Task Analysis Early Childhood Educator

Transcription

1 Task Analysis Early Childhood Educator Abilities Skills Knowledge Observation and Assessment Use observations to Ability to assess children s assess skills, abilities, children s interests and needs skills, abilities, interests and needs Ability to recognize signs and symptoms of emotional or al delays or challenges and to take appropriate action Learning Environments and Curriculum Design Develop warm, caring Ability to and responsive develop a relationships with warm, caring each child and with and responsive the group of children relationship with each child and with the group of children Use observations in an objective, non-judgmental way to assess children s skills, abilities and interests Use observation to evaluate if the environment is appropriate, comfortable for, and accepted by the children Use observations to plan ally appropriate experiences that are respectful or the children s culture; communicate the results of their observations to others in a factual way that also helps to identify goals and/or jointly plan program experiences Use observation to determine whether program experiences are appropriate, useful and accepted by the children, and to modify them if necessary to better meet the children s interests, abilities and al needs. Respond appropriately ad sensitively to children s verbal and non verbal expressions of need and their attempts to communicate Acknowledge and respond to each child s and to the group s behavior, interests and ideas attentively, sensitively, respectfully and consistently Demonstrate respect for children s unique Methods for the observation of children Methods for recording, sharing and using observations of children Factors to take into account such as a child s al level, past experiences and cultural background- when interpreting observations How to listen effectively to children at different al levels and from the cultures served by the child care setting Techniques for confirming with children that their communication has been received and understood A range of effective strategies for Page 1 of 11

2 Plan and provide daily experiences that support and promote each child s physical, emotional, social, communication, Ability to provide effective behavior guidance Ability to develop and maintain an overall environment that supports personalities, temperaments and their individual needs, cultures and family contexts Support, comfort and encourage children who are experiencing difficulties and help them to understand and handle their feelings Establish realistic expectations and clear, ally appropriate limits and boundaries for children s behavior Use ally appropriate ways to involve children in establishing guidelines and setting limits Promptly acknowledge children who are behaving in a positive fashion and clearly identify for them the specific behavior that they should continue or repeat Help children to develop appropriate strategies for self-control and selfdirection Recognize and respond when tiredness, boredom, hunger or feeling unwell might be contributing to a child s inappropriate or challenging behavior Use their assessment of the factors that may be contributing to a child s inappropriate or challenging behviour and their knowledge of the child to implement positive ally appropriate ways of addressing the behavior Identify when they need advice or additional information in order to respond sensitively and effectively to a child s inappropriate or challenging behaviour Plan and provide a ally appropriate mix of childinitiated play-based experiences Plan and provide active responding sensitively to children s emotional states Stages, sequences and milestones of behavior between birth and age 12 years and the range of behaviours that is considered to be within typical limits at each stage The stages, sequences and milestones for when children acquire selfregulation and selfdirection between birth and age 12, and the range considered to be within typical limits at each stage Positive, ally appropriate and effective approaches for guiding children s behavior How to recognize behaviours that indicate a child might need specialized attention from another professional Where and how to find information about children s behavior at different stages and how to provide effective behavior guidance How to arrange and use the physical environment to support different purposes The role of the adult in supporting children s Page 2 of 11

3 cognitive, ethical and creative and promotes the of all children Ability to support and physical and quiet experiences, solitary and group experiences and indoor and outdoor experiences Promote the active participation of all children by ensuring that materials and equipment are accessible and by providing direct or indirect assistance in a variety of verbal and non-verbal ways Interpret and respond appropriately to group dynamics Recognize and use everyday routines and activities as learning opportunities Provide each child with some individual attention every day Arrange movement from one experience to another during the day so that transitions occur smoothly Create an environment that reflects and affirms the cultural, linguistic and religious diversity within the surrounding community Obtain and incorporate children s ideas into program planning in a way that is appropriate to their al level Identify, access and use family and community resources to broaden children s experiences Select a variety of toys and materials and equipment for both fine and gross motor experiences, that are ally appropriate for the children in both size and function Plan and implement a variety of fine and gross motor activities that children enjoy Explain the importance of regular gross motor activity to children in a way they can understand Encourage and support children to engage in a balance of fine and gross motor activities every day and learning The types of experiences and programming equipment and materials that are appropriate for children at different al levels What ally appropriate play based experiences are and how to create them Techniques for ensuring smooth transitions between experiences for children at different al levels Effective strategies for balancing individual and group needs Effective strategies for identifying, accessing and using family and community resources The general socio/demographic characteristics of the community being serried by the child care setting The of gross and fine motor skills between birth and age 12 and the range that is typical The importance of play in promoting gross and fine motor skills Strategies for identifying, accessing and using community recreation resources to promote the of children s physical skills How to recognize physical delays Where and how to access information about supporting Page 3 of 11

