STANDARD FOUR: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Key Elements of Standard Four
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators' work with young children.
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
EVIDENCE & ARTIFACTS
4a: The evidence to support the understanding of the foundation for early childhood educator's work with young children demonstrates positive, caring, supportive relationships and interactions can be found in this artifact:
EDUC 585: Case Study: Supporting Ignacio
4b: The evidence to support the knowledge and understanding of using teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills can be found in these artifacts:
EDUC 632: Early Childhood Internship II: Learning Plans
4c: The evidence to support the knowledge and use of a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning can be found in these artifacts:
EDUC 585: Case Study: Bilingual Voices and Parent Classroom Choices
REFLECTIVE CONNECTION
4a: This NAEYC standard ensures that early childhood educators provide evidence to support the understanding of the foundation for early childhood educators to work with young children to demonstrate positive, caring, supportive relationships and interactions. The case studies Supporting Ignacio and Bilingual Voices and Parent Choices assignments demonstrate my knowledge of the importance of creating an environment that motivates students to learn and displays my ability to support racial and ethnic diversity and develop relationships with families to improve learning opportunities.
4b: This NAEYC standard ensures that early childhood educators provide evidence to support the knowledge and understanding of using teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills. My Elevator Speech assignment demonstrates my ability to work with externally developed standards, pressures of high-stakes testing outcomes, demanding parents and administrators, uncertain economic situations, few resources, and children with multiple needs. The Curation Website and Resources project demonstrates my ability to gather developmentally appropriate resources for students, families, and colleagues that provide opportunities for authentic learning experiences to support the development of executive function skills. My Learning Plans were created to demonstrate my ability to develop mini-lessons based on an early learning standard that are developmentally appropriate and provide opportunities for authentic learning in the early learning setting.
4c: This NAEYC standard ensures that early childhood educators provide evidence to support the knowledge and use of a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning. The UDL and Inclusion assignment exhibits my ability to describe the significance of promoting and applying the principles of inclusion, differentiation, and UDL in my classroom setting to children with disabilities or who are receiving special education services. My Bilingual Voices and Parent Choices Case Study assignment demonstrates my ability to create an environment that motivates students to learn and how I support racial and ethnic diversity in the design of my curriculum and instruction.