CHART 2
ASSESSMENT OF STRENGTHS

Instructions: Use the following form to assess your knowledge, skills and attitudes in the competency areas that relate to early childhood and school-age education and programming. Begin by checking the boxes next to the knowledge, skills, and attitudes that you feel confident that you have mastered. Then move to Chart 3 to assess the areas where you would like to improve.

**Child Development**
KNOWLEDGE	SKILLS	ATTITUDES
Physical development Social development Language development Intellectual development Creative development Emotional development Multiple influences on development Realistic expectations for behavior	Recognizing advancing development Recognizing lags in development Documentation Assessment Communication with families Confidentiality Reporting Progress Techniques for interactions Strategies for stress reduction	Uniqueness of each child Accepting Receptive Consistency Perceptive Calm, peaceful Attentive Creative Patient, self-controlled

**Health and Safety**
KNOWLEDGE	SKILLS	ATTITUDES
Common illnesses & symptoms Health Practices First Aid Safety Hazards Nutrition Emergency procedures	Recognizing symptoms, hazards Keeping environment clean & healthy Following policies for sick children Planning for health – teaching modeling good practice Applying first aid knowledge	Paying attention Making decisions Expressing caring Keeping calm in emergencies Caring Concerned

**Physical Environment**
KNOWLEDGE	SKILLS	ATTITUDES
Appropriate physical environment for various ages including: Furnishings and equipment Impact of environment on mental health & learning Emotional environment for supporting learning	Planning room arrangements Organizing materials Assessing and reducing environmental stress Planning effective learning environments Planning, responding and intervening to make environment psychologically safe	Observant Clean, neat Flexible Resourceful Responsible Sensitive Responsive

**Content (Curriculum)**
KNOWLEDGE	SKILLS	DISPOSITIONS
Math, Science, Technology (MST) English Language Arts (ELA) Communication, oral/written Arts – visual, music, movement, drama Social studies Program learning standards for ages Community resources Assessing and documenting learning standards Sources for continuing education	Interpreting everyday situations to apply knowledge Writing and speaking for the transmission of information Using opportunities for creative expression	Open Creative Resourceful Curious Continuous learner

**How to teach (Pedagogy)**
KNOWLEDGE	SKILLS	ATTITUDES
Learning styles Teaching Strategies Adaptations for children with special needs	Planning curriculum activities appropriate for age/style Transitions managing time	Student-centered Versatile Logical

**Working with Families**
KNOWLEDGE	SKILLS	ATTITUDES
Parents as first teachers Families in society Various culture values and beliefs English language learners	Developing family involvement strategies Making referrals for community-based supports Communicating in home language Incorporating families’ cultural values and beliefs into classroom Working with families from a strength- based approach	Respectful Understanding Empathic Honest Sensitive

**Child Assessment**
KNOWLEDGE	SKILLS	ATTITUDES
Methodologies of child assessment Interpretation and application of child assessment	Using multiple methods Individualizing curriculum based on child assessment	Organized Unbiased Strength-based applications Confidentiality

**Program Management**
KNOWLEDGE	SKILLS	ATTITUDES
Program policies & procedures Managing resources Scheduling and planning Co-worker interactions Record keeping Leadership	Following guidelines Conserving resources by responsible management Managing time Working cooperatively Carefully documenting Problem Solving Communication	Responsible Not wasteful Punctual Cooperative Precise Self-Starter

**Child Abuse/Neglect Recognition**
KNOWLEDGE	SKILLS	ATTITUDES
Indicators of possible child abuse or neglect Procedures of documenting and reporting child abuse or neglect	Recognizing and reporting potential abuse and neglect Maintaining records of disclosures Dealing with families	Attention to detail Good judgment Tact Confidentiality

**Communication**
KNOWLEDGE	SKILLS	ATTITUDES
Vocabulary, grammar, and appropriate use of language for written and verbal communication Barriers to communication and how to overcome them English as second language implications Communication Styles (self and others)	Using of receptive and expressive language appropriate for the audience and occasion. Communicating with people who speak other languages	Respect Tact Willingness to use multiple ways to communicate

**Professionalism and Leadership**
KNOWLEDGE	SKILLS	ATTITUDES
Regulations, guidelines, requirements, and standards Professional development pathways Community resources Processes for affecting change	Applying of regulations, guidelines, requirements, and standards Accessing career pathways for self and others Accessing community resources Advocating for children, family, staff, and self	Compliant of regulations, guidelines, requirements, and standards Resourceful in finding career pathways and community resources Responsible for affecting change where needed Cooperative

Go to SECTION IV. C, KNOWLEDGE AREA CROSSWALK to see that knowledge skills and attitudes are incorporated into early childhood standards. The chart demonstrates that various early childhood professional organizations have determined that these areas are common and important to the field of early childhood education.

CHART 2 ASSESSMENT OF STRENGTHS

CHART 2
ASSESSMENT OF STRENGTHS