10 Child Growth & Development (CGD) Rationale The period from birth through age 8 encompasses the most dramatic, exciting time of growth and development in the life of an individual. Foundations for a lifetime are laid during this period. Early childhood professionals have the privilege of nurturing this growth and development. Growth and development is the foundation on which all early childhood practices are based. It is the basis for designing curriculum and environments, observing and assessing, and integrating diverse learners. Early childhood professionals must know what to expect regarding children’s range of abilities in order to plan appropriate sequences of action, adjust teaching strategies, and pose manageable tasks and challenges to extend learning for every child. Additionally, early childhood professionals must understand the value of each child as well as the impact of culture, linguistic background, and expectations of families. Core Knowledge Components Based on current theories and ongoing research in the areas of human growth, development, and learning, early childhood professionals in various care and educational settings (e.g., child care centers, family child care homes) must understand:  Basic Child Development – Early childhood professionals must demonstrate knowledge of the principles and patterns of child development; adapt practices as development proceeds; realize the interconnectedness of domains; and understand stage versus continuousdevelopment.  Typical and Atypical Development – Early childhood professionals recognize developmental variation as typical; recognize atypical development; adapt the learning environment to meet each child’s needs; understand indicators of risk; develop Individualized Family Service Plans and Individualized Education Plans ; Individualized Healthcare Plans and 504s , and recognize and respect developmental challenges.  Individual Differences – Early childhood professionals use practices that are responsive to the unique abilities, temperaments, and learning styles of individualchildren.  Influences on Development – Early childhood professionals recognize the variety of influences on development, family as the primaryenvironmental influence on children, stress as an environmental factor, and variations in cultural practice.  Facilitation of Development – Early childhood professionals strategicallyfacilitate development with relationships, experiences, and play .  Collaboration – Early childhood professionals collaborate with colleagues, families, and community members on behalf of children. Core Knowledge Competencies The competencies and indicators on the following pages specify how the specific knowledge, behaviors and practices are demonstrated by early childhood professionals across five levels of proficiency that follow a progression of knowledge, skills and abilities. The levels build on one another, with the belief that a person working on competencies at Level 3 has already achieved most or all of the competencies at Levels 1 and 2.  Indicates term defined in the glossary the first time it appears in the document.