Early Childhood Education

Upon completion of this course, the student will be able to:

• describe historical and current issues and global approaches for early care and education.
• differentiate between various types of settings in relation to the ages served, regulations, and teacher requirements.
• identify the roles and responsibilities of an early childhood educator for curriculum and teaching, family engagement, ethical practice, and professional interactions with others in the classroom.
• identify and compare the developmental stages and needs of children, birth through age eight.
• describe developmentally appropriate practice.
• explain the role and value of play.
• compare and contrast principles of positive guidance and interactions.
• explain how theories of learning and development guide early childhood environment design, curriculum, and teaching strategies.
• explain the ongoing curriculum cycle of observation, planning, implementation, and assessment.
• identify supports for first and dual language learners in developing English language and literacy skills including support for the home language.
• develop an initial personal philosophy of early childhood teaching

Upon completion of this course, the student will be able to:

• compare and contrast major theories of child development.
• analyze the impact of multiple factors on development and wellbeing, including those related to biology, environment, and social interactions.
• analyze the typical progression of development across all domains.
• differentiate between characteristics of typical and atypical development of children.
• identify and apply objective and ethical techniques and skills when observing, interviewing, describing, and evaluating behavior in children.
• identify and demonstrate an understanding of the scientific method in the study of child development.

Upon completion of this course, the student will be able to:

• compare historical and current theoretical frameworks of socialization.
• identify how the child develops within a system and is influenced by multiple factors of socialization including the educational, political, and socioeconomic impacts on children and families.
• compare and contrast diverse family characteristics and perspectives of children and families.
• evaluate the impact of one's own experiences on their relationships on their relationships with children, families, and the community.
• describe the legal requirements and ethical responsibilities of professionals working with all children and families.
• compare and contrast educational systems and practices, including strategies for family engagement and building partnerships between early learning settings, schools, and community organizations and agencies.
• describe contemporary social issues and their effects on families and children.
• identify community resources to support young children's learning and development and to support families' needs.

Upon completion of this course, the student will be able to:

• examine various early childhood curriculum models, approaches, and professional practices to inform and evaluate curriculum and environments.
• analyze how the curriculum is integrated across all developmental domains and content areas.
• observe and evaluate teaching strategies, curriculum, and environmental designs.
• observe children as a basis for planning curriculum and environments.
• apply knowledge of academic discipline content, children’s growth, development, and individual characteristics to plan developmentally and linguistically appropriate, engaging, and supportive learning experiences for infants and toddlers through the early primary years.
• design and develop plans for physical environments that are appropriate for children’s individual ages and stages, skills and abilities, needs, and learning goals.
• verify how different teaching strategies could be used for a variety of curriculum goals.
• analyze guidance and interaction approaches to support social relationships and learning.
• explain how the principles of Universal Design for Learning (UDL) are applied in various situations and how specific learning experiences could be adapted to address individual children's learning and development needs.
• describe various strategies for engaging and partnering with families to support children's development and learning.

Upon completion of this course, the student will be able to:

• apply current research and theories on learning and development to plan experiences for young children.
• demonstrate developmentally appropriate, professional, and ethical practices in supervised early childhood classrooms.
• plan, implement, and evaluate curriculum based on the needs and interests of young children.
• incorporate principles of the Universal Design for Learning into a variety of curriculum experiences
• demonstrate how to provide a supportive learning environment for children's first- and dual-language acquisition, development and learning.
• use documentation and assessment to monitor children’s progress and to adjust learning experiences.
• analyze the impact of the classroom environment and daily routines on children’s behavior as a basis for planning.
• demonstrate how to adjust curriculum, environments, routines, and teaching strategies to meet the individualized needs of infants, toddlers, and preschool children.
• identify and implement strategies to prevent and/or address young children’s challenging behaviors and to help children learn to resolve conflicts.
• practice strategies for communication and collaboration with families and other adults in the classroom to support young children’s development and learning.
• reflect on student teaching experiences to guide future teaching and collaborative practices.
• demonstrate the ability to provide guidance and constructive performance feedback to other adults in the ECE setting.

Upon completion of this course, the student will be able to:

• differentiate various observation and assessment tools according to their purpose and validity.
• demonstrate basic formative and summative assessment techniques.
• interpret observations and assessments by applying knowledge of development and other influencing factors.
• evaluate quality in environments, interactions, and curriculum through the use of standardized observation and assessment tools.
• discuss logistical challenges, biases, and preconceptions about observing and assessing children.
• demonstrate how observation and assessment are used to plan for and adjust learning experiences.
• evaluate legal and ethical responsibilities in relation to observation, assessment, documentation, and record keeping.
• analyze the role of partnerships with families and other professionals in utilizing interpretations of observational and assessment data.

