- PLO 3: Design curriculum and assessments that are developmentally responsive to the diverse needs of children. (N.A.E.Y.C.1, 3, 4, 5)
- CLO 4: Describe the importance of building rapport with families in respectful, culturally responsive ways, when solving the classroom problems, supporting learning, and including families in the assessment of their child’s development and learning.
- CLO 6: Describe the availability, accessibility, and impact of formal and informal resources (e.g., civic organizations, senior citizen centers, and peer parents), local supports, and agencies serving the child, family and community.
- CLO 9: Plan developmentally appropriate experiences within learning environments that involve families and communities by providing opportunities and resources to promote each child’s optimal development and learning.
- PLO 4: Engage with children, families, colleagues and the community ethically and professionally in learning environments and meaningful activities. (N.A.E.Y.C. 2.,6)
- CLO 1: Describe the impact of multiple influences (e.g. socioeconomic status, home environment, community context, school setting, and special needs) on the development of the whole child in terms of family.
- CLO 2: Identify the unique components of family structure that create foundations for learning along with interactions that enhance these components, including individual identity, customs and social, cultural, and linguistic background.
- CLO 3: Explain the importance of establishing and maintaining positive, productive, and collaborative relationships with family.
- CLO 4: Describe the importance of building rapport with families in respectful, culturally responsive ways, when solving the classroom problems, supporting learning, and including families in the assessment of their child’s development and learning.
- CLO 5: Describe ways to create partnerships that respect family choices and goals for children.
- CLO 6: Describe the availability, accessibility, and impact of formal and informal resources (e.g., civic organizations, senior citizen centers, and peer parents), local supports, and agencies serving the child, family and community.
- CLO 8: Produce examples of effective interpersonal communication skills in the process of family/educational setting/community relations and involvement through written or oral means.
- CLO 9: Plan developmentally appropriate experiences within learning environments that involve families and communities by providing opportunities and resources to promote each child’s optimal development and learning.
- CLO 10: Describe the aspects of the social and emotional climate of the school setting/community (e.g. bullying, discipline policies, and character education) and its influence on student well being.
- CLO 11: Explain how early childhood professionals can ethically engage in informed advocacy within the community to support children and families.