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Child Growth, Development,
Rationale: Having an understanding of children’s growth, development, and learning helps you recognize and anticipate the milestones and sequences of development. Knowing how children grow, develop, and learn allows early childhood educators to create, guide, and monitor learning experiences and opportunities that address all domains of child development as defined in the Colorado Early Learning and Development Guidelines (ELDG). Developmentally appropriate learning experiences consider a child’s developmental abilities, temperament, home language and cultural background, needs, and learning styles. Developmentally appropriate practices also recognizes factors such as family characteristics and influences from the community. When professionals have a full understanding of child growth, development, and learning, all children are valued as individuals and programs can achieve greater inclusivity.
Level 1
Level 1
Category: Knowledge of Developmental Domains, Changes and Milestones
Category: Knowledge of Developmental Domains, Changes and Milestones
CGDL 1.1 Can identify and describe the different developmental domains and the related indicators in the Colorado ELDG. (Connects with TP 1.1 and TP 13.1.)
CGDL 2.1 Can explain major theories of child growth and development including perspectives of Black, Indigenous, and People of Color (BIPOC), as well as Lesbian, Gay, Bi, Trans, Queer & other (LGBTQ+) theorists.
CGDL 3.1 Can describe current research, including BIPOC and LGBTQ+ perspectives, on the importance of early experiences in child development, with particular emphasis on brain development. (Connects with CGDL 7.1 and FCP 3.1.)
CGDL 4.1 Can describe current research, including BIPOC and LGBTQ+ perspectives, on the importance of early experiences in the development of the whole child, including the impacts of trauma and racism on the brain. (Connects with CGDL 6.1.)
Category: Individual Needs and Differences
Category: Individual Needs and Differences
CGDL 5.1 Can explain the need for and the purpose of gathering information from families about each child’s development and individual needs. Includes information regarding necessary accommodations for the child, modifications and/or adaptations for the child, and family cultural practices. (Connects with COA 3.1 and FCP 1.1.)
CGDL 6.1 Can describe how stress and trauma, as well as wellness and building resilience, impact child development and learning. (Connects with CGDL 4.1.)
CGDL 7.1 Describes the individuality of child growth and development including genetic, environmental, linguistic, and cultural influences. (Connects with CGDL 3.1 and FCP 3.1.)
CGDL 8.1 Can describe the history, concept, and rationale behind inclusive education, including the intersection of race, culture, and ability for families of color. Considers the unique abilities of all children and believes in the benefits of children’s full participation in activities and daily routines. (Connects with CGDL 10.1, COA 4.1 and TP 12.1.)
CGDL 9.1 Can describe the process for identifying and discussing with supervisors their concerns about a child’s development, behavior, or participation in learning activities. Can describe how to create individual child plans with the involvement of family and a multidisciplinary team. (Connects with COA 5.1, FCP 5.1, SEHD 7.1, and SEHD 8.1.)
CGDL 10.1 Can describe Inclusion and Universal Design for Learning (UDL), including legal requirements for children with special needs. Includes requirements under the Individuals with Disabilities Education Act and Section 504. (Connects with CGDL 8.1, COA 4.1, and TP 12.1.)
Category: Fostering Healthy Attachment and Relationships
Category: Fostering Healthy Attachment and Relationships
CGDL 11.1 Can describe how attachment and continuity of care relates to the growth, development, and learning of young children. Builds positive relationships with children in their care. Emphasis is placed on understanding culturally responsive, anti-racist/anti-bias and affirming practices to support the development of attachment relationships. (Connects with SEHD 1.1, TP 5.1, and TP 7.1.)
Level 2
Level 2
Category: Knowledge of Developmental Domains, Changes and Milestones
Category: Knowledge of Developmental Domains, Changes and Milestones
CGDL 1.2 Modifies environments and plans experiences to address the cultural and individual needs of children. Includes focus on all ELDG developmental domains and across the ages that are included in the environment. (Connects with TP 1.2 and TP 13.2.)
CGDL 2.2 Applies current research and theory on developing children, including BIPOC and LGBTQ+ perspectives, to ensure the program meets the needs of all children and families (regardless of culture, gender, age, race, ability, etc.).
CGDL 3.2 Uses knowledge of the current research and pedagogy and teaching practices (e.g., early brain development, continuity of care) to implement culturally responsive strategies. These strategies support environments, interactions, relationship-building, and experiences that foster positive brain development and emotional competence. (Connects with CGDL 7.2 and FCP 3.2.)
CGDL 4.2 Uses knowledge of the current research and pedagogy and teaching practices (e.g., impacts of trauma and racism) to implement culturally responsive and affirming strategies. These strategies support environments, interactions, relationship-building, and experiences that foster positive brain development and emotional competence. (Connects with CGDL 6.2.)
Category: Individual Needs and Differences
Category: Individual Needs and Differences
CGDL 5.2 Gathers information about each child’s development, individual needs, necessary accommodations, modifications and/or adaptations, and family cultural practices. Uses this information to support the individual needs and learning experiences of each child by providing materials, activities, and an environment that affirms, supports, and respects cultural perspectives. (Connects with COA 3.2 and FCP 1.2.)
