23 ILLINOIS ADMINISTRATIVE CODE CH. I, S. 26.180
SUBTITLE A SUBCHAPTER b
Section 26.180 Human Development and Learning
The competent early childhood teacher understands how
individuals grow, develop, and learn and provides learning
opportunities that support the intellectual, social, emotional,
and physical development of all children from birth through
grade three.
a) Knowledge Indicators – The competent early childhood
teacher:
1) understands how children from birth through grade
three develop physically, socially, emotionally,
cognitively, linguistically, and aesthetically.
2) understands how to provide learning opportunities
that support and enhance each area of development
- physical, social, emotional, cognitive,
linguistic, and aesthetic.
3) understands how brain development from birth
through grade three is promoted through
developmentally and culturally appropriate
learning experiences.
4) understands how children from birth through grade
three differ in their development and in their
approaches to learning.
5) understands how to support the development and
learning of individual children from birth
through grade three.
6) understands the developmental consequences of
stress and trauma on children and their families,
including protective factors and resilience.
7) understands the development of mental health and
the importance of supportive relationships.
8) understands the basic health, nutrition, and
safety needs of children from birth through grade
three, including specific procedures related to
23 ILLINOIS ADMINISTRATIVE CODE CH. I, S. 26.180
SUBTITLE A SUBCHAPTER b health, safety, and nutrition for infants and
toddlers.
9) understands appropriate procedures for responding
to childhood illnesses and communicable diseases.
b) Performance Indicators – The competent early childhood
teacher:
1) applies knowledge of development and individual
differences when designing developmentally and
culturally appropriate learning experiences for
children from birth through grade three.
2) analyzes and evaluates learners’ performance in
order to design and facilitate learning
experiences that are responsive to children’s
interests, developmental levels, and learning
styles. 3) examines the developmental consequences of stress
and trauma on children and their families and
responds by designing learning opportunities that
promote resilience and support students’ well-
being. 4) applies knowledge of mental health and supportive
relationships when providing learning
opportunities for children from birth through
grade three. 5) follows appropriate procedures and designs
learning opportunities that are responsive to the
health, safety, and nutritional needs of children
from birth through grade three, including
specific procedures and learning opportunities
related to the health, safety, and nutrition of
infants and toddlers. 6) follows appropriate procedures when responding to
childhood illnesses and communicable diseases.
Tags: