Competency Area Product Location

1. Diversity of Development
in Infancy and Early
Childhood

1.1 Knowledge of
development during the
prenatal and perinatal
periods, and factors that
can contribute to risk and
impact later development
and learning

1.2 Knowledge on
sociocultural influences
and their impact on child
development and
learning

1.3 Knowledge of major
theories of child
development and
learning

1.4 Knowledge of typical
development of infants,
toddlers, and
preschoolers in all
domains including
physical, motor,
communication/language
, cognitive, social, and
emotional development
Three parent/caregiver
pamphlets covering
three different areas
of development: 1)
gross motor
development, 2)
social/emotional
development, 3)
speech and
language
development.
This section, as well as:

3.8 Ability to communicate with
families in a competent
manner.
1.5 Knowledge of the impact
of disabilities and serious
medical conditions on
development and
learning in early
childhood

1.6 Knowledge of specific
disabilities and
implications for planning
and implementing
intervention.

1.7 Knowledge of early
childhood mental health
issues including the
impact of stress and
Case study on a 5-year-
old boy diagnosed
with posttraumatic
stress disorder.
This section, as well as:

5.13 Ability to plan and
implement appropriate and
Competency Area Product Location
trauma, protective factors
and resilience,
attachment and
separation, and the
importance of nurturing
relationships.
effective strategies for
addressing challenging
behavior in young children.

And:

6.3 Knowledge of a continuum
of child guidance
techniques to prevent or
reduce occurrence of
challenging behaviors and
promote cooperative
behavior and positive
engagement with peers,
activities, and materials
1.8 Knowledge of early brain
development and
implications for later
development and
learning

1.9 Knowledge of typical and
atypical child
development in
assessment,
intervention, curriculum
development, and
implementation
Five observations on
typical and atypical
children.
This section, as well as:

4.8 Knowledge of recommended
practices and methods for
conducting authentic
assessments and
documenting childrens
learning and development in
natural environments.
Competency Area Product Location
2. Collaborative
Consultation, Service
Coordination, and
Teaming

2.1 Knowledge of various
team models and
configurations

2.2 Knowledge of strategies
for team building and
maintenance

2.3 Knowledge of models,
stages, and techniques
of collaborative
consultation

2.4 Knowledge of models of
Competency Area Product Location
service coordination and
advantages and
disadvantages of various
models
2.5 Knowledge of roles and
responsibilities of service
coordinators

2.6 Knowledge of strategies
for effective interagency
collaboration
Collaboration &
Consultation
This section, as well as:

3.4 Knowledge of the tenets of
family-centered practice and
the implications for family-
professional relationships
and program policies and
practices
2.7 Ability to establish and
maintain an effective
consultative relationship
Final reflection from
collaborative
consultation
practicum and
seminar.
This section, as well as:

8.3 Ability to engage in
reflective thinking about
practices in working with
children, families, and other
professionals
2.8 Ability to participate as a
team member to identify
and enhance team roles,
communication, problem
solving, and conflict
resolution
Resources for program This section, as well as:

6.6 Ability to design and
evaluate healthy and safe
learning environments that
optimally support childrens
play and learning, and
address their interests,
natural curiosity,
preferences, individual
abilities, age levels,
linguistic, and cultural
variables
2.9 Ability to implement
processes and strategies
that support transitions
among settings for
infants and young
children

Competency Area Product Location
3. Family Partnership
3.1 Knowledge of family
systems theory and the

Competency Area Product Location
implications for providing
services to families of
children with disabilities
3.2 Knowledge of the
potential impact of a child
with a disability or
serious medical condition
on the family system
10 Functional Outcomes This section, as well as:

3.7 Ability to assist families to
obtain needed resources
and supports in a manner
that builds on the familys
strengths and competencies

3.3 Knowledge of varied
sources of family and
community diversity and
of practices that reflect
cross-cultural
competence in all
aspects of service
delivery

3.4 Knowledge of the tenets
of family-centered
practice and the
implications for family-
professional relationships
and program policies and
practices

3.5 Knowledge of
professional roles and
boundaries when
working with families

3.6 Ability to work
collaboratively with
families to develop,
implement, and monitor
individualized plans
including IEPs or IFSPs
Team meeting This section, as well as:

