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CTE/Family & Consumer Sciences Education Curriculum Early Childhood Education II
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arrow icon Course Introduction


Core Standards of the Course

Strand 1
Students will evaluate and model Developmentally Appropriate Practices (DAP).

Standard 1
Identify and/or demonstrate DAP activities for young children.

  1. Define DAP. (Characteristics: age and individual appropriateness, hands-on, concrete, real, relevant, uses all areas of development, multicultural, non-sexist)
  2. Types of learning: child-directed, teacher-directed, child-initiated
  3. Active vs. passive learning.
  4. Effective transitions.
  5. DAP materials and activities for specific ages and areas of development (cognitive, social, emotional, moral, and physical [gross and fine motor]).
  6. Positive questioning techniques (open-ended questions).

Standard 2
Identify and/or demonstrate positive guidance techniques for preschoolers.

  1. - see Child Care Center Interpretation Manual by Sections, Section 19 Child Discipline.
  2. Review common reasons for misbehavior (normal behavior, natural curiosity, don't know better, to get attention, for power, revenge, feeling inadequate and need to feel they belong).
  3. Positive guidance: natural consequences, logical consequences, positive statements, redirection, limited choices, time out, positive reinforcement, modeling, child-directed and problem-solving.
  4. Identify and/or demonstrate the ability to maintain control in a large and small group setting.

Performance Objective 1:
Identify problem behavior and demonstrate appropriate management solutions.

Standard 3
Incorporate observation techniques and guidelines while studying children and develop strategies to meet their needs.

  1. Purpose of observing children (formal & informal assessments, curriculum planning, children's developmental stages).
  2. Objective/factual statements vs. subjective/interpretative statements.

Standard 4
Identify and/or implement appropriate environmental space arrangement.

  1. - see Child Care Center Interpretation Manual by Sections, Section 4 Facility.
  2. Physical characteristics in a classroom (floor coverings, permanent fixtures, storage for materials, color and children's display, personal storage and child-size furniture).
  3. Space arrangements (quiet, active, wet, dry, centers, group and individual space).

Strand 2
Students will develop, implement and evaluate age appropriate curriculum for young children.

Standard 1
Identify components of curriculum planning.

  1. Identify and/or demonstrate the responsibilities of the lead and support teacher.
  2. Understand calendaring, daily scheduling, routines, learning centers, and group time.
  3. Components of a lesson plan: theme, objectives, concepts, procedures, and transitions.

Standard 2
Create DAP learning experiences for preschoolers.

  1. Language/literacy activities (fingerplays, stories, show and tell).
  2. Math activities (sequencing, sorting, classification, matching, seriation, manipulatives).
  3. Creative arts activities (Four stages of art: 1] scribbling, 2] pre-schematic, 3] schematic, 4] realism).
  4. Science and sensory activities.
  5. Music and movement activities.
  6. Social and Emotional activities
  7. Dramatic play.
  8. Food experiences.
  9. Free play.

Performance Objective 2:
Create and implement a developmentally appropriate fine motor (indoor) activity. CDA Resource Collection II-4 *CDA pg. 13

Performance Objective 3:
Create and implement a developmentally appropriate gross motor (outdoor) activity. CDA Resource Collection II-5 *CDA pg. 13

Performance Objective 4:
Create and implement TWO developmentally appropriate activities that build emotional skills and improves self-concept. CDA Resource Collection II-6, II-7 *CDA pg. 13

Strand 3
Students will evaluate and model how to maintain a healthy environment for young children.

Standard 1
Identify and/or demonstrate how to maintain a secure and healthy environment for young children.

  1. - see Child Care Center Interpretation Manual by Sections, Sections 10 Emergency Preparedness, 11 Supervision and Ratios, 12 Injury Prevention, 13 Parent Notification, 14 Child Health, 16 Infection Control.
  2. Safety guidelines.
  3. Health and wellness (childhood illnesses, communicable diseases and basic first-aid: poisoning, cuts, bumps and bruises, and choking).
  4. Emergency procedures (fire, earthquake and intruders).
  5. Sanitation and hand-washing (20 seconds, upon arrival, before and after snack, prior to sensory play, after restroom use).
  6. Identifying and reporting procedures for abuse and neglect.

Performance Objective 5:
Identify and demonstrate appropriate sanitation techniques.

Standard 2
Describe the factors to consider in meeting the nutritional needs of young children.

