specific dimensions of materials
-Construction of knowledge is social - -social - children need to work
together in center and group work
-mistakes - -are part of learning
-language development - -receptive language develops before expressive
language
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