Vermont Infant/Toddler Competencies 2021 - Northern Lights at CCV
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Vermont Infant/Toddler Competencies
2021Vermont Infant/Toddler Competencies - 2021
Introduction to the Infant Toddler Competencies 3
• Knowledge Area: Child Development 4
• Knowledge Area: Families and Communities 6
• Knowledge Area: Observing and Assessing 8
• Knowledge Area: How We Teach 9
• Knowledge Area: What We Teach 11
• Knowledge Area: Health, Safety, and Nutrition 13
• Knowledge Area: Professionalism 15
• Knowledge Area: Program Organization 16
Appendices 17
• Appendix A: Examples for Knowledge Area: How We Teach 17
• Appendix B: Examples for Knowledge Area: What We Teach 18
• Appendix C: Knowledge Area: Health, Safety and Nutrition Resources Cited 19
• Appendix D: References and Resources 20
• Vermont’s Early Childhood Professional Dispositions 20
• Infant Toddler Credential Committee Members 20
• Background21
• Resource Documents 21Introduction to the Infant Toddler Competencies
The Vermont Infant Toddler Competencies incorporate relevant portions of two national competency documents
for professionals working with infants and toddlers: The Zero to Three Critical Competencies, and the Collaborative
for Understanding the Pedagogy of Infant/Toddler Development (CUPID). The committee also referenced many
other national documents defining the skills and knowledge of professionals working with this age range. (See
Appendices).
The Vermont Infant Toddler Competencies are designed to be used along with the 2018 Vermont Core Knowledge
and Competencies for Early Childhood Professionals 1. This is not a standalone document. Like the Core Knowledge
and Competencies for Early Childhood Professionals, the Infant Toddler Competencies reference the Vermont Early
Learning Standards (VELS).2
Uses
• Like all professional competencies, the Infant Toddler Competencies can be used as a framework to assess
professional competence, define curricula, plan training, set staff goals, frame job descriptions, and evaluate
performance. They provide a common language for infant toddler professionals.
• The Infant Toddler Competencies specifically apply to practitioners working with pregnant people, infants and
toddlers, and their families. Knowledge and skills relevant to the prenatal period are included and especially
important for home visitors.
• The Infant Toddler Competencies are relevant for professionals working in both family child care homes and
center-based programs that serve infants and toddlers, directors of those programs, and home visitors.
Structure
• The Core Knowledge Areas in the Vermont Core Knowledge and Competencies for Early Childhood Profession-
als also serve as the categories for the Infant Toddler Competencies.
• Infant and Toddler Competencies begin at Level II. Level I competencies specific to infants/toddlers were not
developed by the Taskforce. Level I competencies in the Vermont Core Knowledge and Competencies for Early
Childhood Professionals include an expectation that the practitioner is able to describe basic principles of
infant and toddler care.
• Each competency level builds on the previous level (for example, Level IV competencies build on Levels III
and II). There are fewer competencies as the Levels increase, therefore there are boxes in Level IV that are left
blank.
• Competencies particularly relevant for Home Visitors are marked HV.
1 - https://northernlightsccv.org/wp-content/uploads/2018/09/CKC-Competencies-Tool-9.26.18.pdf
2 - https://education.vermont.gov/sites/aoe/files/documents/edu-early-education-early-learning-standards.pdf
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 3Knowledge Area: Child Development
Level I competencies expect the practitioner is able to describe basic principles of infant/toddler growth and
development. For more detail about Level I competencies in child development, please visit the Vermont Core
Knowledge and Competencies for Early Childhood Professionals.3
Level II Level III Level IV
Demonstrates understanding that
Identifies and supports specific play Identifies and supports specific play
young children learn and develop
A patterns of groups of infants and patterns of individual infants and
through play, especially child-
toddlers. toddlers.
initiated play.
Recognizes the prenatal, infant
and toddler years as a unique Adjusts interactions and practices
developmental period of brain to keep pace with the child’s unique
B
growth and development and progression of development and
recognizes developmental brain growth.
differences unique to this age range.
Recognizes how experiences,
Modifies interactions with child
environmental factors, and
based on their understanding how
biological factors influence growth
C experiences, environmental factors,
and development during this
and biological factors influence
time period, contributing to the
growth and development.
uniqueness of each individual.
Identifies how individual
temperamental tendencies of Models and facilitates development
D infants and toddlers are expressed, of “goodness of fit” between children
and provides positive responsive and the adults in their life.
interactions and experiences.