Upon completion of this course, the student will be able to:

• explain how both culture and biology influence behavior, feelings, and cognition from conception to 36 months.
• summarize the key features of a systems model of infant development and discuss how this model may be used to support healthy relationships among infants and their caregivers.
• describe early growth and development from conception through 36 months of age, with attention to each developmental domain.
• relate current research to principles and practices for respectful infant care and education.
• summarize the impact of toxic exposure or harmful events on infant development, describe and evaluate interventions intended to counteract the effects of such harm.
• observe newborn and infant behaviors, emotions and communications in order to accurately describe them.

Upon completion of this course, the student will be able to:

• explain how the quality of care infants receive impacts the way in which they grow, develop,and learn to make sense of the world.
• analyze infant center staffing and enrollment policies for implementation of primary care, continuity of care, and small group size.
• explain how diverse values, beliefs, and attitudes result in conflicting views about how to care for infants, with attention to strategies for culturally-respectful conflict resolution.
• apply behavioral observation and documentation to assess infant development, plan and assess curriculum, and implement appropriate intervention for infants with special needs.
• generate curriculum that supports infants’ emotional, social, language, cognitive, and physical development, using a reflective approach to teaching.
• organize and furnish group care play spaces so that infants – both typical and atypical – have access to toys and furnishings matched to their emerging development.
• design procedures and work spaces and select furnishings and equipment for the care routines -- feeding, diapering, and napping -- with the intent of supporting reciprocal interactions between caregiver and infant.
• evaluate health, sanitation, and safety procedures in infant care settings.

Upon completion of this course, the student will be able to:

• examine how young children learn science and math concepts based on the knowledge of relevant science, technology, engineering, math (STEM) and child development research.
• identify key science and math skills and concepts children are building in early childhood and provide meaningful opportunities for children to apply and master these skills and concepts.
• design and evaluate science-rich and math-rich learning environments and explorations.
• integrate knowledge of the constructivist/inquiry approach to design curriculum that is culturally respectful and inclusive of diverse learning modalities as well as considerate of children's prior experiences gaining knowledge about the world.
• demonstrate effective, appropriate, and intentional teaching techniques for supporting, scaffolding, documenting, and assessing young children’s scientific and mathematical learning.

Upon completion of this course, the student will be able to:

• describe developmental patterns in early literacy learning and research-based teaching practices that help children build a foundation for reading and writing.
• design and define developmentally appropriate goals and expectations for young children’s achievement in reading and writing.
• incorporate developmentally appropriate teaching practices that support children’s language and literacy knowledge from birth through age five.
• define and evaluate program policies (pedagogical perspective, intentional curriculum design, and appropriate assessment strategies) that support early childhood language and literacy learning.
• analyze practices and assess issues that support young English language learners while simultaneously maintaining competence in the home language of the child.
• evaluate and demonstrate strategies of collaboration with children’s families to implement projects that support children’s literacy experiences both at school and at home.

Upon completion of this course, the student will be able to:

• evaluate and observe the developmental progression of children's exploration and use of the tools and media of drawing, painting, sculpting, and construction.
• demonstrate attributes, selection, and use of expressive media and tools commonly used with young children.
• create interest areas within an early childhood classroom that provide developmentally appropriate media, tools, and settings for young children's independent exploration and use of a variety of expressive media.
• design encounters with expressive arts media and tools that present challenges and problems appropriate to children's developmental interests and abilities for each phase of development from infancy through eight years of age.
• evaluate early childhood classroom environments for their capacity to promote young children's comfort and competence in using expressive media to represent impressions, feelings, and experiences.
• summarize anecdotal observations of children's encounters with the tools and media of expressive art and make visible children's learning through developmental portfolios and displays.
• design documentation that supports reflective examination among teachers, families, and children of the aesthetic and cognitive dimensions of children's work.

Upon completion of this course, the student will be able to:

• describe how music and movement supports a young child's growth in all developmental domains.
• plan, implement, and evaluate music and movement experiences and environments for young children.
• use music and movement as a strategy for managing behaviors, routines, and transitions.
• create a repertoire of songs, finger plays, rhymes, chants, and movement activities to support children's development.
• identify strategies for using culturally diverse music and movement experiences to promote understanding and support appreciation of differences.

Upon completion of this course, the student will be able to:

• examine the legislation and due process rights of children with special needs and their families.
• compare and contrast the unique needs of atypical and typically developing children in areas of physical, cognitive, social-emotional, and communication skills.
• evaluate the various techniques and instruments used to assess the physical, cognitive, social-emotional, and communication abilities of young children with special needs.
• analyze the multi-disciplinary team process utilized in the development of an IFSP Individualized Family Service Plan), (birth - 3 years) and an IEP (Individualized Education Plan, (ages 3-21 years) and demonstrate the value of community partnerships for children with special needs and their families.
• research public and private program options and community resources available for children with special needs and families.
• evaluate the current technology available for children with special needs and their families.
• plan and implement activities, supportive natural environments, behavior management techniques, and instructional strategies to meet the goals and objectives of the IFSP and IEP in an inclusive early childhood setting.
• identify and develop respect for and sensitivity to the diversity in human characteristics and the impact of a child with special needs on different families.

