Embedded Files
Rationale: Early childhood educators are responsible for planning, implementing, and supporting intentional experiences that promote children’s growth, development, and learning in all developmental domains. Understanding that children learn from a supportive environment, it is important that early childhood educators create opportunities where all children (regardless of culture, gender, age, race, ability, etc.) can play interactively, communicate, create, explore, and construct knowledge to better understand their world. Establishing a learning environment that reflects diversity and honors children’s perspectives, their individual strengths, home language, and needs helps to create a responsive early childhood setting. Planning and implementing a curriculum that responds to the developmental needs of each child enhances the learning environment and allows children to construct knowledge, skills, concepts, attitudes, and dispositions.
Level 1
Level 1
Category: How Children Learn and Approaches to Learning
Category: How Children Learn and Approaches to Learning
TP 1.1 Can identify the connection between typical child growth and development as described in ELDG* and how high-quality, culturally responsive practices support development. (Connects with CGDL 1.1.)
*Colorado’s Early Learning and Development Guidelines
TP 2.1 Can describe culturally responsive strategies both in the classroom and at home to support children’s learning and growth through multi-sensory, hands-on, and interactive experiences.
TP 3.1 Can describe benefits of spontaneous and extended interactive peer and solitary play opportunities. Can identify how interactive peer play provides opportunities for children to grow and learn, as well as how play may differ depending on the developmental abilities of the child and their cultural ways of being.
TP 4.1 Can describe the importance of developing a child’s approach to learning (i.e., attentiveness, curiosity, initiative, cooperation, persistence, and reasoning).
Category: Knowledge of Routines and Schedules
Category: Knowledge of Routines and Schedules
TP 5.1 Can describe the importance of engaging in responsive interactions with all children (every child regardless of culture, gender, age, race, ability, etc.) to foster a warm emotional connection that is aligned with cultural practices. Understands responsive interactions are the foundation for all other learning. (Connects with CGDL 11.1 and SEHD 1.1.)
TP 6.1 Can explain the value of flexible schedules, routines, and daily transitions to meet the individual needs of children. Can identify examples to increase equitable learning experiences by supporting classroom organization.
TP 7.1 Can identify and describe the transition steps and practices between and within programs and how these connect to the comprehensive well-being of children across all cultural backgrounds. Can describe the importance of communication and relationship building between sending and/or receiving programs. (Connects with CGDL 11.1.)
Category: Planning Frameworks for Curricula and Learning Environment
Category: Planning Frameworks for Curricula and Learning Environment
TP 8.1 Can identify learning opportunities and experiences that reflect, embrace, honor and demonstrate acceptance for all children and their unique circumstances (gender, family, race, language, culture, and special needs).
TP 9.1 Can identify how a variety of equipment and materials promote the non-sexist, anti-ableist development of all children regardless of culture, gender, age, race, ability, etc.
TP 10.1 Can describe intentional instructional strategies to support anti-racist/anti-bias, culturally relevant learning for all children, including English learners. Can describe strategies including embedding concept development into care routines, scaffolding, the use of feedback loops, and concept development through real world examples, as well as strategic use of the child’s home language.
Category: Individualizing
Category: Individualizing
TP 11.1 Can describe strategies for providing culturally and individually responsive learning opportunities, experiences, materials, and spaces in the classroom that are inclusive of all children (every child regardless of culture, gender, age, race, ability, etc.) and integrate non-sexist, anti-ableist development principles.
TP 12.1 Can identify adaptations of learning opportunities in all developmental domains and in all areas of the curriculum for children with special needs. (Connects with CGDL 8.1, CGDL 10.1, and COA 4.1.)
Category: Promotion of Learning
Category: Promotion of Learning
TP 13.1 Can explain the importance of including all areas of ELDG in culturally and linguistically responsive instructional planning that is responsive to how children learn. (Connects with CGDL 1.1 and TP 1.1.)
Category: Promotion of Learning - Health and Motor
Category: Promotion of Learning - Health and Motor
TP 14.1 Can identify the importance of physical health and development across all curriculum areas. Includes the importance of outdoor and indoor time and using both fine and gross motor skills. (Connects with HSN 6.1.)
Category: Promotion of Learning - Cognitive Development
Category: Promotion of Learning - Cognitive Development
TP 15.1 Can identify the importance of cognitive development as described in ELDG across all curriculum areas, including time spent outdoors and indoors, as well as mathematical, scientific, and technological thinking, speaking, vocabulary, and reasoning.
Category: Promotion of Learning - Language and Literacy
Category: Promotion of Learning - Language and Literacy
TP 16.1 Can describe the indicators of language and literacy development described in ELDG. Can identify the importance of the multiple ways that young children learn language and literacy skills in the context of their relationships and experiences. Understands that the emphasis is on promoting the child’s home language.
