Bachelor of Science in Early Childhood Education and Early Childhood Special Education (Leads to Initial Licensure)

The Learner and Learning -
Candidates design instruction and learning environments that take into account young children’s characteristics, needs, and readiness for learning, as well as the multiple influences on early development and learning. They understand the teacher’s role in developing shared values, expectations, appreciation for cultural diversity, and reciprocal relationships with learners, colleagues, and families for promoting healthy, respectful, supportive, and challenging learning environments for young children. (AAQEP 1; EI/ECSE 1, 6; NAEYC 1, 2; InTASC 1, 2, 4, 5, 7)

• Explore theories and philosophies of early learning and development to make developmentally appropriate decisions to respond to each child through assessment, curriculum, intervention, and instruction. [MC2]
• Identify each child's unique and varied characteristics, including development, learning styles, strengths, abilities, challenges, and capacity to make choices in order to respond to each child with developmentally appropriate instruction and interactions. [MC2]
• Use data to identify readiness for learning while taking into account the multiple influences on early development and learning. [MC2]

Content Knowledge -
Candidates apply in-depth content knowledge, appropriate curriculum, content standards, early learning standards, and learning resources to promote developmentally meaningful, engaging, and challenging learning opportunities for all children. (AAQEP 1; EI/ECSE 5, 6; NAEYC 5; InTASC 1, 2, 4, 5, 6, 7, 8)

• Apply in-depth content knowledge and learning resources, including technology, in the academic disciplines to create meaningful and engaging pedagogical practices for students to learn, practice, and master content. [MC2]
• Apply appropriate curriculum, content standards, and early learning standards to plan and evaluate developmentally appropriate and challenging learning opportunities for each child. [MC2]
• Develop meaningful, developmentally appropriate learning progressions adapted to meet the needs of individuals with and without exceptionalities based on central concepts, methods, and tools of inquiry of the content within appropriate environments. [MC2]

Instructional Practice -
Candidates use evidence-based practices and strategies related to planning, implementing, and managing standards-based content instruction. They also use a repertoire of evidence-based instructional strategies to advance the learning of all individuals, including those with exceptionalities. They integrate technology as well as choose and adapt classroom resources appropriate for individuals and groups. (AAQEP 1,2; EI/ECSE 3, 5, 6, 7; NAEYC 1, 4, 6; InTASC 1, 2, 3, 5, 6, 7, 8)

• Plan instruction that uses effective strategies and resources, including the equitable and appropriate use of technology, adapted to meet the needs of young learners with and without exceptionalities. [MC2]
• Develop a wide range of developmentally, culturally, and linguistically responsive teaching and learning strategies to achieve individual learning outcomes, including differentiating instruction. [MC5]
• Use data to reflect upon and evaluate personal practice, and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes. [MC2]

Assessment -
Candidates know about and understand the goals, benefits, and uses of assessment, assessment technology, and assistive technology as instructional planning tools, diagnostic screeners, and two-way communication devices to promote development, learning outcomes, and collaborative partnerships for the benefit of young children. (AAQEP 1, 2; EI/ECSE 2, 4; NAEYC 3; InTASC 1, 5, 6, 7)

• Examine formal and informal, formative and summative assessments to make ethically and legally informed choices about instruction to select appropriate goals, curriculum, and teaching strategies to promote positive outcomes for young children. [MC2, MC3]
• Collaborate with families and other professionals to identify appropriate assessment tools and approaches, including technology, to observe, document, and collect data, and monitor progress. [MC2, MC4]
• Collaborate with families and other team members to use assessment data to determine eligibility and identification of students with exceptionalities, including medical conditions. [MC5]