4 Ability to support and emotional well-being and growth Ability to support and social Use opportunities and plan play-based experiences that encourage children to use their senses Use community recreational resources to provide opportunities for experiences that promote physical and physical skills Help children to recognize, express and accept a full range of feelings Provide opportunities for children to express their feelings Use a variety of strategies to respond in a positive and encouraging manner to children s efforts to learn new skills Help children to deal with situations that generate low self-esteem and to develop more positive images of themselves Help children develop appropriate strategies for self-control and selfdirection Help all children to feel comfortable and included within the child care setting Demonstrate positive interactions with others in day-to-day activities Plan an environment and activities that support and encourage positive social interactions Help children to share their ideas and feelings with others Help children to understand the needs and expectations of their peers Help children learn to cooperate in activities consistent with their al level Help children develop effective ways for addressing conflict children s physical Emotional between birth and 12 years and the rage that is considered within typical limits Effective strategies for enhancing children s self-esteem Where and how to find information about how to promote children s emotional well-being How to recognize lack of self-esteem, negative self-concepts or emotional behaviours that might indicate a child needs specialized attention Know social between birth and 12 years and the rage that is considered to be within typical limits Know how types of play can be used to promote the of social skills Know group dynamics and the role of peers at different al levels Know effective strategies for helping children to develop social skills Know how to recognize social behaviours that might indicate a child needs specialized attention Know where and how to access information supporting children s Page 4 of 11

5 Ability to support and communication skill Ability to support and cognitive skill Identify and use effective strategies to communicate with each child Help each child to express his or her needs, desire, thoughts and feelings in a manner that is respectful of the child s culture, personality and al level Set up play-based experiences that encourage children to develop their listening and understanding skills Model good use of language Identify and implement play-based experiences that acknowledge each child s al level and learning style, and stimulate his or her curiosity and inventiveness, problem-solving and communication skills Offer children experiences that set the stage for literacy and number skills Offer ally appropriate experiences related to reading, science, mathematics and social studies Engage children in exploring, questioning, probing and problemsolving through daily activities as well as through planned play experiences Encourage and support children to explain things and ideas, to predict what social Know the of communications skills from birth to 12 years and the range considered typical at each stage Know that there are many factors affecting Know the common forms of non-verbal, and listening strategies that children employ at each al stage That cultural background may influence communication How different types of play can be used to promote communication skills How to recognize communication difficulties that may indicate the need for specialized support When and where to access information on communication skills Know stages of cognitive between birth and 12 years and the range that is considered typical for each stage That individual factors can influence the of cognitive skills Know how play can be used to promote cognitive skills Know play based activities that stimulate exploration, questioning and problem-solving Know activities that set the stage for literacy and number skills How to find information and activities that stimulate children s exploration, questioning and problem-solving Know effective Page 5 of 11

6 Ability to support and creativity might happen and to experiment Encourage and support children s efforts to try new activities to develop their own ideas and to use materials, toys and equipment in their own ways Offer children a variety of play-based experiences for creative activities Introduce music, creative movement, art, dramatic play, stories and songs that reflect and affirm the cultures and interests of the children in the setting and other cultures Positive Interaction and Communication with Families and Community Establish and Ability to establish an maintain an open, open cooperative cooperative relationship with each relationship with each child s family child s family Provide families with information about the child care setting s philosophy, policies, approaches and procedures Covey to families respect for their position as the child s primary caregiver Create an environment where families feel comfortable asking questions, sharing information and expressing their needs and preferences Convey to families respect and consideration for differences in culture, traditions and practices Work cooperatively with families to define their needs and wishes and goals for their child Reassure families that all communication is kept confidential unless the parent gives explicit permission or is required by law or court order Help families feel welcome Use a variety of methods to strategies for identifying community resources that can be used to promote children s cognitive skills Know how to recognize cognitive delays that might indicate a child needs specialized attention Know a variety of ally appropriate experiences that encourage children s creative Know where and how to access information about and gain access to family and community resources that can expand children s creative experiences Know the philosophy and policies of KCCS Know the major challenges facing families and how they affect how children develop and what parents want from child care Know some of the challenges facing newcomers to Canada Know effective listening skills and communication strategies with youth and adults Know conflict resolution strategies to resolve differences in child rearing approaches Page 6 of 11

