What Early Childhood Teacher actually means
Most explanations of Early Childhood Teacher start with a definition and stop there. A definition is the least useful part, so this starts with what it looks like in practice instead.
Three parts are doing the work here: Early sets the approach, Teacher names what it is aimed at, and the childhood in between is where most of the disagreement actually lives.
For classroom teachers, instructional coaches and school leaders, this matters in a classroom of thirty with eleven minutes left in the period, where the difference between knowing a term and being able to use it becomes obvious quickly.
The questions worth asking
Start where the understanding actually is rather than where the syllabus says it should be: Which students in the room can already explain this, and how do you know?
Then test the reasoning rather than the recall: What question would tell you the difference between recall and understanding? Two questions, asked in that order, do more here than a page of explanation.
Where people go wrong
The trap is that hands raised in a classroom are evidence the class has understood. It shows up as a class that answers confidently in chorus and then stalls on the first independent task.
Putting it into practice
In practice this means planning three questions of increasing depth before the lesson, and using the third only when the first two land.
You will know it is working when more students volunteer reasoning rather than answers.
Where to go next
If this is the thing you are stuck on, start with the classroom question banks in the resources section, then a demo built around one of your own lessons.