CGDL 6.2 Applies knowledge of how stress, trauma, wellness, and resilience impact child development and learning. Provides resilience-informed care and education to each child and family. (Connects with CGDL 4.2.)
CGDL 7.2 Implements culturally and linguistically responsive classroom experiences that support and affirm every child’s learning, strengths, needs, and sense of belonging. (Connects with CGDL 3.2 and FCP 3.2.)
CGDL 8.2 Applies knowledge and understanding of the elements of inclusion to create an environment where all children are individually valued and included. Ensures children’s individual goals or outcomes are culturally responsive and incorporated into daily activities, routines, and curriculum planning. (Connects with CGDL 10.2, COA 4.2, and TP 12.2.)
CGDL 9.2 Assists with developing appropriate plans for individual children with the involvement of family and a multi-disciplinary team. Plans may include the use of assistive technology, resources, and services for children with special needs to ensure support for their growth, development, and learning. (Connects with COA 5.2, FCP 5.2, SEHD 7.2, and SEHD 8.2.)
CGDL 10.2 Applies knowledge about Inclusion and Universal Design for Learning (UDL) best practices to help plan accommodations and adaptations for individual children with special needs. This ensures children with special needs are included and able to access learning environments and experiences in culturally responsive and linguistically appropriate ways. (Connects with CGDL 8.2, COA 4.2, and TP 12.2.)
Category: Fostering Healthy Attachment and Relationships
Category: Fostering Healthy Attachment and Relationships
CGDL 11.2 Applies knowledge of healthy attachment theory and continuity of care. Utilizes culturally responsive, affirming, and supportive practices to support child growth, development, learning, and healthy relationships with adults and peers. Uses these practices in all aspects of early care and learning, including separations and transitions, changes in staffing patterns, employing staff who speak the child’s home language, caregiving routines, changes in care and/or educational settings, etc. (Connects with SEHD 1.2, TP 5.2, and TP 7.2.)
Level 3
Level 3
Category: Knowledge of Developmental Domains, Changes and Milestones
Category: Knowledge of Developmental Domains, Changes and Milestones
CGDL 1.3 Integrates and analyzes current theory, policies, and research on the domains of child growth and development in the ELDG. Understands their interconnectedness and applies this understanding to meet the cultural and individual needs of children. (Connects with TP 1.3 and TP 13.3.)
CGDL 2.3 Integrates practices, policies, and decisions that positively impact children and their families, based on current and culturally relevant developmental theory and research.
CGDL 3.3 Utilizes knowledge of child development to recognize possible developmental delays within cultural context. Gathers, synthesizes, and provides observational and assessment documentation to community partners, with family permission, to identify and provide support to children responsively and proactively.(Connects with CGDL 7.3 and FCP 3.3.)
CGDL 4.3 Understands and analyzes current research and resources from a variety of perspectives, including BIPOC and LGBTQ+, that inform best practices and developing trends in early education and society. Includes emphasis on brain development and the impacts of trauma and racism on children’s brain development.(Connects with CGDL 6.3.)
Category: Individual Needs and Differences
Category: Individual Needs and Differences
CGDL 5.3 Uses information gathered to plan and fully integrate culturally responsive, respectful learning strategies and to create opportunities for families to support their child’s development. (Connects with COA 3.3 and FCP 1.3.)
CGDL 6.3 Analyzes research on stress, trauma, wellness, and resiliency strategies, including BIPOC and LGBTQ+ perspectives, to inform and design robust guidance and support for children and families. (Connects with CGDL 4.3.)
CGDL 7.3 Researches and plans classroom experiences, based on best practices, that proactively address, support and affirm every child’s individuality, their needs and strengths, cultural and linguistic acceptance, and a strong sense of belonging. (Connects with CGDL 3.3 and FCP 3.3.)
CGDL 8.3 Integrates equity-focused program policies, procedures, and practices that support a sense of belonging and full participation for children with special needs. (Connects with CGDL 10.3, COA 4.3, and TP 12.3.)
CGDL 9.3 Applies developmentally appropriate strategies from each child’s individual plan. Analyzes effectiveness and the need for any changes in the support that is provided for a child. Does this with the involvement of the family and a multi-disciplinary team. (Connects with COA 5.3, FCP 5.3, SEHD 7.3, and SEHD 8.3.)
CGDL 10.3 Reviews and analyzes adapted learning environments and experiences. Makes adjustments in cooperation with a multi-disciplinary team to ensure that children with special needs can fully participate and to ensure learning experiences are culturally and linguistically appropriate. (Connects with CGDL 8.3, COA 4.3, and TP 12.3.)
Category: Fostering Healthy Attachment and Relationships
Category: Fostering Healthy Attachment and Relationships
CGDL 11.3 Reviews and analyzes continuity of care practices within own practice and program. Develops and improves practices to support positive transitions and relationships between the child and all caregivers with an emphasis on consistency and practices that are culturally responsive, affirming, and anti-racist/anti-bias. (Connects with SEHD 1.3, TP 5.3, and TP 7.3.)
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