2.5 Knowledge of roles and
responsibilities of service
coordinators
3.7 Ability to assist families
to obtain needed
resources and supports
in a manner that builds
on the familys strengths
and competencies

3.8 Ability to communicate
with families in a
culturally competent
Routines Based
Interview (RBI)
This section, as well as:

1.2 Knowledge on sociocultural
Competency Area Product Location
manner influences and their impact
on child development and
learning
3.9 Ability to assist families
to plan for transitions

3.10 Ability to facilitate and
support mutually
satisfying interactions
between children and
their parents

Competency Area Product Location
4. Assessment
4.1 Knowledge of major
stages and purposes of
the assessment process
and recommended
practices for each stage
of the process

4.2 Knowledge of the
components of well
coordinated identification
and referral systems and
practices for ensuring
that appropriate and
timely referrals are made

4.3 Knowledge of the
characteristics of
effective screening
instruments and
programs

4.4 Knowledge of
measurement concepts
and principals used in
the construction of
assessment instruments
Review of 5
Assessments
This section, as well as:

1.6 Knowledge of specific
disabilities and implications
for planning and
implementing intervention.

4.5 Knowledge of the
requirements for
assessment as
mandated by state and
federal legislation

4.6 Knowledge of the roles of
families in the
assessment process and

Competency Area Product Location
recommended practices
for involving them
4.7 Knowledge of sources of
cultural bias in
assessment instruments
and recommended
practices for conducting
unbiased assessments

4.8 Knowledge of
recommended practices
and methods for
conducting authentic
assessments and
documenting childrens
learning and
development in natural
environments

4.9 Ability to select and
administer assessment
instruments in
compliance with
established criteria
Administration of the
Assessment,
Evaluations, and
Programming
System for infants
and children
(AEPS)
This section, as well as:

5.5 Ability to use assessment
information to develop
individualized
instruction/intervention
plans (i.e., goals/objectives,
strategies, evaluation
methods)
4.10 Ability to involve families
and to integrate their
priorities and concerns in
the assessment process

4.11 Ability to gather
information from multiple
sources and
environments in the
assessment process
Early Childhood
Enviornment Rating
Scale Revised
(ECERS-R)
This section, as well as:

6.6 Ability to design and
evaluate healthy and safe
learning environments that
optimally support childrens
play and learning, and
address their interests,
natural curiosity,
preferences, individual
abilities, age levels,
linguistic, and cultural
variables
4.12 Ability to use a variety of
materials, contexts, and

Competency Area Product Location
strategies to maintain the
interest of infants and
young children in the
assessment process
4.13 Ability to produce
assessment reports that
clearly discuss
developmental domains
and functional concerns
and provide appropriate
recommendations

4.14 Ability to participate as a
team member in
integrating assessment
results in the
development of the
IEP/IFSP

4.15 Ability to align
assessment with
curriculum content
standards and local,
state, and federal
regulations

Competency Area Product Location
5. Planning and
Implementing
Individualized Instruction

5.1 Knowledge of the legal
requirements and
components of the
IFSP/IEP

5.2 Knowledge of
considerations and
recommended practices
for developing,
implementing, and
evaluating the IFSP/IEP

5.3 Knowledge of universal
design, assistive
technologies, and
augmentative
communication systems
and their appropriate use
in facilitating the learning
and development of

Competency Area Product Location
infants and young
children with special
needs
5.4 Knowledge of a
continuum of
intervention/teaching
strategies for supporting
the learning and
participation of infants
and young children with
special needs in natural
and inclusive settings

5.5 Ability to use
assessment information
to develop individualized
instruction/intervention
plans (i.e.,
goals/objectives,
strategies, evaluation
methods)

5.6 Ability to embed learning
opportunities in everyday
routines, relationships,
activities, and places
Activity Plans

This section, as well as:

6.6 Ability to design and
evaluate healthy and safe
learning environments that
optimally support childrens
play and learning, and
address their interests,
natural curiosity,
preferences, individual
abilities, age levels,
linguistic, and cultural
variables
5.7 Ability to facilitate
communication
development in infants
and young children with
special needs including
the use of augmentative
communication systems

5.8 Ability to facilitate the
development of
functional fine motor,
perceptual motor, and
movement skills in

Competency Area Product Location
infants and young
children with special
needs
5.9 Ability to demonstrate
positioning and handling
strategies including the
use of adaptive
equipment to promote
engagement with the
environment and active
participation by infants
and young children with
special needs

