The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivates students and are responsive to their developmental characteristics and needs.

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).  

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• 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.

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