Recognizes the unique and
rapid sequence of infant and Evaluates and modifies the
Provides environments and
toddler development in all environment and experiences in
E experiences that both challenge and
domains: physical, cognitive, order to challenge and support
support development.
social, emotional, self-care, and children’s development.
communication and literacy.
Recognizes that appropriate risk- Designs appropriate risk-taking
Allows supportive risk-taking by
F taking, through exploration, is opportunities for children as they
children as they explore.
necessary for children’s growth. explore.
Recognizes that the foundation
Identifies and uses research-based
for building resilience begins
and current strategies to promote
G prenatally, and that birth to three
resiliency and to build protective
is a critical time in the formation of
factors in children.
skills related to building resilience.
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Northern Lights at CCV - Introduction to the Infant Toddler Competencies 4Knowledge Area: Child Development (Continued)
Level II Level III Level IV
Designs and coordinates with others
Positively supports the child’s
H to support the child’s development of
development of self-regulation.
self-regulation.
Recognizes and promotes behavior Provides intentional opportunities Evaluates the effectiveness of
I as communication and a critical and engages with the child to strategies used to enhance the
period for language development. enhance communication skills. child’s communication skills.
Identifies and uses research-based
Evaluates the effectiveness of
Recognizes the development of and current strategies for the
strategies utilized to support the
social and emotional competence as development of social and emotional
J social/emotional competence of
critical for brain development and skills, recognizing that these are key
every child, and makes adaptations
all other learning. components of developing healthy
as needed.
brain architecture.
Describes fundamental capacities
Plans and implements
for joint attention, regulation, and Supports navigation of complex
K communication in a serve and
engagement across a wide range of social problem-solving by the child.
return manner with the child.
emotions.
Assesses environment and adult
Identifies how the environment and Adapts own interactions and the
interactions, and informs others
L adult interactions influence infant/ environment to support optimal
about how these influence the
toddler behavior. development of individual children.
behavior of each infant and toddler..
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 5Knowledge Area: Families and Communities
Level I competencies expect the practitioner is able to describe basic principles of working with infants / toddler
families and communities. For more detail about Level I competencies for families and communities, please visit the
Vermont Core Knowledge and Competencies for Early Childhood Professionals. 4
Level II Level III Level IV
Demonstrates respect for how
various family structures, Effectively engages family members
circumstances, values, and cultures in order to synthesize the family’s
A
impact relationships with infants belief systems with professional
and toddlers (e.g. feeding, sleeping, knowledge and policies.
daily routines).
Creates opportunities for families to
Supports parents/guardians as
use information about their child’s
they understand and honor their
B temperament to enhance the child’s
child’s unique personality, identity,
learning throughout different stages
temperament, and initiative.
of development.
Provides guidance to families on
Helps parents/guardians Provides strategies for families to
current benchmarks and anticipated
C observe and support their child’s observe and support all aspects of
developmental milestones unique to
development. child’s development in the home.
each child.
HV: Recognizes that parents/
guardians have unique goals for HV: Uses strengths-based
HV: Supports families in achieving
D their children and family, which approaches to assist families in
their goals.
may be different from the goals of identifying their goals.
the home visitor.
Recognizes, honors, and supports Recognizes and accepts that
expectant parents and parents/ expectant parents and parents/ Supports parents/guardians in
E guardians of infants and toddlers’ guardians of infants and toddlers articulating their dreams and goals
dreams and goals for their children have unique dreams and goals for for their children and family.
and their family. their children and family.
Appreciates and demonstrates
respect for the various emotional
responses and experiences of Designs experiences that support
expectant families and those families in building protective
F with very young children, and factors and encourages families to
understands how these emotional access concrete support in times of
states can influence family need
dynamics, communication, and
expectations.
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Northern Lights at CCV - Introduction to the Infant Toddler Competencies 6Knowledge Area: Families and Communities (Continued)
Level II Level III Level IV
Creates setting-specific Designs expanded setting-specific
Recognizes and supports parent-
opportunities that support parent- opportunities to enhance parent-
child relationship and attachment
G child relationship and attachment child relationship and attachment
among the child, family members
among the child, family members among the child, family members
and other caregivers.
and other caregivers. and other caregivers.
Supports parents’ strengths through
H recognition and validation of
choices and skills.
