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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

NOCTI and Nocti Business Solutions (NBS) | Evaluated Learning Experience

Child Care and Support Services Management - Pennsylvania Customized Test (7933)

Course Category: 
NOCTI proctored test centers throughout Pennsylvania. This assessment is not available through Nocti Business Solutions.
September 2010 - Present.
Instructional delivery format: 
Proficiency exam
Learner Outcomes: 

Students will be able to: compare and analyze types of early learning programs; identify personal qualities and career opportunities needed for employment; develop a personal and professional portfolio; investigate the requirements of the CDA-Ready Certificate and School-Age Credential; analyze NAEYC Standards and the Code of Ethical Conduct and the Pennsylvania Early Learning Standards; investigate the importance of advocacy in the profession; identify resources for professional development; identify state, national, and international models of pre-kindergarten; identify Department of Public Welfare regulations and PA Department of Education codes; identify types of child abuse; identify communicable diseases and chronic medical conditions; identify characteristics of safe, healthy environment; identify and describe infection control procedures and prevention of illness policies; identify nutritional requirements; plan nutritious meals and snacks; care for mildly ill children; identify and follow adult health regulations; complete a health and safety checklist and develop recommendations; identify and demonstrate safe transportation practices in child care settings; outline components and develop an emergency management plan for a child care setting; identify liability issues of child care workers regarding children's safety in child care settings; identify and manage program records, budgets, and reports; define  and apply best practices for reducing stress on children and caregivers in the early learning environment; examine the value of play and use best practices to support children's play; examine the process and use best practices for developing children's creativity; examine, evaluate, and use culturally relevant learning centers and materials; evaluate and maintain the indoor and outdoor learning environments; evaluate classroom environment using the ITERS, ECERS, and/or SACERS; identify educational theorists and their concepts; list the developmental stages or areas; discuss the stages of artistic and musical development; identify characteristics of infant development, toddler development, preschool development, and school-age development; identify characteristics of children with special needs; research the importance of early language and literacy development for school success; integrate literacy/language development throughout all activities; use positive methods to guide children's behavior; analyze the influence of environment and caregiver management techniques on children's behavior and make appropriate adjustments; supervise the daily routines of children; use basic tools and types of observations; observe, record, and analyze children's behavior; develop appropriate learning experiences based on observations; Link Early Learning Standards for Early Childhood (infant-toddler, pre-kindergarten, and kindergarten) to all learning experiences; describe the elements of curriculum (individualized goals, family and environment, learning environment, content resources); investigate a variety of curriculum models; develop long- and short-range curriculum goals; write objectives; create a file of culturally relevant instructional resources and a resource of learning experiences; complete, investigate, and document a resource unit card; plan weekly curriculum; develop daily lesson plans; prepare, present, and evaluate self-care activities; prepare, present, and evaluate activities which promote positive self-concepts; prepare, present, and evaluate science activities, math activities, music activities, creative arts, food and nutrition-related activities, health and safety activities, puppetry activities,  social studies activities, flannel board activities; fine motor activities, gross motor activitiers, transition activities, creative drama activities, creative movement activities, wordworking activities; prepare, present, and evaluate children's literature; language and literacy activities; prepare field trips as learning experiences; use current technology and equipment; communicate with families; create a resource file of community services; describe and implement best practices for supporting children and families during transition; identify the family's role in developing individualized goal plans for children; recognize the role that cultures and values of the family play in children's upbringing; and individualize experiences for children. Performance Component: Demonstrate Washing of Caregiver's Hands (10%); Arrange a Room (19%); Prepare a Lesson Plan (27%); Storytelling (17%); Gross Motor Stretching Activity (10%); Present a Lesson Plan (17%).


This exam assesses individuals' end-of-program knowledge and skills in an online proctored proficiency examination format. In addition, some programs administer a performance component test to assess application of skills.

Credit recommendation: 

In the lower division baccalaureate/associate degree category, 3 semester hours in Child Care and Support Services Management (11/13) (11/18 revalidation) (11/23 revalidation). NOTE: An additional 1-2 credits may be awarded based on successful completion of the Performance Component when given in conjunction with the written proficiency examination.