  1. - see Child Care Center Interpretation Manual by Sections, Section 15 Child Nutrition.
  2. Healthy snacks and meals.
  3. Food safety (allergies, use of gloves, follow food handling guidelines).

Strand 4
Students will evaluate the quality of various early childhood programs and review applicable licensing rules.

Standard 1
Classify the types of childcare programs by category.

  1. Categories of child care: custodial, developmental, and comprehensive child care.
  2. Pros, cons, and flexibility associated with various types of child care (hourly, Montessori, head start, preschool, on-site, home care, and day care centers and laboratory schools).

Standard 2
Identify current childcare licensing rules. - see Child Care Center Interpretation Manual by Sections to view the individual Center Rule Interpretation sections identified below. Note: State Child Care Licensing Rules can be taught separately or integrated into applicable Strands and Standards.

  1. Section 4 - Facility
    • Toilet and sink child ratio (1 toilet to 15 children)
    • Indoor square feet needed per child
  2. Section 7 - Personnel
    • Qualifications for directors
    • Qualifications for caregivers and assistant caregivers
  3. Section 8 Administration
    • Confidentiality
  4. Section 10 Emergency Preparedness
    • One caregiver with CPR always on site
    • First aid supplies in center
    • Emergency and disaster plan
  5. Section 11 Supervision and Ratios
    • Table 4 Child Ratio and Group Sizes for Birth to 5
  6. Section 12 Injury Prevention
  7. Section 13 Parent Notification
    • Procedure for arriving and leaving of the center
  8. Section 14 - Child Health
    • Proof of immunizations
    • Laws for reporting child abuse and neglect
  9. Section 15 Child Nutrition
    • Awareness of food allergies
    • Frequency of providing snacks and meals
  10. Section 16 Infection Control
    • Proper handwashing
    • Sanitizing toys and equipment
  11. Section 19 Child Discipline
    • Positive reinforcement/redirection

Strand 5
Students will evaluate and model employment skills needed to work with young children.

Standard 1
Identify and/or demonstrate positive employment characteristics (punctuality, team-work, problem solving, dependability, respect).

  1. Identify components of a resume.

Standard 2
Identify and/or demonstrate effective communication skills (children, staff, parents, and employers).

Standard 3
Identify qualifications of child care directors, caregivers, and assistant caregivers.

  1. See Child Care Center Interpretation Manual by Sections, Sections 7 Personnel, 8 Administration.

Standard 4
Identify the requirements and advantages for obtaining the Child Development Associate (CDA) credential.

Performance Objective 6:
Compile SIX of the remaining seven CDA Resource Collection items. *CDA pgs. 12-14

  1. CPR and First Aid Training (optional) CDA Resource Collection I-1 *CDA pg. 12
  2. Family Resources Guide
    • Family Counseling CDA Resource Collection IV-1 *CDA pg. 14
    • Translation Service CDA Resource Collection IV-2 *CDA pg. 14
    • Children with Disabilities CDA Resource Collection IV-3 *CDA pg. 14
    • Child Development Resources CDA Resource Collection IV-4 *CDA pg. 14
  3. Compile THREE samples of Record Keeping Forms (Accident Report, Emergency Form, Completed Observation) CDA Resource Collection V *CDA pg. 14
  4. Create a list of THREE Early Childhood Associations CDA Resource Collection VI-2 *CDA pg. 14

Performance Objective 7:
Complete three of the six Competency Statements. Write a statement of competence for Standards IV, V, and VI. (Please Note: many Resource Collection assignments must be completed prior to writing Competency Statements, as these statements are a reflection of that work.) *CDA pg. 15-16

Performance Objective 8:
Keep an ongoing log of CDA Professional Education and Work Experience hours. *CDA pg. 8-10

  1. Use a CDA tracking worksheet to document professional education/training hours in the eight subject areas (hours obtained while enrolled in Child Development and ECE I & II may be recorded)
  2. Work experience must be with a group (five or more) children, ages Birth to five, in a center-based program (hours obtained while enrolled in Child Development and ECE I & II may be recorded)
  3. Hours must be verified (i.e. signed off by a teacher, copies of certificates, transcripts, letter)

UEN logo - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - PEARL HART and see the CTE/Family & Consumer Sciences Education website. For general questions about Utah's Core Standards contact the Director - THALEA LONGHURST .  

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.