Demonstrates awareness of
community resources available
to families, the process of referral Creates opportunities for families to Coordinates opportunities for
to these resources for expectant develop skills and tools to identify families to provide concrete support
I
parents/guardians and parents/ their needs and advocate for to other families in the program or
guardians of infants and toddlers, themselves to connect to services. community to encourage reciprocity.
and supports families to advocate for
themselves.
Demonstrates knowledge of the
types, possible causes, risk factors,
Coordinates opportunities for
symptoms, and potential impacts Supports families to connect with
J community and connection to
of perinatal mood and anxiety appropriate community resources
support new and expectant families.
disorders and the higher risk of
domestic violence during pregnancy.
Recognizes the importance of
Incorporates commonly used and
working in partnership with Supports parents/guardians in
familiar words in the child’s home
K families of dual-/multi-language articulating their dreams and goals
language(s) into the child care
learners to support home language for their children and family.
setting
development.
Identifies strategies and
Selects strategies to support parents/ Implements strategies to support
opportunities to support parents/
guardians in increasing their parents/guardians in increasing
guardians in increasing their
L understanding of their children’s their understanding of their
understanding of their children’s
learning and development through children’s learning and development
learning and development through
play. through play.
play.
HV: Demonstrates skills for
HV: Promotes opportunities for HV: Supports the family to take the
collaborating with parents/
M parents/guardians to build skills in lead in setting goals and planning
guardians to establish common
planning for home visits. for home visits.
goals for future visits.
HV: Recognizes the attitudes, HV: Is responsive to the attitudes,
cultural contexts, or barriers that cultural contexts, or barriers that
N
may impact a parent’s decision to may impact a parent’s decision to
initiate or continue breastfeeding. initiate or continue breastfeeding.
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 7Knowledge Area: Observing and Assessing
Level I competencies expect the practitioner is able to describe basic principles of infant/toddler observation and
assessment. For more detail about Level I competencies in observation and assessment, please visit the Vermont
Core Knowledge and Competencies for Early Childhood Professionals. 5
Level II Level III Level IV
Practices a system of ongoing
Identifies what to look for during observations of individual infants
A observations of infants and toddlers, and toddlers and the group to inform
and how to interpret the data. curriculum and communicate with
families.
Identifies, is trained in, and uses
Describes the rationale and purpose research-based infant and toddler-
for various types of research-based specific assessment tools (criterion- Communicates results of
infant and toddler assessment based, play-based, standardized assessments with families and
B
and screening tools, and is able assessments) in accordance with appropriate community partners in
to administer screening tools State or programmatic requirements. support of child and program goals.
appropriately. Analyzes result and makes
appropriate referrals as needed.
Practices documentation of
Recognizes the unique Provides strategies for families to
infant and toddler behavior and
C characteristics of documentation observe and support all aspects of
development (i.e. schedules and
related to infants and toddlers. child’s development in the home.
routines).
Observes the child while in natural
environments recognizing the
Develops experiences for
family and environmental context, Interprets results of all assessments
D individual child based on results of
child’s health, and current arousal for individual children.
assessments.
state at the time to best learn about
the child.
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Northern Lights at CCV - Introduction to the Infant Toddler Competencies 8Knowledge Area: How We Teach
Level I competencies expect the practitioner is able to describe basic principles of how to teach infants/toddlers.
For more detail about Level I competencies about how we teach, please visit the Vermont Core Knowledge and
Competencies for Early Childhood Professionals. 6
Level II Level III Level IV
Recognizes how experiences of the
day including routines, i.e. diaper Evaluates the success of the
Incorporates experiences of the day
A changing, dressing, meals, and opportunities offered and makes
in implementing curricula.
transitions, are essential parts of the adaptations to the curriculum.
curricula.
Practices responsive relationships
with children, recognizing that Articulates and models consistent
Consistently practices respectful
consistent, responsive relationships reflective and responsive practice
B and responsive relationships with
with primary caregivers shape with children, and supports other
children.
the architecture of the brain, and professionals to do so.
promote attachment.
Creates responsive and safe learning
environments that are unique to the Plans and modifies the learning
C developing and changing needs of environment to meet needs and
infants and toddlers (See Appendix interests of individual children.
A for examples).
Uses open-ended and varied
materials with a wide range of Makes modifications to materials
D sensory properties for creating to meet the needs of individual
meaningful, rich experiences in children.
which multiple children can engage.