Category: Promotion of Learning - Creativity
Category: Promotion of Learning - Creativity
TP 17.1 Can identify how culture and language are critical to how children express themselves creatively. Can identify the process over product mindset, open-ended materials, and a variety of media for creative learning opportunities in language, music, dramatic play, and art.
Category: Promotion of Learning - Culturally Responsive Content
Category: Promotion of Learning - Culturally Responsive Content
TP 18.1 Can identify the importance of intentional, culturally affirming experiences and interactions to healthy social, emotional, and cognitive development. Can identify the educator’s role in ensuring these experiences occur.
Level 2
Level 2
Category: How Children Learn and Approaches to Learning
Category: How Children Learn and Approaches to Learning
TP 1.2 Implements supportive, culturally responsive practices identified in ELDG that may be adapted based on children’s individual development and cultural needs. (Connects with CGDL 1.2.)
*Colorado’s Early Learning and Development Guidelines
TP 2.2 Implements culturally responsive learning experiences that actively engage children in multi-sensory exploration and discovery.
TP 3.2 Implements diverse opportunities based on children’s interests that allow children the time and space to participate in spontaneous and extended interactive peer and solitary play that supports their developmental progression (e.g., painting on an easel helps children practice fine motor skills).
TP 4.2 Implements activities that encourage the development of positive approaches to learning.
Category: Knowledge of Routines and Schedules
Category: Knowledge of Routines and Schedules
TP 5.2 Uses social conversations, child’s home language, and proximity to engage children in positive bias-free shared interactions and peer connections. Uses eye contact, body orientation and enthusiasm throughout all learning opportunities. (Connects with CGDL 11.2 and SEHD 1.2.)
TP 6.2 Implements a culturally, linguistically and developmentally appropriate schedule that includes a balance of learning opportunities that are child- and teacher-directed, active and quiet, individual and group, and outdoor and indoor. Embeds a variety of modalities and materials that are free of bias and establish clear expectations, maximize growth, development and culturally relevant learning throughout the day.
TP 7.2 Implements program transition practices between and within programs. Offers feedback to team members for needed adjustments that will best serve children across cultural and linguistic backgrounds. Uses established communication strategies to facilitate relationship building between programs and ensure smooth and positive transitions for children and their families. (Connects with CGDL 11.2.)
Category: Planning Frameworks for Curricula and Learning Environment
Category: Planning Frameworks for Curricula and Learning Environment
TP 8.2 Provides daily experiences and learning opportunities that reflect, embrace, honor and demonstrate acceptance for all children and their unique circumstances (gender, family, race, language, culture, and special needs).
TP 9.2 Uses the ELDG* to plan and organize classroom space, including organization and access to materials and equipment. Ensures all children can explore and receive non-sexist, anti-ableist support for their development. *Colorado’s Early Learning and Development Guidelines
TP 10.2 Implements intentional instruction and creates daily opportunities that incorporate instructional strategies to support anti-racist/anti-bias, culturally relevant learning for all children Uses strategies including scaffolding, the use of feedback loops, and concept development through real world examples, and strategic use of the home language.
Category: Individualizing
Category: Individualizing
TP 11.2 Implements culturally and individually responsive curriculum-based learning opportunities, across all areas of the curriculum, that are non-sexist and anti-ableist.
TP 12.2 Adapts learning opportunities, experiences, materials, and environments for children with special needs. (Connects with CGDL 8.2, CGDL 10.2, and COA 4.2.)
Category: Promotion of Learning
Category: Promotion of Learning
TP 13.2 Uses ELDG and pedagogical content knowledge to make instructional decisions and implement culturally responsive learning opportunities. (Connects with CGDL 1.2 and TP 1.2.)
Category: Promotion of Learning - Health and Motor
Category: Promotion of Learning - Health and Motor
TP 14.2 Uses developmental progressions described in ELDG to guide observation, recognize, anticipate, and plan for learning experiences, materials, and opportunities that promote health and motor development. (Connects with HSN 6.2.)
Category: Promotion of Learning - Cognitive Development
Category: Promotion of Learning - Cognitive Development
TP 15.2 Uses ELDG developmental progressions to guide observation, recognize, anticipate, and plan for intentional learning experiences, materials, and opportunities that promote learning across cognitive development content areas.
Category: Promotion of Learning - Language and Literacy
Category: Promotion of Learning - Language and Literacy
TP 16.2 Uses ELDG developmental progressions to guide observation, recognize, anticipate, and plan for intentional learning experiences, materials, and opportunities that promote learning across language and literacy content areas.
Category: Promotion of Learning - Creativity
Category: Promotion of Learning - Creativity
TP 17.2 Uses ELDG developmental progressions to guide observation, recognize, anticipate, and plan for intentional learning experiences, materials, and opportunities that promote appreciation for art, and creative and aesthetic experiences within the community, including diverse creative expression.
