[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642285-105":59,"doc-detail-642285-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cambridge-early-years-practitioner-standards","Cambridge Early Years practitioner standards","","Cambridge Early Years practitioner standards define the key characteristics and teaching practices needed to deliver the Cambridge Early Years programme effectively. The standards reflect contemporary international research on effective teaching and provide a benchmark for practitioner quality. They support self-evaluation, inform continuing professional development, and guide priorities for career growth. The document is organised into five domains covering values and attributes, classroom culture and environment, teaching skills and practices, innovation and improvement, and community engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cambridge-early-years-practitioner-standards/642285/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cambridge-early-years-practitioner-standards/642285.png","ImageObject",300,407,{"name":92,"@type":93},"Emma Wilson","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary purpose of the Cambridge Early Years practitioner standards?","Question",{"text":112,"@type":113},"To define the range of characteristics and practices needed to deliver the Cambridge Early Years programme effectively and achieve the desired outcomes for children.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can practitioners use the standards in their professional development?",{"text":117,"@type":113},"Practitioners can evaluate their own practice, confirm successful teaching practice, and determine priorities for continuing professional development, including relevant Cambridge PDQ programmes.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main domains covered by the standards?",{"text":121,"@type":113},"The standards are organised into five domains: teacher values and attributes; classroom culture and environment; teaching skills and practices; innovation and improvement; and community engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642285,1792811831,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3848291630094,"https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","International Education  \nCambridge Early Years practitioner standards  \nCambridge is committed to supporting the continuing improvement of the quality of educational outcomes for all learners following Cambridge programmes in schools around the world.  \nWe recognise that classroom teaching has the largest impact on the quality of educational outcomes. What teachers know and do makes the difference in improving student learning outcomes – their knowledge, pedagogical practicesand relationships with students.  \nIn support of this, we have developed the Cambridge Early Years practitioner standards to define key characteristics and practices of effective teachers.  \nContents  \nPurposes of the Cambridge Early Years practitioner standards .......................................... 2  \nThe Cambridge standards for Early Years practitioner in context....................................... 2  \nThe structure and organisation of the Cambridge standards............................................... 2  \nDomain 1: Teacher values and attributes............................................................................................ 3  \nDomain 2: Classroom culture and environment .............................................................................. 3  \nDomain 3: Teaching skills and practices............................................................................................... 4  \nDomain 4: Innovation and improvement in teaching and learning ...................................... 5  \nDomain 5: Community engagement....................................................................................................... 5  \n[www.cambridgeinternational.org/teacher-and-leader-standards](www.cambridgeinternational.org/teacher-and-leader-standards) 1   \nCambridge Early Years practitioner standards continued  \nPurposes of the Cambridge Early Years practitioner standards  \nThe primary purpose of the Cambridge standards for early years practitioners is to define the range of characteristics and practices needed to deliver the Cambridge Early Years programme effectively. They derive from and are consistent with contemporary international research into effective teaching. Practitioners who use the standards to evaluate their own practice and guide their continuing professional development should be in a strong position to achieve the desired outcomes for children from the Cambridge Early Years programme.  \nThe standards provide a benchmark of what we consider to be practitioner quality. They can be used by practitioners to confirm successful teaching practice and help determine areas and priorities for their own professional development.  \nThis might include participating in an appropriate Cambridge Professional Development Qualification (PDQ) programme. Practitioners aspiring to develop their career prospects will find the standards a helpful guide to the scope of the teaching role and aspects they want to develop.  \nThe Cambridge standards for early years practitioners in context  \nWe have developed the Cambridge standards for early years practitioners alongside:  \n• the Cambridge Standards for Schools, which help schools carry out self-evaluations  \n• the Cambridge Teacher and School Leader Standards, which define the range of characteristics and practices teachers and school leaders need to provide Cambridge programmes effectively.  \nOur statements about the attributes of Cambridge learners and teachers are also relevant and these can be found here. We have adapted the learner attributes to demonstrate what they look like in the early years, and these can be found on page 8 of our Cambridge Early Years Curriculum document. All these documents are intended to help schools provide high-quality Cambridge programmes, and are complementary to and consistent with each other.  \nWe recognise that school teaching is dependent on context. This means that detailed recommendations will not be relevant or helpful. Effective practitioners will l","cbCaicQwmeOnD8rk","https://ap.wps.com/l/cbCaicQwmeOnD8rk","pdf",1144314,"English","# Purposes of the Cambridge Early Years practitioner standards\n# The Cambridge standards for Early Years practitioner in context\n# The structure and organisation of the Cambridge standards\n# Domain 1: Teacher values and attributes\n# Domain 2: Classroom culture and environment\n# Domain 3: Teaching skills and practices\n# Domain 4: Innovation and improvement in teaching and learning\n# Domain 5: Community engagement","[{\"question\":\"What is the primary purpose of the Cambridge Early Years practitioner standards?\",\"answer\":\"To define the range of characteristics and practices needed to deliver the Cambridge Early Years programme effectively and achieve the desired outcomes for children.\"},{\"question\":\"How can practitioners use the standards in their professional development?\",\"answer\":\"Practitioners can evaluate their own practice, confirm successful teaching practice, and determine priorities for continuing professional development, including relevant Cambridge PDQ programmes.\"},{\"question\":\"What are the main domains covered by the standards?\",\"answer\":\"The standards are organised into five domains: teacher values and attributes; classroom culture and environment; teaching skills and practices; innovation and improvement; and community engagement.\"}]","Cambridge Early Years practitioner standards | PDF",1792721760,13]