Practices strategies that support Recognizes and modifies strategies
creating a community of young to balance individual needs and
E
learners of infants and toddlers and interests as well as the group
enhances a sense of belonging. experience.
Practices strategies that support
Modifies strategies to meet
social and emotional development of
F individual needs of children and the
infants and toddlers (See Appendix
group.
A for examples).
Recognizes that infants and toddlers
Provides individualized Designs and evaluates opportunities
learn best when given opportunities
opportunities for meaningful that address individual needs,
G to engage in meaningful
experiences to engage infants and strengths, and interests of each
experiences throughout their daily
toddlers throughout the day. infant and toddler.
play and caregiving routines.
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Northern Lights at CCV - Introduction to the Infant Toddler Competencies 9Knowledge Area: How We Teach (Continued)
Level II Level III Level IV
Practices strategies that support Uses observations to enhance Designs opportunities to
H children’s development of play skills opportunities to support children’s individualize experiences to support
(See Appendix A for examples). play skills children’s play skills
Encourages persistence with a task
by offering verbal support, interest,
I and questions e.g. “I wonder what
would happen if you laid the block
on its side?”
Adapts interactions, the
Identifies opportunities that support
environment, and materials to Evaluates effectiveness of
infants and toddlers to begin to
J enhance infants’ and toddlers’ adaptations and continues to adapt
predict, explain, and reason about
opportunities to make predictions, appropriately.
the people and world around them.
explaining, and reason.
Demonstrates sensitivity to
Partners with other adults in
children’s signs of fatigue or Adapts environment and materials
the environment to promote
K overstimulation and adjusts the in response to children’s levels of
responsiveness to children’s levels
pace of activities, tone of voice and energy and need for stimulation.
of energy and need for stimulation.
behavior in response.
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 10Knowledge Area: What We Teach
Level I competencies expect the practitioner is able to describe basic principles of what to teach infants/toddlers.
For more detail about Level I competencies about what we teach, please visit the Vermont Core Knowledge and
Competencies for Early Childhood Professionals. 7
Level II Level III Level IV
MATHEMATICS
Demonstrates intentional use
Adapts materials and language Evaluates the effectiveness of
of materials and descriptive
to meet mathematical concepts the integration of mathematical
language that offers a wide variety
A that match the interests and concepts into the program to
of opportunities to discover
developmental levels of the group match children’s interests and
mathematical concepts (See
and individual children. developmental levels.
Appendix B for examples).
SCIENCE
Offers infants and toddlers Adapts materials and language to
Evaluates the effectiveness of the
supportive language and repeated meet scientific concepts that match
integration of scientific concepts
A opportunities to explore their world, the interests and developmental
into the program to match children’s
infusing scientific concepts (See levels of the group and individual
interests and developmental levels.
Appendix B for examples). children.
APPROACHES TO LEARNING
Offers opportunities to encourage
the child’s own initiative, curiosity,
A
explorations, problem solving,
persistence, and play development.
EMOTIONAL
Supports the infants’ and toddlers’
progression of regulation from co-
A
regulation to self-regulation through
infancy and toddlerhood.
SOCIAL
Uses intentional language, actions,
Facilitates toddlers’ social
and environments to support
A interactions with peers using peer-
children’s sense of self, belonging,
mediated interventions.
and engagement with others.
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Northern Lights at CCV - Introduction to the Infant Toddler Competencies 11Knowledge Area: What We Teach (Continued)
Level II Level III Level IV
LITERACY
Promotes a positive attitude Provides a variety of literacy Analyzes appropriateness of
toward books and other literacy opportunities that reflect children’s literacy materials, and incorporates
A
materials by engaging in shared and culture, language, interests, and and extends concepts, ideas, and
independent experiences. developmental level. children’s reactions to the materials.
LANGUAGE
Uses a variety of verbal and non-
Promotes individual children’s Assesses individual children’s
verbal communication in a serve
communication skills by adjusting communication styles and methods
A and return manner to encourage
adult’s tone, pitch, volume, speed, and adapts communication
children’s verbal and non-verbal
intensity, and non-verbal messaging. approaches accordingly.
responses.
Narrates activity using a total
communication approach pairing
B signs/gestures and words/labels to
an object or activity as the child is
engaged in that activity.