5.10 Ability to implement safe,
comfortable, and
effective feeding
strategies for infants and
young children with
special needs

5.11 Ability to facilitate the
development of adaptive
skills (including self-care
skills) in infants and
young children with
special needs

5.12 Ability to address the
individual sensory
processing/integration
needs of infants and
young children during
daily routines and
activities
Multi Sensory Learning
(Training)

This section, as well as:

7.11 Ability to design, implement,
and evaluate professional
development activities
5.13 Ability to plan and
implement appropriate
and effective strategies
for addressing
challenging behavior in
young children

5.14 Ability to use appropriate
methods and procedures
to monitor and document
child progress and make
recommendations for
instruction
Progress Monitoring
Project


This section, as well as:

4.8 Knowledge of
recommended practices
and methods for conducting
authentic assessments and
documenting childrens
Competency Area Product Location
learning and development in
natural environments
Competency Area Product Location
6. Developmentally
Appropriate Practices
and Programs

6.1 Knowledge of early
childhood curriculum
models and approaches

6.2 Knowledge of the role
and importance of play in
development and
learning

6.3 Knowledge of a
continuum of child
guidance techniques to
prevent or reduce
occurrence of
challenging behaviors
and promote cooperative
behavior and positive
engagement with peers,
activities, and materials

6.4 Ability to plan,
implement, and evaluate
curriculum activities and
experiences that are
responsive to childrens
interests, natural
curiosity, preferences,
individual abilities, age
levels, and linguistic and
cultural variables

6.5 Ability to integrate
learning across
developmental domains
and content areas in
curriculum activities and
experiences and to align
curriculum with learning
standards and individual
goals

6.6 Ability to design and
evaluate healthy and
safe learning

Competency Area Product Location
environments that
optimally support
childrens play and
learning, and address
their interests, natural
curiosity, preferences,
individual abilities, age
levels, linguistic, and
cultural variables
6.7 Ability to appropriately
integrate the use of
computers and
technology into
curriculum and activities
to enhance childrens
learning opportunities

6.8 Ability to use assistive
technology and universal
design to accommodate
the unique learning
styles and needs of
infants and young
children with diverse
abilities

6.9 Ability to design a daily
schedule that is
reasonably paced,
minimizes the number of
transitions, and provides
for a balance of different
types of activities and
experiences
Environment/Schedule
Change
This section, as well as:

4.11 Ability to gather information
from multiple sources and
environments in the
assessment process
6.10 Ability to facilitate young
childrens play, peer
relationships, and
friendships

6.11 Ability to promote healthy
attachments, emotional
regulation, and emotional
expression in infants and
young children
Positive Support Plan This section, as well as:

5.13 Ability to plan and
implement appropriate and
effective strategies for
addressing challenging
behavior in young children
6.12 Ability to plan and
implement learning

Competency Area Product Location
experiences and
activities that promote
cognitive development,
problem solving,
mathematical, and
science learning
6.13 Ability to plan and
implement learning
experiences and
activities that promote
the development of
language and literacy
Early Language &
Literacy Classroom
Observation Pre-K
Tool (ELLCO)

This section, as well as:

4.11 Ability to gather information
from multiple sources and
environments in the
assessment process
6.14 Ability to plan and
implement learning
experiences that promote
multicultural and social
studies learning

6.15 Ability to plan and
implement learning
experiences and
activities that promote
young childrens
understanding of sound
nutrition, motor abilities,
and physical fitness

6.16 Ability to plan and
implement learning
experiences and
activities that promote
young childrens musical,
artistic, and creative
development

Competency Area Product Location
7. Administration,
Supervision, and
Professional
Development

7.1 Knowledge of skills and
traits that are desirable
for effective leaders

7.2 Knowledge of
management processes
for planning, organizing,
staffing, and monitoring
quality in organizations
Interview with Director

This section, as well as:

7.3 Knowledge of finance and
budgeting, including funding
sources and methods of
Competency Area Product Location
constructing budgets and
monitoring funds and
expenses
7.3 Knowledge of finance
and budgeting, including
funding sources and
methods of constructing
budgets and monitoring
funds and expenses