7 share information regularly about the child s daily experiences, progress, and Listen and respond to each family s views in a manner that supports and respects the individual family and encourages families to express their needs, desires and preferences Approach a family to discuss a problem that their child has Effectively address differences of approach or opinion Establish and maintain supportive, collaborative relationships with others working in the child care setting Establish and maintain collaborative relationships with other community service providers working with the child Ability to establish and maintain supportive, collaborative relationships with colleagues Ability to establish and maintain collaborative relationships with other community service providers working with the child Can clearly describe their own role and responsibilities and those of others working in the setting Communicate information to others clearly and concisely Respectfully share relevant information about children and families with colleagues Work as part of a team and share responsibility for program planning, implementation and assessment Discuss issues arising from diverse perspectives and experiences or differences of opinion in an open, frank and respectful manner Able to explore respective roles and responsibilities with other service providers within the parameters of the family s informed consent Seek information from other service providers that might help meet the child s needs within the program Share relevant information about a child with other service providers adhering to the parameters of the family s informed consent and in keeping with the law and court requirements Function with other service Know their specific primary tasks and responsibilities and those of others working in their program and in the organization Know the roles and responsibilities of the community organizations that serve young children Know where to find and access information about the roles and responsibilities of other community organizations Page 7 of 11

8 Heath, Safety and Nutrition Protect and promote Ability to create and the psychological and maintain a sanitary physical safety, health environment that and well-being of minimizes the risk of each child infection or food contamination Ability to create and maintain an environment that protects the health and physical safety of children and adults providers as part of a service provision team Provide accurate information about KCCS to other community service providers Identify potential or actual health hazards in the program and to take appropriate action to address them Implement and maintain practices that minimize the risk of infection or food contamination such as proper hand washing Correctly apply current, relevant health regulations Explain good hygiene practices to children in a way they can understand Help children to use good hygiene practices and to develop overall good hygiene awareness Identify when furnishings, toys, equipment or vehicles are unsafe or in need of repair and to take appropriate action Identify situations indoors and outdoors- that are unsafe or potentially unsafe and to take appropriate action Assess the potential risks to own health and safety in the workplace and respond in ways that protect their health and safety Protect the safety of a child who is demonstrating challenging behavior Protect the safety of others when a child is demonstrating challenging behavior Identify potentially dangerous items or materials and either remove them or store them safely Implement and maintain a procedure for safe storage and administration of medication Apply the current, relevant safety regulations Know how common illnesses are spread Know common behaviours that are associated with the spread of illness and/or food contamination Knows the current, relevant health regulations of Ontario to find information about creating and maintaining an environment that minimizes the risk of infection or food contamination Knows common environmental hazards Knows common child care situations that may result in child or adult accidents or injuries Knows the Occupational Health and Safety issues specific to working in a child care setting and strategies for addressing them Knows methods for providing and maintaining a physically safe environment where potentially dangerous materials and medications are stored safely and children are properly supervised Knows the current safety regulations of Ontario Knows the contagious diseases and illnesses that must be reported in the jurisdiction in which they work and how to report them Knows where to find information about creating and Page 8 of 11