SOCIAL STUDIES
Expand materials and opportunities
Provides materials, picture books,
to reflect a wider variety of cultures
A and experiences reflecting child’s
in the global community as the child
sense of self and community.
grows.
CREATIVE ARTS
Encourages child’s self- expression
in all modalities and uses language Adapts opportunities and materials
A to support the child’s creative to reflect individual children’s
process. (See Appendix B for interests and developmental levels.
examples)
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 12Knowledge Area: Health, Safety, and Nutrition
Level I competencies expect the practitioner is able to describe basic principles of infants/toddler health, safety, and
nutrition. For more detail about Level I competencies about health, safety, and nutrition, please visit the Vermont
Core Knowledge and Competencies for Early Childhood Professionals. 8
Level II Level III Level IV
NUTRITION
HV: Supports families’ increasing
HV: Describes the impact of a
knowledge of the impact of a HV: Connects families to community
pregnant parent’s nutrition on the
A pregnant parent’s nutrition on resources regarding nutrition and
developing fetus as indicated in
the developing fetus. Encourages breastfeeding options.
Caring for Our Children.
conversation with medical provider.
Understands the advantages
of and challenges to continued Supports the parents, both
breastfeeding, and recognizes physically and emotionally, to Connects to breastfeeding- related
B
importance of encouraging continue breastfeeding. Encourages community resources as needed
breastfeeding families to continue conversation with medical provider.
breastfeeding
Recognizes and responds to infant
Recognizes that feeding is a learning and toddler cues related to feeding
process for both parent/guardian (e.g. hunger, overstimulation,
Connects to community resources as
C and infant or toddler, including satiation, fatigue, etc.) in conjunction
needed.
children with chronic health issues with the parent/guardian.
and special health needs. Encourages conversation with
medical provider.
Supports child’s move from liquid
to solid foods, in partnership with
Recognizes developmental signs families, recognizing the role
Connects to community resources as
D of readiness for introduction of of portion size, texture, variety,
needed.
textures, solids, finger-feeding, etc. balanced diet, potential allergies,
and food sensitivities. Encourages
conversation with medical provider.
Collaborates with parents regarding
Follows individual feeding patterns
individual infants’ feeding patterns Seeks additional information and
E of the infant, and promotes and
and families values, preferences, and resources as needed
supports feeding on demand.
beliefs.
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Northern Lights at CCV - Introduction to the Infant Toddler Competencies 13Knowledge Area: Health, Safety, and Nutrition (Continued)
Level II Level III Level IV
HEALTH
HV: Recognizes impact of HV: Supports pregnant people in
HV: Seeks additional information
environment and teratogens avoiding teratogens and establishing
and resources as needed, and
A (an agent that can disturb the healthy and safe environments for
connects families to community
development of an embryo/fetus), for optimal physical, mental, and oral
resources as needed.
pregnant people. health.
HV: Recognizes the impact of
HV: Seeks additional information
environment on health and the HV: Supports all parents/guardians
and resources as needed, and
B importance of maintenance of to maintain optimal physical,
connects families to community
optimal physical, mental, and oral mental, and oral health.
resources as needed.
health for all family members.
Supports parents to increase Seeks additional information and
Recognizes common childhood
knowledge of prevention and resources as needed and connects
C illness in infants and toddlers and
treatment of childhood illnesses and families to community resources as
knows how to respond appropriately.
maintain a medical home. needed.
Collaborates with parents/guardians
and creates environments and Advocates for and supports changes
Recognizes the biological rhythms routines in their program that to policies and practices to promote
D and individual sleeping patterns of support responsiveness to the responsiveness to biological
infants and toddlers. individual sleeping patterns and rhythms and individual sleeping
biological rhythms of infants and patterns.
toddlers.
PHYSICAL ACTIVITY
Describes the recommendations of
Advocates for and supports
Caring for Our Children 3rd edition
Implements the recommendations of changes to policies and practices
regarding tummy time for infants
Caring for Our Children 3rd edition to promote implementation of
A and time in confining equipment
and shares these recommendations recommendations of Caring for
such as high chair, bouncy seat,
with parent/guardians. Our Children 3rd edition related to
car seat, swings, strollers (unless
tummy time, etc.
specified in individual care plan).
Provides opportunities in indoor and
Describes significance of gross outdoor learning environments for
motor movement and physical gross motor movement and physical
B activity to support learning and activity in support of learning and
brain development for infants and brain development for infants and
toddlers. toddlers. Shares related information
with parents.
