Key Concepts Within Each Domain

Domain 1 – Knowledge

A – Parenting, Caregiving, Family Functioning and Parent-Child Relationships

  • Range of family structure
  • Pregnancy and childbirth
  • Postpartum period
  • Attachment issues
  • Parenting as a developmental process
  • Family dynamics
  • Family expectation regarding child development
  • Providing family-sensitive services
  • Cultural issues in parenting and family development
  • Goodness of fit between parents and young children
  • Importance of relationships to development
  • Family systems

B – Infant, Toddler and Preschool Development

  • Typical development in infancy, toddler, and/or preschool periods
  • Milestones of development
  • Peer relationships
  • Expectations of children in groups
  • Cultural variations in development and family expectations

C – Biological and Psychosocial Factors Impacting Outcomes

  • Temperament
  • Regulatory and sensory issues
  • Brain research
  • Neuro-developmental issues
  • Prematurity and low birth weight
  • Child abuse
  • Child neglect
  • Nutrition
  • Poverty
  • Community issues
  • School and community services
  • Impact of such factors upon development and relationships

D – Risk and Resiliency

  • Atypical development
  • Maternal depression
  • Teenage parenting
  • “Ghosts” in the nursery
  • Chronic physical illness
  • Chronic mental illness in parent
  • Developmental disabilities
  • Prematurity
  • Communication and interaction problems
  • Substance abuse in families
  • Family violence
  • Working with challenging caregivers
  • Foster care
  • Institutional care
  • Protective factors that promote family resiliency
  • Promoting resiliency in young children and families

E – Observation, Screening and Assessment

  • Development of observational skills with infants and young children
  • Use of observational information
  • Use of screening tools
  • When to make referrals for more comprehensive assessment
  • How to make a referral, including following through or assisting family with initial contacts
  • Introduction to major assessment instruments and processes

F – Diagnosis and Intervention

  • Diagnostic systems for infants, toddlers, and young children
  • Linking assessment and diagnosis to intervention
  • Development of intervention goals
  • Effective communication with caregivers and others
  • Concrete assistance
  • Community resources
  • Developmental guidance
  • Strategies to promote infant-family and early childhood mental health
  • Strategies for preventive intervention addressing social-emotional-behavioral vulnerabilities
  • Intervention strategies
  • Therapeutic options, including current knowledge of evidence-based practice
  • Developing reflective practice skills
  • Use of self in provision of services

G – Interdisciplinary/Multidisciplinary Collaboration

  • Understanding the roles of other professionals in working with young children and families
  • Respecting boundaries of practice
  • Community resources
  • Working together with other professionals to create an integrated plan
  • Collaborating to prioritize child and family needs

H – Ethics

  • Ethics of scope of practice
  • Working ethically in family settings

Domain 2 – Experience

  • Direct service experience with families and children prenatal to age 3 and/or
  • Direct service experience with children 3 to 5 and their families
  • Reflective practice facilitation support received

<Back to Training Guidelines and Personnel Competencies