Early Childhood Education Program Pathways

Developed under the principle that every child has the right to a high-quality early childhood educational experience with expertly trained and educated professionals, the mission of the Early Childhood Education/Child Development (ECE) program is to present students with a sequence of studies that is:

• Grounded in developing an understanding and appreciation of individual children, families, and community,
• Comprised of up-to-date research and recommendations for best practices,
• Intentionally designed to promote awareness of state regulations, competencies, and early learning and development standards,
• Aligned to the National Association for the Education of Young Children’s Professional Preparation Standards and Competencies and,
• Interspersed with a variety of hands-on, experiential learning opportunities which enable the application of academic and practical knowledge in high quality early learning settings.

Child Development and Early Childhood Education majors will be taught to work collaboratively with families, professionals, and communities to support young children ages birth-age 8, as well as those who impact the overall development and well-being of children. Graduates will gain necessary, foundational skills to prepare them for employment in a variety of educational and social settings where they can integrate and apply ECE content knowledge, theory, and best practices.

This statement builds upon the mission of the Department of Human Services, which is to teach students to function as competent, ethical Human Services practitioners and educators prepared to fill a variety of entry level positions in a diverse society, well equipped to pursue a Baccalaureate degree in their chosen profession.

The National Association for the Education of Young Children (NAEYC) Professional Standards and Competencies are the CCRI Outcomes for the Early Childhood/Child Development Program. The NAEYC standards and competencies are based on the latest research in the field of early childhood education and best practices. They are specific and measurable. Students in the program are provided opportunities to demonstrate each key competency of the standards. Data is collected and analyzed from key assessments and learning opportunities that students complete in each course, designed to demonstrate the standards and competencies used to inform best practice. Standards and competencies are also embedded in specific ECE courses as outcomes for that course.

Standard 1. Child Development and Learning in Context
Early childhood educators (a) are grounded in an understanding of the developmental period of early childhood from birth through age 8 across developmental domains. They (b) understand each child as an individual with unique developmental variations. Early childhood educators (c) understand that children learn and develop within relationships and within multiple contexts, including families, cultures, languages, communities, and society. They (d) use this multidimensional knowledge to make evidence-based decisions about how to carry out their responsibilities.

Standard 2. Family-Teacher Partnerships and Community Connections
Early childhood educators understand that successful early childhood education depends upon educators’ partnerships with the families of the young children they serve. They (a) know about, understand, and value the diversity in family characteristics. Early childhood educators (b) use this understanding to create respectful, responsive, reciprocal relationships with families and to engage with them as partners in their young children’s development and learning. They(c) use community resources to support young children’s learning and development and to support children’s families, and they build connections between early learning settings, schools, and community organizations and agencies.

Standard 3. Child Observation, Documentation and Assessment
Early childhood educators understand that successful early childhood education depends upon educators’ partnerships with the families of the young children they serve. They (a) know about, understand, and value the diversity in family characteristics. Early childhood educators (b) use this understanding to create respectful, responsive, reciprocal relationships with families and to engage with them as partners in their young children’s development and learning. They(c) use community resources to support young children’s learning and development and to support children’s families, and they build connections between early learning settings, schools, and community organizations and agencies.

Standard 4. Developmentally Culturally, and Linguistically Appropriate Teaching Practices

Early childhood educators understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages and characteristics and on the settings in which teaching and learning occur. They (a) understand and demonstrate positive, caring, supportive relationships and interactions as the foundation for their work with young children. They (b) understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child. Early childhood educators (c) use a broad repertoire of developmentally appropriate and culturally and linguistically relevant, anti-bias, and evidence-based teaching approaches that reflect the principles of universal design for learning.

Standard 5. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Early childhood educators have knowledge of the content of the academic disciplines (e.g., language and literacy, the arts, mathematics, social studies, science, technology and engineering, physical education) and of the pedagogical methods for teaching each discipline. They (a) understand the central concepts, the methods and tools of inquiry, and the structures in each academic discipline. Educators (b) understand pedagogy, including how young children learn and process information in each discipline, the learning trajectories for each discipline, and how teachers use this knowledge to inform their practice. They (c) apply this knowledge using early learning standards and other resources to make decisions about spontaneous and planned learning experiences and about curriculum development, implementation, and evaluation to ensure that learning will be stimulating, challenging, and meaningful to each child.

Standard 6. Professionalism as an Early Childhood Educator
Early childhood educators (a) identify and participate as members of the early childhood profession. They serve as informed advocates for young children, for the families of the children in their care, and for the early childhood profession. They (b) know and use ethical guidelines and other early childhood professional guidelines. They (c) have professional communication skills that effectively support their relationships and work young children, families, and colleagues. Early childhood educators (d) are continuous, collaborative learners who (e) develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.

NAEYC Accreditation of Higher Education Programs: Accreditation Policies and Procedures Handbook. (2022). Pgs. 62-63.