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 26.190 - Diversity
Universal Citation: 23 IL Admin Code ยง 26.190
Current through Register Vol. 48, No. 38, September 20, 2024
The competent early childhood teacher understands how children and families differ in their perspectives and approaches to learning and creates opportunities for growth and learning that are developmentally and culturally appropriate and are adapted for children from birth through grade three.
a) Knowledge Indicators - The competent early childhood teacher:
1)
understands conditions that affect children's development and learning,
including risk factors, developmental variations, and developmental patterns of
related to specific disabilities.
2) understands cultural and linguistic
diversity and the significance of familial, socio-cultural, and political
contexts for development and learning.
3) recognizes that children are best
understood within the contexts of family, culture, and society.
4) understands the function of the home
language in the development of young children and the interrelationships among
culture, language, and thought.
b) Performance Indicators - The competent early childhood teacher:
1) creates and
modifies environments and experiences that meet the individual needs of all
children from birth through grade three and their families, including children
with disabilities, developmental delays, and special abilities.
2) respects and affirms culturally and
linguistically diverse children from birth through grade three and their
families.
3) supports home language
preservation and creates learning environments and experiences that are free of
bias.
4) demonstrates sensitivity
to differences in family structures and social and cultural
backgrounds.
5) works effectively
over time with children of diverse ages (infants, toddlers, preprimary and
primary students), with children of differing abilities, and with children
reflecting culturally and linguistically diverse family systems.
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