OSAT 105 Competencies and Examples:
http://www.ceoe.nesinc.com/Content/Stu
dyGuide/OK_SG_obj_105.htm
Subarea I-Child Development, Learning, and the Learning Environment
COMPETENCY 0001-Apply knowledge of early childhood development from birth
through grade three and factors that influence children's development and learning. -
answer The following topics are examples of content that may be covered under this
competency.
Demonstrate knowledge of theoretical foundations and current scientifically based
research regarding the development and learning of children from birth through age
eight.
Recognize characteristics, progressions, and variations of development in the physical,
cognitive, social, emotional, language, sensory, and aesthetic domains and the
interrelationships between the various domains.
Apply knowledge of exceptionalities and health conditions and their implications for
development, safety, and learning in young children.
Apply knowledge of the multiple functions of play in early learning for building and
supporting skills in motor development, cognition, language/communication, social
skills, inquiry and discovery, and problem-solving skills.
Apply knowledge of factors (e.g., family, culture, community) that influence young
children's development and learning and how these factors interact with one another.
Analyze factors and processes related to young children's development of self-concept,
self-discipline, motivation, and autonomy, including decision-making, self-assessment,
and self-help skills.
Apply knowledge of strategies for fostering all children's development in regard to self-
concept, self-control, and self-reliance using a variety of experiences, including play,
creative activities, and cooperative learning.
Competency 0002-Apply knowledge of methods, strategies, and procedures to create
and manage positive learning environments for children in prekindergarten through
, grade three. - answerThe following topics are examples of content that may be covered
under this competency.
Apply knowledge of the development, characteristics, and needs of young children to
create learning environments that are safe and healthy and that promote children's
sense of security and independence.
Apply knowledge of strategies for creating learning environments that reflect respect for
children as individuals and for children's cultural, family, and community contexts.
Apply knowledge of the development, characteristics, and needs of young children to
create supportive and challenging learning environments that promote children's
inherent curiosity, sense of competence, and motivation to learn.
Apply knowledge of ways to incorporate varied and developmentally appropriate
strategies for promoting children's learning (e.g., independent work, small-group
projects, discussions, cooperative learning, inquiry-based learning, problem-solving
experiences); ways to integrate incidental and spontaneous opportunities for teaching;
and ways of using the environment, daily routines, personal and social interactions, and
play to teach young children.
Analyze methods and strategies to manage the learning environment by creating
procedures, schedules, and routines; facilitating transitions; and addressing behaviors
through scientifically valid, research-based, and developmentally appropriate guidance
and behavior management systems.
Competency 0003-Understand the goals, benefits, types, and uses of assessment to
support young children and families. - answerThe following topics are examples of
content that may be covered under this competency.
Apply knowledge of developmentally and culturally appropriate practices in using
formal, informal, performance-based, and authentic assessments in evaluating young
children's development and learning (e.g., types, characteristics, responsible uses, and
limitations of various formal and informal assessments; strategies for assessing
individual children's needs and interests).
Apply knowledge of considerations and strategies for selecting, designing, adapting,
and modifying assessments for all children, including English language learners and
children with exceptionalities; and for conducting ongoing systematic observations and
informal assessments across the curriculum.
Apply knowledge of strategies, procedures, and tools for administering assessments
and interpreting assessment results, including the use of assessment information to
differentiate instruction, document outcomes, and guide practice.
http://www.ceoe.nesinc.com/Content/Stu
dyGuide/OK_SG_obj_105.htm
Subarea I-Child Development, Learning, and the Learning Environment
COMPETENCY 0001-Apply knowledge of early childhood development from birth
through grade three and factors that influence children's development and learning. -
answer The following topics are examples of content that may be covered under this
competency.
Demonstrate knowledge of theoretical foundations and current scientifically based
research regarding the development and learning of children from birth through age
eight.
Recognize characteristics, progressions, and variations of development in the physical,
cognitive, social, emotional, language, sensory, and aesthetic domains and the
interrelationships between the various domains.
Apply knowledge of exceptionalities and health conditions and their implications for
development, safety, and learning in young children.
Apply knowledge of the multiple functions of play in early learning for building and
supporting skills in motor development, cognition, language/communication, social
skills, inquiry and discovery, and problem-solving skills.
Apply knowledge of factors (e.g., family, culture, community) that influence young
children's development and learning and how these factors interact with one another.
Analyze factors and processes related to young children's development of self-concept,
self-discipline, motivation, and autonomy, including decision-making, self-assessment,
and self-help skills.
Apply knowledge of strategies for fostering all children's development in regard to self-
concept, self-control, and self-reliance using a variety of experiences, including play,
creative activities, and cooperative learning.
Competency 0002-Apply knowledge of methods, strategies, and procedures to create
and manage positive learning environments for children in prekindergarten through
, grade three. - answerThe following topics are examples of content that may be covered
under this competency.
Apply knowledge of the development, characteristics, and needs of young children to
create learning environments that are safe and healthy and that promote children's
sense of security and independence.
Apply knowledge of strategies for creating learning environments that reflect respect for
children as individuals and for children's cultural, family, and community contexts.
Apply knowledge of the development, characteristics, and needs of young children to
create supportive and challenging learning environments that promote children's
inherent curiosity, sense of competence, and motivation to learn.
Apply knowledge of ways to incorporate varied and developmentally appropriate
strategies for promoting children's learning (e.g., independent work, small-group
projects, discussions, cooperative learning, inquiry-based learning, problem-solving
experiences); ways to integrate incidental and spontaneous opportunities for teaching;
and ways of using the environment, daily routines, personal and social interactions, and
play to teach young children.
Analyze methods and strategies to manage the learning environment by creating
procedures, schedules, and routines; facilitating transitions; and addressing behaviors
through scientifically valid, research-based, and developmentally appropriate guidance
and behavior management systems.
Competency 0003-Understand the goals, benefits, types, and uses of assessment to
support young children and families. - answerThe following topics are examples of
content that may be covered under this competency.
Apply knowledge of developmentally and culturally appropriate practices in using
formal, informal, performance-based, and authentic assessments in evaluating young
children's development and learning (e.g., types, characteristics, responsible uses, and
limitations of various formal and informal assessments; strategies for assessing
individual children's needs and interests).
Apply knowledge of considerations and strategies for selecting, designing, adapting,
and modifying assessments for all children, including English language learners and
children with exceptionalities; and for conducting ongoing systematic observations and
informal assessments across the curriculum.
Apply knowledge of strategies, procedures, and tools for administering assessments
and interpreting assessment results, including the use of assessment information to
differentiate instruction, document outcomes, and guide practice.