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 14Knowledge Area: Professionalism
Level I competencies expect the practitioner is able to describe basic principles of professionalism for infant/toddler
care. For more detail about Level I competencies in professionalism, please visit the Vermont Core Knowledge and
Competencies for Early Childhood Professionals. 9
Level II Level III Level IV
Recognizes and reflects on
Evaluates and adjusts assumptions
how the practitioner’s own
to ensure practitioner’s response and
A assumptions about the intent of
practice are strengths-based and
children’s behavior can impact the
reflect the child’s context.
practitioner’s response and practice.
HV: Applies research-based
HV: Recognizes the impact of the
strategies to strengthen the parent-
B practitioner-parent relationship on
child relationship and modifies as
the parent-child relationship.
needed.
Identifies personal values and
Recognizes differences and adapts Models behaviors and supports
culture and how they influence
behaviors as appropriate when other adults to recognize and accept
C one’s teaching and interactions
there are differences of values while differing values while maintaining
with children, families, and other
maintaining respect for others. respect for others.
professionals.
HV: Assesses the effectiveness of
HV: Demonstrates skills for guiding
strategies used to guide parents,
parents’ reflections on parenting,
recognizes when strategies used
D child development, and well-
to guide parents are not working,
being including sharing one’s own
researches additional options, and
reflections appropriately.
modifies as needed.
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Northern Lights at CCV - Introduction to the Infant Toddler Competencies 15Knowledge Area: Program Organization
Level I competencies expect the practitioner is able to describe basic principles of program organization for infant/
toddler care. For more detail about Level I competencies in program organization, please visit the Vermont Core
Knowledge and Competencies for Early Childhood Professionals. 10
Level II Level III Level IV
Implements policies and practices Provides training for staff about
to communicate with parents/ communicating with parents/
A
guardians regarding immunization guardians regarding immunization
requirements. requirements.
Implements policies and practices Provides ongoing training with staff
Regularly assesses policies and
B that welcome all parents/guardians on how to better support parents
implements changes as needed.
and supports parents who choose who choose to breastfeed.
Implements policies and practices
that support the Program for Infant Provides ongoing training to support
Evaluates policy effectiveness in
Toddler Care Six Essential Practices staff in implementing the Program
C individual settings and implements
which include Primary Caregiving for Infant Toddler Care Six Essential
changes if needed.
and Continuity of Care (See Practices.
Appendix E for detail).
Implements policies and practices Provides ongoing training with
that support various transitions staff on practices to support various Regularly assesses policies and
D
experienced by children and transitions experienced by children implements changes as needed.
families. and families.
Provides regular opportunities for Provides reflective supervision with
E
reflective practice among staff. staff.
Implements policies that recognize
Offers opportunities for ongoing
diversity and enable inclusion in all Evaluates the effectiveness of the
training to support staff in
F aspects of programming practices policies and practices related to
implementing policies related to
and interactions with children, diversity, equity, and inclusion.
diversity, equity, and inclusion.
families, and staff.
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Northern Lights at CCV - Introduction to the Infant Toddler Competencies 16Appendices
Appendix A: Examples for Knowledge Area: How We Teach
Competency Level II Examples
• Rooms are designed for children to move around safely. Provider has
considered all children’s needs when designing the room.
• Provider sets up the room to include pathways and open spaces that
Creates responsive and safe learning allow children to move around the room for independent and safe
environments that are unique to the exploration.
C
developing and changing needs of • Provider ensures there are inclines, steps, or other small encounters to
infants and toddlers. allow for new crawlers as well as those who would like a challenge to
explore multi levels, both indoors and outdoors.
• Provider ensures there are protected spaces for children who are not
yet mobile or desire a less active space.
The environment is arranged and materials are provided that promote
adult/child and child/child interactions.
• Provider ensures that some materials placed in the room are large
enough that multiple children can interact, i.e. provide a large sheet of
paper, Mylar, or other materials rather than individual ones; provides
Practices strategies that support tunnels, large platforms or other equipment that multiple children can
creating a community of young access together.
E
learners of infants and toddlers and • Provider develops opportunities that allow for 2 children to interact, i.e.
enhances a sense of belonging. small table with only 2 chairs, cardboard box that allows two children
to be together.
• Provider actively promotes interactions and intentionally uses
terminology to encourage group opportunities
• Provider acknowledges positive interactions among children.
