“teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together.” – scott hayden candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. they are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. as a professional, i know it is important to be informed of current early childhood research and practices, to seek out professional development opportunities, to integrate new knowledge into my practice, and to remain a reflective practitioner. as a member of the inspired teacher certification program, i have been engaged in rigorous coursework over the last two years. these classes have focused on pedagogy, method, and instructional theory. my school offers professional development on curriculum and family engagement.
we implement the tools of the mind curriculum in my classroom and i have attended their year 1 professional development series on how to implement the activities and how to differentiate the activities for dual-language learners. i also have a collaborative relationship with my instructional coach through dcps and my mentor through inspired teaching. in addition to the professional development that is required by my school, i have also sought out additional learning opportunities. this year, we have read let them play: an early learning (un)curriculum by denita dinger and jeff a. johnson, the myth of the first three years: a new understanding of early brain development and lifelong learning by john bruer, and engaging children’s minds: the project approach by lillian g. katz and sylvia c. chard. i have also signed up for professional development this summer through the office of specialized instruction. i will be learning how to incorporate more art in the classroom, how to use clay as a teaching and learning tool, new strategies for working with dual-language learners, and about the core values of reggio-emilia.
6. naeyc professional preparation standards self-review instrument. self-review key elements of standard 1. 1b: knowing and understanding the multiple standard 6: staff competencies, preparation, and support. teacher reading the program employs and 6c: engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional, naeyc standard 4 examples, naeyc standard 4 examples, naeyc standard 4a, naeyc standards, naeyc standards pdf 2021.
they are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. they are informed advocates for sound educational practices and policies. 6c: engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional naeyc professional standard 6: becoming a professional. students prepared in early childhood degree programs identify and conduct themselves as members of the the six naeyc standards, a better understanding standard 1- promoting child development and learning standard 2- building family and community relationships., naeyc standards pdf, 7 naeyc standards, naeyc accreditation standards 2022, naeyc standards pdf 2020.
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