The correct answer is: PPR Competency 001
Explanation:
The beginning teacher:
• Knows the typical stages of cognitive, social, physical, and emotional
development of students in early childhood through grade 12.
• Recognizes the wide range of individual developmental differences that
characterizes students in early childhood through grade 12 and the implications
of this developmental variation for instructional planning.
• Analyzes ways in which developmental characteristics of students in early
childhood through grade 12 impact learning and performance, and applies
knowledge of students' developmental characteristics and needs to plan effective
learning experiences and assessments.
• Demonstrates an understanding of physical changes that occur in early
childhood through adolescence, factors that affect students' physical growth and
health (e.g., nutrition, sleep, prenatal exposure to drugs, abuse), and ways in
which physical development impacts development in other domains (i.e.,
cognitive, social, emotional).
• Recognizes factors affecting the social and emotional development of students in
early childhood through adolescence (e.g., lack of affection and attention,
parental divorce, homelessness), and knows that students' social and emotional
development impacts their development in other domains (i.e., cognitive,
physical).
• Uses knowledge of cognitive changes in students in early childhood through
adolescence (e.g., from an emphasis on concrete thinking to the emergence and
refinement of abstract thinking and reasoning, increased ability to engage in
reflective thinking, increased focus on the world beyond the school setting) to
plan developmentally appropriate instruction and assessment that promote
learning and development.
• Understands that development in any one domain (i.e., cognitive, social,
physical, emotional) impacts development in other domains.
• Recognizes signs of developmental delays or impairments in students in early
childhood through grade 4.
• Knows the stages of play development (i.e., from solitary to cooperative) and the
important role of play in young children's learning and development.
• Uses knowledge of the developmental characteristics and needs of students in
early childhood through grade 4 to plan meaningful, integrated, and active
learning and play experiences that promote the development of the whole child.
• Recognizes that positive and productive learning environments involve creating a
culture of high academic expectations, equity throughout the learning community,
and developmental responsiveness.
• Recognizes the importance of helping students in early childhood through grade
12 learn and apply life skills (e.g., decision-making skills, organizational skills,
goal-setting skills, self-direction, and workplace skills). Â
4
• Knows the rationale for appropriate middle-level education and how middle-level
schools are structured to address the characteristics and needs of young
adolescents.
• Recognizes typical challenges for students during later childhood, adolescence,
and young adulthood (e.g., self-image, physical appearance, eating disorders,
feelings of rebelliousness, identity formation, educational and career decisions)
and effective ways to help students address these challenges.
• Understands ways in which student involvement in risky behaviors (e.g., drug
and alcohol use, gang involvement) impacts development and learning.
• Demonstrates knowledge of the importance of peers, peer acceptance, and
conformity to peer group norms and expectations for adolescents, and
understands the significance of peer-related issues for teaching and learning.