Provider intentionally designs the environment, selects materials and
plans for opportunities to enhance social and emotional development.
Practices strategies that support • Provider labels his/her own and children’s emotions.
F social and emotional development of • Provider views interactions from a strength- based perspective –
infants and toddlers. understanding the child’s behavior is his/her form of communication.
• Provider uses terminology that supports emotions and suggests
positive alternative behavior when needed.
Provider offers a large range of diverse materials for children to explore
multiple properties that promote the engagement of each child. Provider
Intentionally allows for children to explore the relationship between these
Practices strategies that support materials.
H children’s’ development of play • Provider narrates children’s play.
skills.
• Provider asks open ended questions to support children’s thinking.
• Provider offers and rotates materials that continue to promote each
child’s individual approaches to learning.
• Provider uses language to explain events, to describe cause and effect.
Identifies opportunities that support • Provider creates an environment that encourages exploration.
infants and toddlers to begin to • Provider asks open-ended questions to support prediction (“What
J
predict, explain and reason about the would happen if….”)
people and world around them. • Provider is consistent in responses and routines to support the child’s
ability to make sense of their world.
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 17Appendix B: Examples for Knowledge Area: What We Teach
Mathematics Level II Examples
• Provider offers different sized objects and containers.
Demonstrates intentional use • Provider offers materials that promote the understanding of multiple
of materials and descriptive mathematical concepts i.e. clay, playdough, variety of building
A language that offers a wide variety materials, paint.
of opportunities to discover
mathematical concepts. • Provider uses terminology to promote mathematical concepts, i.e. size,
number, spatial relationships, transformations, volume, patterns.
Science Level II Examples
• Provider offers opportunities in nature that provide diverse elements,
materials and transformations.
• Provider offers opportunities to use multiple senses in exploration.
Offers infants and toddlers
• Provider offers opportunities to use scientific tools and methods
supportive language and repeated
A throughout the learning environment – both indoors and outdoors,
opportunities to explore their world
i.e. making predictions, allowing children to pose hypotheses, cause
infusing scientific concepts.
and effect, encouraging curiosity ensuring the focus is on the process
rather than the answers.
• Provider uses scientific language to describe actions and investigations
Creative Arts Level II Examples
• Provider encourages multiple forms of creative arts, i.e. dancing, music,
and dramatic play.
Encourages child’s self- expression • Provider offers a variety of mediums such as paint, clay, playdough,
in all modalities and uses language paper, collage, and wire.
A
to support the child’s creative • Provider uses terminology that encourages process over product and
process. does not include judgement, i.e. tell me how you did that, I see you are
using a red marker and making big marks on your paper (describe the
activity rather than the product).
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 18Appendix C: Knowledge Area: Health, Safety and Nutrition Resources Cited
Resources Cited
Caring for Our Children, 3rd edition
American Academy of Pediatrics, American Public Health Association, National Resource Center for Health
and Safety in Child Care and Early Education. Caring for Our Children: National Health and Safety Performance
Standards; Guidelines for Early Care and Education Programs. http://nrckids.org/CFOC/toc Chapters 2, 3, 4.
• Chapter 2: Program Activities for Healthy Development, pg. 47
• Chapter 3: Health Promotion and Protection, pg. 87
• Chapter 4: Nutrition and Food Service, pg. 149
Bright Futures
American Academy of Pediatrics, 2018
https://brightfutures.aap.org/Pages/default.aspx
Nutrition and Pocket Guide
https://brightfutures.aap.org/materials-and-tools/nutrition-and-pocket-guide/Pages/default.aspx
Family Materials
https://www.brightfutures.org/familymaterials.html
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 19Appendix D: References and Resources
Vermont’s Early Childhood Professional Dispositions
Dispositions are behaviors guided by beliefs and attitudes related to one’s values. Dispositions impact each of
the skills and knowledge described in the Vermont Core Knowledge and Competencies for Early Childhood
Professionals. In Vermont, these dispositions are:
1. Delights in and is curious about children and how they grow and learn
2. Appreciates and supports the unique and vital role of families in their children’s lives
3. Is eager to learn new knowledge and skills that will support young children’s development and learning
4. Models the attitudes and behaviors that she/he values in children
5. Values and celebrates the diversity found among children and their families and in the world around them
6. Is willing to ask for help, to learn from others, and to accept constructive criticism
7. Reflects on the personal beliefs and values that influence her/his own actions
8. Shows respect for children, families, and colleagues by maintaining confidentiality
9. Communicates clearly, respectfully, and effectively with children and adults; responds to challenges and
changes with flexibility, perseverance, and cooperation
10. Expresses her/his own emotions in healthy and constructive ways
11. Values and nurtures imagination, creativity and play both in children and in herself/himself;
12. Demonstrates responsible professional and personal habits in working and interacting with others
13. Has a collaborative attitude
In addition to the dispositions listed above, the following dispositions were added, specific to infant toddler
professionals.
