The Learner and Learning -
Candidates explore child development including theories and philosophies to understand how learning influences the learner as part of the development process. Candidates build upon positive relationships and supportive interactions to plan and implement developmentally appropriate approaches, strategies, and tools to positively influence each child’s development and learning. [NAEYC 4; InTASC 3, 7, 8, 9)

• Explore theories and philosophies of early learning and development to make developmentally appropriate decisions to respond to each child through curriculum and instruction. [MC2]
• Identify each child's unique and varied characteristics, including development, learning styles, strengths, abilities, challenges, and capacity to make choices in order to respond to each child with developmentally appropriate instruction and interactions. [MC2]
• Use data to identify readiness for learning while taking into account the multiple influences on early development and learning. [MC2]

Content Knowledge -
Candidates apply in-depth content knowledge, appropriate curriculum, content standards, early learning standards, and learning resources to promote developmentally meaningful, engaging, and challenging learning opportunities for all children. (NAEYC 5; InTASC 4, 5, 7)

• Apply in-depth content knowledge and learning resources, including technology, in the academic disciplines to create meaningful and engaging pedagogical practices for students to learn, practice, and master content. [MC2]
• Apply appropriate pedagogical content knowledge, content standards, and early learning standards to plan and evaluate developmentally appropriate and challenging learning opportunities for each child. [MC2]
• Develop meaningful, developmentally appropriate learning progressions adapted to meet the needs of all students based on central concepts, methods and tools of inquiry of the academic disciplines. [MC2]

Instructional Practice -
Candidates design instruction and learning environments that take into account young children’s characteristics, needs, and readiness for learning, as well as the multiple influences on early development and learning. They understand the teacher’s role in developing shared values, expectations, appreciation for cultural diversity, and reciprocal relationships with learners, colleagues, and families for promoting healthy, respectful, supportive, and challenging learning environments for young children. (NAEYC 1, 2; InTASC 1, 2, 3)

• Plan instruction that uses effective strategies and resources, including the equitable and appropriate use of technology, to meet the needs of young learners. [MC2]
• Develop a wide range of developmentally, culturally, and linguistically responsive teaching and learning strategies to achieve individual learning outcomes, including differentiating instruction. [MC5]
• Use data to reflect upon and evaluate personal practice, and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes. [MC2]

Assessment -
Candidates know about and understand the goals, benefits, and uses of assessment, assessment technology, and assistive technology as instructional tools, diagnostic screeners, and two-way communication devices to promote development, learning outcomes, and collaborative partnerships for the benefit of young children. (NAEYC 3; InTASC 6, 7, 8)

• Examine formal and informal, formative and summative assessments to make informed choices about instructional goals, curriculum, and teaching strategies to promote positive outcomes for young children. [MC2, MC3]
• Identify appropriate assessment strategies and approaches, including the use of technology, to observe, document, and collect data, and monitor progress of young children. [MC2, MC4]
• Use assessment data to make ethically and legally informed choices about instruction to select appropriate goals, curriculum, and teaching strategies to promote positive outcomes for young children. [MC2, MC3]