Early Childhood Education Program Essential Functions

Disability Act Statement: Madison College complies with all provisions of the American with Disabilities Act and makes reasonable accommodations upon request for qualified individuals. If you believe you may need accommodations to assist you in performing the functions that follow, please contact the Disability Resources Services (DRS) office at (608) 246-6716 or (800) 322-6282, ext. 6716 (deaf students via Relay 711) or email prior to the semester in which you begin your Early Childhood Education program

Gross Motor Skills

• Transfer objects up to 40 lbs. on a frequent basis (e.g. strollers, wagon, classroom equipment)
• Move objects to 40 lbs. without losing stability or balance
• Get to child level quickly without losing stability or balance
• Access or replace equipment and supplies from heights above your waist
• Arrange environment (furniture and supplies) to prepare for activities, ensuring safety and accessibility
• Transport/evacuate children in emergencies
• Move within confined space
• Reach in front of your own body (e.g. to hold children, show books and toys, help diaper/dress children, set tables, etc.)
• Reach below waist (e.g. to plug in appliances, pick up toys, etc.)
• Participate in children’s group games
• Switch positions quickly

Fine Motor Skills

• Perform moderate manipulative tasks such as writing, fastening buttons, zipping zippers; turning the page of a book, etc.
• Pick up objects
• Write with a pen or pencil
• Key/type (use a computer)
• Twist objects (e.g. turn door knobs)
• Squeeze (e.g. open medications, handle small items)
• Assist in record keeping and maintaining written progress notes
• Assist in making games and learning materials for children
• Assist with the self-care activities such as dressing, feeding, diapering

Physical Endurance

• Tolerate long periods of sitting, standing, and/or walking/mobility without becoming fatigued
• Sustain repetitive movements (e.g. playing, pushing swings, etc.)
• Remain at a child’s level for extended periods

Hearing

• Distinguish normal sounds from background noise
• Detect normal speaking level sounds
• Detect faint voices and/or body sounds (e.g. that may indicate child’s pain, needs, etc.)
• Detect fire alarms, apnea monitors, telephones and doorbells ringing
• Differentiate playful from harmful sounds in a loud setting

Vision

• Identify children/adolescents, co-workers, and visitors from a distance of 10 feet
• Read typed and written correspondence (books, parent notes, calendars, activity plans, etc.)
• Detect objects 20 inches away (e.g., computer screens, skin conditions)
• Use peripheral vision and depth perception (e.g. to help children safely cross streets, climb stairs, etc.)
• Determine safety standards of equipment (e.g. loose nuts and bolts, frayed cords, dangerous areas, uneven surfaces, etc.)
• Distinguish color and color intensity (e.g. to determine if a child looks pale, has a rash, matches colored objects correctly)

Tactile

• Detect temperature (e.g., skin, baby formula)
• Feel differences in surface characteristics (e.g. unsafe play surfaces, rashes)
• Detect environmental temperature or changes

Environment

• Tolerate exposure to bodily fluids (diaper changes, bloody or runny noses, etc.)
• Tolerate exposure to bacteria and infectious agents from ill children
• Tolerate exposure to chemicals and agents such as disinfectants, soaps, cleaners, bleaches, etc.
• Tolerate minor bodily injuries (scrapes, bruises, bites) caused by unpredictable behaviors of young children
• Tolerate exposure to loud and/or unpleasant noises due to the unpredictable nature of young children
• Tolerate exposure to strong odors (e.g. cleaning supplies, soiled diapers)
• Provide supervision of children’s play activities, enforcing safety rules

Reading and Writing

• Read, write and understand written documents such as books, parent notes, calendars, activity plans, medication instructions, progress notes, emergency procedures, etc.

Math

• Tell time on an analog clock
• Add and subtract basic numbers
• Document numbers in records (charts, medication dispersal, etc.)
• Measure quantities for snack or food preparation
• Calculate ratios and determine group sizes

Emotional Stability

• Establish appropriate social and emotional boundaries with others
• Adapt to changing environments/stress
• Manage or deal with the unexpected
• Respond to a crisis situation in a manner that maintains the health and safety of the children in the classroom/program
• Regulate your own emotions
• Remain calm when faced with strong emotions in others (anger, fear, grief)
• Concentrate on details despite frequent interruption
• Display self-awareness

Analytical Thinking

• Perform multiple responsibilities concurrently
• Process and interpret information from multiple sources
• Problem solve
• Evaluate outcomes
• Prioritize tasks
• Use long-term memory
• Use short-term memory
• Maintain awareness of entire groups of children while interacting with individuals

Critical Thinking

• Identify cause and effect relationships
• Plan and implement activities for others
• Provide identifiable activities and routines for children and facilitate transitions
• Sequence information
• Make decisions independently
• Adapt decisions based on new information
• Modify environments based on individual needs of children

Interpersonal Skills

• Establish professional relationships
• Establish rapport with families and community groups
• Respect and value cultural differences of others
• Negotiate interpersonal conflicts
• Respect dignity and rights of all children
• Encourage and model positive social relationships and habits

Communication Skills

• Speak loudly enough to be heard in a noisy room
• Speak at an understandable, conversational level
• Interact with others in a positive, friendly manner
• Speak and write English
• Listen and comprehend the written/spoken word
• Collaborate with others
• Recognize and respect confidentiality
• Participate in requirements as outlined in state certification/licensing regulations and the program
• Work cooperatively with staff to develop potential of individual children