Illinois Administrative Code
Title 23 - EDUCATION AND CULTURAL RESOURCES
Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION
Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION
Section 26.180 - Human Development and Learning
Universal Citation: 23 IL Admin Code ยง 26.180
Current through Register Vol. 48, No. 38, September 20, 2024
The competent early childhood teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of all children from birth through grade three.
a) Knowledge Indicators - The competent early childhood teacher:
1) understands how
children from birth through grade three develop physically, socially,
emotionally, cognitively, linguistically, and aesthetically.
2) understands how to provide learning
opportunities that support and enhance each area of development - physical,
social, emotional, cognitive, linguistic, and aesthetic.
3) understands how brain development from
birth through grade three is promoted through developmentally and culturally
appropriate learning experiences.
4) understands how children from birth
through grade three differ in their development and in their approaches to
learning.
5) understands how to
support the development and learning of individual children from birth through
grade three.
6) understands the
developmental consequences of stress and trauma on children and their families,
including protective factors and resilience.
7) understands the development of mental
health and the importance of supportive relationships.
8) understands the basic health, nutrition,
and safety needs of children from birth through grade three, including specific
procedures related to health, safety, and nutrition for infants and
toddlers.
9) understands
appropriate procedures for responding to childhood illnesses and communicable
diseases.
b) Performance Indicators - The competent early childhood teacher:
1) applies knowledge of development and
individual differences when designing developmentally and culturally
appropriate learning experiences for children from birth through grade
three.
2) analyzes and evaluates
learners' performance in order to design and facilitate learning experiences
that are responsive to children's interests, developmental levels, and learning
styles.
3) examines the
developmental consequences of stress and trauma on children and their families
and responds by designing learning opportunities that promote resilience and
support students' well-being.
4)
applies knowledge of mental health and supportive relationships when providing
learning opportunities for children from birth through grade three.
5) follows appropriate procedures and designs
learning opportunities that are responsive to the health, safety, and
nutritional needs of children from birth through grade three, including
specific procedures and learning opportunities related to the health, safety,
and nutrition of infants and toddlers.
6) follows appropriate procedures when
responding to childhood illnesses and communicable diseases.
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