Definition: An entry-level early childhood educator
interacts with and meets the needs of children, parents, and other adults by
communicating effectively, promoting positive behavior, planning and
implementing curriculum, performing administrative tasks, and exhibiting
professional qualities.
A.
EXHIBIT
PROFESSIONAL QUALITIES
A.1 Demonstrate
patience, love, understanding, sensitivity, sense of humor, creativity, and
enthusiasm working with children
A.2 Exhibit
positive attitude, self-control, and emotional security
A.3 Exhibit
dependability, punctuality, commitment, and flexibility
A.4 Serve
as a positive role model at work and in the community
A.5 Respect
confidentiality of children, parents, and staff
A.6 Take
initiative
A.7 Accept
and offer constructive criticism
A.8 Mange
time effectively
A.9 Prioritize
needs and tasks, considering children first
A.10 Perform
multiple tasks
A.11 Follow
or create an employer's dress code
A.12 Practice
good physical hygiene
A.13 Maintain
strong physical and mental stamina
B.
COMMUNICATE
EFFECTIVELY
B.1 Practice
effective written and oral communication skills; e.g., write legibly, use
proper grammar
B.2 Gather necessary information from others through listening,
questioning,
and
documentation, including children, families, coworkers, and staff
B.3 Relay
necessary information to others in appropriate manner; e.g., coworkers and
families via memos, letters, bulletin boards, etc.
B.4 Prepare
various reports and communicate accordingly; e.g., daily, progress, portfolios,
incident, anecdotal records
B.5 Report
illness and incidents following center guidelines
B.6 Conduct
and/or participate in meetings and conferences with parents, staff, and other
agencies
B.7 Verbalize
concerns to supervisor, if applicable
B.8 Provide
information to parents regarding developmental stages
B.9 Communicate
according to child's ability to understand
C. PRACTICE EFFECTIVE INTERPERSONAL RELATIONSHIPS
C.1 Establish positive relationship with children, families,
coworkers, and staff
C.2 Promote positive relationships through parent-teacher
conferences and home visits
C.3 Show respect for children, families, coworkers, management,
and staff
C.4 Work cooperatively as a team member and as a leader
C.5 Effectively resolve conflict and assist in conflict resolution
C.6 Prepare
for and/or participate in public relations activities; e.g., orientation and
open house
D. MEET NEEDS OF CHILDREN AND FAMILIES
D.1 Establish secure and trusting relationship with child and family
D.2 Provide and create a nurturing, calm environment
D.3 Provide emotional support for children and families
D.4 Encourage and enhance child's positive self-esteem
D.5 Encourage positive social interaction
D.6 Intervene appropriately in separation anxiety situations
D.7 Determine
individual needs both immediate and long term
D.8 Identify
children with developmental delays or special needs through observation and
assessment
D.9 Assist
parents of children with special needs and make appropriate referrals
D.10 Provide
instructions for and assist with self-help skills; e.g., dressing, eating
D.11 Assist
with personal hygiene; e.g., toileting, hand washing, brushing teeth
D.12 Plan,
prepare and/or serve nutritious snacks and meals at the center with attention
to food allergies and standards
D.13 Provide
instruction for health-related topics; e.g., nutrition
D.14 Plan
and conduct parent education classes and meetings
E.
PROVIDE A
SAFE, CLEAN ENVIRONMENT
E.1 Follow guidelines for state regulatory agencies
E.2 Inform
and follow facility policy for administering medications/emergency medical
procedures
E.3 Secure medicine or hazardous materials
E.4 Administer first aid and CPR
E.5 Perform daily health check
E.6 Inform
and follow guidelines for sanitation procedures; e.g., handling food, hand
washing, according to state guidelines
E.7 Maintain appropriate teacher/child ration within center
guidelines
E.8 Maintain
proper classroom environment; e.g., lighting and ventilation
E.9 Provide
organized, attractive classrooms
E.10 Delegate
or perform household chores; e.g., clean bathrooms, mop floors, wash toys,
clean up spills
E.11 Delegate
or perform classroom safety checks daily; e.g., broken toys
E.12 Inform
and follow emergency evacuation procedures
E.13 Survey
playground for hazards
E.14 Release
child to only authorized individuals
E.15 Follow
state driving regulations when applicable
E.16 Provide
for children with special needs
F.
