19.0700 - Child & Custodial Care Services

Technical Standards

II. Competency Goal II – To advance physical and intellectual competence.

C. Functional Area 6 (Communication) - Candidate actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings..

1. Has realistic expectations for each child's understanding and use of speech based on knowledge of language development and the individual child.
2. Talks often with individual children and stimulates conversation among children and with adults in the room.
3. Provides activities that encourage children to develop listening and comprehension skills.
4. Helps children connect word meaning(s) to experiences and real objects.
5. Recognizes, understands, and respects local speech patterns and idioms.
6. Respects the language of non-English-speaking families, encourages them to communicate freely with their children in the language parents prefer, and helps them find opportunities to learn English.
7. Is aware of the caregiver's role as a language model for children and uses affectionate and playful tones, clear speech, and responsive conversation.
8. Listens attentively to children, tries to understand what they want to communicate, and helps them to express themselves.
9. Shares children's communication/language achievements with parents.
10. Uses a variety of songs, stories, books, and games—including those from the children's cultures—for language development.
11. Talks with children about special experiences and relationships in their families and home lives.
12. Uses everyday conversations with children to enrich and expand their vocabulary.
13. Provides opportunities for children to represent their ideas nonverbally through activities such as painting, making music, and creative movement.
14. Helps children learn, understand and use words to express thoughts, ideas, questions, feelings, and physical needs.
15. Writes down stories dictated by children and labels their drawings, showing the relationship between spoken and printed words.
16. Introduces longer storybooks gradually as children become interested.
17. Encourages children to take turns talking and listening instead of interrupting each other or adults and ensures that each child has a chance to talk.
18. Recognizes possible impairments or delays that affect hearing and speech, helps families find resources, cooperates with treatment plans, and finds ways to communicate positively with these children.
19. Demonstrates ability to understand, speak, read, and write both languages.
20. Understands the principles and characteristics of bilingual language development in children and explains these to parents.
21. Assesses each child's language abilities and uses activities that are appropriate to the child's level of development in each language.
22. Helps children associate word meanings in both languages with familiar objects and experiences
23. Encourages children who are fluent in either language to help less fluent children.
24. Helps parents understand the importance of children's learning the first language and culture and their role in providing experiences to meet this goal.
25. Helps parents understand the child's attempts at communication in the second language.
26. Allows children opportunities to express themselves in the language of their choice.
27. Encourages English-speaking children and families to learn the second language.
28. Uses lullabies, songs, games, stories, books, and finger plays, from both languages, asking parents for examples from their childhood.
29. Makes sure there are consistent language models for both languages used in the program, through selection and use of materials and personnel.


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