9 Ability to identify and report possible evidence of neglect or abuse of a child Ability to protect and promote children s physical health and well-being Provide supervision that is appropriate to the child s al level Maintain an awareness of the whole group when working with an individual child or small group Explain good safety practices to children in a way they understand Help children use good safety practices and to develop overall safety awareness Implement and maintain effective procedures for fire and emergency exit drills and handling emergency situations Able to recognize signs and symptoms of possible neglect or of possible physical, emotional or sexual abuse Describe clearly and concisely what has been observed that indicates possible neglect or abuse Maintains accurate and upto-date records about child protection concerns and/or custody issues as required by law Able to: Plan nutritious, appealing and balanced snacks and meals that take into account the children s ages, nutritional needs, cultural and religious practices and any allergies a child might have Explain good nutrition and health practices to children in a way they understand Help children to follow good nutrition and health practices Help children to rest or relax during the day that is appropriate to their al level and needs Recognize symptoms that may indicate illness, maintaining an environment that minimizes the risk of injury to children and adults Knows the signs and symptoms of possible neglect or possible physical, emotional or sexual abuse Knows what must be reported under law and to whom a report should be made Where and how to find information about possible neglect or abuse Knows where to find support in dealing with a situation where neglect or abuse may have occurred Know the nutritional needs of children from birth to age 12 Knows common food allergies, sensitivities and intolerances and how to provide nutritious snacks and meals that do not include these foods. Knows the foods that may be dangerous for very young children Knows healthy food preparation methods Knows children s needs for rest Knows the signs and symptoms of possible illness, injury and common childhood diseases Page 9 of 11

10 Ability to establish and maintain a psychologically safe environment for each child and for the group of children allergy, injury or common childhood diseases Monitor children who have allergies or chronic medical conditions that require special precautions or care Respond appropriately when illness or injury is detected Assess emergencies or accidents and address them promptly, efficiently and responsibly Able to express positive or negative emotions appropriately Able to create and maintain an environment that conveys a sense of calm, order, consistency and continuity without being overly regimented Provides experiences that are appropriate for each child s al level Provides experiences that convey respect for each child Conveys acceptance of and respect for children s open expression of their feelings through facial expression, language or appropriate physical action Support children in openly and safely expressing their positive and negative feelings through a range of verbal and non-verbal communication strategies that are respectful of the child s and family s culture Knows first aid and correct procedures for cardiopulmonary resuscitation(cpr) for children Knows effective illness and injury prevention strategies Knows when and how to contact emergency services Knows the stages for emotional and social between birth and age 12 and the range that is considered typical for each level Knows that an individual s culture and religious values and beliefs and their socioeconomic status may influence what the individual expects from others and how the individual communicates and behaves Knows how and where to access information about different cultures and religions Recognize signs and symptoms of emotional or al delays or challenges and take appropriate action Ability to recognize signs and symptoms of emotional or al delays or challenges and to take appropriate action Able to observe children s behaviours and abilities and assess whether they are within the range of what is considered to be typical Identify signs of possible al delay Clearly and concisely describe indications and examples of possible delays Seek out and obtain informed opinions from other professionals and sources respecting the child and family s privacy Knows the stages of between birth and age 12 and the range of considered to be typical in each level Knows the characteristics of al delay, communication delay and behvioural/emotional difficulties Knows the factors to take into account when observing a child s 11 Page 10 of

11 Program Administration, Licensing and Leadership Reflect on one s own knowledge, attitudes and skills and take appropriate action Ability to reflect on one s own knowledge, attitudes and skills and take appropriate action Able to bring their concern about a possible delay or problem to the attention of the child s family in a way that seeks the family s opinion and indicates the possible need for further investigation, but does not unduly alarm the family Able to describe how their interactions with children are ally appropriate and respectful of the children s and family s culture Able to describe how their interactions with families convey respect for different cultures, values and childrearing practices Able to describe how the environments and experiences they provide for children are consistent with ally appropriate, inclusive practice which is respectful of culture and how they promote children s Can identify their areas of strength and are where they need to obtain additional knowledge or skills of changes their approach Can use feedback process vy orhwea ro ewdlwxr upon their knowledge, skills and attitudes and to clarify their values and biases Able to identify and use relevant sources of information and professional to continuously enhance their work and to obtain additional knowledge or skills behavior and abilities to find and access information about the signs and symptoms of emotional disturbances and al delays to find and access informed opinions and professional help if necessary Knows that one s own experience, family, culture, and religion shape child-rearing beliefs and values Knows how to provide child care within an ethical framework, respecting the importance of confidentiality of a child and family Knows the stages of to find and access information about children and the skills needed to provide childcare to find professional opportunities to find and access copies of employment standards, labour legislation and human rights legislation 11 Page 11 of