Upon completion of this course, the student will be able to:

• examine the broad concepts and practices of health, safety, and nutrition.
• identify laws and regulations related to health, safety, and nutrition.
• assess health and safety risks and prevention strategies in care and education settings.
• examine a caregiver’s role and responsibility in modeling good health, safety, and nutrition habits.
• analyze culturally responsive strategies for partnering with families and the community in support of a healthy and safe environment for children.
• research community resources available to support children and families.
• appraise the recommendations for children’s nutrition to the development of healthy and economical meals and snacks based on the age and individual needs of children.
• research and plan developmentally appropriate, culturally responsive learning experiences and environments that support the topics of health, safety, and nutrition.

Upon completion of this course, the student will be able to:

• apply administration skills in various types of early care and education programs.
• compare and contrast various program structures, philosophies, and curriculum models.
• identify strategies to ensure equity and respect for children, families, staff, and colleagues.
• demonstrate knowledge of strategic and fiscal planning.
• summarize systems and methods to support sound fiscal operations in a variety of early care and education settings.
• demonstrate knowledge of compliance with regulatory systems.
• evaluate components of quality programs, facilities, and operations.
• assess various methods and tools of evaluation.
• examine effective policies and procedures for staffing and scheduling.

Upon completion of this course, the student will be able to:

• demonstrate effective practices for managing and leading staff and administering early care and education programs.
• implement ongoing professional development plans based on evaluation of staff and administrator needs.
• establish professional relationships and facilitate collaboration and communication between colleagues, families, and stakeholders.
• identify and evaluate the factors needed to create and support a diverse and inclusive environment.
• identify and evaluate components of equitable hiring practices, observation, and evaluation practices of staff.
• describe the legal requirements and responsibilities of administering an early care and education program.
• formulate strategies for compensation and professional growth opportunities in programs.
• summarize essential practices for collaboration with staff, families, and community.
• articulate the importance of professional integrity and confidentiality.

Upon completion of this course, the student will be able to:

• individualize mentoring and supervision strategies based on the roles and developmental stages of adult learners, including student teachers.
• demonstrate competency in communication and reflective practices when working with diverse adult populations.
• evaluate and use a variety of personnel, program, and environmental assessment tools to inform leadership decisions.
• identify characteristics of effective leaders and mentors.
• critique and practice strategies to support adult learners.
• demonstrate reflective practice, cultural competency, and ethical conduct.

Upon completion of this course, the student will be able to:

• describe historical and current perspectives on diversity and inclusion.
• identify and differentiate between various forms and types of diversity.
• discuss how stereotypes, bias, discrimination, systemic oppression, and internalized privilege impact children’s learning, development, and school experiences.
• reflect on your own values and implicit and explicit biases and the ways in which these may positively and negatively affect teaching and learning.
• evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness for infants and toddlers through the early primary years.
• describe appropriate teaching strategies and potential curriculum and pedagogical modifications to help all young children access the curriculum.
• describe strategies to promote an inclusive and anti-racist classroom community.
• identify approaches to help children negotiate and resolve conflict related to social injustice and bias.
• describe strategies to build collaborative, respectful partnerships with families.

Upon completion of this course, the student will be able to:

• identify and formulate theoretical constructs within the context of practical problem solving activities.
• observe and analyze the impact of the physical, cognitive and psychosocial domains of development on the process and product of making.
• differentiate cultural contexts and analyze best practices for the inclusion of all children and families in constructionist learning environments.
• employ design thinking to research, develop and prototype inquiry-based instructional activities; using a variety of technologies, tools, techniques and materials, and aligned with educational standards.

Upon completion of this course, the student will be able to:

• appreciation for childhood as a unique and valuable stage of the human life cycle.
• information to base work with children on knowledge of child development.
• appreciation and support for the close ties between the child and the family.
• recognition that children are best understood in the context of family, culture and society.
• respect for the dignity, worth and uniqueness of each individual (child, family member and colleague).
• information to help children and adults achieve their full potential in the context of relationships that are based on trust, respect and positive regard.

Upon completion of this course, the student will be able to:

• apply industry knowledge and theoretical concepts in a field of study or career as written in the minimum 3 learning objectives created by the student and his/her employer or work site supervisor at the start of the course.
• manage personal career plans and decision making using industry & workforce information and online resources.
• behave professionally and ethically, exhibit adaptability, initiative, self-awareness and self-management as needed.
• exhibit effective communication, collaboration, and leadership skills at work with consideration to workplace dynamics and social and diversity awareness.
• demonstrate critical and creative thinking skills as they apply to the workplace.