Category: Promotion of Learning - Culturally Responsive Content
Category: Promotion of Learning - Culturally Responsive Content
TP 18.2 Uses ELDG developmental progressions to guide observation, recognize, anticipate, and plan for intentional learning experiences, materials, and opportunities that promote positive identity formation and pro-social interactions and relationships among children.
Level 3
Level 3
Category: How Children Learn and Approaches to Learning
Category: How Children Learn and Approaches to Learning
TP 1.3 Plans, integrates, and monitors supportive practices within the program. Shares information about ELDG with families, staff and colleagues. (Connects with CGDL 1.3.)
*Colorado’s Early Learning and Development Guidelines
TP 2.3 Plans and integrates experiences that allow children to actively explore and discover the world around them – both inside and outside – in a culturally responsive manner.
TP 3.3 Plans and evaluates learning opportunities that demonstrate the importance of interactive peer and solitary play in children’s daily experience and in the program curriculum.
TP 4.3 Plans and analyzes procedures and practices that promote the development of positive approaches to learning.
Category: Knowledge of Routines and Schedules
Category: Knowledge of Routines and Schedules
TP 5.3 Plans for social-emotional health and development for children who may need extra support by identifying opportunities in the daily schedule when interactions, conversations, and connections can occur to best support each child. (Connects with CGDL 11.3 and SEHD 1.3.)
TP 6.3 Evaluates and integrates policies, procedures, and best practices related to culturally, linguistically and developmentally appropriate schedules, routines, and daily transitions. Plans and integrates classroom organization procedures to eliminate bias and maximize culturally relevant child growth, development, and learning.
TP 7.3 Creates procedures and plans specific to supporting transitions between and within programs. Includes activities to support the developmental needs of children from diverse cultural and linguistic backgrounds; adjusts as necessary. Integrates policies, procedures, and processes that support the relationship between sending and receiving programs. (Connects with CGDL 11.3.)
Category: Planning Frameworks for Curricula and Learning Environment
Category: Planning Frameworks for Curricula and Learning Environment
TP 8.3 Plans and integrates experiences and learning opportunities for all age levels, embedded throughout program, to ensure accurate, non-sexist, anti-ableist representations (e.g., images, classroom materials, authors and illustrators). Should include perspectives from a wide range of cultures, across the gender spectrum, different types of families, different races, languages and special needs. Strives to include representation of all people within community and throughout humankind.
TP 9.3 Plans, integrates, and analyzes environments, materials, equipment and use of space to promote non-sexist, anti-ableist development within the child’s natural settings.
TP 10.3 Regularly reviews, researches, and modifies, anti-racist/anti- bias, culturally relevant intentional instructional strategies that encourage child growth, development, and learning.
Category: Individualizing
Category: Individualizing
TP 11.3 Plans and integrates culturally and individually responsive curriculum- based learning opportunities to meet the needs of all children regardless of culture, gender, age, race, ability, etc.
TP 12.3 Plans alternative methods for learning for children with limited mobility or other physical disabilities. Uses resources within the community to enhance learning opportunities. (Connects with CGDL 8.3, CGDL 10.3, and COA 4.3.)
Category: Promotion of Learning
Category: Promotion of Learning
TP 13.3 Analyzes and modifies instructional planning to ensure all areas of ELDG are implemented, learning is promoted across all domains, and research-based pedagogical content and theoretical perspectives are incorporated in a culturally and linguistically responsive manner. (Connects with CGDL 1.3 and TP 1.3.)
Category: Promotion of Learning - Health and Motor
Category: Promotion of Learning - Health and Motor
TP 14.3 Plans, integrates, and monitors program curriculum for integration of daily routines and learning opportunities that promote non-sexist, anti-ableist physical development for all children. (Connects with HSN 6.3.)
Category: Promotion of Learning - Cognitive Development
Category: Promotion of Learning - Cognitive Development
TP 15.3 Plans, integrates, and modifies program curriculum for integration of daily routines and learning opportunities that promote non-sexist, anti-ableist cognitive development for all children.
Category: Promotion of Learning - Language and Literacy
Category: Promotion of Learning - Language and Literacy
TP 16.3 Plans, integrates, and modifies program curriculum for integration of daily routines and learning opportunities that promote non-sexist, anti-ableist language and literacy development for all children.
Category: Promotion of Learning - Creativity
Category: Promotion of Learning - Creativity
TP 17.3 Plans and integrates program curriculum for integration of daily routines and learning opportunities that promote non-sexist, anti-ableist aesthetic and creative expression and development for all children. Plans and integrates culturally responsive learning opportunities in music, movement, dramatic play, visual arts, construction, storytelling, blocks, and water play to encourage culturally relevant creativity.
Category: Promotion of Learning - Culturally Responsive Content
Category: Promotion of Learning - Culturally Responsive Content
TP 18.3 Plans and integrates program curriculum for integration of daily routines and learning opportunities that promote non-sexist, anti-ableist, and anti-racist identity and social development.
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