PLAN AND IMPLEMENT
CURRICULUM
F.1 Review and/or follow required guidelines for curriculum plans,
if appropriate
F.2 Plan and implement developmentally appropriate lesson plans
F.3 Observe, plan, and implement developmentally appropriate
learning activities
F.4 Promote a multicultural and nonbiased curriculum
F.5 Develop and implement transitional plans for children
F.6 Create or set objectives for specific activities
F.7 Adapt or adjust plans for different development levels,
including special needs
F.8 Evaluate plan to see if objectives are met
F.9 Submit plans for approval
F.10 Gather, prepare, and create age-appropriate materials in
advance, per requests
F.11 Participate in planning activities as a team member or as a
leader
F.12 Oversee
and/or select a variety of balanced activities; e.g., group, individual, quiet
vs. active, indoor/outdoor, planned/free choice
F.13 Oversee
and/or perform health and safety related activities; e.g., nutrition, exercise
F.14 Oversee
and/or coordinate field trips and special events
F.15 Design
environment for optimal learning opportunities
F.16 Oversee
and/or create stimulating surroundings
F.17 Interact
with children in a variety of settings
F.18 Promote
creativity and critical thinking skills in children and staff
F.19 Encourage
children to verbalize feelings
F.20 Model,
teach, and reinforce good manners
F.21 Observe
and document children's behavior
F.22 Complete
developmental assessments
F.23 Demonstrate
and share knowledge of subject matter
G.
PROMOTE
POSITIVE BEHAVIOR TECHNIQUES
G.1 Establish
and follow classroom guidelines for acceptable behavior in accordance with
center's discipline policy
G.2 Individualize
behavior guidance techniques based upon personality characteristics and
development levels
G.3 Communicate expectations to parents, children, and staff
G.4 Respond consistently to behavior
G.5 Apply positive reinforcement skills
G.6 Observe
and recognize child's developmental stages
G.7 Observe
and respond to child's attention span
G.8 Review
and/or provide age-appropriate materials
G.9 Provide
opportunities to learn self-control and self-discipline; e.g., playing games
G.10 Encourage
self-help skills
G.11 Encourage
problem-solving skills in children and staff
G.12 Maintain
consistency in schedules and ratios
G.13 Evaluate
effectiveness of discipline techniques
H.
PERFORM
ADMINSTRATIVE TASKS
H.1 Provide
information to and ensure compliance with licensing agencies and stay abreast
of changes
H.2 Complete and maintain records using correct grammar and
effective writing skills
H.3 Record child's daily routines; medicine, naps, meals, B.M.,
etc. as required
H.4 Maintain up-to-date emergency information
H.5 Maintain child's attendance record
H.6 Communicate and refer to child's health history when necessary
H.7 Communicate and post child's pertinent allergies in visible
location
H.8 Maintain up-to-date developmental records
H.9 Identify and record changes in child's health
H.10 Recognize and report signs of abuse and neglect
H.11 Sign off or fill out incident report when necessary
H.12 Organize and maintain all center records
H.13 Keep staff and children's records confidential
H.14 Participate in hiring, supervising, and evaluating staff and
volunteers
H.15 Ensure adequate supplies; e.g., art supplies, consumables
H.16 Participate in development of center policies and ensure
compliance
H.17 Participate in financial tasks; e.g., bookkeeping
H.18 Assist in training and make arrangements for training
H.19 Conduct and/or participate in staff meetings
I.
CONTINUE
PROFESSIONAL GROWTH
I.1 Seek opportunities for advancement
I.2 Seek opportunities to participate in professional
associations
I.3 Participate in seminars and workshops
I.4 Attend in-service training
I.5 Develop and maintain awareness of government regulations
I.6 Read articles related to job
Basic computer literacy
Childhood illnesses
Goal setting
Operation of A/V equipment
Stages of development
DACUM PANEL PARTICIPANTS
PANELISTS
Ms. Sharon Cauthen, Curriculum Coordinator, Southside Early Head
Start, Lancaster, SC
Ms. Amanda Cooper, 2-year
old Teacher, Carolina Kids Child Development Center, Rock Hill, SC
Ms. Iva
Drakeford, Teacher, Southside Early Head Start,
Lancaster, SC
Ms. Heather Edmonds, Head Teacher
- Toddlers, Bright Horizons Family Solutions, Charlotte, NC
Mr. Cleveland H. Feaster,
Teacher, North Chester Head Start, Chester, SC
Ms. Chevell
Manning, York Technical College Child Development Center, Rock Hill, SC
Ms. Belinda Putnam, Teacher,
Rock Hill Head Start, Rock Hill, SC
Ms. Gloria Peter, Eayre Teen Mother Nursery Director, Communities in Schools
of Rock Hill/Fort Mill, Inc., Rock Hill, SC
Ms. Veronica Reed,
Disabilities Coordinator, Lancaster Early Head Start, Lancaster, SC
Ms. Anna Taylor, Assistant
Director, Christ Lutheran Children's Center, Charlotte, NC
Ms. Patricia Varner, Head
Teacher, CCA - Jonesville Head Start, Jonesville, SC
FACILITATOR
Louise C. Rhyne, Dean of
Learning Resources, York Technical College, Rock Hill, SC
RECORDER
Sylvia L. LaValle, CPS,
Administrative Specialist, York Technical College, Rock Hill, SC
PROGRAM MANAGER
Ms. Julie Durham, York
Technical College, Rock Hill, SC
Adapted from DACUM
competency profile developed at York Technical College in 1995. Listed panelists participating in a DACUM
VALIDATION Workshop at York Technical College on November 5, 1999 have made any
changes, additions, or deletions.