7.4 Knowledge of relevant
accreditation standards,
laws, licensing
regulations, and local
and state regulations that
apply to programs for
infants and young
children

7.5 Knowledge of
management theories
and approaches
appropriate to early
intervention, early care
and education
organizations

7.6 Knowledge of options for
service delivery,
standards, and
characteristics of high
quality inclusive service
delivery for infants and
young children

7.7 Knowledge of
procedures for planning
and conducting formative
and summative program
evaluation

7.8 Knowledge of models
and methods of
supervision and
mentoring for early
childhood organizations

7.9 Ability to articulate an
organizations mission,
philosophy, goals, and
supporting policies and

Competency Area Product Location
procedures
7.10 Ability to employ adult
learning principles in
consulting, coaching, and
training family members
and service providers

7.11 Ability to design,
implement, and evaluate
professional
development activities

7.12 Ability to observe other
adults and provide
relevant feedback

7.13 Ability to supervise and
evaluate performance of
other adults
Coaching Presentation This section, as well as:

7.12 Ability to observe other
adults and provide relevant
feedback
7.14 Ability to plan and
implement program
evaluation
Technical Assistance
Plan
This section, as well as:

8.5 Ability to remain current in
the early intervention field
and maintain involvement in
relevant professional
organizations and
professional growth
activities
8. Professional and Ethical
Practice

8.1 Knowledge of
professional codes of
ethics and applications of
codes of ethics and
ethical principles to
professional practice

8.2 Ability to evaluate your
personal strengths and
needs as they relate to
your professional role
Reflective Journal in SEI
513: Practicum in
Early Intervention
This section, as well as:

8.7 Ability to advocate on behalf
of infants and young
children and their families
and to support families in
advocating for their children

8.3 Ability to engage in
reflective thinking about
Reflective Journal in SEI
523: Home-Based
This section, as well as:

Competency Area Product Location
practices in working with
children, families, and
other professionals
Practicum in Early
Intervention
3.2 Knowledge of the potential
impact of a child with a
disability or serious medical
condition on the family
system


8.4 Ability to clearly and
articulately express
yourself in oral and
written form
Floortime Case Study This Section, as well as:

6.2 Knowledge of the role and
importance of play in
development and learning

8.5 Ability to remain current
in the early intervention
field and maintain
involvement in relevant
professional
organizations and
professional growth
activities
Shared current news
articles related to
ECE with peers
(SEI 514)

*Shared Via First Class
This Section, as well as:

8.6 Ability to utilize computers
and internet resources to
better serve infants and
young children with
disabilities and their families
8.6 Ability to utilize
computers and internet
resources to better serve
infants and young
children with disabilities
and their families

8.7 Ability to advocate on
behalf of infants and
young children and their
families and to support
families in advocating for
their children

8.8 Ability to recognize signs
of emotional distress,
neglect, and abuse, and
to follow reporting
procedures


Competency Area Product Location
9. Policy and Research
9.1 Knowledge of basic
concepts of educational
research and analysis
Annotated Bibliography:
five articles on
learning
environments in
This section, as well as:

6.12 Ability to plan and
implement learning
early education


experiences and activities
that promote cognitive
development, problem
solving, mathematical, and
science learning
9.2 Knowledge of historical,
philosophical, and legal
bases for the education
of infants and young
children including those
at risk for and with
disabilities
Research on court case
Burriola v. Greater
Toledo YMCA
This section, as well as:

9.7 Knowledge of strategies for
promoting systems change
and influencing public
policy
9.3 Knowledge of trends,
issues, and challenges in
the fields of ECE, early
intervention, and ECSE
Ethical Dilemma 8.1 Knowledge of professional
codes of ethics and
applications of codes of
ethics and ethical principles
to professional practice
9.4 Knowledge of the
philosophical
underpinnings of current
recommended practice
regarding infants and
young children

9.5 Knowledge of state and
national policy and
legislation regarding
infants and young
children with special
needs, as well as the
impact of policies and
legislation on education
and service provision

9.6 Knowledge of IDEA
procedural safeguards
and due provisions

9.7 Knowledge of strategies
for promoting systems
change and influencing
public policy

9.8 Ability to evaluate and
apply research findings
to professional practice

9.9 Ability to apply formal or
informal methods of
inquiry including action
research to problems or

concerns in public policy
or professional practice