14. Appreciates the unique infant and toddler developmental stages.
15. Respects the child’s balance of autonomy and security that is expressed through behaviors.
Infant Toddler Credential Committee Members
Sharon Adams Tammy Colquohoun Katie McCarthy Ronna Schaffer
Ben Allen Cindy Daniels Becky Millard Dee Smith
Kathy Apgar Debra Gass Holly Moriglioni Lauren Smith
Laura Bernard Sharron Harrington Paula Nadeau Nancy Sugarman
Amy Bolger Anne Hemmer Tracy Patnoe Kara von Behren
Kathleen Burroughs Danielle Howes Melissa Riegel-Garrett Barbara Wall
Sherry Carlson Renee Kelly Lynne Robbins Natalie Whitfield
Dianne Carter Kim Lawlor-Batty Kate Rogers
Morgan Cole Sheri Lynne Sue Ryan
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 20Background
In the summer of 2016, the Child Development Division of the Department for Children and Families with the
Vermont Head Start Collaboration office invited professionals from diverse perspectives to form the Vermont Infant
and Toddler (I/T) Credential Development Stakeholders’ Taskforce. That Taskforce with the support of a facilitator
and national consultants used the Strategic Planning Steps to Develop the Infant Toddler Professional Credential * to
inform the design of a Vermont Infant and Toddler Credential. In the spring of 2017, the Taskforce determined that
infant and toddler competencies were needed as the foundation for the credential. With input from the Taskforce, an
ad hoc group worked for a year to create the first full draft of the Vermont Infant and Toddler Competencies.
[insert link to observation tools]
Resource Documents
The following references and research documents were used to inform the development of Vermont’s Infant Toddler
Competencies:
• Caring for Our Children 3rd edition – recommendations regarding nutrition, breastfeeding, and the introduc-
tion of milk for infants and toddlers according to the American Academy of Pediatrics, Institute of Medicine,
and Special Supplemental Nutrition Program for Women, Infants, and Children (WIC).
• American Academy of Pediatrics, American Public Health Association, National Resource Center for Health
and Safety in Child Care and Early Education. Caring for Our Children: National Health and Safety Performance
Standards; Guidelines for Early Care and Education Programs. http://cfoc.nrckids.org
• Collaborative for understanding the pedagogy of infant-toddler development (CUPID) https://www.waikato.
ac.nz/wmier/projects/collaborative-for-understanding-the-pedagogy-of-infant-toddler-development-cupid
• Credentials for the Infant/Toddler Child Care Workforce: A Technical Assistance Tool for Child Care and Devel-
opment Fund Administrators http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/ArticleId/337/
Credentials-for-the-Infant-Toddler-Child-Care-Workforce-A-Technical-Assistance-Tool-for-Child-Care-a.
aspx
• Program for Infant Toddler Care - Six Essential Program Practices https://www.pitc.org/pub/pitc_docs/poli-
cies.html
• Vermont Core Knowledge and Competencies for Early Childhood Professionals https://northernlightsccv.org/
wp-content/uploads/2018/09/CKC-Competencies-Tool-9.26.18.pdf
• Working Toward a Definition of Infant/Toddler Curricula: Intentionally Furthering the Development of In-
dividual Children within Responsive Relationships https://www.wested.org/wp-content/uploads/2017/03/
resource-working-toward-a-definition-of-infant-toddler-curricula.pdf (page 4 Curriculum Process: The what
and the how of infant/toddler curricula)
• ZERO TO THREE Critical Competencies for Infant-Toddler Educators Related Professional Criteria https://www.
zerotothree.org/resources/1197-zero-to-three-critical-competencies-for-infant-toddler-educators-related-pro-
fessional-criteria
Northern Lights at CCV - Introduction to the Infant Toddler Competencies 21You can also read
