# CTE Resource Center - Verso - Early Childhood, Education, and Services II Task 331413357

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify credentialing options for early childhood professionals.

Definition

Identification may include credentialing options such as the following:
  • Career Pathways for Early Childhood and Out-of-School Time Practitioners
For details on each level students should refer to Professional Development Career Advancement Lattice, Places and Programs for Children, Inc. (757) 399-1337).

Teacher Resources:

Process/Skill Questions

Thinking
  • What credentialing options exist for early childhood professionals?
  • Where can options for early childhood professionals be obtained?
Communication
  • What can one do to obtain an early childhood credential?
  • What are the requirements of the early childhood credentialing programs?
Leadership
  • How might one support early childhood credentialing?
  • What circumstances led to the creation of early childhood credentials?
Management
  • What resources are needed to obtain an early childhood credential?
  • Why is it important to have an early childhood credential?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Family Ties

 

Working on Working

 

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Entrepreneurship

 

Illustrated Talk

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

4.1.6

Analyze the role of professional organizations in education and early childhood.

4.6.1

Explore opportunities for continuing training and education.