51036

Early childhood teachers and paraprofessionals will explore the developmental strengths and needs of young children 0-8 years with special needs using inclusion strategies and techniques for partnering with families.

Physical/sensory-motor, social-emotional, and cognitive/language development of the prenatal period throughout the first three years will be studied with an emphasis on interactions between genetic and environmental factors. Brain development research and major developmental theories are the guiding principles for practice. Caring adults as a foundation for all development will be emphasized.

Early childhood teachers and paraprofessionals will explore the developmental strengths and needs of young children 0-8 years with special needs using inclusion strategies and techniques for partnering with families.

Physical/sensory-motor, social-emotional, and cognitive/language development of the prenatal period throughout the first three years will be studied with an emphasis on interactions between genetic and environmental factors. Brain development research and major developmental theories are the guiding principles for practice. Caring adults as a foundation for all development will be emphasized.

Early childhood teachers and paraprofessionals will explore the developmental strengths and needs of young children 0-8 years with special needs using inclusion strategies and techniques for partnering with families.

Physical/sensory-motor, social-emotional, and cognitive/language development of the prenatal period throughout the first three years will be studied with an emphasis on interactions between genetic and environmental factors. Brain development research and major developmental theories are the guiding principles for practice. Caring adults as a foundation for all development will be emphasized.

Theoretical perspectives & historical contexts of developmentally-appropriate practices applied to environments & programs for children from birth through age eight. Examines the role of relationships, constructive adult-child interactions, & teaching strategies in supporting development across all domains for all children, including those from diverse backgrounds (culture, learning styles, special needs). Evolution of professional practices promoting advocacy, ethics, and professional identity.

Early childhood teachers and paraprofessionals will explore the developmental strengths and needs of young children 0-8 years with special needs using inclusion strategies and techniques for partnering with families.

Appropriate curriculum and environments for children from birth to age 8. Teachers' roles in supporting development and joy of learning for all children using observation and assessment and emphasizing the essential role of play through language, literacy, social/emotional learning, physical/motor activity, sensory learning, art, creativity, math, and science.

Overview of the Child Development Permit Matrix, including the application process, recent changes and requirements for education and experience. Emphasis on the role of the professional growth advisor using the "California Early Childhood Educator (ECE) Competencies." Utilizing the CA ECE Registry and the role of the Registry in tracking professional development and academic coursework will also be covered.