# CTE Resource Center - Verso - Early Childhood, Education, and Services II Task/Competency List

CTE Resource Center - Verso

Virginia’s CTE Resource Center

2019/2020 Competency-Based Task/Competency List for Early Childhood, Education, and Services II (8286/36 weeks, 280 hours)

Tasks/competencies bordered in blue are considered optional when marked as such; they and/or additional tasks/competencies may be taught at the discretion of the school division. All other tasks are considered essential statewide and are required of all students.

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Demonstrating Personal Qualities and Abilities

  1. Demonstrate creativity and innovation.
  2. Demonstrate critical thinking and problem solving.
  3. Demonstrate initiative and self-direction.
  4. Demonstrate integrity.
  5. Demonstrate work ethic.

Demonstrating Interpersonal Skills

  1. Demonstrate conflict-resolution skills.
  2. Demonstrate listening and speaking skills.
  3. Demonstrate respect for diversity.
  4. Demonstrate customer service skills.
  5. Collaborate with team members.

Demonstrating Professional Competencies

  1. Demonstrate big-picture thinking.
  2. Demonstrate career- and life-management skills.
  3. Demonstrate continuous learning and adaptability.
  4. Manage time and resources.
  5. Demonstrate information-literacy skills.
  6. Demonstrate an understanding of information security.
  7. Maintain working knowledge of current information-technology (IT) systems.
  8. Demonstrate proficiency with technologies, tools, and machines common to a specific occupation.
  9. Apply mathematical skills to job-specific tasks.
  10. Demonstrate professionalism.
  11. Demonstrate reading and writing skills.
  12. Demonstrate workplace safety.

Examining All Aspects of an Industry

  1. Examine aspects of planning within an industry/organization.
  2. Examine aspects of management within an industry/organization.
  3. Examine aspects of financial responsibility within an industry/organization.
  4. Examine technical and production skills required of workers within an industry/organization.
  5. Examine principles of technology that underlie an industry/organization.
  6. Examine labor issues related to an industry/organization.
  7. Examine community issues related to an industry/organization.
  8. Examine health, safety, and environmental issues related to an industry/organization.

Addressing Elements of Student Life

  1. Identify the purposes and goals of the student organization.
  2. Explain the benefits and responsibilities of membership in the student organization as a student and in professional/civic organizations as an adult.
  3. Demonstrate leadership skills through participation in student organization activities, such as meetings, programs, and projects.
  4. Identify Internet safety issues and procedures for complying with acceptable use standards.

Exploring Work-Based Learning

  1. Identify the types of work-based learning (WBL) opportunities.
  2. Reflect on lessons learned during the WBL experience.
  3. Explore career opportunities related to the WBL experience.
  4. Participate in a WBL experience, when appropriate.

Balancing Work and Family

  1. Analyze the meaning of work and the meaning of family.
  2. Compare how families affect work life and how work life affects families.
  3. Identify management strategies for balancing work and family roles.

Providing a Positive, Safe, and Healthy Learning Environment

  1. Create physical space to maintain a developmentally appropriate learning environment for each child.
  2. Comply with local and state health and safety regulations for an early childhood education environment.
  3. Teach children health, safety, and sanitation habits, using different strategies.
  4. Plan meals and snacks that accommodate allergies and promote healthy eating practices.
  5. Complete the state-approved child-abuse course and assessment.
  6. Describe the procedures to report suspected child abuse or neglect to the appropriate authorities through role-playing scenarios.
  7. Identify characteristics of adverse childhood experiences.
  8. Document a daily child health check.
  9. Implement procedures for staff, parents, and children that prevent childhood illnesses and communicable diseases.
  10. Demonstrate use of safety procedures for an early childhood environment.
  11. Practice emergency and safety procedures used in an early childhood environment.

Promoting Physical, Cognitive, Social, and Emotional Development

  1. Analyze child development theories and their implications for early childhood education best practices.
  2. Create developmentally appropriate experiences based on observation data.
  3. Model developmentally appropriate teaching methods.
  4. Implement developmentally appropriate practices that promote children's growth and development.
  5. Apply developmentally appropriate guidance (e.g., redirection, good planning, and positive reinforcement).
  6. Use problem-solving skills to promote social emotional, intellectual, and physical intelligence.
  7. Demonstrate intentional interactions and engagement that promote supportive relationships with children and their parents/guardians.

Creating a Curriculum Responsive to Children’s Needs

  1. Evaluate curricula and instructional models used in early childhood settings.
  2. Facilitate developmentally appropriate learning experiences in all curriculum areas.
  3. Implement an integrated curriculum that values each child’s language, learning style, home experiences, and culture.
  4. Demonstrate a variety of teaching methods to support each child’s learning needs.
  5. Create learning centers that encourage a child’s interests, exploration, discovery, and development.
  6. Implement a schedule of activities, routines, and transitions in an early childhood education setting.
  7. Maintain a collection of activities that support development of children during routines and transitions.
  8. Adapt learning experiences for children with special needs/rights and/or circumstances.

Promoting Supportive Relationships with Families

  1. Demonstrate supportive interactions that promote collaborative family partnerships.
  2. Establish reciprocal interactions between families/programs/providers regarding children’s development.

Examining Careers and Professionalism

  1. Identify credentialing options for early childhood professionals.
  2. Participate in opportunities for professional development.
  3. Analyze the potential influence and outcome of career-path decisions on balancing work and family.
  4. Apply ethical standards accepted by professional organizations that are associated with early childhood.
  5. Explain compliance with federal, state, and local government standards and regulations that affects children, families, and early childhood programs.
  6. Explore ethical practices and management skills for early childhood professionals.

Seeking Employment in Early Childhood and Related Careers

  1. Explore opportunities for higher education, work-based learning, employment, and entrepreneurship in early childhood education and related careers.
  2. Identify career goals.
  3. Identify resources for finding employment or pursuing postsecondary education.
  4. Prepare a professional portfolio.
  5. Complete the job interview process.
  6. Evaluate a job offer.